Grade Level(s): 9, 10, 11, 12
Computer for Presenter, Computers for Students, Internet Connection, LCD Projector, Overhead Projector, Microsoft Office
Resource supports reading in content area:Yes
Freely Available: Yes
Keywords: environment, pollution, global warming, acid rain, greenhouse effect
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
- The students will be able to explain how harmful chemicals are released into the environment. (Carbon dioxide sulfur dioxide and nitrogen are release through deforestation and burning fossil fuels. These compounds move through the atmosphere via the water cycle. The components of the water cycle are condensation, precipitation and evaporation. Water condenses in clouds and is released as precipitation (rain for example). Solar energy moves that water from the ground through evaporation).
- Students will be able to differentiate between global warming and the greenhouse effect. (Green house effect is trapping solar energy to warm the earth and to help certain Earth processes. Global warming results when there are excess particles in the atmosphere and solar energy cannot be released back into the atmosphere, causing an increase in global temperature).
- The students describe the impact of human activity on the environment. (Human activity such as burning fossil fuels can cause an increase in global temperatures, increased intensity of storms, acid rain, and smog)
- The students will be able to give examples of alternate energy resources that will help to Save Our Planet Now! (Using alternate energy sources such as wind, water, and solar energy do not rely on fossil fuels which are made from the remains of living things that lived millions of years ago. They are non renewable meaning, once they are used they are gone or will take a long time to replace).
Prior Knowledge: What prior knowledge should students have for this lesson?
- The students should know that fossil fuels used to power cars and other machines are harmful to the environment.
- Students should know that excess greenhouse gases released into the atmosphere can affect weather patterns among other things.
Guiding Questions: What are the guiding questions for this lesson?
- How do pollutants affect living and non living inhabitants on Earth. (The earth becomes warmer causing storm intensity to increase. Warmer temperatures may affect migration and feeding patterns and feeding sources of some animals. Smog can cause respiratory problems in humans and animals).
- How do pollutants get into the atmosphere. (Pollutants get into the air via the water cycle. The water cycle consists of condensation, precipitation, and evaporation. Water condenses in clouds and is released as precipitation(rain for example). After it rains, solar energy absorbs it back into the atmosphere via evaporation).
- What can we do to protect our environment? (Solar energy, wind energy, geothermal energy, alternative fuels).
Teaching Phase: How will the teacher present the concept or skill to students?
- The teacher will engage the students with a general discussion of what pollution is, what they know about acid rain, greenhouse gases, and global warming. Students may also mention water pollution that they are aware of. Then introduce the lesson and content with the Introduction PowerPoint: Acid Rain, Global Warming, Greenhouse Gases.
- The teacher will introduce the lesson and explain that the students will research various components of the current environmental crisis. Ultimately the students will use this information to make a collage book using text descriptions, drawings, pictures, etc.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
- The teacher will narrate during the Fossil Fuels PowerPoint. Students will use this and other sources listed below to answer questions on the attached Planet Worksheet about environmental issues. Students can work with others to complete the worksheet. The teacher should go over the answers to the questions so all students have correct information. (See attached Planet Worksheet Key.)
- If students do not have access to the internet in class with their own computer or phone, make at least one computer available for them to share to access this interactive website: EPA - "What is Acid Rain?"
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?
- The students will create a book of drawings and pictures that tells a creative story about environmental issues, especially greenhouse gases and their role in climate change. The book should include:
- information regarding what greenhouse gases are and specifically identify those greenhouse gases
- an explanation of why excess amounts are harmful to the environment
- persuasive facts to compel readers to live in a way that reduces pollution
- graphics illustrating how these gases are released into the atmosphere
- graphics showing how global warming affects the environment
- graphics that show alternate energy sources.
- The book should also include a title, creative graphics, a table of contents, a glossary, an explanation what global warming is, how global warming affects living and nonliving inhabitants, possible solutions to reducing pollution, and a bibliography. See the Collage Book Rubric for evaluation.
- The students can use the following websites for their research on environmental issues:
- After the students have completed their books at home, they will work in groups of two and create 5 questions to be used for the jeopardy review game. The categories for the game are as follows: carbon, the environment, the Solution, global warming, and the greenhouse effect.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
- The teacher will use the clues created by the students to play jeopardy. The questions and categories will be displayed on a Promethean board if available. Alternatively, the teacher can write the questions on an index card and tape them to the board with the point value attached.
- The students will not be required to state the answer in the form of a question, as they probably will not remember. The team captain may receive help from their group members but, only the team captain can answer the question for the group.
- The group that has the most points will earn an extra credit "A." All students will earn a participation grade.
- The students' collage books will be graded according to the attached rubric for a summative assessment.
- The book should include a title, creative graphics, a table of contents, a glossary, an explanation what global warming is, how global warming affects living and non living inhabitants, possible solutions to reducing pollution, and a bibliography.
- The teacher will ask students to compare and contrast the greenhouse effect and global warming. The students will also be asked if they could think of ways that pollution can be reduced by using alternate energy sources.
- The teacher will discover any misinformation in the students thinking and address them via class discussion.
Feedback to Students
- The teacher will provide feedback to students on their worksheet responses in a class discussion. This will help to make sure students have accurate information to create their collage books.
- Feedback to Students:
teacher will review student journals and grade them according to the journal
writing rubric. The teacher will also discuss the formative assessment with the class.
- Summative Assessment:
student’s books will be graded according to the rubric. The book should include a title, creative
graphics, a table of contents, a glossary, an explanation what global warming
is, how global warming affects living and non living inhabitants, possible
solutions to reducing pollution, and a bibliography.
Accommodations & Recommendations
Scientists are very concerned about the use of fossils fuels for various reasons. Fossil fuels are nonrenewable, which means that once the resource has been depleted, it is difficult to replace. Since the industrial revolution, mankind has relied heavily on machinery. This machinery requires fuel to operate. While we have found faster ways to mass produce materials, the use of these machines increase the amount of greenhouse gases released into the environment. The increased amount of greenhouse gases in the environment has greatly impacted the Earth in many negative ways.
Source and Access Information
Name of Author/Source: Anonymously Submitted
Is this Resource freely Available? Yes
Access Privileges: Public
* Please note that examples of resources are not intended as complete curriculum.