Ohio Standards Connection: Earth and Space Sciences Benchmark F Summarize the historical development of scientific theories and ideas, and describe emerging issues in the study of Earth and space sciences. Indicator 7 Describe advances and issues in Earth and space science that have important long-lasting effects on science and society ( e.g., geologic time scales, global warming, depletion of resources and exponential population growth). Lesson Summary: In this lesson students will conduct an investigation that models the greenhouse effect. Activities include conducting library and/or Internet research on the topic of global warming to collect current scientific evidence. Students will be assigned the task of developing a presentation to communicate information concerning the relationship of the greenhouse effect and greenhouse gases to global warming. Estimated Duration: Five to six hours Commentary: The greenhouse effect is really a misnomer for atmospheric heating by gases. A greenhouse for growing plants is heated by sunlight striking the vegetation, which warms up and heats the air trapped in the enclosure. In this lesson, students will model this phenomenon by applying heat from a radiant source which warms the air trapped in containers covered with plastic. Earth s atmosphere is heated by the absorption of infrared radiation by molecules (greenhouse gases) in the atmosphere (uncovered container with C0 2 more like Earth s greenhouse heating). Pre-Assessment: Have students work in small groups to answer the following questions: 1. What are some causes of global warming? 2. What is the greenhouse effect? 3. Name two major greenhouse gases? Have students share their ideas with the class. Instruct students to write the collective thinking of the class in their science journal or notebook. Scoring Guidelines: Evaluate students responses and discussion to gauge their current knowledge of global warming as communicated by the grade level indicator. See Attachment A, Global Warming Background Information for support in evaluating student responses. 1
Post-Assessment: Evaluate student lab write-up for depth of understanding, evidence of inquiry and clear communication of information associated with the greenhouse effect. Scoring Guidelines: See Attachment B, Rubric for Greenhouse Effect Lab Report. Instructional Procedures: Day One 1. Administer the pre-assessment. 2. Have a brief follow-up conversation about the pre-assessment questions and introduction to the greenhouse effect and the lab. Discuss students ideas, perceptions and strategies regarding the greenhouse effect and global warming. Examine more closely potential misconceptions students may have. Delay evaluative statements at this time. Instead, consider asking questions such as: a. How do you know? b. What is the scientific evidence to support your idea? 3. Give students a copy of Attachment C, Greenhouse Effect Lab. 4. Show a multimedia presentation to help students visualize the processes of the greenhouse effect. 5. Ask student to read the information in Attachment C: Greenhouse Effect Lab as a preparatory assignment. Ask students to refer to the student instruction and plan ahead for data they need to collect in order to determine the effect of the amount of radiation on and the composition of the atmosphere on greenhouse heating. 6. Ask students to plan how they will collect data, organize, display and communicate what their data represents. 7. Give students a copy of Attachment B, Rubric for Greenhouse Effect Lab Report and conduct a brief discussion of the criteria to be used to guide and evaluate the quality of student work. Explain that the assessment criteria focus on evidence of understanding, investigating/analyzing and communicating about the Greenhouse effect and its relation to global warming. Day Two 8. Organize students into groups of three or four students. 9. Monitor students set-up and safe use of the greenhouse effect materials (e.g., remind students to shield thermometer bulbs from being heated by direct light). 10. Monitor students conducting data collection trials for each of the four greenhouse effect models described in Attachment C, Greenhouse Effect Lab. Check student procedures before students move forward with conducting the investigation. 11. Monitor student progress during the investigations; strategically asking questions and providing feedback to ensure student methods are effective in generating needed data and observations. 12. At the conclusion of the experiment supervise clean-up and the return of materials. 2
