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Kingussie High School – Departmental Learning Plan 1 Course: Unit Title: Survival Part I: Global Warming S2 Science Lesson 1 Introduction Note: BOOK THE COMPUTE R ROOM FOR LESSON 12!! Development leader: A Kendall Last Update: 05/06/2012 Success Criteria Pupils can: Define sustainability in terms of the environmental impact of mans activities on the Planet. Identify global warming, clean water, waste disposal, resource life and food security as major threats to man’s continued survival. Suggested Activities STARTER: Think, Pair, Share - What do Pupils understand by the term sustainability? Get some pupil definitions noted down which will be revisited at the end of the course. MAIN: Introduce the unit - Survival - by running through power point on sustainability. Video on Global Warming from National Geographic embedded within the power point. Pupils do exercise on their carbon footprint. PLENARY: In pairs, pupils answer question “why do we need to look after it”. HOMEWORK: On last slide and to be done over the course of the unit and handed in at the end for peer assessment. Resources Evidence Power Point Carbon Footprint Calculator Carbon Footprint handouts Pupils say: What sustainability means What the major threats to man’s survival on earth are Pupils do: Carbon footprint – evidence to go in their folders Pupils write: An answer to the plenary question – “Why do we need to look after it” Kingussie High School – Departmental Learning Plan 2 2 Producing CO2 and testing properties Pupils can: Draw a molecule of carbon dioxide and produce a molymod CO2 molecule. State that CO2 contains one atom of carbon and two atoms of oxygen. Define the term density Describe an experiment to compare the density of CO2 with air. STARTER: Spot the difference – melting glacier photograph MAIN: Activity: building molymod molecules of carbon dioxide. Demo experiments 1 & 2 to generate some CO2, investigate its mass and some properties. Write-up experiment in jotters. PLENARY: Check understanding either with exit cards or show me boards. In the Tray: Three candles of different heights Balloons to collect CO2 Beakers NaHCO3 + vinegar (to generate CO2) Pupils write: Experiment write-up in jotters (Aim, Method, Results and Conclusion) Plenary formative questioning – either use exit cards or show me boards Kingussie High School – Departmental Learning Plan 3 3 The Carbon Cycle Pupils can: Write the word equations for photosynthesis and respiration. Draw a simplified carbon cycle and state that CO2 produced in respiration by animals is used by plants in photosynthesis. State that, prior to man burning hydrocarbons, CO2 levels were in balance. STARTER Establish prior learning regarding carbon and the role of carbon dioxide in global warming. Use FAQ overhead to consolidate. MAIN Use the power point to review the equations of photosynthesis and respiration. Make sure the kids observe that these equations are effectively the same but in reverse. Discuss that the production of CO2 by animals and the use of CO2 by plants in photosynthesis was in balance. What changed the balance? Answer: burning hydrocarbons. Power point presentation on C-Cycle. PUPILS COMPLETE THE carbon cycle card sort and once completed are handed the cut out for their jotters. PLENARY (ALLOW 15 MINS!) Pupils are given the Carbon Cycle Role Cards and act out the carbon cycle by throwing the soft ball to where the carbon atom is going next (refer to lesson plan in teacher’s folder for details). Starter Pupils can write the questions in word equations for teacher guide photosynthesis and respiration Overhead FAQs on Formative questioning carbon on Observe the class system acting out the carbon Molymods cycle during the plenary Overhead of photosynthesis and respiration equations Overhead of carbon cycle Handout of carbon cycle Soft ball for throwing Carbon Cycle Role Cards Kingussie High School – Departmental Learning Plan 4 4/5 Photosynthesis:Uptake of CO2 (from water) Pupils can: State that terrestrial and aquatic plants take up CO2 and H2O in photosynthesis. That plants require sunlight to power photosynthesis. That CO2 is soluble in water and produces a slightly acidic solution. Write up an experiment to demonstrate the above. Can describe the purpose of a control experiment. STARTER: Introduce experiment with the SSERC power point explaining that there are two objectives for the experiment: - To demonstrate the uptake of CO2 by plants in this case aquatic plants - To demonstrate that photosynthesis requires energy from sunlight. MAIN: Pupils do experiment – refer to teachers folders for