Greenhouse Lab. Nourishment The greenhouse effect model gives students a chance to move their bodies.

Transcription

1 Garden Lesson G6-4 Greenhouse Lab Communication Students practice sharing information and answering questions as they walk and use movement and models to express complex ideas. Academics This lesson fulfills Next Generation Science Standards for Earth s systems; human impacts on Earth s systems; global climate change; using models; engaging in argument; asking questions; Common Core Standards for integrating information; collaborative discussion; interpreting information; speaking and listening; language; and acquiring words and phrases. Sustainability Humans impact the Earth by creating greenhouse gas emissions, which cause global warming and climate change. Strategies used in the garden can help reduce the impact of climate change. Nourishment The greenhouse effect model gives students a chance to move their bodies. Life Skills Students reflect on the role of greenhouses in gardening and learn gardening techniques that reduce the impact of climate change.

2 Greenhouse Lab Abstract Grade 6 Fall Rotation Garden Lesson #4 G6-4 Summary In this 6 th Grade Science class, students begin to understand the greenhouse effect and how it is connected to global warming. Objectives After this lesson, students will be able to: Explain the greenhouse effect Explain how the greenhouse effect contributes to global warming Assessments During this lesson, students will: Discuss the greenhouse effect and global warming Experientially explore how greenhouse gases trap heat in the Earth s atmosphere Communication is strengthened as students share information, answer questions and use movement and models to express complex ideas. Sustainability is highlighted by acting out the greenhouse effect and discussing garden strategies that reduce climate change. Nourishment is received when students move their bodies to model the greenhouse effect. Life Skills are sharpened as students reflect on the role of greenhouses and learn gardening techniques that reduce climate change. Academics fulfill Next Generation Science Standards for Earth s materials and systems; human impacts on Earth systems; global climate change; developing and using models; asking questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century; Common Core State Standards for integrating information; collaborative discussion; interpreting information; speaking and listening; language; and acquiring words and phrases. See Connections to Academic Standards below for details. Edible Schoolyard curriculum emphasizes developing community and personal stewardship, along with skills that will help students navigate different situations throughout their lives; and acknowledging water as a precious resource.

3 This lesson follows the BEETLES Project s Learning Cycle (Invitation-> Exploration -> Concept Invention -> Application -> Reflection) and uses their Discussion Routines (Think-Pair-Share, Whip-Around). All are highlighted in Green* with an asterisk for easy identification. See the documents BEETLES_Discussion_Routines.pdf and BEETLES_Learning_Cycle.pdf included in Resources below for more information. Games and activities from other sources are also identified in Green, without an asterisk. Connections to Academic Standards Next Generation Science Standards, Middle School Disciplinary Core Ideas: ESS2.A: Earth s Materials and Systems All Earth processes are the result of energy flowing and matter cycling within and among the planet s systems. This energy is derived from the sun and Earth s hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth s materials and living organisms. (MS-ESS2-1) The planet s systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth s history and will determine its future. (MS-ESS2-2) ESS3.C: Human Impacts on Earth Systems Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth s environments can have different impacts (negative and positive) for different living things. Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. ESS3.D: Global Climate Change Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth s mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities. (MS-ESS3 5) Crosscutting Concepts: Systems and System Models Models can be used to represent systems and their interactions such as inputs, processes and outputs and energy,

4 matter, and information flows within systems. (MS-ESS2-6) Science and Engineering Practices: Developing and Using Models Modeling in 6 8 builds on K 5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems. Develop and use a model to describe phenomena. (MS-ESS2-1),(MS-ESS2-6) Develop a model to describe unobservable mechanisms. (MS-ESS2-4) Performance Expectations: MS-ESS3 5: Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. [Clarification Statement: Examples of factors include human activities (such as fossil fuel combustion, cement production, and agricultural activity) and natural processes (such as changes in incoming solar radiation or volcanic activity). Examples of evidence can include tables, graphs, and maps of global and regional temperatures, atmospheric levels of gases such as carbon dioxide and methane, and the rates of human activities. Emphasis is on the major role that human activities play in causing the rise in global temperatures.] Common Core State Standards, English Language Arts and Literacy, Grade 6 RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. RST.6.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. RST.6.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on grade 6 topics, texts, and issues, building on others ideas and expressing their own clearly. SL.6.1.b Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. SL.6.1.c Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. SL.6.1.d Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how

5 it contributes to a topic, text, or issue under study. SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 on page 53 for specific expectations.) L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.6.1.a Ensure that pronouns are in the proper case (subjective, objective, possessive). L.6.1.b Use all pronouns, including intensive pronouns (e.g., myself, ourselves) correctly. L.6.1.c Recognize and correct inappropriate shifts in pronoun number and person. L.6.1.d Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents). L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.6.3.a Vary sentence patterns for meaning, reader/ listener interest, and style. L.6.3.b Maintain consistency in style and tone. L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Connections to Edible Schoolyard Standards Edible Schoolyard 3.0 In the Edible Schoolyard Program Students work with each other and teachers to develop community and personal stewardship, along with skills that will help them navigate different situations throughout their lives This lesson fulfills all Edible Schoolyard Program standards, numbers through See The Edible Schoolyard Berkeley Standards for details. In the Garden Classroom Concepts Acknowledge water as a precious resource that is intrinsic to all living organisms, explore methods of water conservation, and are encouraged to do the same in their own lives as well.

6 Materials Job Board White board for Closing Circle Greenhouse Lab Nametags Greenhouse Lab Labels Greenhouse Gases List Give One Get One* sentence structures Walk and Talk* question Greenhouse Lab Lesson Grade 6 Fall Rotation Garden Lesson #4 G6-4 Before you Begin Create the job board Copy G6-4 Give One Get One* sentence structures for each adult leading a group Copy G6-4 Walk and Talk* question for each adult leading a group Create the Greenhouse Lab Nametags Create the Greenhouse Lab Labels Create the Greenhouse Gases List Set up the Greenhouse Effect Lab (see 2.a) Timeline Overview Total Duration: 90 minutes 1. Invitation* (10 minutes) 2. Application* (40 minutes) 3. Exploration* (10 minutes) 4. Concept Invention* (15 minutes) 5. Reflection* (15 minutes) Procedures At the Opening Circle

7 1. Invitation*: (10 minutes) Welcome students and introduce the Greenhouse Effect Lab. a. Connect the fact that they are studying energy and heat in their classrooms with the fact that we have a greenhouse in our garden. i. Ask if anyone has seen it or knows that it exists? b. Explain that each work group will rotate through the lab at the greenhouse today. i. Does anyone know how the greenhouse works? ii. Has anyone heard of the phenomenon called the greenhouse effect? iii. How is it connected to global warming? c. Tell students that in Closing Circle they will have a tasting of seasonal produce and play Give One, Get One with the following sentence structures. d. Have 2 volunteers each read out loud 1 sentence structure: i. At opening circle I thought, and after going through the greenhouse lab I now think. ii. I think my garden job of is related global warming because it. e. Go over today s garden jobs, divide students into 4 working groups, one group for each job, and begin. In the Field (65 minutes total) Garden Work Rotation 2. Application*: (40 minutes) Students think about and discuss global warming and the greenhouse effect while working in the garden. a. Each group rotates through the Greenhouse Effect Lab as the other groups work in the garden. i. The first group jumps to At the Greenhouse step 3. Exploration* while the other 3 begin their garden work. ii. When the first group moves to step 4. Concept Invention* the next group starts At the Greenhouse, step 3. iii. Eventually, the first group will have finished step 3, moved on to 4 and will loop back to begin 2. Garden Work after completing steps 3 and 4. iv. It takes a total of 65 minutes of class time to get all 4 groups through steps 2, 3 and 4. b. While completing their Garden Work Rotation students think about answers for Give One, Get One, and discuss global warming and the greenhouse effect with their small groups. i. Facilitate a discussion on the difference between human vs. natural contributions of greenhouse gases. (human impacts such as fossil fuel combustion, and natural processes such as changes in incoming solar radiation, volcanic activity or forest fires - cow farts is a popular one)

8 ii. Tell Students the top 5 greenhouse gases are: water vapor, carbon dioxide, methane, nitrous oxide, and ozone. iii. Prompt students to be thinking about their responses for Give One, Get One at Closing Circle. At the Greenhouse Greenhouse Effect Lab 3. Exploration*: (10 minutes) Students rotate from their garden jobs to the Greenhouse Effect Lab one group at a time, so some will do steps 2 and 3 after step 4. a. The greenhouse lab space should already be setup: i. Label the far side of the area the Sun. ii. Label the area inside the greenhouse Earth. iii. Hang the Greenhouse Gases List inside the greenhouse. b. Gather students together and explain that they will be acting out the greenhouse effect. c. Assign each student a role and pass out nametags: i. At least half of the students should be heat. ii. Fewer than half of the students should be greenhouse gases, with a minimum of 2. Make sure there are more heat than greenhouse gases. iii. Greenhouse gases may choose what kind of gas they are for the game. 1) Top 5 greenhouse gases are: water vapor, carbon dioxide, methane, nitrous oxide, and ozone. d. Position students to act out global warming: i. Heat students stand at the Sun end of the space. ii. Two of the greenhouse gases students stand in the middle, outside the door of the greenhouse. iii. Other greenhouse gases wait and watch on the sidelines. e. Remind them that the Sun produces heat waves that reach the Earth s surface. i. Ask the heat students to wiggle their arms in a wave motion to represent the oscillation of heat waves. Instruct them to walk from one side of the space to the other, demonstrating heat traveling from the Sun to the Earth. f. Explain that most heat escapes back into space, while gases in the atmosphere trap some of it near Earth. These greenhouse gases allow the Earth to stay warm, so that life can flourish. i. We re using the word trap to explain this scientifically, but don t want anyone to feel unsafe. So for this game, we will trap people by holding the outside of their bubble.

