Passport to the CArbon Cycle PRE-PROGRAM PACKAGE

Transcription

1 Passport to the CArbon Cycle PRE-PROGRAM PACKAGE The following information is designed to introduce you to Sierra Club BC s Passport to the Carbon Cycle Program. This Pre-Program Package includes: Program Description and Objectives Curriculum Connections Program Format Visit Preparation Checklist Key Words Warm-up Activities Program Description In Passport to the Carbon Cycle, Mrs C02 makes an appearance and teaches students why the carbon cycle is out of balance. A slide show takes them through some of the more in-depth reasons and impacts of climate change around the world, and challenges students to come up with personal ways to reduce the effects of climate change through theatre and groupwork. After the program, students should be able to: Program Objectives understand the concept of climate change, including history and causes; understand some local and global impacts that climate chance is/will be having; develop ideas about individual and group actions to help reduce climate change; promote stewardship actions for themselves, their school and communities. This program is linked to meet the Ministry of Education s K-12 Prescribed Learning Outcomes. After participating in the program students will be able to: Prescribed Learning Outcomes Science: ssess the requirements for sustaining healthy local ecosystems evaluate human impacts on local ecosystems describe factors that affect productivity and species distribution in aquatic environments differentiate between renewable and non-renewable methods of producing electrical energy explain the signifi cance of salinity and temperature in the world s oceans Sierra Club BC s Pre-Program Package: Passport to the Carbon Cycle 1

2 Prescribed Learning Outcomes Continued Social Sciences: apply critical thinking skills-including comparing, classifying, inferring, imagining, verifying, identifying relationships, summarizing and drawing conclusions- to a range of problems and issues implement a plan of action to address a selected local or global problem or issue evaluate effects of technology on lifestyles and environments Physical Education model fair play in all aspects of physical activity Program format Passport to the Carbon Cycle involves discussion, theatre, visuals, action learning and games. Students will learn more about the various causes and effects of climate change, and will connect their own lives to actions that will help reduce local and global climate change effects. A note about going outside If you are enrolled in a two-part program, part of the program will involve taking students out-of-doors for a special activity during the second visit. Please ensure that your students are prepared for this (refer to the Visit Preparation Checklist, below, for more information). Visit preparation checklist: Please have the following ready PRIOR our arrival in order to ensure that our program runs smoothly: Please do not bring other classes into your room to share the program. Our activities are based on a single class confi guration (30 students max). Nametags: Please make sure each of your students is wearing a nametag. Classroom space for activities: Part of this program involves watching a slideshow. You will need to have a section of the classroom arranged appropriately for this (slide screen or blank wall). Prepare your students: If your class has signed up for a two-part visit, please ensure that your students will be prepared to go outside for the second visit. Regardless of the weather, wear warm, waterproof clothes including jackets, gloves, hats and footwear. Teacher assistance: During some program activities, the delivery staff might require the assistance of the teacher. Information on these activities will be provided at the start of the program. 2 Sierra Club BC s Pre-Program Package: Passport to the Carbon Cycle

3 Key Words Atmosphere: mixture of gases surrounding the earth. Biodegradable: material that can be broken down by bacteria or other decomposers. Biodiversity: the variety of life on earth at all levels, from genes to ecosystems, and the ecological and evolutionary processes that sustain life. Carbon balance: term used to describe earths natural balancing of carbon, during the carbon cycle. This can be interfered with when humans start prematurely releasing carbon into the atmosphere by the burning of fossil fuels. Carbon cycle: the continuous process by which carbon is exchanged between organisms and the environment. Carbon dioxide is absorbed from the atmosphere by plants and algae and converted into carbohydrates by photosynthesis. Carbon is then passed into the food chain and returned to the atmosphere by the respiration and decay of animals, plants, and other organisms. The burning of fossil fuels also releases carbon dioxide into the atmosphere. Carbon Dioxide (CO 2 ): the greenhouse gas whose concentration is most affected directly by human activities. Carbon sinks: areas that take in and store more carbon than they release. Forests and oceans are common carbon sinks. Climate: the average weather for a particular region and time period. Climate change: a signifi cant change from one climatic condition to another. Compost: decayed organic matter than can be used as a fertilizer or soil additive. Deforestation: removing the tree cover from land. Drought: an extended period of abnormally dry weather that causes water shortages and crop damage Environment - The area surrounding a place; the conditions that affect a plant or animal s life. Emissions: for climate change, releasing a gas, especially a greenhouse gas, into the atmosphere. Environment: the area surrounding a place; the conditions that affect a plant or animal s life. Fossil fuel: geologic deposits of carbon from living things, including oil, coal, natural gas, and tar sands; these can be burned for energy. Global warming: an increase in the near surface temperature of the earth. Greenhouse effect: when greenhouse gases allow incoming solar radiation in to the earth, but stop part of it from escaping back into outer space. Life on earth wouldn t exist without the natural greenhouse effect. Greenhouse gas: a gas in the atmosphere that absorbs radiation. This includes water vapour, CO 2, methane and nitrous oxide. Heat energy: sudent friendly term used to describe the long-wave radiation (part of the electromagnetic spectrum) that radiates off of earth and is either trapped by greenhouse gases or escapes to space. Pollution: a change in the physical, chemical, or biological characteristics of an environment that can affect the health or activities of living things in an unwanted way. Recycling: collecting and reprocessing a resource so it can be used again. Renewable energy: energy from sources that are essentially inexhaustible, like sun and wind. Stewardship: the careful and responsible management of something entrusted to one s care. Sustainability: relating to or being a method of using a resource so that the resource is not permanently damaged or depleted. Sierra Club BC s Pre-Program Package: Passport to the Carbon Cycle 3