13. Decide when and how to collect students reports. Score students reports using a rubric such as the one provided in Attachment B, Rubric for Greenhouse Effect Lab Report. Decide when and how to return and discuss student lab reports. 14. Have each student write a summary of his or her data and an explanation of his or her observations. Day Three 15. Conduct a follow-up discussion to the greenhouse effect lab. 16. Ask students to think about some questions they still have about the connections between the greenhouse effect and global warming. 17. Tell them they will work in small groups to conduct library and/or Internet research one important question. Have the class generate a list of questions and then decide which ones should be addressed by the groups in their research. If students have trouble generating questions, provide some of the following as suggestions. Ensure that all questions in the following list get covered by at least one student (team of two students). What causes the greenhouse effect? How might increasing the greenhouse effect impact life on Earth? Has Earth had a greenhouse effect for many millennia or is this a new phenomena? What would life on Earth be like without the greenhouse effect? What are greenhouse gases? How do these gases, sunlight and the greenhouse effect relate to the causes and effects of global warming? What impact might CO 2 emissions have on overall global warming? Is there evidence of a strong connection between CO 2 emissions and global warming? What are some other sources of CO 2 emissions in addition to the use of internal combustion engines? What are the potential causes of global warming other than the greenhouse effect? What scientific evidence supports these as potential causes? Instructional Tip: See the Web page for the National Oceanic and Atmospheric Administration for information on the potential causes of global warming. Plausible explanations include increased greenhouse gases, solar output and volcanic eruptions. Natrual fluctuations in Earth s orbit and tilt may also account for long-term changes such as ice ages and may be influencing Earth s present climate change, too. 18. Instruct students to utilize multiple resources that include valid scientific journals to provide validation for their findings.. 19. Have students present their information in the style of a forum. Have each group participate in a panel discussion about the question they researched, giving members of the class the opportunity to ask questions or to comment. 20. Evaluate the presentations using a rubric such as Attachment D, Forum Rubric. 3
Differentiated Instructional Support: Instruction is differentiated according to learner needs, to help all learners either meet the intent of the specified indicator(s) or, if the indicator is already met, to advance beyond the specified indicator(s). Students may be organized into heterogeneous learning groups to provide opportunities for all to participate in the instructional activities. Students working beyond the indicator may be given opportunities to investigate other issues in Earth and space sciences (i.e., depletion of resources). Extensions: Have students revisit the greenhouse effect lab to determine the effect of different amounts of water vapor. Have students use EPA s Global Warming Wheel to estimate their own and/or their family s contributions to CO 2 emissions. See the Technology Connections section of this lesson for the Web site. Have students research and report on the following question: What other rocky planet has a very large greenhouse effect and what causes it? Instructional Tip: Ensure that student reports describe that while CFC s are involved in both ozone depletion and greenhouse effect processes; in the case of the ozone layer, CFC s destroy it by chemical action, and in the case of the greenhouse effect CFCs help to trap heat by absorbing radiation instead of allowing it to escape into space. Have students write a letter to the editor of the local newspaper explaining their positions on global warming. The letter should include the causes and effects along with the scientific evidence that supports them. Consider evaluating the letter using a rubric such as the one provided in Attachment D, Forum Rubric. Homework Options and Home Connections: Have students visit a greenhouse to observe its structure. Interdisciplinary Connections: English Language Arts Research Benchmark E: Communicate findings, reporting on the substance and processes orally, visually and in writing, or through multimedia. Indicator 7: Use a variety of communication techniques, including oral, visual, written or multimedia reports, to present information that supports a clear position about the topic or research question and to maintain an appropriate balance between researched information and original ideas. 4