details. The results will not be available until the next period. A few drops of dilute HCl in the control (no cabomba) and the jar covered in tin foil may be required if the Cabomba does not cooperate! Pupils write up the experiment – Teacher check & support as required. (They will require considerable support – use the board to guide them) PLENARY: Check the pupils understand what this experiment actually shows. This is best achieved through a formative discussion about the nature of the control and the jar covered with aluminium foil. Note: The experiment and the write-up will take two periods. Ensure the write-up is on lined paper and placed in the pupil’s folder. Cabomba: obtained from Al’s new Cabomba farm in room 21 In the Tray: 3 bottles and tops per group Aluminium foil, pipettes, straws Indicator Lamp Pupils write The experiment up in the correct format – do on lined paper and keep in pupil’s folder Pupils conclude (write and say): What a control is and explain what the control does in this experiment That plants require CO2 and H2O to photosynthesise That plants require sunlight to photosynthesise Kingussie High School – Departmental Learning Plan 5 6/7 Photosynthesis:evolution of O2 by aquatic plants Pupils can state that: Plants give out oxygen during photosynthesis. Plants photosynthesise in order to produce food in the form of sugars. STARTER: Introduce experiment with the SSERC power point explaining that the objective for the experiment is to demonstrate that plants give out O2 during photosynthesis. MAIN: Pupils do experiment – refer to teachers folders for details. The results will be available this period. The Cabomba will readily evolve O2 and if the Cabomba is fresh and co-operating it is possible to do an extension looking at the effect of light intensity on the evolution of O2. Light intensity can be varied by placing the lamb at measured distances from the Cabomba. Pupils write up the experiment using the writing frame and using their previous write-up as an exemplar. PLENARY: Pupils peer assess each others work using the exemplar and the marking scheme. A grade of A+, A, B or C is given an clear written guidance as to how their buddy can improve. (Note: This took 20 minutes to do properly! Ensure the write-up is placed within the pupil’s folder as evidence) Cabomba: obtained from Al’s new Cabomba farm in room 21 In the Tray: Boiling tubes 1% bicarbonate solution (source of CO2) Lamps Pre-cut plastic droppers Bluetack Pupils write: The experiment up in the correct format on the writing frame handout Pupils conclude (write and say): That plants produce oxygen during photosynthesis. That plants produce sugar (food) during photosynthesis. The relationship between light intensity and the rate of photosynthesis. Pupils produce: A correctly labelled and accurately drawn graph in pencil. Kingussie High School – Departmental Learning Plan 6 8 Greenhouse Gases from Fossil Fuels Pupils can: Complete a reasonably complicated experiment by co-operating in groups. Make accurate observations and draw the appropriate conclusions. State that a fuel is a hydrocarbon. State that a hydrocarbon contains only carbon and hydrogen atoms. Write the word equation for the combustion of paraffin to give water and carbon dioxide. State that all fuels burn to give CO2 and H2O. STARTER Put up power point images and think, pair, share: “What have these pictures in common” (A: non-renewable energy sources). MAIN Set up four groups and demonstrate how to run the experiment before setting the groups off. Pupils answer questions on power point in jotters. CLOZE passage on power point. Pupils draw a pie chart showing how the composition of air changes due to rising carbon dioxide (on power point). PLENARY Use show me boards and ask for the word equation for the combustion of petrol (another hydrocarbon). Power point presentation show me boards In the Tray: 4 sets of apparatus for combustion experiment 4 paraffin burners or candles pupils successfully complete experiment in groups (consider photo evidence for eportfolio). pupils successfully answer questions. pupils successfully draw the pie chart with increased levels of CO2. Pupils are able to apply the general equation for the combustion of paraffin to the combustion of petrol in the plenary . Kingussie High School – Departmental Learning Plan 7 9 Evidence that CO2 is a GreenHouse Gas Pupils can: Complete a sophisticated experiment by cooperating in groups. Accurately record data in 5 minute intervals. Accurately draw a graph of the data. Identify the reason for the control. Draw the conclusion that CO2 is a greenhouse gas. STARTER Power