Download co2_impact_on_climate - Colorado Professional Learning

Lesson Planning Template
(Highlighted fields/items should be completed)
(Formatted to be shared on the Colorado Professional Network- www.coloradoplc.org)
NAME* Amy Pieper
DISTRICT/SCHOOL*
LESSON PLAN TITLE*
Climate Change: CO2 Impact on Climate
GRADE LEVEL(S)*
Hs (9-12)
Fowler R4-J
CONTENT AREA*
HS Science
DURATION OF LESSON*(minutes, class periods, weeks?)
This is one 50 minute lesson plan
STANDARD(S) ADDRESSED* (Colorado Academic Standards documents can be found at:
http://www.cde.state.co.us/standardsandinstruction/coloradostandards
Standard: 3. Earth Systems Science
4. Climate is the result of energy transfer among interactions of the atmosphere, hydrosphere, geosphere, and biosphere
Students Can:
a. Develop, communicate, and justify an evidence-based scientific explanation that shows climate is a result of energy
transfer among the atmosphere, hydrosphere, geosphere and biosphere (DOK 1-3)
b. Analyze and interpret data on Earth's climate (DOK 1-2)
d. Identify mechanisms in the past and present that have changed Earth's climate (DOK 1)
e. Analyze the evidence and assumptions regarding climate change (DOK 1-3)
f. Interpret evidence from weather stations, buoys, satellites, radars, ice and ocean sediment cores, tree rings, cave
deposits, native knowledge, and other sources in relation to climate change (DOK 1-3)
DOES THIS LESSON SUPPORT A COLORADO DEPARTMENT OF EDUCATION SAMPLE CURRICULUM OR INSTRUCTIONAL
UNIT? If so, include the unit name(s) and/or link to the appropriate sample instructional unit(s).
http://coloradoplc.org/sample/resources
n/a
ESSENTIAL QUESTION/BIG IDEA/THEME
The purpose of this unit is to teach students about climate change and the impact increased CO2 levels have on
global warming as well as hold students accountable for their own contribution to the problem.
LEARNING OBJECTIVES/STUDENT OUTCOMES* (What students will understand, know, and be able to do.)
1. Students will be able to describe the relationship between atmospheric levels of CO2 and climate
change/global warming.
2. Students will be able to identify at least one of the effects of global warming on the environment, as
indicated by the changes in Earth's glacial ice.
PREPARATION* (What do I need to do prior to teaching this lesson?)
Materials:

Smart Board and internet connection

Handout: “Stories in the Ice”
(http://d43fweuh3sg51.cloudfront.net/media/media_files/tdc02.sci.phys.matter.graphairgas.pdf)

Computer Lab with internet connection able to run Mountain of Ice: If the Ice Melts interactive
website
LEARNING EXPERIENCES AND ACTIVITIES* (Describe the learning activities, assignments, instructional strategies, and
possible modifications/differentiation for students to be successful. Include connections with other content areas.)
Lesson Overview
1. Today we are going to look specifically at CO2 levels. Show students a graph of the Keeling Curve.
(CO2 Concentrations at Mauna Loa Observatory, Hawaiʻi)
2. Discuss the graph with students. Pose the following questions to the class: (Taken from Global Climate
Change: The Effects of Global Warming.)
a. “Describe the trend in the levels of CO2 in the atmosphere over the past 50 years.
b. By what percentage has the concentration of CO2 in the atmosphere increased since 1958?
c. Note the periodic oscillation (zigzag pattern) in the concentration of CO2. How do scientists
distinguish between "normal" oscillations and a departure? What is the time period of each
oscillation? What could cause these oscillations? (Note: The answer is the loss of foliage in the
Northern Hemisphere during the winter months; the loss of that foliage is significant enough to
cause the drop in CO2 from its level during the summer months.)
d. Why is this periodicity important to interpreting the data?
e. Why is Hawaii one of the more ideal locations to collect atmospheric CO2 as a model of the
concentration for the world?
f. How does this data collected at Mauna Loa tie in to scientists' recent predictions about climate
change and global warming?”
3. Handout to students the “Stories in the Ice” article and ask students to take a look at the various graphs
in the article.
a. Give students time to pair and discuss what they are seeing in the graphs. Pose the following
questions to the pairs to discuss: (Taken from Global Climate Change: The Effects of Global
Warming.)
i. Do you think that the graphs provide evidence of a correlation between human use of
fossil fuels and the temperature and CO2 levels in the atmosphere? If so, which graphs
show evidence of a correlation?
ii. Should we be concerned about the changes that are occurring in the environment due to
technology? Why or why not?
4. Tell students that one of the easiest ways to monitor climate change is by looking at glaciers and ice
pack. For the rest of class take students into the computer lab and have them complete the interactive
Mountain of Ice: If the Ice Melts together in pairs.
5. As students complete the Mountain of Ice Interactive they should complete the Mountain of Ice
Interactive worksheet and turn it in at the end of the class period. (BELOW)
KEY TOPICS
CO2 Change, Climate Change, Global Warming
RESOURCES (What materials, hardware, software, online resources, websites will be required?)
Handout: “Stories in the Ice”
(http://d43fweuh3sg51.cloudfront.net/media/media_files/tdc02.sci.phys.matter.graphairgas.pdf)
Computer Lab with internet connection able to run Mountain of Ice: If the Ice Melts interactive website
ASSESSMENT* (How will you know if the students have "gotten it"?)
Students will be assessed using the Mountain of Ice Interactive worksheet. Students should be able to answer
all questions accurately at the completion of the lesson. (BELOW)
Supplementary Worksheets:
Name(s)________________________
Mountain of Ice Interactive Worksheet
Directions: Complete the following questions in complete sentences using the interactive at
http://www.pbslearningmedia.org/asset/ess05_int_icemelt/.
1. What was the climate like 20,000 years ago? (where was all the water)?
2. How does sea ice serve as a warning system for earth’s climate system?
3. What is the worst-case scenario for the world in these diagrams? How would you measure the volume of
ice, and how would you calculate the rise in sea level?
4. Imagine that by 2100, the sea level has risen 2 feet. What effects would this have on humans? List and
explain as many as you can think of.
5. How are the changes in sea ice a good example of a positive feedback cycle? (The cycle is as follows:
The less ice there is, the greater the absorption of solar radiation, the higher the temperature, and the
more ice that continues to melt — and vice versa.)