General Information

Name: Melissa Mehre Date: November 11, 2013

Grade/Setting: 10
th
Class: Biology Length of Lesson: 50 minute class
Subject/Unit: Climate Change

Knowledge of Context and Learners to Inform Teaching

In what type of school do you teach (i.e., preschool, elementary, middle school, high school, other; and urban,
suburban, rural)?

I teach in a suburban high school.

List any special features of your school or classroom setting (e.g., outdoor classroom, school forest, charter, co-
teaching, themed magnet, classroom aide, bilingual, team taught with special education teacher) that will affect
your teaching in this learning segment.

In my classroom, I have access to a forest plot on our school land. This forest area can be used for my instruction
within a class period. In addition, I have a classroom aide for my class periods with high at-risk populations.

Describe at least one potential learner who may require differentiated instruction.

I have one learner that is English as a Second Language (ESL) learner.

Background Information


Global climate change is an important topic in not only science today, but also for the general public.
Citizens around the world are aware of this ever-growing environmental, social, and political issue. Global climate
change, or global warming, is a major issue in our world today. Global warming is defined as a gradual increase in
the overall temperature of the earths atmosphere (Oskin, 2013). As a science teacher, it is my responsibility to
educate my students on the causes, effects, and possible future outcomes of global warming. At the root of this
issue is the human effect, which is a politically charged subject. It is important for students passing through my
high school science classroom to be literate in this issue as they move into the real world after high school.
Greenhouse gasses play a large role in global climate change. Greenhouse gasses, with the help of energy
from the sun, warm Earth. The suns radiation reaches our atmosphere and some of it is reflected back into space
while a majority of it passes through the atmosphere and reaches Earth. The radiation that reaches Earth is
responsible for heating the planet. The greenhouse effect involves heat from Earths surface being radiated
outward. Greenhouse gasses in the atmosphere trap this radiant heat, which keeps Earth warm enough to sustain
life as we know it. These greenhouse gasses consist of carbon dioxide, methane, and nitrous oxide as well as other
gasses (The Greenhouse Effect, 2013). The gas that is most responsible for global warming is carbon dioxide. CO2
is increasing in the atmosphere at such a fast rate that even though it is not the greatest heat-trapping gas, it has
the greatest effect (Global Warming, 2013). The problem with global warming is that the levels of greenhouse
gasses are increasing in the atmosphere, trapping more and more radiant energy from Earth. This, in turn, is
effectively allowing Earth to continue heating up.
Many things affect the levels of greenhouse gasses and in effect the balance of global climate, but one
major contribution is human activities. There are three factors that contribute to the warming of Earth: the suns
radiant heat energy, Earths reflectivity, and greenhouse gasses ability to trap radiant heat energy from the Earth
(Environmental Defense Fund, 2007). According to the Intergovernmental Panel on Climate Change (IPCC), a panel
of scientists from around the world, the sun has not contributed to a significant increase in global temperatures
(Exploratorium, 2002). Earths reflectivity has been noted to have contributed to Earths cooling if anything, due to
pollutants in the air making Earth more reflective and thereby allowing less radiant heat (Environmental Defense
Fund, 2007). Therefore, all of this evidence points to greenhouse gasses being the number one cause of Earths
warming trend. As noted earlier, the main greenhouse gas that scientists have focused on is CO2 because of its
high concentration in the atmosphere. Historically, CO2 levels have varied between 180 up to 300 parts per million
(ppm) over the last million years. Today, CO2 levels hover around 390 ppm, more than 30% higher than natural
levels over the past 800,000 years (Environmental Defense Fund, 2007). Scientists have also been able to pinpoint
the source of this extra CO2 in the atmosphere due to its unique fingerprint. The excess CO2 is mainly from the
burning of coal and oil. Knowing this, it is fair to say that human activity is causing Earth to get warmer
(Environmental Defense Fund, 2007).
Due to the affects of humans on global climate, many effects can be seen around the world. There are
some impacts from increasing global temperatures that we can already see. For starters, ice is melting all around
the world, particularly at Earths poles but also on the ice sheets of Antarctica and Greenland (Global Warming,
2013). Sea levels are climbing faster than ever before, and there is also more precipitation on average across the
globe (Global Warming, 2013). In addition, partly because of loss of habitat, there has been a decline of the Adelie
penguins of Antarctica and scientists have seen some butterflies, foxes, and alpine plants moving farther north to
adjust to warming global temperatures (Global Warming, 2013).
If warming continues, scientists have predicted other effects that could take place within this century. Sea
levels are expected to continue rising to between 7 and 23 inches by the end of the century (Global Warming, 2013).
Melting of ice at the poles and the ice sheets of Antarctica and Greenland are expected to contribute to 4 to 8
inches of this increase (Global Warming, 2013). In addition to melting ice sheets causing an increase in sea levels, it
will also affect the amount of fresh water available. For example, the Quelccaya ice cap in Peru is the main source
of fresh water for the people that live there. If melting continues at the current rate, this ice cap will be gone by
2100 and the inhabitants will be left without drinking water (Global Warming, 2013). Hurricanes and other natural
storms are expected to become stronger, including floods and droughts becoming more common (Global Warming,
2013). Finally, ecosystems and habitats will continue to change. This could lead to species being out of sync, for
example, flowers blooming before pollinating insects are active (Global Warming, 2013). In addition, species will be
forced to move, adapt, or die in order to meet the changing environments. We will see species moving farther
north to find a similar climate that they are used to. On the other hand, we will see species becoming extinct
because they cannot move or adapt to the changing environments (Global Warming, 2013).
After reading through the data and scientific findings, two things are clear: global temperatures are
increasing at an alarming rate and humans are responsible for this warming trend. It should also be evident that
global warming is going to significantly change the world we live in. Changes in global temperatures affect the ice
sheets, ocean levels, and furthermore habitats and ecosystems that many plants, animals, and humans rely on. The
most important point to take away from this is that we are the cause of these changes and we can make a choice
to stop contributing to global warming. As Gerald Meehl, a report author and senior scientist at the National
Center for Atmospheric Research says, We have a choicewe can choose a different future. We can choose what
future we have by the choices we make right now.

