Form definitions of global warming, climate change and greenhouse effect based on prior knowledge, class discussion, and viewing videos and diagrams. Hypothesize about the causes and effects of global warming on the climate and the worlds populations. Analyze global warming diagrams and resources to obtain a clear understanding of this scientific process.
Activity:The class will watch a 3-minute video aboutGlobal Warming.Be sure to look for… Causes of Global Warming Nature of Global Warming Effects of Global Warming
Refers to the rise in the temperature of Earth’s atmosphere. Earth’s temperature has risen by 1.2 - 1.4°F in the last century. Sea level has risen approximately 1 inch
Causes climate patterns to change 2000-2009 was the hottest decade on record. Different from Climate Change Projected increase in earth’s temperature for the next hundred years – 2 to 11.5°F
Greenhouse effect is atmosphere’s natural ability to store the heat radiated from earth. A layer of greenhouse gases – mainly water vapor, lesser amounts of carbon dioxide, methane, nitrous oxide and ozone. Acts as a thermal blanket for the Earth, absorbing heat and warming the surface to a life-supporting average of 59 degrees Fahrenheit or 15 C. (http://climate.nasa.gov/causes) Due to several human activities the amount of greenhouse gases increase in the atmosphere. More heat stays on earth thus warming the earth (Global Warming).
Chemical compound or gas found in earth’s atmosphere Allow sun’s energy to enter our atmosphere. The primary or naturally occurring greenhouse gases (GHG) in Earth’s atmosphere are water vapor (H2O), carbon dioxide (CO2),methane (CH4), nitrous oxide (N2O) and ozone (O3).
Carbon Dioxide Released through natural processes and through human activities such as deforestation, land use changes, and burning fossil fuels. (http://climate.nasa.gov/causes) Major contributor to enhanced greenhouse effect Lasts up to 30-95 years in earth’s atmosphere
Water Vapor Most abundant greenhouse gas Generated by evaporation and removed by condensationMethane Emitted from production of coal, oil and natural gas Produced from livestock and agricultural practices
Nitrous Oxide Emitted by bacteria in soils and oceans Resulted from certain agricultural practices (fertilizers) Also considered an air pollutant
Refers to any significant change in the measures of climate lasting for an extended period of time. Includes major changes in temperature, precipitati on, or wind patterns, and other effects that occur over a long time.
Climate Change isdifferent from GlobalWarming. Global Warming is the cause and Climate Change is the effect!
Increase in Carbon Dioxide Concentration Global surface temperature (Global Warming) Arctic Sea Ice Land Ice Sea Level
Warming is experienced in northern and southern regions of the Philippines. Northern Luzon and Mindanao have dried the most. El Nino and La Nina phenomena Extreme weather events like damaging typhoons, floods and landslides
Can we “change” climate change?What can we do to minimize the effects of climate change?
Using the references and resources given toyou answer this question.Has human activity caused the world’s climateto change over the past 100 years?Write your answers on the Global WarmingVenn Diagram handout.
Subject: Environmental Science/EcologyTopic: Climate Change: Global WarmingGrade Level: 6-7Number of students: 30Resources Used: PowerPoint Presentation Venn Diagram handout 4 video clips Internet and other references
Background: We often hear the terms greenhouse effect, global warming and climate change. There are times when people used it interchangeably. In order to achieve the learning objectives, students should be able to understand these terms and how these terms are related and at the same time different from one another. Before presenting the material the teacher has asked the students to interview their parents or guardians on how was the weather like when they were kids. She has also asked the students to bring some photographs of their parents when they were kids. Photographs should show what weather they have during that time. For example picture on the beach, winter Christmas, rainy day, etc. They have to ask their parents what was the weather on that particular picture. When did it happened? Have they noticed any changes in our weather as compared when they were kids?
The class will discuss the pictures they’ve brought. They will also discuss what were the answers of their parents or guardians. As the students share their experiences the teacher will take down some significant words from their discussion. The teacher will use those words to introduce the topic. To ensure that everybody is on the right track the teacher will show first the learning objectives. She will explain to the class on how these objectives can be achieved by the class and how can these be applied to real life simulations.
The first part of the material will discuss global warming. What is it? How does it happen? The teacher will ask the students prior knowledge on global warming. What do they know about global warming? After getting their answers, the teacher will show the class a video that describes global warming. It discusses its effects, causes and threats to our population. Before showing them the clip the teacher provided them with guidance on “what” they should look for. This is to ensure that they will focus on the subject of the material.
To encourage student participation, the teacher has incorporated “share your thoughts” part on the material. These sections of the material will show questions about the subject that was discussed or will be discussed. The “share your thoughts” section aims not just to encourage student’s participation but also to check and assess what the students have learned from the material. This will also help the teacher identify possible misconceptions about the topic. The good thing about it, is that misconceptions will be addressed immediately.
Some parts of the material have effects. This is to incorporate “progressive disclosure” technique within the material. In order to gain better understanding of the instructional content, the material is presented in small, easy and manageable chunks of information. The material helps the teacher use instructional scaffolding in her instruction. It guides the students as they climb the ladder towards the achievement of learning objectives.
There are four videos incorporated in the material. As we know there three main reasons why we use video in our instruction. First is to introduce a topic, second is provide an additional learning experience and strengthened the lesson and lastly to assess student’s mastery of the material. The first (Global Warming) and third video (Climate Change) aims to introduce the topic which is global warming and climate change. Video # 2 (Greenhouse Effect) and Video # 4 (Climate Change in the Philippines were used to provide additional learning experience for the students and reinforce the subject matter.
Although the teacher has her own opinion of the topic, she made sure that the materials will not show any biases or will not showcase her personal point of view. The materials used served as references or presentations of the topic and not as “evidence” of the teacher’s point of view. Images and videos tend to strain our eyes. To address this concern, the teacher has used some black background within the material. This is to give student’s eye some rest.
Aside from the “share your thoughts” section, the material has also some “remember” sections. These shows the most important information that they have to remember and at the same time it clarifies common misconceptions about the topic. To sustain students’ attention and to ensure that learning objectives are met group activity was included in the material. It asks the students to discuss amongst themselves about the possible effects of global warming. The teacher has used two non-projected materials for this lesson. First one is the blackboard and the second one is the Venn Diagram handout. The handout was given before the second activity. If there’s not enough time, the Venn Diagram handout will serve as an assignment however if there’s an available time the teacher can use it as a seatwork for the students. If you will notice the handout was used at the latter part of the lesson this is to ensure that students have already developed basic knowledge about the question on the handout. To acknowledge or recognize the different learning styles of her students, the teacher has incorporated several medium of instruction in her lesson. Videos for visual and auditory learners. Group activities for kinesthetic learners. Venn Diagram handout for reading and writing learners.