Materials and Resources: The inclusion of a specific resource in any lesson formulated by the Ohio Department of Education should not be interpreted as an endorsement of that particular resource, or any of its contents, by the Ohio Department of Education. The Ohio Department of Education does not endorse any particular resource. The Web addresses listed are for a given site s main page, therefore, it may be necessary to search within that site to find the specific information required for a given lesson. Please note that information published on the Internet changes over time, therefore the links provided may no longer contain the specific information related to a given lesson. Teachers are advised to preview all sites before using them with students. For the teacher: Multimedia presentation equipment, research materials, Internet access, goggles, materials for the greenhouse models. For the students: Internet access, goggles, materials for the greenhouse models: clear plastic wrap, stoppers, or parafilm, craft sticks, cardboard, scissors, tape, several lamps with strong incandescent light bulbs, several indoor/outdoor thermometers, graph paper, clear plastic containers, vinegar, baking soda, soil, test tubes. Vocabulary: climate greenhouse gases CO 2 greenhouse effect greenhouse warming global warming Technology Connections: Global Warming Web sites include: htpp://www.genesismission.org NASA Genesis Mission Website information regarding greenhouse effect and Hot and Cold Running Planets http://www.epa.vic.gov.au/ To directly access multimedia presentations/videos for students of introductory information regarding processes of the greenhouse effect, including the greenhouse calculator http://www.spso.gsfc.nasa.gov NASA Facts: Global Warming, Global Change/Climate Change http://www.ncdc.noaa.gov An Update on Global Warming http://www.yosemite.epa.gov EPA s Global Warming Site 5
Research Connections: Global Warming. United States Environmental Protection Agency. Washington, DC. 2 Oct. 2002. EPA's mission is to protect human health and to safeguard the natural environment air, water, and land upon which life depends. This Web site serves as a portal to information concerning global warming. Marzano, Robert J., Pickering, Debra J., Pollock, Jane E., Classroom instruction that works Research-based strategies for increasing student achievement. Alexandria, Va: ASCD, 2001. Students are also given opportunities to organize, elaborate, and apply their learned knowledge in various situations. Instructional strategies also make use of research based effective strategies such as nonlinguistic representations (making physical models, drawing pictures), cooperative learning (small/large group, individual and group accountability), activating prior knowledge and higher level questioning, and stretches thinking. Attachments: Attachment A, Global Warming Background Information Attachment B, Rubric for Greenhouse Effect Lab Report Attachment C, Greenhouse Effect Lab Attachment D, Forum Rubric 6
Attachment A Global Warming Background Information What is Global Warming? Global warming refers to an average increase in the Earth's temperature, which in turn causes changes in climate. A warmer Earth may lead to changes in rainfall patterns, a rise in sea level, and a wide range of impacts on plants, wildlife, and humans. When scientists talk about the issue of climate change, their concern is about global warming caused by human activities. According to the National Academy of Sciences, the Earth's surface temperature has risen by about 1 degree Fahrenheit in the past century, with accelerated warming during the past two decades. What are the major Greenhouse Gases? There is new and stronger evidence that most of the warming over the last 50 years is attributable to human activities. Human activities have altered the chemical composition of the atmosphere through the buildup of greenhouse gases primarily carbon dioxide, methane, and nitrous oxide. The heat-trapping property of these gases is undisputed although uncertainties exist about exactly how earth's climate responds to them. Why are greenhouse gas concentrations increasing? Scientists generally believe that the combustion of fossil fuels and other human activities are the primary reason for the increased concentration of carbon dioxide. Plant respiration and the decomposition of organic matter release more than 10 times the CO2 released by human activities; but these releases have generally been in balance during the centuries leading up to the industrial revolution with carbon dioxide absorbed by terrestrial vegetation and the oceans. What is the Greenhouse Effect? Atmospheric trace gases restrict the transmission of infrared radiation. Infrared radiation coming from outer space and produced by the warmed surface of Earth is blocked when the gases in Earth s atmosphere absorb and reradiate infrared radiation. By blocking the escape of infrared radiation, the greenhouse gases help store heat in the atmosphere, preventing the surface of the Earth from cooling. It is believed that this rise in temperature will affect global climate, impacting every living system on Earth. Adapted from: Global Warming. United States Environmental Protection Agency. Washington, DC. 2 Oct. 2002. http://yosemite.epa.gov/oar/globalwarming.nsf/content/climate.html. 7
