Rob O’Flaherty

Final Project

Introduction and Overview

Climate change is a hot topic in the political sphere. There are opposing views on the topic, but
scientific data points to the fact that the temperature on Earth is currently increasing at an
alarming rate (Mathez, Week 4 Essay 3). This is already and will continue to lead to devastating
impacts on society - more severe weather, sea level rise, and increased loss of life and property,
just to name a few.

The atmosphere plays a significant role in climate and its changing state. There are gases in the
atmosphere that trap in heat from solar radiation and infrared energy being radiated back from
Earth’s surface (Mathez, Week 4 Essay 1). These gases are called greenhouse gases, because
their behavior mimics the glass of a greenhouse, which traps in heat, maintaining the
temperature inside the greenhouse. Similarly, greenhouse gases do the same in Earth’s
atmosphere, and are one component of what makes Earth habitable.

One specific greenhouse gas is carbon dioxide. Presently, there is more carbon dioxide in the
atmosphere than there was decades ago (NASA, 2021). This is due to emissions from human
activity. The increased carbon dioxide is leading to an exacerbated greenhouse effect, leading
to an increase in temperature on Earth.

In this lesson sequence, students will become more familiar with the greenhouse gases and the
greenhouse through a series of activities, aiming to answer the question, “What do greenhouse
gases do to the atmosphere?” Students will discuss their prior knowledge of the greenhouse
effect with assistance from a formative assessment probe. They will then read to gain some
information on the greenhouse gases. Next, students will use a laboratory model to collect data,
graph and determine patterns of a world with less greenhouse gases versus a world with more
greenhouse gases. Students will engage in discussion of their data analysis, extend their
thinking on the concept of the greenhouse effect, and ultimately, revisit their preconceptions of
the topic.

Context for Learning

This lesson is created for use with 6th grade science students taking an intermediate science
course at a New York City public charter school. Since kindergarten, students have been
grappling with science content in life science, earth science, chemistry, physics, computer
science and engineering concepts aligned with the Next Generation Science Standards. Units
are centrally created by the network science team, and most are adaptations from the Amplify
and Project Lead the Way science curricula, with some influences from other sources. Students
at this middle school are 99% Black or Latinx, and come from neighborhoods within the Bronx.
19% of students in the 6th grade are English Language Learners. 20% of students in the 6th
grade are students with disabilities.
Prior to this lesson sequence, students will have engaged in a few lessons on the political
nature of climate change, where they have watched videos of prominent people making
comments on the topic (politicians, actors, philanthropists). From this, students are charged with
studying further to answer the unit essential question, “What will happen if we as humans do
nothing about climate change?” Their answers to this question will allow them to address the
climate change skeptics at the end of the unit with their new knowledge. Following this particular
lesson sequence, students will engage in activities about the carbon cycle to learn more about
how humans have been and continue to impact the natural flow of carbon on Earth. Then, they
will learn more about the impacts of climate change and the amplified Greenhouse Effect.

Content Standards
Next Generation Science Standards
● ESS2.A: Earth’s Materials and Systems:
○ All Earth processes are the result of energy flowing and matter cycling within and
among the planet’s systems. This energy is derived from the sun and Earth’s hot
interior. The energy that flows and matter that cycles produce chemical and
physical changes in Earth’s materials and living organisms. (MS-ESS2-1)
● ESS3.D: Global Climate Change:
● Human activities, such as the release of greenhouse gases from burning fossil
fuels, are major factors in the current rise in Earth’s mean surface temperature
(global warming). Reducing the level of climate change and reducing human
vulnerability to whatever climate changes do occur depend on the understanding
of climate science, engineering capabilities, and other kinds of knowledge, such
as understanding of human behavior and on applying that knowledge wisely in
decisions and activities. (MS-ESS3-5)

Connections to the Common Core

● CCSS.MATH.PRACTICE.MP4: Model with mathematics.
● CCSS.MATH.CONTENT.7.RP.2: Recognize and represent proportional relationships
between quantities.
● CCSS.ELA-LITERACY.WHST.6-8.1.B: Support claim(s) with logical reasoning and
relevant, accurate data and evidence that demonstrate an understanding of the topic or
text, using credible sources
● CCSS.ELA-LITERACY.RST.6-8.3: Follow precisely a multistep procedure when carrying
out experiments, taking measurements, or performing technical tasks
● CCSS.ELA-LITERACY.RST.6-8.7: Integrate quantitative or technical information
expressed in words in a text with a version of that information expressed visually (e.g., in
a flowchart, diagram, model, graph, or table).

