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Lesson Title: Green House Gases Lesson # 2 Date:

Name: Benjamin Leggett Subject Science Grade(s): 6/7


:

Rationale: (lesson context and reasons why lesson matters)

This lesson follows the lesson from yesterday on air pollution. This lesson will show in more detail the global warming
factor due to increased fossil fuel burning.

Curriculum Connections : https://curriculum.gov.bc.ca/


Big Ideas
Earth and its climate have changed over geological time.
Evolution by natural selection provides an explanation for the diversity and survival of living things.
SS:
Complex global problems require international cooperation to make difficult choices for the future

Curricular Competency:
Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal interest
Make observations aimed at identifying their own questions about the natural world

Content:
Evidence of climate change over geological time and the recent impacts of humans
Change in climate affects:
The interconnectedness of plants and animals, and their local environment

Core Competency:

Learning Intentions Activity Assessment

I can understand how GHG trap heat Copying some basic notes Draw and explain how GHGs trap and
and contribute to the warming oh the Wall ball- demonstration contribute to more heat in the
planet. atmosphere

Prerequisite Concepts and Skill :( for student success)

Materials and Resources with References/Sources:

For Teacher For Students

Tennis balls for demonstration


Differentiated Instruction (DI): (accommodations_

Organizational/Management Strategies: (anything special to consider?)

Lesson Activities:
Teacher Activities Student Activities pacing

Introduction (hook/motivation/lesson overview)

Last night I was reading your tickets out the door that
you did for me last class, and they showed me that a 5 min
lot of you wanted to learn more, or understand better
what is going on with the GHG, and how are gases
making the planet hotter.
Any of you remember writing that?
Awesome, well today I want to dive a little deeper
into this concept.

If you would please, get out your binder, and open it


to your science section, you are going to take some
notes during this lesson.
.
Body (lesson flow/ management)

First we are going to start by drawing out our planet.

Draw the planet.

Draw the atmosphere


Explain the GHG in the atmosphere CO2
Methane
Then Draw the Sun Nitrous Oxide
Water vapour
Explain the radiation, heat is coming into our Ozone
atmosphere.
And draw the radiation aswell Explain that CO2 = of the warming impact
The major sources are burning of fossil fuels and
Some gets deflected by our atmosphere, some makes deforestation.
its through and deflects off the earth back out into
space, and some gets absorbed into the earth. Methane is 14 % of warming impact, so those are
the two important ones to remember 20 min
This was all well and dandy, everything had been in Cow farts, and burps! Extraction of fossil fuels.
balance for about 400 000 years since the last ice age. ANNND when you put your organics in the trash bin
** expand on this and composting
Our two big players Co2 and Methane have been in
equilibrium/balance for hundreds of thousands of
years.

Then we turn up. Modern man, and our progress.


We invent combustion engines, were we light fossil
fuels on fire to make engines move. And we start
creating CO2.
Now Im going to stay focused on CO2 for a little bit
now, just because it does account for of the
warming impact. * Might need to explain that little tid
bit
Draw our atmosphere getting thicker, explain that the
greenhouse gases are trapping the gases in

Draw a green house and explain why its called the


greenhouse gas effect.

Does anyone have any questions about our little


drawing?
Has everyone recreated this drawing in their science
section? 5 min

How was the note taking? hard? Do you feel that you
have a good grasp?
Thumbs up, sideways or down?

Okay, everyone seems to have a good sense of this,


but we are still going to do my activity/demonstration,
because I created it last night and I think it will hit
home a bit better.
Also different people learn differently and there is
something called kinesthetic learning, which is
learning through movement, so this might help them.

Everyone line up at the door we are going to go


outside, grab your jackets and toques and sweaters

Everyone Put away your binders and clear off your 5 min
desk

Set up demonstration and background info 10 min

Do demonstration

*-----*

Go back inside.

Now Ive taught you but I need to check your


comprehension. Your understanding.

So as if you are explaining this to someone who has You many listen to your device if you have one for
never heard of this you are going to individually this, but it is an individual and silent work period,
recreate the diagraph for me on this piece of paper, once you are done, please look to the whiteboard for 10 min
with an explanation of what is happening. Just like we further instructions and hand in your paper to me.
did for the demonstration outside and just as I did on
the whiteboard.

When you are done that, if we have time, students go


onto my website and go read through the
Deforestation Section.
We will be going into it more in depth next weekend.

*If you havent already theres a little activity that Might be a good way to end it depending on whether
shows how many Earths it would take if everyone or not students are finishing their drawing around
lived the way you do * the same time.
Closure ( connections within lesson or between
lessons, sharing successes, summaries)

Students put away their chromebooks


Hand high middle or down for whether you
understand how GHG trap and contribute to the
heating of the planet.

Reflections: (over)