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Title
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Mission 1 - Lesson 4: The Greenhouse Effect vs. Global Warming
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Type
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Primary: Lesson Plan
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Operation
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Monster Storms
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Mission:
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Mission 1: The Usual Suspects
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Print Page
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16
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Subjects
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Science
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Grades
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5 | 6 | 7 | 8
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Duration
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00:00:00 (HH:MM:SS)
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Audience
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Teachers | Elementary Grades | Junior High
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Created On
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9/2/2007
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From: Monster Storms Mission 1: The Usual Suspects |
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Mission 1 - Lesson 4: The Greenhouse Effect vs. Global Warming Recognize the difference between the greenhouse effect and global warming. |
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Prepare |
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Time Required: 60 minutes
- You will need one glass jar with a lid and two thermometers for each pair of students.
- Prepare a transparency of the Global Temperatures chart found in Mission 1 at the JASON Mission Center.
- Create a transparency of the information found in the Extension section on page 13 of the teacher’s edition.
- Find a spot in your schoolyard that will be in direct sunlight during this class period.
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View
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Transparencies to support Mission 1. |
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Motivate |
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- Begin by asking students to review the electromagnetic spectrum and the pictures they drew in their JASON Journals. Explain that today’s lesson will be based on how the energy of the electromagnetic spectrum is absorbed and trapped.
- Divide students into pairs. Ask them what a greenhouse is and how it works. Make sure they write down their responses.
- Distribute a glass jar and two thermometers to each pair of students. Demonstrate how to read the thermometer properly.
- Follow the steps described in Reinforce the Greenhouse Effect on page 12 of the teacher’s edition.
- When the jars are placed in direct sunlight, ask students to make a prediction about what they will find when they return to their jars. Make sure they write down their predictions.
- Remind students of the information you read previously on the electromagnetic spectrum.
- Explain that you will return to the jars at the end of the class period.
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Teach |
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- In the classroom, ask students to turn to The Greenhouse Effect article on page 13 of the student edition.
- Ask students to read only the first four paragraphs to themselves.
- Use the discussion prompts on page 13 of the teacher’s edition to build understanding of the greenhouse effect.
- Review the meaning of conduction and convection with students as it relates to heat transfer in the atmosphere. You may suggest drawing a simple picture. The burning sensation you feel when touching a hot stove is a good way to explain conduction, and the swirling motion of a boiling pot of noodles is a good example of convection.
- Ask students to make a conjecture on the meaning of latent heat. Ask them why they sometimes feel cold when they first get out of a swimming pool on a hot day. Explain that the evaporating water carries heat from the body, just as evaporation carries heat from the earth’s surface. When this energy is released as the water condenses, this is called latent heat. You may want your students to make a drawing or diagram of this concept and describe it in words.
- As a class, create a flow chart on the board showing the steps of the greenhouse effect as described in the reading.
- Ask students if they have heard the term global warming and what they think it means.
- Have them read the last four paragraphs of the article on page 13.
- Display the information on greenhouse gasses from the Extension on page 13 of the teacher’s edition.
- Display the Global Temperatures chart from the JASON Mission Center using the discussion questions from page 13 of the teacher’s edition as a guide.
- Remind students of the jars and thermometers and prepare to gather the materials outside.
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View
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Read about the workings of the greenhouse effect, which is responsible for keeping our planet at just the right temperature for life. However, scientists believe that human activities are increasing the greenhouse effect, with potentially catastrophic consequences. |
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Reflect And Assess |
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- Have students accurately record the temperature readings of both thermometers.
- Ask students to read their initial prediction and write a short conclusion related to their findings.
- Ask students how the glass relates to greenhouse gasses.
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Follow-up |
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Suggest that students complete the Critical Thinking activity outlined on page 13 of the teacher’s edition. After discussing this topic briefly at the beginning of your next class period, you may want to have students continue to research and have a class debate as suggested in the teacher’s edition. This could be an excellent use of extra class time during Lab 1 as students collect weather data. |
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