Greenhouse Effect

1. At the end of the lesson, the students are expected to:
1. Construct a model greenhouse.
2. Relate the concept of greenhouse to the increasing temperature of Earth’s
atmosphere.
3. Identify solutions to minimize the effects of global warming.
Greenhouse
Timeframe: 1 hour
References:
 Science and Technology: Earth Science pp. 392-399
 http://www.slideshare.net/0709198907231987/q3-q4-teachers-guide-v10
Materials: Science Module, Visual Aids, Worksheets, 2 Litre bottle, scissors and
chalk.
Strategy: Cooperative Learning, Jigsaw, Active Learning and Discussion
Approaches: Inquiry Approach, Cooperative Learning Approach, Discovery Learning
Approach and Brainstorming
Teacher’s Activity Student’s Activity
A. PRELIMINARY ACTIVITIES
Prayer
Checking of attendance
Collecting of assignment
Review
Please go to your assigned groups.
Today we are going to play. In front of you are the
things we usually find in the atmosphere, all you
have to do is to identify which of these things
belong to each of the layers of the atmosphere.
On my queue you are going to write your answers
on your paper. The first group to tuck their work
on the board earns 10 points and the rest will
have 5 points.
Heavenly father…..Amen.
(Secretary reads to the class the names of
students who are absent)
(Student passes their assignment.)
The Words:
Weather, Airplane, Mountain peak, Spy plane,
Meteor, ozone layer, ionosphere, rockets, radio
waves and satellites.
I. OBJECTIVES
II. SUBJECT MATTER
III. METHODOLOGY

2. 1
Am I understood? Any clarifications? If none, let’s
start the game!
B. NEW LESSON
Motivation
This morning we are going to play “Alive, Alert,
and Awake”. I will be flashing 5 pictures which
correspond to your group once you see the
picture all you have to do is stand and act
according to your assigned pic. The group who
fails to respond directly will be ousted and the
remaining group will be declared as a winner and
will have 10 points. Am I clear? Are you ready?
Presentation
Have you been trapped in an elevator or in your
room? How did you feel?
Very good! Today we are going to dig deeper
about greenhouse and its effect to us.
Are you ready to listen?
Setting of Standard
Anyway, what should a good student do during
the activity and discussion?
Well said! Can I expect that from you?
Developmental Activities
a. Activity 1
With the same group, you will be given an activity
by station.
Station 1 – Plot the Time and Temperature for
Set-up A.
Station 2 – Plot the Time and Temperature for
Set-up B.
Station 3 – Answer the following questions.
Station 4 – Observe the graph and answer the
question.
Station 5 – Interpret the Following: A. Ozone
depletion. B. Global warming. C. Ozone
depletion + Global warming = Effects to
mankind.
Yes ma’am!
Group 1 – Green
Group 2 – House
Group 3 – Gases
Group 4 – Trapped
Group 5 - Heat
Yes ma’am.
Suffocating and hot ma’am.
Yes ma’am.
A good student listens, takes note, participates
and behave well in the class ma’am.
Yes ma’am.

3. 2
You will be given 5- minutes each station 3-5
minutes for your presentation. Station 1 will be
presented by group 1 and station 2 will be for
group 2, Station 3 for group 3, station 4 for group
4 and lastly, station 5 for group 5. Here’s the
rubric on how I am going to grade your
presentation (please refer to appendix A for the
rubric)
(The teacher facilitates the group activity.)
Station 1.
Instruction: Graph the Time (X-Axis) and Temperature (Y-Axis). Use BLACK BALLPEN.
Instruction: Graph the Time (X-Axis) and Temperature (Y-Axis). Use BLUE BALLPEN.
Station 2.
Instruction: Answer the following questions.
1. Describe the graph resulting from the observations in Set-up A.
Time Lapse Temperature
20 min
40 min
60 min
80 min
100 min
120 min
Time Lapse Temperature
20 min
40 min
60 min
80 min
100 min
120 min

4. 3
2. Describe the graph resulting from the observations in Set-up B.
3. Explain the similarities in the graphs of Set-up A and B.
4. Explain the differences in the graphs of Set-up A and B.
5. Does this activity help you answer the question: Do greenhouse retain heat? What is the
evidence?
Station 3.
Instruction: Use the graph below to answer the following questions.
1. In the year 1960, how much was the
Carbon dioxide concentration in ppm?
2. In the year 200, how much was the
Carbon dioxide concentration in ppm?
3. What does the data tells us about the
Carbon dioxide concentration of the world?
4. How can an increase in Carbon dioxide
affect us?
Station 4.
Instruction: Use the graph below to answer the following questions.
1. Which fossil fuel has the highest
contribution to carbon dioxide concentration in
the atmosphere?
2. What human activities use this fuel? List
at least thee.
3. Are we also contributing to the increase
in carbon dioxide concentration in the
atmosphere? Why or why not?
Station 5.
Instruction: Draw or illustrate your interpretation about the following topic.
Subject Drawing
OZONE DEPLETION
 Planet Earth has its own natural sunscreen that
shields us from the sun's damaging ultraviolet
radiation. It's called the ozone layer: a fragile band

