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Students will understand the following: 1. Infrared rays from the sun enter Earth's atmosphere. The gas carbon dioxide (CO 2), which is given off by oxygen-breathing organisms and produced by the burning of fossil fuels, traps the sun's warmth within Earth's atmosphere. How To Install Bluetooth On Pc Windows 8. This phenomenon is known as the greenhouse effect. The greenhouse effect is important to life on Earth because it provides our planet with the warmth it needs for animal and plant life to thrive.
The burning of certain fuels creates excess CO 2, which traps even more heat within Earth's atmosphere, possibly creating a phenomenon known as global warming, which may be harmful to life on Earth. For this lesson, you will need: • Research materials on the greenhouse effect • Computer with Internet access • Materials students will require to create the greenhouse models they design (examples: clear plastic wrap, craft sticks, cardboard, scissors, tape) • Several lamps with strong incandescent light bulbs • Several indoor/outdoor thermometers • Graph paper 1. To assess what your students already know about the greenhouse effect, ask them to explain to you how Earth stays warm enough for animal and plant life to survive and thrive. If they say that the sun provides Earth with warmth, go on to ask them what keeps the sun's warmth within Earth's atmosphere. If students' answers do not include the greenhouse effect, introduce the term to them now.
Even if students have heard of the greenhouse effect, they may not fully understand how the process works. Have them use materials you have provided and the Internet to research the greenhouse effect. They should come away understanding the following: • Infrared rays from the sun enter Earth's atmosphere. • The warmth given off by the sun's infrared rays is trapped within Earth's atmosphere by the gas carbon dioxide (CO 2) in the atmosphere. • O 2is given off by green plants.
• The burning of certain fuels, such as the gas used by cars, creates excess CO 2. • Some scientists and environmentalists believe that excess CO 2may be trapping too much of the sun's heat and causing global warming—a rise in temperature that could prove harmful to life on Earth. Explain to your students that the phenomenon they have been researching is called 'the greenhouse effect' because Earth can be compared, in certain ways, to a greenhouse in which plants are grown.
Tell them that they are going to create their own model greenhouses to observe the greenhouse effect firsthand. With your class, brainstorm a list of structures in their everyday lives that act as greenhouses—that is, that take in the sun's warmth and trap it. Examples are cars with nontinted windows or rooms with large window areas.
Smartsvn Keygens more. Divide your class into groups, assigning each group the following tasks: • Design a structure that will act as a greenhouse. • Create the structure. • Measure and record the changing temperatures within the structure over a 24-hour period. Allow time for groups to plan and design their greenhouses, cautioning students to plan structures that will require only materials that can be easily obtained at home or in school. Group members should collect the materials they will need that afternoon and bring them to school the following day, when they will build their structures. When each group has built its greenhouse, have students take and record the temperature inside the greenhouse.
Leave each greenhouse on a windowsill where it will receive a sufficient amount of warmth from the sun to raise the temperature, or leave each greenhouse under a lamp with a strong incandescent bulb. Have group members observe and record temperatures at regular intervals for several hours.
The changes in temperature within each group's greenhouse should be recorded by each student on a graph that shows times of day on one axis and temperature readings on the other. Have each student write a summary of his or her data and an explanation of his or her observations. Have students research global warming and debate whether the phenomenon exists and, if so, whether it is a real threat to our environment. What makes our weather change from day to day? Explain how wind, water, the surface of the Earth, and the energy from the sun work together to influence what happens to our weather. Scientists often use models to help them understand and predict the weather.
Have you ever used a model before? Explain what your model was and how it helped you to either understand something more clearly or predict what would happen in a particular situation.
Discuss any potential drawbacks to using models for predictions. As the old saying goes, hindsight is better than foresight—people often see things more clearly after they've happened than before they've happened. Discuss the challenges that your local weather forecaster faces each day when determining the weather report. There are some scientists who follow tornadoes in specially equipped cars to study them more closely. These scientists were used as the basis for the popular movie Twister. What characteristics and training would qualify someone for such a dangerous task? Would you consider having a job such as this yourself?
Why or why not? Discuss the ways in which human activities might be affecting Earth's climate. Despite the fact that hurricanes batter the southeastern coast of the United States year after year, people continue to choose to build homes there. Speculate about why this is the case, and discuss the role that our government should (or should not) play in either promoting or discouraging these choices.