Learning Objectives
Students will…
● Increase understanding of the greenhouse effect.
● Graph and determine patterns of the greenhouse effect based on the use of a model.
● Be able to explain the usefulness of models in understanding phenomena
Lesson Sequence

Day 1: Introduction to the Greenhouse Effect

Component/ What Teacher Does... What Students Do...

Time

Launch ● Remind students of previous day’s ● Discuss the main

activity about climate change deniers points in the climate
and skeptics. skeptics’ arguments:
● Explain that in order to properly warming and cooling
address the climate change skeptics is natural; scientists
at the end of the unit, the class must are not showing all of
gather evidence to create a strong the data
argument. ● Discuss what they
● Prompt students to share out what think the greenhouse
they remember being main points in effect is with a partner
the climate skeptics’ arguments. - answers may vary
● Mention that one common element
that each politician spoke about in the
previous day’s videos included some
sort of commentary on greenhouse
gases and greenhouse effect.
● Ask students what they think the
greenhouse effect is and have them
share their ideas with their partners.

Lab Activity ● Hand out a copy of the “Greenhouse ● Discuss the items on
Effect” formative assessment probe to the formative
each student. assessment probe
● Frame the purpose of the formative about the Greenhouse
assessment probe for students by Effect
reading the introduction, and explain ● Fill out the
to students to use their prior Greenhouse Effect
knowledge to help them complete the formative assessment
task. probe with their lab
● Explain that students can work with group mates
their lab group mates to make their ● Construct an
selections of which statements they explanation for why
believe apply to the greenhouse they made their
effect. selections, practice
● Prompt students to explain their these explanations
thinking by writing their description of with their partners and
what they know about the greenhouse ultimately write them
effect on the lines at the bottom of the down.
page.

Discourse ● Have students come back together for ● Raise their hand as
a whole class discussion. teacher calls out the
 ● Before having students explain any of statements on the
their reasoning, call out letters A formative assessment
through N (corresponding with the probe to contribute to
responses on the worksheet), have the tallying
students/groups raise their hand if ● Discuss, in groups and
they selected that statement, and tally whole class, the
the number of students/student patterns they notice
groups that chose that response. from the tallies and
● Using this data, have students talk what they think about
through some of the most frequently those statements that
picked statements and then some of have the most/least
the less frequently picked statements. tallies
● Prompt students to provide their ● Keep these
rationale for picking these statements. statements in mind as
Have other students evaluate they go through the
answers/rationale. next few activities.
● Inform students to keep these
statements in mind as they go through
the following days activities.
○ Do not provide correct
answers just yet as students
will revisit their initial ideas in
lesson 3.

Day 2: Modeling the Greenhouse Effect

Component/ What Teacher Does... What Students Do...

Time

Launch ● Explain to students that in order to ● Watch as teacher

learn more about the greenhouse provides guidance on
effect, students will create a model to the laboratory set up
better understand what greenhouse ● Think about materials
gases do to the atmosphere. they will be using and
● Show students the laboratory set up the safety protocols
for the day, and the materials they will that apply
be using. ● Take their lab
● Stress lab safety by demonstrating the notebook pages with
proper use of thermometers and heat them to their table
lamps. groups.
● Provide students with the procedure
and related lab notebook pages. Have
students transition to their groups.

Lab Activity ● Have students follow the procedure to ● Follow the procedure
set up their greenhouse effect lab set to set up the
up and. experiment.
● Check for student understanding ● Set up their data
around what each bottle represents tables.
 (fully intact bottle = atmosphere with ● Engage in a
greenhouse effect/more greenhouse discussion about the
gases; bottle with holes cut into it = representation of the
atmosphere with less greenhouse objects in the model.
gases/ poor/no greenhouse effect). ● Carry out the rest of
● Assist students in setting up their data the procedure and
tables for the experiment. collect data from the
● Ensure students’ setups are correct experiment. Record
and then allow them to carry out the data in the appropriate
rest of the procedure, measuring the lab notebook spaces.
initial temperature of the bottles,
turning on the lamp and then
measuring the temperatures of the
bottles every 2 minutes for 10
minutes.
● Have students turn off heat lamps and
clean up their stations.

