Albedo Lesson Plan

Date: Lesson Topic: Albedo Units Essential Questions: What is albedo and how does it affect Earths climate? Students will know or be able to: Objectives Your objectives should be measureable, contain an observable verb, and be written in student-friendly language. 1. Definition of albedo 2. How the color of different surfaces affects the amount of radiation absorbed or reflected 3. Why albedo is important when discussing climate Instructional methods used Look at your Teaching Methods to Try list and choose methods that will best help you reach your objectives. Mechanism of assessment for measuring each objective: 1. Questions during DTP 2. Responses during discussion, entrance ticket answers, lab notebooks 3. Questions during DTP Methods evaluation: After teaching, reflect on how well each method worked and what you would do to refine or build on each method.

1. Entrance ticket 2. Whole class discussion 3. DTP 4. Inquiry activity

Instructional materials and resources

PowerPoint Thermometers Colored paper Tape

Glass jars Water (or other liquid) Light source (artificial) Stopwatches

Evidence of differentiation Based on your assessment of student learning, what are you going to do to accommodate the range of needs in your classroom? TIME:

Circulate around room during inquiry exercise, give assistance as needed Ask probing questions during inquiry exercise Answer questions during DTP Lesson Agenda

What will you be doing? 0-5: Entrance ticket: If you knew it was going to be really sunny out, would you rather wear a black or white shirt? Why? 5-10: Discuss entrance ticket & introduce inquiry activity Writing, thinking

What will the students be doing?

Listening, discussing Listening, writing, asking questions 10-40: Student experimentation Talking, writing, asking questions, collaborating, observing 40-50: DTP on albedo Listening, writing, asking questions Note: The inquiry activity would involve students wrapping a beaker with a piece of colored paper (ranging in colors), filling the beaker with water, inserting a thermometer, and putting the beakers in front of a light source. They would take temperature readings at different time points and see how the data varies among different colors. I would also make sure to run a trial before having the students perform the experiment to make sure it can be completed in the allotted time. If not, I could use a liquid with a lower specific heat (e.g. alcohol) or adjust the protocol (e.g. have it set up before they come to class). CITATIONS: None