4 Warm Up Activities The following activities are designed to prepare your class for our rainforest program visit. These are suggested activities, which, while not mandatory, will enhance our classroom visit. Activity One: Your Own Greenhouse Effect Purpose To discover a greenhouse s effect on temperature. Key Concepts The earth has a natural greenhouse effect, which is what keeps it warm. Greenhouse gases act like greenhouse glass. Human activities can increase the amount of greenhouse gases present in the atmosphere. Climate change is a result of the greenhouse effect. Measurable Outcomes Students can compare and contrast temperatures inside and outside of a greenhouse. Students can identify some greenhouse gases. Students can connect the greenhouse effect to the way our atmosphere functions. Activity Overview This activity is a way to understand the greenhouse effect and the beginning of the reasons for climate change. Students will use a plastic bottle to make a greenhouse, while comparing the temperature inside and outside a plastic bottle, and follow with individual research on the greenhouse effect. Key Words Greenhouse gas, atmosphere, warming, temperature, energy, climate change, weather. Location Either in the classroom or outside in the schoolyard, as long as a sunny spot is available. Time 40 minutes Skills Analysis, observation, communication, description, discussion, reporting, graphing, research Procedure 1. Make a hole near the top of the plastic bottle with the nail and insert one thermometer. 2. Place the second thermometer next to the bottle. 3. Make sure that the same amount of sunlight reaches both the thermometers. 4. Record the temperature values from both thermometers after ten minutes or so. 5. Record temperatures again after another ten minutes. You may repeat the procedure a few times. Questions 1. Do both thermometers record the same temperature? 2. If they re not the same, can you explain why? 3. Can you give an example of the greenhouse effect in our daily life? 4. Greenhouse gases are part of our atmosphere, but can you think of some human sources of them? Evaluation Have students make a graph of the temperature readings from the two thermometers. With their graphs, students should present a short report on the above questions and/or why our atmosphere acts like the pop bottle did. Materials Plastic pop bottle, two thermometers, nail, paper, pencil 4 Sierra Club BC s Pre-Program Package: Passport to the Carbon Cycle

5 Activity Two: How many trees would it take... Purpose Students will discover approximately how many trees we need to absorb the carbon exhausted by a car in one year. Key Concepts Cars are one of the primary sources of individual greenhouse gas emissions; Trees absorb carbon dioxide (CO 2 ), and are called carbon sinks ; Humans can live in balance with the environment; Learning about the environment can require planning, patience and careful observation. Measurable Outcomes Students will identify one of the major sources of greenhouse gases; Students will be able to explain how the environment naturally balances carbon levels; Students will develop their concept of how human actions can have an impact on natural processes; Students will learn how they personally can lower their greenhouse gas emissions. Activity Overview To discover how many trees we need to plant to absorb the CO 2 from one car in one year, we ll need to decide how far a car will travel in one year, how much fuel the car will use, how much CO 2 a car releases per litre of gas, and how much CO 2 a tree can inhale in one year. Materials Paper, pencils, calculator, Activity Facts as given below. Time 1/2 to 1 hour Skills Communication, research, critical thought, math, reporting, decision making, writing Procedure 1. Estimate the distance traveled by your car in a year. 2. Try to calculate the litres of fuel consumed by your car in that time. 3. Calculate the amount of CO 2 released by your car in a year. 4. How many trees do you need to plant to compensate for one year s worth of CO 2 from one car? Extension Activites: 1. How many trees would you have to plant each year to compensate for the number of additional cars arriving in your area? (to start, eliminate that about 50 more cars are arriving and maybe 20 are wrecked). 2. Calculate the difference in fuel use and CO2 from different vehicles. Use the internet for vehicle manufacturers data for fuel consumption. 3. Count the number of trees in your school yard, Activity Facts Approximate amount an average car travels in one year = 20,000 km Fuel an average car uses = 11.3 litres per 100 km CO 2 released by 1 litre of fuel burned = kg Approximate amount of CO 2 absorbed by one tree in one year = 20kg Sierra Club BC s Pre-Program Package: Passport to the Carbon Cycle 5