References:
Environmental Defense Fund. (2007, April). Retrieved from How We Know Human Activity is Causing
Warming: http://www.edf.org/climate/human-activity-causes-warming
Exploratorium. (2002). Retrieved from Global Climate Change:
http://www.exploratorium.edu/climate/primer/index.html
Global Warming. (2013). Retrieved from National Geographic:
http://environment.nationalgeographic.com/environment/global-warming/#close-modal
Hulsey, E. (2013, November 11). The 3-Minute Video That Will Make Any Problem You Have Seem
Astonishingly Trivial. Retrieved from Independent Journal Review:
http://www.ijreview.com/2013/11/93638-3-minute-video-will-make-problem-seem-
astonishingly-trivial/
Oskin, B. (2013, September 27). New Climate Report More Confident About Alarming Changes. Retrieved
from Live Science: http://www.livescience.com/40024-climate-change-report-differences.html
Project Learning Tree. (2013). The Global Climate. In Environmental Education Activity Guide (pp. 363-
369). Washington D.C.: American Forest Foundation.
The Greenhouse Effect. (2013). Retrieved from National Geographic:
http://environment.nationalgeographic.com/environment/global-warming/gw-overview-
interactive/



Big Idea/Central Focus/Enduring Understandings of Lesson


Greenhouse gases and the greenhouse effect are crucial to maintaining life on Earth.

Global warming, associated with the alarming increase in levels of greenhouse gases in the atmosphere due to
human impacts, is an important environmental problem in our world today.

There are many steps that we can take as inhabitants of the Earth in order to reduce our greenhouse gas emissions
and help stop the effects of global warming.

Standards
Content Area Standard(s):

B.12.5 Explain how science is based on assumptions
about the natural world and themes that describe the
EE Standard(s):

B.12.3 Evaluate the stability and sustainability of
ecosystems in response to changes in environmental
natural world

H.12.1 Using the science themes and knowledge of the
earth and space, life and environmental, and physical
sciences, analyze the costs, risks, benefits, and
consequences of a proposal concerning resource
management in the community and determine the
potential impact of the proposal on life in the
community and the region

H.12.5 Investigate how current plans or proposals
concerning resource management, scientific
knowledge, or technological development will have an
impact on the environment, ecology, and quality of life
in a community or region


conditions

B.12.9 Evaluate ways in which technology has expanded
our ability to alter the environment and its capacity to
support humans and other living organisms

D.12.5 Develop a plan to maintain or improve some part
of the local or regional environment, and enlist support
for the implementation of that plan

E.12.3 take action in regard to environmental issues in
the home, school, or communities
Learning Outcomes/Objectives

B.12.5 Students will be able to describe what greenhouse gases are and the role they play in the greenhouse
effect.

