Estrategias didácticas para la enseñanza de inglés en el ciclo superior de la Educación Secundaria
Capacitadora: Ma. Maite Usabiaga Capacitando: Pacheco, Dolores.
Curiosity about ways of reducing greenhouse gases
Interest in informing people sbout global warming
The Earth as a greenhouse Global warming
Language of discourse
Key vocabulary/ phrases
Understand concepts and apply them Understand cause and effect
Language of learning COMMUNICATION Connectors Language for learning Reading strategies Language for discussion /predictions Following instructions Dictionary skills Language through learning Expressing cause and effect Doing an oral presentation Final product: poster/ powerpoint presentation Recycling/ writing/ discussion skills Analyse data COGNITION
Visual representation Investigate/ discuss solutions
THE GREENHOUSE EFFECT AND GLOBAL WARMING
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The hot car effect The greenhouse The Earth as a greenhouse Video: “Greenhouse effect and Global warming”. Experiment:What’s greenhouse effect?
Why does it happen? Side effects of global warming: comic strips. What should we do to Project our planet?
The Greenhouse Effect
l Warm up (5 mins) Ask the class what they know about the greenhouse effect. Ask for volunteers to explain to the class. Accept two or three students and repeat what they say, paraphrasing what they say to the class as it’s said. 2 Reading (10 mins) Hand out the copies of the following reading with the sheet faced down on the desk and tell the students not to look until you say so. When you’ve handed out the sheets, tell the students that when you say ‘go’ they must turn over the sheet and scan the text as quickly as they can for key words and that they will only have 10 seconds to do this so they shouldn’t try and read every word. Tell the students that when you say stop they have to turn the sheet back over again and shout out to you any words they can remember and write them on the board. Do the speed read and stop the students after 10 seconds. Write down the words they shout out on the board. Explain that the words don’t mean much in isolation at the moment. Ask the students to make questions from isolated words and write them on the board. For example with the word ‘trapped’, a question might be ‘What is trapped?’ When you have 5 questions or so on the board tell the students to find answers to their questions. Have volunteers read out their answers.
The Hot Car Effect On a warm sunny day you come back to your locked up car. What is it like inside the car? It is boiling hot — much hotter than outside. Why is that?
This is the greenhouse effect. The energy from the sunlight can go through the glass of the window, but some of the heat is trapped inside the car. As this continues to happen the car becomes very hot inside. The Greenhouse This is the same thing that happens with a greenhouse (or glasshouse). People in cooler places have used greenhouses for centuries to grow plants that need a warmer climate. Sunlight can go through the glass or plastic but then the heat gets trapped inside.
The Earth as a Greenhouse The Earth can also be considered a bit like a greenhouse. Instead of glass around the outside, we have the atmosphere. This is all the gases that make up our air. The atmosphere surrounds the Earth. There are gases in the atmosphere such as carbon dioxide (or CO2) that act like the glass in the greenhouse — they trap the heat. See the picture below.
As the world continues to pollute and damage the environment, there
are more and more greenhouse gases being put into the air. This makes the atmosphere trap more and more heat. So the Earth starts to warm up. The use of energy such as petrol in cars and electricity from coal power stations makes more greenhouse gases. This is why many people believe that we have to re-think our use of energy.
Write the correct word in the corresponding definition: Global warming fossil fuels solar radiation atmosphere carbon dioxide greenhouse effect greenhouse gases ……………………………. The air that surrounds the earth. ………………………………A heavy colorless gas that does not support combustion. It is formed naturally by the combustion and decomposition of organic substances and is absorbed by photosynthesis of plants. ………………………………….Fuels that are formed in the earth from plant or animal remains. Examples are coal, oil, and natural gas. ………………………………….The result of the greenhouse effect. It is the warming of the planet’s atmosphere. Natural global warming is a result of the natural greenhouse effect and is what makes the planet hospitable to life. Sometimes, "global warming"
is used to mean "the greenhouse effect." That is, sometimes it is used to refer to the warming that is a result of the enhanced greenhouse effect. ……………………………………The cause of global warming. It is the actual process of greenhouse gases absorbing heat in the atmosphere. There is a natural greenhouse effect which the planet needs to support life. We amplify or enhance the natural greenhouse effect when we load the atmosphere with an excess of greenhouse gases. Usually, the term "greenhouse effect" is used to refer only to the amplified greenhouse effect and not to the natural greenhouse effect. …………………………………….Gases, such as carbon dioxide, methane, and chlorofluorocarbons, which are released into the atmosphere by burning fossil fuels and by manufacturing. These gases trap additional heat in the earth’s atmosphere. …………………………………….Sunlight
Watch the following animation and complete the worsheet
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Making Careful Observations and Recording Data Understanding Cause-and-Effect Relationships Drawing Conclusions Following Directions Making Inferences
1. Cardboard boxes 2. Black construction paper 3. 3 thermometers for every box 4. 1 classroom thermometer 5. 3 glass panes for every box (have them cut to fit in the box at the store) 6. 6 blocks of wood for every box 7. Glue 8. Scotch tape 9. Electrical tape
Have materials ready and glass pre-cut to desired size (small enough to just fit into boxes).
Procedures and Activity
Revise greenhouse effect concepts, principles, and vocabulary. Do you remember? o What happens to a car that has been sitting in the sun on a hot day with all its windows rolled up? o Why does the car get so hot? o What happens to the sunlight that passes through the windows into the car? o What is keeping the heat inside of the car? 2. Many scientists believe that we are experiencing an enhanced greenhouse effect. Unfortunately, accurate recordings of the earth’s temperature go back only 100 years. This is not a long enough period to be sure of what is happening. However, we can simulate the greenhouse effect with a box and panes of glass. Keep in mind that the mechanism is not the same:heat is 1.
trapped in a car or a real greenhouse by the glass interfering with natural convection. In the atmosphere, the heat is not literally trapped; rather, enhanced global warming stems from the increased ability of the atmosphere to absorb heat due to greenhouse gases.
1. Using glue, completely line the inside of a cardboard box with black construction paper. 2. Tape down one thermometer towards the left side of the box, at the bottom. Be sure the thermometer can still be read. 3. Get two blocks of wood. Place one block to the far left and one to the far right so that they will support a pane of glass. 4. Carefully place one pane of glass on top of the wood blocks. 5. Position a second thermometer in the center, on top of the glass pane. 6. Repeat steps 3 and 4. 7. Position the third thermometer to the right on the topmost glass pane. 8. Repeat steps 3 and 4. The result should look like this.
1. Have students put their boxes in direct sunlight. 2. Have students read their thermometers and record their data once a day, at the same time. Example: At the beginning of each class period. 3. Also have students record the classroom temperature. 4. The collected data should be placed in a chart that looks like this 5. Compute the average daily temperature for each thermometer.
Have students examine the relationship between increase in average daily temperature and an increase in the number of panes of glass. Think about why this is happening. Relate to greenhouse effect. A pane of transparent glass allows solar radiation to pass through, but interferes with the convection that would let heat out. This is the kind of role that greenhouse gases play in the greenhouse effect: they absorb more heat than normal atmospheric gases would. Therefore, in this model, the effect of the increasing number of panes of glass is similar to the effect of increasing greenhouse gas levels.
Ask again: What is the greenhouse effect? Why does it happen?
-Have students share reasons why we need global warming to an extent. Then have students share how we are changing the natural system of warming with greenhouse gases. Have students share what they think are the side effects of global warming. They discuss their results and answer questions from the teacher and from the other groups. They prepare an oral report about the experiment in groups and present it to the class and teachers.
Task 5 “ Side effects of global warming” - Watch these comic strips.Brainstorm ideas about them.
In pairs draw a comic strip
-Now look at the next picture. What should we do to protect our planet? Brainstorm ideas. Students write a list of possible ideas.
Imagine you are a member of a green group and are very worried about greenhouse effect and global warming. You are going to create a: Poster (elementary level) Brochure (intermediate level) Power point presentation (advanced level) to make people of all ages be aware of these effects. In your product you have to incluye the purpose of your poster/ brochure/ presentation, the current situation, the future predictions and the things we should do or should not do to help the world.