Discourse ● Once students have gathered their ● Think about initial

data, have students look at their data conclusions from the
(before graphing) to see any initial data.
conclusions they could draw. ● Share with the class,
or listen as others
share with the class.

Day 3: Why is the Greenhouse Effect important?

Component/ What Teacher Does... What Students Do...

Time

Launch ● Have students recap what they did the ● Engage in a

previous day, eliciting the purpose of discussion about the
the activity. purpose of yesterday’s
● Inform students that today they are activity.
going to graph their data to better see ● Learn about what a
any trends that may be present in the double line graph is.
data. ● Engage as the teacher
● Explain what a double line graph is, models the
construct the axes as a class, and construction of the
model plotting the first few points from axes.
one group’s data. Have students ● Observe as teacher
transition to their groups. models plotting a few
points.

Lab Activity ● Give students time to graph their data ● Plot points using the
on the axes provided. data collected the
● Have students consider the analysis previous day.
questions included with the lab. ● Answer the analysis
questions with lab
 groups.

Discourse ● Have students come back together for ● Return to seats for
a whole class discussion. whole class
● Ask students what trends they saw in discussion.
the data. Press students to use ● Engage in discussion
explicit data points to support their about what trends are
ideas (Project student graphs so seen in the data, and
others in the class can follow along). share answers to
● Go through the analysis questions. analysis questions
● Watch Greenhouse Effect BrainPop with the class.
Video as a class and have students ● Take notes as the
take notes on any new learnings. class watches the
● Ask: What does the greenhouse effect Greenhouse Effect
do to the Earth’s atmosphere? BrainPop Video.
● Ask: What would happen to Earth if ● Consider the
the Greenhouse Effect was not questions posed by
present? the teacher by
● Explain that the term “greenhouse engaging in turn and
effect” is an analogy and does not talks and whole group
work exactly like a greenhouse. share outs.
● Ask: How is the natural greenhouse
effect being changed by humans?
[Accept all answers at this point]
● Ask: What are these changes
causing? Why is this a problem?
[Accept all answers at this point]

Wrap Up ● Have students revisit the ● Revisit the formative

“Greenhouse Effect” formative assessment probe
assessment probe for a few minutes. from Day 1.
● Ask students which ideas they had ● Engage in discussion
that changed as a result of the lab about which ideas
activities and have them explain why. changed and which
● Ask students which items on the they would like to
assessment probe they would still like learn more about.
to learn more about.

Assessment Opportunities
● Prior Knowledge: Students engage with the “Greenhouse Effect” formative assessment
probe. This allows students to bring to paper the ideas they have about the concept prior
to engaging in the activities.
● Lab Data Charts, Graphs and Analysis Questions: As a result of the activities, students
should be able to graph and determine patterns of the greenhouse effect based on the
use of a model. Circulating during work time would allow the teacher the opportunity to
see to what extent students successfully collected data, graphed their results and
identified trends. If needed, teachers can model collecting data or graphing so students
are aware of the expectations for these tasks.
 ● Discourse: As students are speaking about their trends and ideas about the greenhouse
effect, the teacher can take note of to what extent students can describe the
phenomena, use relevant vocabulary and explain the process of the greenhouse effect.
As students speak, charting essential ideas or drawing relevant diagrams would likely
aid in student comprehension of the topic.
● Revisiting the “Greenhouse Effect” formative assessment probe: Students come back to
the assessment probe to see how their ideas have changed over time. This relates back
to the learning objective, students will increase understanding of the greenhouse effect.
If done successfully, students will have less incorrect answers at the end compared to
when they first engaged with the assessment probe.

Differentiation/Modifications
● For the English Language Learners in my classes, I plan to create anchor charts with the
vocabulary and pictures that help students visualize the scientific vocabulary.
● I plan to support student development of data gathering practices by modeling how to
create a data table and set up a graph. From previous experiments, I know that my
students have difficulty with setting up data tables and charts.
● I assign students in my classes to strategic lab groups to ensure that students who
struggle to benefit from help from their peers. Students who are excelling will be
challenged by being a support in the learning process.
● The formative assessment probe used in this lesson sequence was adjusted to ensure
that complex sentence structures and vocabulary not yet learned in science class was
modified for better accessibility without taking away from the purpose of the probe.