Attachment B Rubric for Greenhouse Effect Lab Report Category Four Three Two One Depth of Understanding information and ideas are thoughtfully explained and accurately linked to the descriptions and explanations of the patterns for the greenhouse effect. information and ideas are accurate and linked to the descriptions and explanations of the patterns for the greenhouse effect. information is simplified. connections of patterns for the greenhouse effect are implied. information has inaccuracies and scientific connections are unclear or absent. Communication information is communicated clearly and precisely but may also include inventive/expressive dimensions. Presentation is effectively focused and organized (e.g., using tables, models, texts, figures). information is communicated clearly. Presentation is focused and organized. information has some clarity. Presentation has some focus and organization. information is unclear. Presentation lacks focus and organization.. Evidence of Inquiry Predictions are clearly identified and compared with observations. Evidence and explanations have a clear and logical relationship. Methods generate valid data to address the greenhouse effect. Where appropriate, variables and controls are specified. Analyses are accurate. Conclusions are valid, detailed, and consistent with data. Future steps are proposed and linked to previous steps. Predictions are clearly identified. Evidence and explanations have a logical relationship. Methods generate valid data related to the greenhouse effect. Where appropriate, variables and controls can be identified by the reader. Analyses are accurate. Conclusions are valid and consistent with data. Future steps are proposed. Predictions are implied. Evidence and explanations have an implied relationship. Methods generate data related to the greenhouse effect. Analyses are mostly accurate. Conclusions are related to the data. Future steps may be implied. Predictions are unclear or absent. Evidence and explanations have no relationship. Methods generate questionable data. Analyses are unclear or inaccurate. Conclusions are unclear or unrelated to the data. Future steps are unclear or absent. 8
Attachment C Greenhouse Effect Lab A major phenomena contributing to climate is the greenhouse effect. Much, but not all of the sun s light energy (visible portion of the electromagnetic spectrum) passes through Earth s atmosphere and strikes Earth s surface (water, land, living organisms). The portion of the sun s light that is absorbed at Earth s surface heats objects and systems (e.g., parking lots, cars, waterways). Warm objects emit thermal radiation in the infrared portion of the electromagnetic spectrum. Most of the thermal energy that this creates is radiated back out towards space, but as it passes back through the lower part of the atmosphere, infrared radiation is trapped and absorbed by some of the gases in the Earth s atmosphere. This natural process is the greenhouse effect, meaning these gas molecules (e.g., greenhouse gases such as water and carbon dioxide) act like a blanket that surrounds the planet and retains thermal energy. The amount of infrared radiation absorption (or greenhouse warming) depends on the composition and the thickness of the atmosphere. (Adapted from Cosmic Chemistry: Planetary Diversity, Greenhouse Effect This and related science curriculum modules are provided at the NASA Website, for the Genesis mission, URL: http://www.genesismission.org/. The education module was developed by educators at Mid-continent Research for Education and Learning. McREL is the webmaster for the FirstGov, NASA Genesis website of the Jet Propulsion Laboratory, California Institute of Technology.) Student Instructions for Conducting the Greenhouse Effect Lab: 1. Organize into groups of three or four and decide how to assign the following roles a. observer (to read temperatures) b. builder/manager (to construct and control model greenhouse conditions) c. timer (to read and call out time) d. recorder ( data collection) 2. Collect necessary materials to assemble your group s greenhouse effect container(s). four clear plastic containers/bottles (e.g., storage boxes, 2 liter bottles) four large test tubes or small bottles (approximately 100 ml each) 10 ml of baking soda (approx.) 200 ml of vinegar (approx.) soil or sand to cover the bottom of the containers to about 3 cm. cardboard to act as light (sun) shield for thermometer four laboratory thermometers heat lamps clear plastic wrap, stoppers or parafilm goggles 9