H.12.1 Students will be able to assess the value of their actions in terms of the carbon dioxide emitted by their
choices.

H.12.5 Students will be able to evaluate their daily choices to see the impact they have on the communitys
quality of life.

B.12.3 Students will be able to describe the effects of global warming on local ecosystems and the local
environment.

B.12.9 Students will be able to evaluate the effects of technology and industry on increasing carbon dioxide levels.

D.12.5 Students will develop their own personal plan for reducing their carbon dioxide emissions.

E.12.3 Students will be able to speak in a scientifically literate way to other students, their families, or community
members about global warming.

Essential Questions


What are greenhouse gases? What effect do they have on the greenhouse effect?

Why is the greenhouse effect necessary for life on Earth?

Why are carbon dioxide levels in the atmosphere increasing? What role do humans and industry play in this
increase?

What effect does global warming have on ecosystems and the environment?

How can we reduce our own personal daily carbon dioxide emissions?

Assessments


Student responses and behavior during class discussions and activities are informally monitored. Students will also
be graded on the accuracy and completeness of their answers on the Saving a Ton of CO2 worksheet.
Students will be graded based on the relevancy of their responses on daily 3-2-1 exit slips. This is a daily class
activity that I have my students complete each day. It is composed of three things that they learned in class that
day, two things they found interesting, and one thing they still have a question on. This allows students to give
proper feedback on my lesson as well as offers me another opportunity to assess their learning in a formative way.

Academic Language

Lesson Concepts/Academic Vocabulary

Atmosphere-the whole mass of air that surrounds the Earth
Solar radiation-the suns process of emitting radiant energy in the form of waves or particles
Positive feedback-feedback that tends to magnify a process or increase its output
Negative feedback-feedback that tends to dampen a process by applying the output against the initial conditions
Greenhouse gases-any of various gaseous compounds (as carbon dioxide) that absorb infrared radiation, trap heat
in the atmosphere, and contribute to the greenhouse effect
Greenhouse effect-warming of the surface and lower atmosphere of a planet that is caused by conversion of solar
radiation into heat in a process involving selective transmission of short wave solar radiation by the atmosphere, its
absorption by the planets surface, and re-radiation as infrared which is absorbed and partly reradiated back to the
surface by atmospheric gases
Global climate change-the recent increase in the worlds temperature that is believed to be caused by the increase
of certain gases (such as carbon dioxide) in the atmosphere
Fossil fuels-a fuel (such as coal, oil, or natural gas) that is formed in the earth from dead plants or animals
Emissions-the act of producing or sending out something (such as energy or gas) from a source

*All definitions were provided by Merriam-Webster Dictionary.

Prior Knowledge and Pre-Lesson Data Analysis


Prior to this lesson, students must be able to understand:
-what the atmosphere is, how it works, what it is composed of
-effects of solar radiation
-positive and negative feedback systems
-oceanic currents
-ecosystem disruption and its effects

In order to determine prior knowledge, I will engage students throughout the semester leading up to this activity by
providing them with the proper background knowledge. In addition, I will use a background knowledge activator to
get students primed for this lesson.

Some common misconceptions about global warming include the following:
-all greenhouse gases are bad
-global warming is a political hype, there isnt a real scientific concern
-if global warming continues, our planet will continue heating until it burns up
-individual actions are not large enough to actually make an impact

I will use this information in planning my instruction as to make sure it is addressed in my lesson. An activation of
background knowledge will be conducted to get students to recall prior knowledge and be prepared to begin this
lesson. In addition, I will address many of these misconceptions within my lesson so that students no longer have
the misconceptions listed above.

Lesson Procedure

Resources, Materials, and Technology:

-SMARTboard presentation
-Mauna Loa Atmospheric CO2 Concentrations Excel spreadsheet
-Earth & Sky: Transcripts from the International Science Radio Program worksheet
-Saving a Ton of CO2 worksheet
-sample electric bill from home (if possible) otherwise teacher provided electric bills

Instructional Plan


Introduction (1 minutes):

Welcome students to class and take attendance. Remind students that 3-2-1 exit slips require them to fill out three
things they learned that day, two interesting things that they learned, and one question they have about the
material covered. Tell students that today we will be covering content material and taking notes for about 10
minutes and then we will move on to two different activities.

