Carolyn N. Kinder
Lesson Plan I
Content Standard 1:0 Scientific Inquiry: Student will develop abilities necessary to do scientific inquiry by being able to pose a question, state a hypothesis, develop an investigation, observe and document the process and record and determine results.
Initiating the Lesson: Features of the Sun
Objective
: Students will recall and learn features of the Sun. They will develop descriptions, explanations, predictions and models using evidence.
Discuss: Ask students what they know about the Sun. Write down all ideas on the blackboard. Working in cooperative learning groups of three to four students, have them draw the Sun and label as many features as they know.
Explore:
After that, have students compare their drawings with each other. Have them compared their drawing to their prior knowledge. Student's observations on what they have learned are to be recorded in their portfolio. Give students a picture of the Sun and discuss its features.
Apply:
Give students a picture of the Sun with no labels and have them to label each part.
Lesson Plan II: Is A Brighter Sun Responsible for Rising Temperatures?
Content Standard
4.0- Earth Science: Students will develop an understanding of the structures, properties and dynamic processes of the earth, the solar system, the universe and the galaxy; they will be familiar with the origins, evolution, movements and interactions of these systems.
Objective
: Students will describe other effects of the sun's energy on our world such as weather and wind.
Discuss
: Ask students what they know about global warming. Record their answers on large sheet of paper that is in front of the class for everyone to see. Give them basic knowledge about what global warming is and how it differs from the greenhouse effect.
Materials needed
: Two-liter plastic pop bottles (each group should have two bottles), soil, thermometers for each bottle, plastic wrap, student journals, stop watches, a computer with a spreadsheet (use excel)
Teaching Time
: Three class periods
Part I: One Class Period
Apply: The class will be divided into groups of two. Each group will be given two plastic bottles with the tops cut off of them. Students will place 10 centimeters of soil in the bottom of each bottle with a thermometer taped inside. Secure thermometer with tape at the top and bottom. Put plastic wrap on one bottle and leave the other bottle open.
Reflect:
Ask the students what they feel the bottles represent. Have student record ideas in their journal.
Part II: Second Class Period
Students will be placed bottles under two heat lamps. They will record temperatures inside each bottle every ten minutes for sixty minutes in their journals. They should use stop watches to record the time.
Part III: Third Class Period
Each group of students will be assigned a computer with Microsoft Excel spreadsheets. They will create a chart with their data. A class discussion will take place on what they feel the data represents and how it applies to our atmosphere.
Source
: This lesson has been adapted from:http://portfolio.edu/mundyn/tip2/new
Lesson Plan III: Average Global Temperatures
Content Standard 4.0
- Earth Science: Students will develop an understanding of the structures, properties and dynamic processes of the Earth, the solar system, the universe and the galaxy; they will be familiar with the origins, evolution, movements and interactions of these systems.
Objective:
Students will use Appendix B to analyze the data to answer the following questions;
1)
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Are there any trends in changes of average global temperatures?
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2)
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Has there been an increase in average global temperature?
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3)
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Has the rate of change increased or decreased?
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4)
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What was significant about the 1990's decade?
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Lesson Plan IV: Greenhouse Effect
Content Standard 4.0-
Earth Science: Students will develop an understanding of the structures, properties and dynamic processes of the Earth, the solar system, the universe and the galaxy; they will be familiar with the origins, evolution, movements and interactions of these systems.
Objectives:
1) Students will define global warming and greenhouse effect; 2) understand that carbon dioxide is a gas that creates a greenhouse effect and contribute to global warming
Apply
: Students will describe what it is like to be in a greenhouse. Explain that the earth's atmosphere contain gases that produce same greenhouse effect for the Earth.
Demonstration:
Place a layer of newspaper on a table, measure 3 grams of baking soda and add to 1000ml Erlenmeyer flask, pour 50 ml of vinegar into the flask, let reaction continue until the bubbling has stopped, set up a lamp on your lab table, place one thermometer directly on the newspaper, place a small thermometer under a beaker that is turned upside down on the table, pour the gas of the flask into a second beaker, and set it on newspaper right side up arrange the two beakers and the thermometers under the lamp, all three at equal distance from the lamp and turn it on, record the temperature of each thermometer in the data table (See Appendix C).
Discuss:
1.
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What are greenhouse gases?
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2.
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Where does greenhouse gas come from?
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3.
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Is the greenhouse effect a bad thing for the Earth?
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4.
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How does the greenhouse lead to global warming
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5.
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Compare the greenhouse effect on Venus to the greenhouse effect on Earth.
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Write essay about what could happen if Earth has a greenhouse effect like what happened on Venus.
Lesson Plan V: Defend Your Decision
Content Standard 4.0- Earth Science
: Students will develop an understanding of the structures, properties and dynamic processes of the Earth, the solar system, the universe and the galaxy; they will be familiar with the origins, evolution, movements and interactions of these systems.
Discuss:
What causes global warming? Is it the greenhouse effect or the solar effect on global warming on Earth or both? Support your answer with evidence. What is your conclusion?
Tips
Search materials that are available to you.
Describe how the Sun produces energy.
Make a list of human activities that you think contribute to global warming.