6 Take Action! On Climate Change: Stewardship Activity Ideas Here are some ideas to get your class started on their Take Action! On Climate Change project. These ideas, along with many others, will be included in your post-program package. They focus on concrete actions that you can take to reduce waste and consumption - you ll be reducing your greenhouse gas emissions at the same time! The action ideas are grouped by the level of commitment required to see the project through. A Little (Done in a class or with just a bit of thought) Purchase food items in bulk with minimal disposable packaging rather than in individual portions. Whenever possible, open up the blinds and use natural light instead of artifi cial. Use a cotton handkerchief instead of paper tissues. Make sure that both sides of each piece of paper are used before recycling. This includes photocopying, classroom handouts and assignments. A Bit More (Done in a couple classes) Create a classroom Reuse or Donate box. Set up a regular check to keep all air vents on walls or windowsills free of books, furniture, and other obstacles. Have a school-wide policy to report on leaky taps, water fountains and running toilets. Have a classroom set of dishes that can be reused for cafeteria and other lunches. A Handful More (Needs a couple days to do) Hold a painting, photograph or poster competition. Take up a clean your neighbourhood drive. Have prizes for the most bags of litter collected. Make sure to separate the garbage into recyclables! Arrange a wall display highlighting an environmental occasion like Earth Day. Start a program to give toxic chemicals (including batteries, paint, and harsh solvents) to the local depot for proper storage or disposal don t throw them in the trash! A Lot More (Needs a week or two) Organize a No Waste day include lunches (student and staff), the cafeteria, and classroom supplies. Give workshops on how to make a balanced lunch without packaged foods. Start up a compost system for organic waste (including class, kitchen and yard waste). Coordinate a clothing swap at the end of each season, and donate leftover clothes to charities. Defi nitely include sporting equipment! Start a school-wide program to donate old texts and library books to charity or send them to schools in need. 6 Sierra Club BC s Pre-Program Package: Passport to the Carbon Cycle

7 Exciting Action challenges to look forward to... Get ready for this year s new set of Action Challenges for you and your class to participate in! Various opportunities to take action will be presented to the class after each visit. Simple challenges introduced at the end of the fi rst visit are designed to interest students and motivate them for the more engaging Action Challenges yet to come in the second visit. Below are some examples of students who took action to help the earth! First visit Action Challenges... Students revisit the 4 R s and the many simple actions presented in the Action Challenge Chart - a series of challenges that will engage students throughout the day. Reduce your classroom impact by rethinking your consumption. Students are encouraged to bring their learning home! Second visit Action Challenges... Engage your class in projects designed to motivate and empower students to Take Action! on the environment. Waste Reduction at your school! Compost food waste and recycle all manner of materials. Eco-Art and Green Science Fairs! Challenge your class and others around you. Or create your own classroom project! Take Action! Contest Every class that participates in an Action Challenge will be entered into the Take Action! Contest. This is a chance for your class to win fun, environmentally friendly prizes, as well as have your students achievements recognized on our Education Program website, in our monthly E-newsletter and other Sierra Club BC publications. Don t hesitate to contact us if you have any questions! Sierra Club BC # Johnson Street, Victoria, BC, V8W 3C7 schoolprograms@sierraclub.bc.ca Phone: (250) ext. 245 Fax: (250) For more information on Sierra Club BC and our Education Programs, please check us out at: The Ecoprovince Map Ecoprovinces are areas with similar weather, landscapes, animals and plants; in BC we have nine different ecoprovinces. The ecoprovinces map, an online resource, was created to help you find out about the animals, plants and people that live in specifi c ecoprovinces. It s a great resource for your class to use, both before and after a program visit. The plants and animals are categorized by ecoprovince, with descriptions including characteristics, habitat, life cycles, and threats. Visit the ecoprovince map at and click on the Ecoprovince Map picture in the right side bar. Sierra Club BC s Pre-Program Package: Passport to the Carbon Cycle 7