point slide showing a photograph of the experiment. Establish groups and demo the experiment. MAIN Pupils conduct the experiment in 4 groups. Pupils record the temperature in the control flask (H2O only) and the flask containing CO2 (acid + NaHCO3 CO2) every 5 minutes. Pupils draw the graph as the experiment is proceeding and write up in the formal scientific style (Aim, Method, Results – graph, conclusion) using the writing frame. PLENARY Pupils peer review each other’s contributions to the experiment and, on reflection, pupil write one thing they can do to improve their group contribution. (Note: This lesson may spill over into a second lesson depending on the class and how organised they are. Also the plenary activity is worth spending some time on. The temperature difference is small – between 1 and 2°C). NOTE: PREPARE THE FLASKS BEFORE THE PUPILS ARRIVE! In the Tray: Per group: 2 flasks with a stopper and thermometer fitted (refer photo in teacher’s pack) 10 g of NaHCO3 per group 20 ml 1 mol/l HCl 20 ml of water for the control stop watch graph paper for each pupil Writing frame for the experiment write-up to support less able learners Pupils successfully complete the experiment in groups (consider photo evidence for e-portfolio Pupils are able to write up the experiment in the proper scientific style Pupils are able to draw an accurate graph with heading, appropriate scale, axis labels and units. Pupils are able to draw the correct conclusion based on their data and graph. Kingussie High School – Departmental Learning Plan 8 10 Effects of climate change on living things ecosystems Pupils will be able to describe the impact of climate change on 6 ecosystems. STARTER: Think, Pair, Share: Ask the pupils to define an eco-system. Ask the pupils for examples of ecosystems that they have heard about (Artic tundra, rain forests, coral reefs …. MAIN: Establish 6 groups and hand each a role card and materials for preparing a poster. Groups have to prepare a poster based on the impact of climate change on their assigned eco-system or community. PLENARY: Peer assess the completed posters using post-it notes and display in class-room! Role cards, 1 per group Materials for creating posters Pupils will successfully produce a poster describing the impact of climate change on an eco-system Kingussie High School – Departmental Learning Plan 9 11 Effects of Climate Change on Living Things – Oceans Pupils can state that one impact of rising CO2 levels is the acidification of oceans and lochs and the impact this will have on living organisms. Pupils can state what a carbon sink is. STARTER: Introduce the experiment. The aims are: - To demonstrate the solubility of CO2 and its acidification effect - To demonstrate oceans are very effective carbon sinks - To demonstrate the impact on shells. MAIN: Pupils carry out the experiment and write up (refer to teacher’s folder for details). PLENARY: Discussion. Homework: Handout my carbon footprint information to be completed at home with parents In the Tray: Sufficient for 4 groups Shells (mussel, cockles and clams) Tea candles Straws Bicarbonate indicator (use instead of CO2 monitor indicated in teacher file) Pupils will successfully complete the experiment and writeup in the correct scientific genre Kingussie High School – Departmental Learning Plan 10 12 What can I do? – My Carbon Footprint Pupils will: Collect data about their daily habits and lifestyle. Use an online carbon calculator to work out their personal carbon foot print. Explore ways to reduce their carbon foot print. Compare their carbon footprint with other kids around the World. Note: BOOK THE COMPUTER ROOM!! STARTER: Explain what a carbon footprint is and make sure all pupils are logged onto the carbon calculator website: www.zerofootprintkids.com Or Use the Schools Global Footprint calculator via the Highland Council website (see helpsheet for details). Tell them, they are going to calculate their carbon footprint and compare it to others around the World. MAIN: Pupils enter their answers from my carbon footprint information sheet previously completed at home. Pupils change their answers in the calculator, one at a time, too se how these changes affect their carbon footprint. PLENARY: Reflective questioning – refer to teacher’s guide for some example questions. My carbon footprint information – one per pupil Computer room Carbon footprint comparison handout Schools Global footprint help sheet Pupils complete the carbon footprint information sheet Pupils successfully calculate their carbon foot print and produce a visual comparison of their footprint with kids from three other countries