LESSON PLAN

Biology Lesson

Author’s Name: Sheri Johnson

Title of lesson: Greenhouse Effect: Investigation Global Warming

Technology Lesson: Yes

Length of lesson: 60 minutes

Name of course: Biology

Grade level: 9th

Honors or regular or magnet: Either

Source of the lesson: Laying the Foundation Lesson 29, pg 576-585

TEKS addressed:

Science Process TEKS

8.1(A)  demonstrate safe practices during field and laboratory investigations; and

8.2(B)  collect data by observing and measuring;

8.2(C)  organize, analyze, evaluate, make inferences, and predict trends from direct and indirect evidence;

8.2(D)  communicate valid conclusions; and

8.2(E)  construct graphs, tables, maps, and charts using tools including computers to organize, examine, and evaluate data.

8.3(C)  represent the natural world using models and identify their limitations;

8.3(D)  evaluate the impact of research on scientific thought, society, and the environment; and

8.3(E)  connect Grade 8 science concepts with the history of science and contributions of scientists.

8.4(A)  collect, record, and analyze information using tools including beakers, petri dishes, meter sticks, graduated cylinders, weather instruments, hot plates, dissecting equipment, test tubes, safety goggles, spring scales, balances, microscopes, telescopes, thermometers, calculators, field equipment, computers, computer probes, water test kits, and timing devices; and

8.4(B) extrapolate from collected information to make predictions.

Science Concepts TEKS

8.12(C)  predict the results of modifying the Earth's nitrogen, water, and carbon cycles.

8.14(C)  describe how human activities have modified soil, water, and air quality.

Concept(s):

Carbon dioxide is a gas in the atmosphere. It allows heat to pass through it to the Earth, but doesn’t let very much heat radiated off the Earth’s surface to leave the atmosphere because it absorbs it. Temperatures rise in the atmosphere and cause global changes in the environment.

Performance or learner outcomes

Students will be able to:

Ø Model the Earth’s atmosphere and the sun using covered and uncovered beakers and a lamp

Ø Use probes to determine temperature differences between covered and uncovered beakers

Ø Analyze data collected with probes

Ø Explain carbon dioxides affect on the atmosphere and the greenhouse effect

Ø Name two greenhouse gases and their sources

Resources, materials and supplies needed:

For Each Group (4 students):

1- Lab Pro and Computer

3- Temperature Probes

1- lamp with 100-watt bulb

4- 600 mL beakers

15- grams of baking soda

3- rulers

For Class:

Tape

Soil

Plastic wrap

Safety Considerations

1. Students should avoid touching the lamps

2. Students should wear goggles when mixing the baking soda and vinegar together

Supplementary materials, handouts

Greenhouse Effect lab sheet (pg 580-585)

Overhead of Carbon dioxide cycle

Overhead of CO2 levels and Temperature

Five-E Template

Teacher Does Probing Questions Student responses

Misconceptions

Engage: For the past few weeks you all have been working on a project about the atmosphere of the Earth. Today we are going to learn about a major global issue, the greenhouse effect. Time: ___5___minutes

1. What do you notice on a hot summer day when you get in your car? (hotter inside car or outside of car?) 2. Why do you think this is? 3. What are some of the components of the atmosphere? 4. What do you already know about the greenhouse effect?

1. It’s really hot. 2. The glass traps in heat. (If they don’t know the answer to this question explain that we will be investigating this phenomenon today) 3. Oxygen, Nitrogen, Water vapor, Carbon dioxide 4. Global temperatures are rising(???)

Explore: For our lab today, we are going to use temperature probes to analyze the affect of heat on the environment. We will be using beakers with soil inside it to represent the Earth and plastic wrap to represent the atmosphere. One beaker will be filled with soil, remain uncovered, and serve as the control. The second beaker will contain soil and be covered to represent the Earth and its atmosphere. The third will have soil, plastic wrap and will also contain carbon dioxide. You will use the temperature probes and LogPro to collect and analyze data, draw conclusions, and make predictions. Before you begin, your group will make a hypothesis about which beaker will contain the most heat. Write your hypothesis on your lab sheets. Begin your lab with procedure number 7. When you are ready to collect data hit the COLLECT button and turn on your lamp. After 5 minutes turn the lamp off. After another 5 minutes turn the lamp back on. Record your temperature data at each minute mark on your data table. When you are working with the vinegar and baking soda you must wear goggles. Also be careful with the heat lamps because they will be hot. Time: ___30___minutes

1. Who has experience with the probes and computers? How much? 2. What is a control in an experiment, and why do we have one? 3. What is a hypothesis? 4. Which beaker do you think will contain the most heat? 5. What is happening to the temperature in beaker #1? Beaker #2? Beaker #3? 6. When you turned off the lamp, which beaker remained the warmest?

1. Answer with how much experience they have. 2. The part of the experiment that remains constant. To compare our data. 3. An educated guess. 4. Beaker 1, 2, or 3. 5. Temperature is rising. 6. Beaker #3

Explain: Lead discussion about why the beaker containing the carbon dioxide held in more heat than the others. Guide with questions. Show students overhead of carbon dioxide and temperature correlation over past 40 years. (Campbell 6^th edition, pg 1219) This is just like greenhouses, the glass holds in the heat and keeps the air warm. Some other greenhouse gases are methane and nitrous oxide. Time: ___10___minutes

1. Overall, which beaker was the warmest? 2. Why do you think that it was the warmest? 3. Now that we have investigated the subject some more, why do you think the car is so hot inside when you get in? 4. What are greenhouse gases effects on the earth’s atmosphere? 5. If there weren’t these greenhouse gases in the atmosphere what would happen to the global temperature. 6. What are some of the limitations of using the beakers to model the Earth’s atmosphere?

1. Beaker #3 2. The carbon dioxide held the heat in. It absorbed it. 3. The glass holds the heat in. 4. They keep it warm 5. The earth would be very cool. (-18°C) 6. Can’t put all atmospheric gasses in the beaker; no plants, humans, fossil fuels in the beaker; can’t see affects on the globe…only hypothesize the effects.

Extend / Elaborate: You know that carbon dioxide and methane exist in the atmosphere based on the research you have done for your projects. We also observed today that carbon dioxide holds heat in the atmosphere. Show overhead of carbon dioxide cycle (Campbell 6^th edition pg 1211). Time: ___10___minutes

1. If the Earth’s atmosphere is warming up, what affect does this have on the environment of the earth? The ice caps? 2. If the earth is heated up, what would happen to plant and animal life? (ones that live in polar regions, rainforest regions) 3. Compare the amount of carbon dioxide that is going into the atmosphere vs. what is coming out of it. 4. Why is it important that we preserve rainforests?

1. Ice caps melt, earth becomes warmer, ocean currents change. 2. Change dramatically 3. More is going into it than coming out. 4. To keep CO2 levels moderate.

Evaluate: Time: ___5___minutes

1. How could you design an experiment to show the effects of methane on the atmosphere’s temperature? 2. Why was beaker # 3 the warmest 3. What are two greenhouse gases? 4. What are the effects of greenhouse gases on our planet?

1. Same as we did in class, but use methane instead of CO2 2. It’s a greenhouse gas and absorbs heat. 3. CO2 and methane 4. They heat up our planet and cause environmental changes.