3. Discuss and decide within your group: What data needs to be collected in order to determine the effect of the amount of radiation on and the composition of the atmosphere on greenhouse heating? How do you plan to collect data? How do you plan to organize, display and explain the data for each of the four greenhouse containers? 4. Get approval from teacher for your methods and procedures prior to conducting the investigation. 5. To assemble four trial greenhouse containers : a. Fill the bottom of the four containers with about 3 cm of soil. b. In each container insert a stiff piece of cardboard into the soil at about half the length of the container. Use the cardboard to prop up the thermometer and shield the bulb of the thermometer from direct light. c. Into each container insert a large test tube (or small bottle) filled with approximately 100 ml of vinegar. d. Add approximately 5 ml of baking soda to two of the four of the test tubes filled with vinegar. e. Cover the top of two of the containers with plastic wrap: one container that has a test tube fill with vinegar only and one container that has a test tube filled with a mixture of vinegar and baking soda (after waiting enough time for the mixture to generate a quantity of gas bubbles). Leave the top of the other two containers uncovered. f. Place all four boxes under a heat lamp so that they are equidistant from the heat lamps. 6. Remember to conduct enough data collection trials for each of the four greenhouse effect containers to determine the effect of the amount of radiation and the composition of the atmosphere on greenhouse heating. To collect data: a. Record the temperature in all four boxes. b. Turn on the heat lamp and wait 10 minutes. c. Turn off the heat lamp and record the temperature in both boxes. 7. As individuals, prepare a written report according to teacher directions. 8. The report includes: a description of the setup and experimental procedures, and organized data, an illustration (draw and/or graphically display) of the relationship between the composition of the atmosphere in and amount of light striking the greenhouse effect container, a summary description of your findings, a written description of one method that you would use if you had additional opportunities to investigate the effect of water vapor on the heating greenhouse effect model. 10
9. Include in your report your individual responses to the following questions. a. How did the temperatures differ between the covered and uncovered containers? b. Assuming the amount of energy was applied to all four boxes equally, why were the temperatures different? c. How did the temperatures differ in the containers with different amount of light? d. Which box would you say was most like the sun shining on Earth's atmosphere and why do you think that? e. How is the effect on the covered box similar to and different from the greenhouse effect in Earth s atmosphere? Draw a model of what you think is occurring. f. Why doesn't heat escape into space from Earth s atmosphere? g. What kinds of things are we doing on our planet that could cause the planet to heat up? h. Why would an increase in the average atmospheric temperature of Earth be a problem? i. What effects could it have on other Earth systems? 11
Attachment D Forum Rubric Depth of Understanding: Accuracy Connections Level 4 Level 3 Level 2 Level 1 information and ideas are accurate, thoughtfully explained. connections are correctly identified and discussed. information and ideas are accurate. connections are identified. information has occasional inaccuracies or is simplified. connections may be implied. information has major inaccuracies or is overly simplified. connections are unclear or absent. Communication: Clarity Focus and organization Medium information is communicated clearly and precisely but may also include inventive/expressive dimensions. Presentation is effectively focused and organized (e.g., using tables, models, texts, figures). A variety of media enhance communication. information is communicated clearly. Presentation is focused and organized. Medium facilitates communication. information has some clarity. Presentation has some focus and organization. Medium permits communication. information is unclear. Presentation lacks focus and organization. Medium hinders communication. Relevance to Society Person and society Context Consequences and alternatives Relevant applications to personal and societal issues are identified and insightfully described. Background information provides clear context for interpretation Consequences and alternatives are identified and discussed. Applications to personal and societal issues are identified. Background information provides context for interpretation. Consequences and alternatives are identified. Applications to personal and societal issues are suggested or implied. Background information provides some context for interpretation. Consequences d/or alternatives are implied. Applications are unclear or absent Background information provides minimal context for interpretation. Consequences and alternatives are unclear or absent. Adapted from Council of Chief State School Officers State Collaborative on Assessment and Student Standards Science Project, April 1997. 12