Activation of Background Knowledge (4 minutes):

Show students The 3-Minute Video That Will Make Any Problem You Have Seem Astonishingly Trivial. Ask
students what negative effects they think humans have on the environment and our world.


Lecture on Global Climate Change (10 minutes):

Define greenhouse gases. Explain to students that greenhouse gases are not necessarily harmful to Earth; however
their rapid increase is cause for concern. Reiterate the fact that we need greenhouse gases in order for Earth to
maintain a temperature that allows for life.
Define global climate change, or global warming. Explain to students that throughout Earths history, CO2 levels
(an important greenhouse gas that indicates global temperatures) have fluctuated; however, recently levels have
become alarmingly highalmost double any previous maximum level of CO2. Take this moment to show students
the Excel spreadsheet with the data from the Mauna Loa Atmospheric CO2 Concentrations worksheet. Walk
students through the simple steps to making a linear graph that indicates rising CO2 levels.
Ask students to list any possible sources of CO2 emissions in our world today. Talk about human impact on global
climate change.


Earth & Sky: Transcripts from the International Science Radio Program Activity (15 minutes)

Hand out Earth & Sky: Transcripts from the International Science Radio Program worksheets. Ask students to
read Part One.
Discuss the purpose of the study described, the procedure used, as well as what students think the results of the
study might be.
Ask students to read Part Two.
Discuss what the results of the study were, if any of the results were surprising, any conclusions that can be drawn
from the study, if there were any weaknesses of the study, possibly implications or impacts the study might have, as
well as any additional effects that might be added.


Saving a Ton of CO2 Activity (15 minutes)

Ask students to think of ways that they use energy in a given day. Formulate a class list on the SMARTboard.
Explain to students that people burn fossil fuels when driving cars, heating their homes, and indirectly by using
electricity.
Have students calculate the amount of CO2 their family generates in a month. (Hint: 1.24 pounds of CO2 per
kilowatt-hour) Add up results to see how much CO2 the class generates in a month.
Pass out Saving a Ton of CO2 worksheet. Have students identify possible ways that they can reduce their familys
electric bill, therefore reducing the amount of CO2 emitted into the atmosphere. Make it a homework assignment
that students take home their worksheet and review it with their parents.


Wrap-up (5 minutes):

Reiterate to students that global warming is a scientific problem as well as a social and political problem. Remind
students that it is our job to take care of our world so that our children, grandchildren, and their children have a
place to live. Reiterate the fact that each individual does in fact make a difference and their efforts do help reduce
CO2 levels in the atmosphere.
Remind students that they must hand in their Saving a Ton of CO2 worksheet with a parent signature indicating
they reviewed it with a parent or guardian at the beginning of the next class period. Have students hand in their 3-
2-1 exit slip on their way out the door.


Differentiated Instruction

In order to accommodate my English as a Second Language (ESL) student, a copy of the presentation outline will be
provided for him/her to take notes on. In addition, any reading portions of the classroom activities (for example,
reading Earth & Sky: Transcripts from the International Science Radio Program) will be completed in table groups
with the partner sitting next to them. Finally, during the activity Saving a Ton of CO2 I will be walking around the
classroom, maintaining focus for all of my students, but I will also be available for any questions regarding the
assignment.

Lesson References

Environmental Defense Fund. (2007, April). Retrieved from How We Know Human Activity is Causing
Warming: http://www.edf.org/climate/human-activity-causes-warming
Exploratorium. (2002). Retrieved from Global Climate Change:
http://www.exploratorium.edu/climate/primer/index.html
Global Warming. (2013). Retrieved from National Geographic:
http://environment.nationalgeographic.com/environment/global-warming/#close-modal
Hulsey, E. (2013, November 11). The 3-Minute Video That Will Make Any Problem You Have Seem
Astonishingly Trivial. Retrieved from Independent Journal Review:
http://www.ijreview.com/2013/11/93638-3-minute-video-will-make-problem-seem-
astonishingly-trivial/
Oskin, B. (2013, September 27). New Climate Report More Confident About Alarming Changes. Retrieved
from Live Science: http://www.livescience.com/40024-climate-change-report-differences.html
Project Learning Tree. (2013). The Global Climate. In Environmental Education Activity Guide (pp. 363-
369). Washington D.C.: American Forest Foundation.
The Greenhouse Effect. (2013). Retrieved from National Geographic:
http://environment.nationalgeographic.com/environment/global-warming/gw-overview-
interactive/