Conclusion
This lesson sequence is aimed at supporting student understanding of the greenhouse gases
and the greenhouse effect - an important topic that was highlighted during week four’s content
and activities. By the end of the unit, students will have a better understanding of the
mechanisms that influence climate change as a result of human activities.This lesson also
focuses on the development of analyzing and interpreting data. From previous lessons, this is a
science and engineering practice that requires more instruction as students have been
struggling in this area. I think the dedicated time to analyze in activity # 3 is important to this
development because otherwise analyses from lab experiments are usually left for the end of
the lesson, and students do not normally get to that part of the lab. One challenge is pacing as I
anticipate students needing more time to grapple with this than I had allotted for in my plan.
Nonetheless, students will be set up for continuing their studies to answer the essential
question, “What will happen if we as humans do nothing about climate change?”
References

BrainPOP. (n.d.). Greenhouse Effect (video). Retrieved from

https://www.brainpop.com/science/earthsystem/greenhouseeffect/.

Keeley, P., & Tucker, L. (2016). Greenhouse Effect. In Uncovering student ideas in Earth and

environmental science: 32 new formative assessment probes. essay, National Science

Teachers Association.

Mathez, Ed. (n.d.). Week 4, Essay 1: Climate and the Climate System. Seminars on Science -

Earth: Inside and Out.

---. Week 4, Essay 3: 20th and Early 21st Century Climate Change. Seminars on Science -

Earth: Inside and Out.

NASA. (2021, October 12). Climate change evidence: How do we know? NASA. Retrieved

October 18, 2021, from https://climate.nasa.gov/evidence/.

Name: ___________________________________ HR: _______________________________

Unit Question:
What will happen if we as humans do nothing about climate change?

Investigative Question:
What does the greenhouse effect do to Earth’s atmosphere?

⇨ Activity 1: Ideas About the Greenhouse Effect

Many people have heard of “the greenhouse effect.” But what does that mean? Put an X next to
the statements you think apply to the greenhouse effect.

A. The greenhouse effect is related to increasing global temperatures.

B. The greenhouse effect supports why we should stop building greenhouses.
C. The greenhouse effect is about the thinning of the ozone layer.
D. The greenhouse effect contributes to increased cases of skin cancer.
E. The greenhouse effect reduces the amount of oxygen in the atmosphere.
F. The greenhouse effect is caused by spray cans and air conditioners.
G. The greenhouse effect is the same thing as global warming.
H. The greenhouse effect is the main cause of hurricanes.
I. The greenhouse effect can change in weather patterns.
J. The greenhouse effect is related to the increased use of fuels and gasoline.
K. The greenhouse effect causes acid rain.
L. Humans affect the greenhouse effect.

Explain your thinking. Describe what you know about the greenhouse effect.
⇨ Activity 2: Modeling the Greenhouse Effect

VOCABULARY:
● atmosphere - the gases that surround earth
● greenhouse gas - a gas in the atmosphere that absorbs infrared radiation in the form
of heat
● greenhouse effect - trapping of the Sun's heat in the Earth's atmosphere by carbon
dioxide; can lead to global warming
● global warming - a gradual increase in the overall temperature of the Earth's
atmosphere generally attributed to the greenhouse effect

Materials:
● 2 2-liter bottles (without labels; one with slits cut in the side, one fully intact)
● 2 identical thermometers
● 1 heat lamp

Lab Set-up (see picture below for an example):

● Remove the caps from the soda bottles.
● Insert one thermometer into each bottle.
● Return the cap to the soda bottles.
● Label the bottle without slits as Bottle A.
● Label the bottle with slits as Bottle B.

Source: http://depedcsjdm.weebly.com/uploads/7/9/1/6/7916797/q4_module_2_solar_energy_and_the_atmosphere.pdf

Procedure:
1. Set a timer for 10 minutes, but do not start it.
2. Measure the temperature of the bottles just before turning the heat lamp on. Record it on
the data table for 0 minutes.
3. Turn the light on and simultaneously start the 10 minute timer.
4. When 2 minutes elapse, measure and record the temperature for each bottle on the data
table.
5. Repeat this every 2 minutes until the 10 minutes elapse.
6. After recording the 10 minute reading, turn the heat lamp on.
Data Table:

Initial Thoughts:
Graph Your Results Here:
Analysis Questions

1. What does Bottle A represent?

2. What does Bottle B represent?

3. What does the heat lamp represent?

4. As time went on, what happened to the temperature in each bottle?

5. How do these results relate to what happens in the atmosphere? Explain your thinking.

Notes from BrainPop Video: