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Science lesson plan · 8th grade (Year 9 in England) · 45 minutes

The greenhouse effect and climate change

Weather and climate

CCSS NGSS.MS-ESS3-5CCSS NGSS.HS-ESS3-5CCSS NGSS.HS-ESS2-4England: KS3 Chemistry: Earth and atmosphereEngland: KS4 Combined Science: Earth and atmospheric science

Objective and success criteria

Students will: The greenhouse effect and climate change.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Weather and climate zones; Decomposers and recycling nutrients

Leads to: Carbon footprints and ways to cut emissions; Analyse climate data: COâ‚‚ records and temperature trends

Materials: Weather maps, Thermometers, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).

Warm-up · 5 min

  • Quick retrieval from earlier learning (Weather and climate zones; Decomposers and recycling nutrients). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. What type of climate does Antarctica have? (polar / tropical / desert (arid) / temperate) → polarPrompt: Is it near the poles, near the equator, very dry, or in between?
  2. Why are decomposers important for plants? (They make plants grow faster in the dark / They eat plant pests only / They release nutrients (minerals) back into the soil / They give plants sunlight) → They release nutrients (minerals) back into the soilPrompt: Where do plants get minerals from?
  3. Which place is likely to have the coldest winters? (the Amazon / Singapore / the Sahara / northern Canada) → northern CanadaPrompt: Which is furthest from the equator?

Hook · 5 min

  • Show today's forecast and ask what it means for the class and how forecasters know.
  • Share the objective: The greenhouse effect and climate change. Read the success criteria together.

I do: model it · 10 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: Which is an effect of climate change?
  • Step 1: Melting ice and warming oceans raise sea levels; extreme weather becomes more frequent.
  • Step 2: So the answer is: rising sea levels as ice melts and seawater expands
  • Answer: rising sea levels as ice melts and seawater expands
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 10 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. What is the main cause of the recent rise in global temperatures? (human activities adding greenhouse gases, especially by burning fossil fuels / the Moon moving closer / volcanoes only / the Sun getting much hotter) → human activities adding greenhouse gases, especially by burning fossil fuelsPrompt: What has changed most since the 1800s?
  2. Before 1800, carbon dioxide in the air was about 280 ppm. Recently it was about 410 ppm. By how many ppm has it risen? → 130 ppmPrompt: Subtract the old value from the new value.

You do: independent practice · 10 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 8 questions are on the student sheet below, with answers in the key.

Exit ticket · 5 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Which of these is a greenhouse gas? (oxygen / argon / methane / nitrogen) → methanePrompt: Cattle and rice paddies release it.
  2. Climate change: which statement is NOT true? (Without any greenhouse effect, Earth would be too cold for most life. / Burning fossil fuels increases carbon dioxide in the atmosphere. / A cold winter proves global warming is not happening. / Global average temperatures have risen since the 1800s.) → A cold winter proves global warming is not happening.Prompt: Is the ozone hole the same as the greenhouse effect?

Watch out for

  • Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
  • Remembering facts without the reason: ask "why?" and "what is the evidence?"

Support and stretch

Support

  • Review first: Weather and climate zones.
  • Use concrete materials: weather maps.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Move on to: Carbon footprints and ways to cut emissions; Analyse climate data: COâ‚‚ records and temperature trends.
  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-8.

Free lesson plan from eurekami.com/lesson-plan-builder

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The greenhouse effect and climate change

Name

Date

Score/ 8

  1. Question 1

    Before 1800, carbon dioxide in the air was about 280 ppm. Recently it was about 410 ppm. By how many ppm has it risen?

    Answerppm

  2. Question 2

    Climate change: which statement is NOT true?

    • A. Planting trees can help absorb carbon dioxide.
    • B. Without any greenhouse effect, Earth would be too cold for most life.
    • C. Oxygen is the main greenhouse gas.
    • D. Burning fossil fuels increases carbon dioxide in the atmosphere.

  3. Question 3

    What is the main cause of the recent rise in global temperatures?

    • A. the Moon moving closer
    • B. the Sun getting much hotter
    • C. human activities adding greenhouse gases, especially by burning fossil fuels
    • D. volcanoes only

  4. Question 4

    Before 1800, carbon dioxide in the air was about 280 ppm. Recently it was about 420 ppm. By how many ppm has it risen?

    Answerppm

  5. Question 5

    Which of these is a greenhouse gas?

    • A. nitrogen
    • B. methane
    • C. oxygen
    • D. argon

  6. Question 6

    Before 1800, carbon dioxide in the air was about 280 parts per million (ppm). Recently it was about 400 ppm. By what percentage has it increased? Give a whole number.

    Answer%

  7. Question 7

    Before 1800, carbon dioxide in the air was about 280 parts per million (ppm). Recently it was about 410 ppm. By what percentage has it increased? Give a whole number.

    Answer%

  8. Question 8

    Before 1800, carbon dioxide in the air was about 280 parts per million (ppm). Recently it was about 420 ppm. By what percentage has it increased? Give a whole number.

    Answer%

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Answer key: The greenhouse effect and climate change

  1. 1. 130 ppm

  2. 2. C. Oxygen is the main greenhouse gas.

  3. 3. C. human activities adding greenhouse gases, especially by burning fossil fuels

  4. 4. 140 ppm

  5. 5. B. methane

  6. 6. 43 %

  7. 7. 46 %

  8. 8. 50 %