Catching a Heat Wave

Catching a Heat Wave
https://www.lpi.usra.edu/education/explore/ice/activities/ice_earth/heatWave/

Lunar and Planetary Institute, Universities Space Research Association

Students model the effect of greenhouse gases on Earth's atmosphere. They find that greenhouse gases, such as carbon dioxide and methane, are uniquely shaped to catch and pass on infrared radiation, and so they are responsible for the warmth we enjoy on Earth. The children discuss how the addition of greenhouse gases by human activities leads to further warming and what steps we can take to slow it.

This activity takes approximately one 45 minute class period. Additional materials are required.

Learn more about Teaching Climate Literacy and Energy Awareness»

See how this Activity supports the Next Generation Science Standards»

hide

Middle School

Performance Expectations: 5

MS-ESS3-3: Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.

MS-ESS3-4: Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.

MS-ESS3-5: Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.

MS-ESS3: Earth and Human Activity

Middle School:

Disciplinary Core Ideas: 13

MS-ESS2.A1: 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.A: Earth’s Materials and Systems

MS-ESS2.D1: Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns.

MS-ESS2.D2: Because these patterns are so complex, weather can only be predicted probabilistically.

MS-ESS2.D: Weather and Climate

MS-ESS3.A1: Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes.

MS-ESS3.A: Natural Resources

MS-ESS3.C2: Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise.

MS-ESS3.C: Human Impacts on Earth Systems

MS-ESS3.D1: 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.D: Global Climate Change

MS-ESS3: Earth and Human Activity

Middle School:

Cross Cutting Concepts: 13

Stability and Change, Patterns, Cause and effect

See Details »

Stability and Change, Patterns, Cause and effect

MS-C1.2: Patterns in rates of change and other numerical relationships can provide information about natural and human designed systems

MS-C1.3: Patterns can be used to identify cause and effect relationships.

MS-C1.4: Graphs, charts, and images can be used to identify patterns in data.

MS-C1: Patterns

MS-C2.1: Relationships can be classified as causal or correlational, and correlation does not necessarily imply causation.

MS-C2.2: Cause and effect relationships may be used to predict phenomena in natural or designed systems.

MS-C2.3: Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability.

MS-C2: Cause and effect

MS-C7.1: Explanations of stability and change in natural or designed systems can be constructed by examining the changes over time and forces at different scales, including the atomic scale.

MS-C7.2: Small changes in one part of a system might cause large changes in another part.

MS-C7.3: Stability might be disturbed either by sudden events or gradual changes that accumulate over time.

MS-C7: Stability and Change

Middle School:

Science and Engineering Practices: 40

Developing and Using Models, Planning and Carrying Out Investigations, Analyzing and Interpreting Data, Using Mathematics and Computational Thinking, Constructing Explanations and Designing Solutions, Obtaining, Evaluating, and Communicating Information, Asking Questions and Defining Problems

See Details »

MS-P1.1: Ask questions that arise from careful observation of phenomena, models, or unexpected results, to clarify and/or seek additional information.

MS-P1.2: ask questions to identify and/or clarify evidence and/or the premise(s) of an argument.

MS-P1.3: Ask questions to determine relationships between independent and dependent variables and relationships in models.

MS-P1.4: Ask questions to clarify and/or refine a model, an explanation, or an engineering problem.

MS-P1.5: Ask questions that require sufficient and appropriate empirical evidence to answer.

MS-P1.6: Ask questions that can be investigated within the scope of the classroom, outdoor environment, and museums and other public facilities with available resources and, when appropriate, frame a hypothesis based on observations and scientific principles.

MS-P1.7: Ask questions that challenge the premise(s) of an argument or the interpretation of a data set.

MS-P1.8: Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions.

MS-P1: Asking questions and defining problems in 6-8 builds on K-5 experiences and progresses to specifying relationships between variables,and clarifying arguments and models.

MS-P2.1: Evaluate limitations of a model for a proposed object or tool.

MS-P2.2: Develop or modify a model— based on evidence – to match what happens if a variable or component of a system is changed.

MS-P2.3: Use and/or develop a model of simple systems with uncertain and less predictable factors.

MS-P2.4: Develop and/or revise a model to show the relationships among variables, including those that are not observable but predict observable phenomena.

MS-P2.5: Develop and/or use a model to predict and/or describe phenomena.

MS-P2.7: Develop and/or use a model to generate data to test ideas about phenomena in natural or designed systems, including those representing inputs and outputs, and those at unobservable scales.

MS-P2: Developing and Using Models

MS-P3.1: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim.

MS-P3.2: Conduct an investigation and/or evaluate and/or revise the experimental design to produce data to serve as the basis for evidence that meet the goals of the investigation

MS-P3.3: Evaluate the accuracy of various methods for collecting data.

MS-P3.4: Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions

MS-P3.5: Collect data about the performance of a proposed object, tool, process or system under a range of conditions.

MS-P3: Planning and Carrying Out Investigations

MS-P4.1: Construct, analyze, and/or interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships.

MS-P4.3: Distinguish between causal and correlational relationships in data.

MS-P4.4: Analyze and interpret data to provide evidence for phenomena.

MS-P4.6: Consider limitations of data analysis (e.g., measurement error), and/or seek to improve precision and accuracy of data with better technological tools and methods (e.g., multiple trials).

MS-P4.7: Analyze and interpret data to determine similarities and differences in findings.

MS-P4: Analyzing and Interpreting Data

MS-P5.2: Use mathematical representations to describe and/or support scientific conclusions and design solutions

MS-P5: Using Mathematics and Computational Thinking

MS-P6.1: Construct an explanation that includes qualitative or quantitative relationships between variables that predict(s) and/or describe(s) phenomena.

MS-P6.2: Construct an explanation using models or representations.

MS-P6.3: Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.

MS-P6.4: Apply scientific ideas, principles, and/or evidence to construct, revise and/or use an explanation for real- world phenomena, examples, or events.

MS-P6.5: Apply scientific reasoning to show why the data or evidence is adequate for the explanation or conclusion

MS-P6.6: Apply scientific ideas or principles to design, construct, and/or test a design of an object, tool, process or system.

MS-P6: Constructing Explanations and Designing Solutions

MS-P8.5: Communicate scientific and/or technical information (e.g. about a proposed object, tool, process, system) in writing and/or through oral presentations.

MS-P8: Obtaining, Evaluating, and Communicating Information

Middle School:

Climate Literacy

This Activity builds on the following concepts of Climate Literacy.

Click a topic below for supporting information, teaching ideas, and sample activities.

Notes From Our Reviewers The CLEAN collection is hand-picked and rigorously reviewed for scientific accuracy and classroom effectiveness. Read what our review team had to say about this resource below or learn more about how CLEAN reviews teaching materials
Teaching Tips | Science | Pedagogy | Technical Details

Teaching Tips

Instructors should consider adding students (without any "catching" device) to represent the Earth's surface so that students don't develop the misconception that the infrared radiation only bounces around in the atmosphere. Another option would be bouncing balls off the ground as students pass balls to each other to indicate energy bouncing off the earth.
Instructors should also consider adding students, and an associated "catching" device, to represent water vapor present in the atmosphere, as water vapor is a large greenhouse gas contributor.
Consider supplementing the actions recommended within this activity with stronger climate action steps. According to scientists and policymakers, the world needs to make rapid, substantial progress toward burning much less fossil fuels, and we need to do this right away. By 2030, emissions would need to be 25%-55% lower than in 2018 to put the world on the least-cost pathway to limiting global warming to below 2°C and 1.5°C respectively. Students, educators, and communities should be aware of how large a change is needed. Carpooling is an excellent first step, but it needs to be emphasized that small individual actions are not enough to bring about the scale of fossil fuel reduction that’s needed. See Emissions Gap Report 2019 and UN Report to cut global emissions for more information.
Consider using the Drawdown framework or other similar guidelines to develop a project-based learning opportunity with students. As a class or in small groups, students can engage in action planning to contribute to sustainability goals (eg. Meatless Mondays).
May work well with On the Rise activity.

About the Content

Students model the effect of greenhouse gases on Earth's atmosphere.
There is a possible misconception that all the infrared radiation bounces back and forth in our atmosphere. Some gets bounced back down to the earth as well.
The activity does not include water vapor, which is Earth's most abundant greenhouse gas. Interestingly, as more carbon-dioxide molecules are added, the atmosphere warms up, which then in turn creates even more water vapor, creating a positive feedback loop.
One of the questions in the activity asks students what would happen if we didn't have carbon dioxide and methane, and the answer listed is that all of the infrared radiation would go out to space, which isn't entirely true, as the water vapor would catch some of the radiation. This also could lead to the misconception that having high levels of carbon dioxide and methane in our atmosphere is good.
There is also a possible misconception regarding the composition of Earth's atmosphere. Proportions in this activity are half inert gases and half greenhouse gases. In actuality, a significant majority of the atmosphere is composed of oxygen and nitrogen.
Passed initial science review - expert science review pending.

About the Pedagogy

This is a physically-active and fun activity, and it will be especially engaging for kinesthetic and social learners to learn about greenhouse gases. This activity helps students visualize what is causing climate change.
As a class, students model the effect of greenhouse gases on Earth's surface. Students use the model to explain what would happen if more greenhouse gases are added, or what would happen if we had no greenhouse gases.
Effective discussion and reflection questions are provided to help students make meaning out of what they are observing in the model.
The activity does not really engage students in the scientific process, though an instructor could draw more emphasis to the use of a "model" to be able to make predictions, and could ask students to "test their model" when they are asked what would happen if more carbon dioxide molecules were added to the system.

Technical Details/Ease of Use

There is extensive background information provided for the teacher and facilitator's notes throughout the lesson.
Depending on group size, age of students, and experience of the teacher, a potential challenge might be classroom management given the use of unusual supplies (softballs, oven mitts, embroidery hoops, etc.).
The activity may work better in small groups rather than a full class. This might help keep the discussions more focused as well.
Resource is easy to use and understand. Materials will be easy to find other than the embroidery hoops, but an instructor may be able to find something to substitute. Any open hoop would work.
Discussion and reflective questions are included to check for understanding, but no individual assessment is provided.

Related URLs These related sites were noted by our reviewers but have not been reviewed by CLEAN

Check out flash cards on Greenhouse Gases.

Entered the Collection: August 2020 Last Reviewed: June 2020

Jump to this Activity »

Middle School (see details)

Middle School

Performance Expectations: 5

Disciplinary Core Ideas: 13

Cross Cutting Concepts: 13

Science and Engineering Practices: 40

Grade Level

Online Readiness

Topics

Climate Literacy

Teaching Tips

About the Content

About the Pedagogy

Technical Details/Ease of Use

Related URLs These related sites were noted by our reviewers but have not been reviewed by CLEAN

About

Reuse

Page Text