5. 4
of gases beginning 15 kilometres above our planet,
and reaching up to the 40-kilometre level. Human
activities have caused a substantial thinning of this
protective covering — not only over the North and
South Poles, but right over our heads.
GLOBAL WARMING
 Global warming is the term used to describe a
gradual increase in the average temperature of the
Earth's atmosphere and its oceans, a change that is
believed to be permanently changing the Earth's
climate.
OZONE DEPLETION + GLOBAL WARMING
Teacher’s Activity Student’s Activity
b. Discussion
Time’s up! Please settle down.
What does your graph in station 1 tells us?
Do you think an animal can survive in Set-up A?
How about in Set-up B?
What do you think might happen to the animal in
Set-up A?
What is the importance of atmospheric gases in
the atmosphere?
What are the other Atmospheric gases and how
are they produced?
As Carbon dioxide increases what will be the
possible effect?
Set-up A and B are just representation of a
bigger picture which is our planet. In Set-up A
wherein there are no vents, the temperature
continuously increases as it is exposed to
continuous heat.
Set-up B on the other hand has vents which
allows the heat to escape therefore it is less hot
inside the set-up.
No ma’am.
Yes it can survive.
It will die.
It keeps us warm.
1. Carbon Dioxide
Source: fossil fuel burning, deforestation
2. Methane
Source: Rice cultivation, cattle & sheep
ranching, decay from landfills and mining.
3. Nitrous oxide
Source: Industry and agriculture (fertilizers)
4. Water vapor
Source: evaporation
We will experience extreme heat and we might
die.

6. 5
1. Which fossil fuel has the highest contribution to
carbon dioxide concentration in the atmosphere?
2. What human activities use this fuel? List at
least thee.
How can you differentiate ozone depletion from
global warming?
Valuing
What do you think might happen to our planet if
we continue to release Carbon dioxide and other
atmospheric gases?
Now that we’ve learn the effects of human
activities towards our planet. As students, how
can you help protect our planet? What can you do
to help?
Well said.
Generalization
What are the effects of global warming?
Petroleum
1. Burning natural gas, coal, oil raises the
level of co2
2. Some farming practices and land-use
changes, increases the levels of
methane and nitrous oxide.
3. Many factories produce long lasting
industrial; gases that do not occur
naturally and hose gases enhance the
greenhouse effect.
Ozone depletion is the thinning of our ozone
layer due to ozone depleting substances such
as the CFCs. Global warming is the increase in
temperature of the atmosphere due to the
atmospheric gases.
We might die.
Educate and Use alternative sources of energy
such as wind and solar power. Use fuel
efficient cars and compact fluorescent.
 Increased Temperature
 Rising Sea Level
 Habitat Damage and Species Extinction
 Changes in water supply;
Contamination of fresh water
 More severe storms; hurricanes and
floods
 Droughts, changes in weather patterns.

7. 6
Directions: Multiple choice. Write only the letter of the correct answer.
1. It is the term used to describe a gradual increase in the average temperature of the
Earth's atmosphere and its oceans, a change that is believed to be permanently changing
the Earth's climate.
a. Ozone Depletion b. Global Warming c. Greenhouse
2. What are the effects of global warming? Choose as many answers as possible.
a. Decrease in Temperature
b. Rising Sea Level
c. Habitat Damage and Species Extinction
d. Changes in water supply; Contamination of fresh water
e. More severe storms; hurricanes and floods
f. Droughts, changes in weather patterns.
3. The following are atmospheric gases except one.
a. oxygen b. Carbon Dioxide c. Water Vapor
4-5. List at least 2 human activities which contribute to the global warming.
Please take note of your assignment.
 Bring the following materials: two paper bags, candle, long straight stick, match, masking
tape and chair
APPENDIX A: Presentation Learning Activity Rubric
Content- offers current information on the topic chosen thoroughly
covers each aspect of the question.
40 %
Presentation – The student makes a genuine effort to present, not
just read the material.
35 %
Teamwork – Each member of the group is actively and effectively
participating towards a specific goal.
25 pts.
TOTAL 100%
IV. EVALUATION
V. ASSIGNMENT