9 ii. To demonstrate, have the heat bounce off Earth and travel back toward the Sun side of the space, with the greenhouse gases each trapping one heat person, keeping them close to Earth while allowing the others to escape. g. Remind learners that the greenhouse effect is a beneficial, natural process and that without it the Earth would be too cold to sustain life. h. Now introduce the idea that things are changing on Earth, there are more greenhouse gases. Have all the remaining greenhouse gases join the others in the middle of the space. i. Ask students to predict what will happen when more greenhouse gases are added to the atmosphere. i. Again, have the original group of heat students travel from the Sun to the Earth. i. Then ask the heat to try to travel back to the other side of the space. ii. The greenhouse gases should each trap 1 heat student. iii. Since there are many more greenhouse gases, more heat will be trapped on Earth, with very little, if any, escaping. This is how global warming happens. 4. Concept Invention*: (15 minutes) Students and their small group leader Walk and Talk* back to their Garden Work Rotation. Take the long way around the garden and through the schoolyard to allow sufficient time. a. To play Walk and Talk*: (for more details see the Resources section) i. Form two equal lines with everyone on hike, including yourself & other adults in one of the lines. ii. Make sure everyone knows whom their partner is. iii. Introduce how it works: discussing questions and the gentle touch of silence. iv. State question twice, then say, walk and talk! v. Use touch of silence to get attention and stop the lines. vi. Everyone takes step back, and whole group shares interesting things their partners said (but you don t need to do the whole-group share every time). vii. Your partner goes to other end of line and everyone in that line shifts one person down. viii. Repeat the process with a new question. b. The question for Walk and Talk* is: i. How do greenhouse gases get into our atmosphere? c. Finish Walk And Talk* at your group s Garden Work Rotation site and have a quick circle to share what was discussed on the walk (or jumpstart some ideas if your group has not had the Greenhouse Effect Lab yet).

10 At the Closing Circle (15 minutes) 5. Reflection*: Lead the class through Give One Get One. Have students recall answers to the question introduced in Opening Circle. a. To play Give One Get One: i. Students get up and mingle throughout the Ramada. ii. When a cue is given they stop and find a partner. iii. Give 30 seconds for each person to share their question and answer with their partner, using the sentence structures on the white board: 1) At opening circle I thought, and after going through the greenhouse lab I now think. 2) I think my garden job of is related to global warming because it. iv. Allow students to share their sentences out loud to the group until the activity is over. b. Serve a seasonal fruit, vegetable or herb tasting from the garden. Vocabulary Greenhouse effect Global warming Greenhouse gases Contributors All lessons at the Edible Schoolyard Berkeley are developed in collaboration with the teachers and staff of the Edible Schoolyard and Martin Luther King Jr. Middle School. Learning Cycle and Think-Pair-Share discussion routine The Regents of the University of California. All materials created by BEETLESTM at The Lawrence Hall of Science. "Student Activity Guide Walk & Talk." BEETLES at the Lawrence Hall of Science. BEETLES Science and Teaching for Field Instructors, n.d. Web. 14 May < Resources G6-4_Greenhouse_Lab_Labels.pdf G6-4_Greenhouse_Lab_Nametags.pdf

11 G6-4_Greenhouse_Gases_List.pdf G6-4_Give_One_Get_One.pdf G6-4_Walk_And_Talk.pdf BEETLES_Learning_Cycle.pdf (See lesson G6-0) BEETLES_Discussion_Routines.pdf (See lesson G6-1)

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14 Greenhouse Gases Greenhouse Gases Greenhouse Gases Greenhouse Gases Greenhouse Gases Greenhouse Gases Greenhouse Gases Greenhouse Gases

15 Heat Heat Heat Heat Heat Heat Heat Heat

16 Top 5 Greenhouse Gases water vapor carbon dioxide methane nitrous oxide ozone

17 G6-4_Give_One_Get_One.pdf At opening circle I thought, and after going through the greenhouse lab I now think. I think my garden job of is related to global warming because it.

18 How do Greenhouse Gases get into our atmosphere? G6-4_Walk_And_Talk.pdf