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Atmospheric carbon dioxide concentrations have been increasing in recent decades

Credit: http://www.globalwarmingart.com/wiki/Image:Mauna_Loa_Carbon_Dioxide_png

Global temperatures and sea levels have been rising

Credit: Intergovernmental Panel on Climate Change

So what can we do to prevent global warming? Burning of fossil fuels (coal, oil, and natural gas) is the biggest source of greenhouse gases. Fossil fuel use can be reduced by energy efficiency and conservation, and by switching to alternative sources of energy such as wind, solar, or nuclear power.

One way to calculate your impact on the environment and contribution to the heating of the earth is the “ Carbon footprint .” A carbon footprint tells you how much carbon dioxide is emitted as a result of your day-to-day lifestyle and actions. It can also tell you what actions could reduce the amount of pollutants are released into the air. Toward the end of this lesson, students will compute their own carbon footprints using an EPA computer program online.

How can we keep our air clean and reduce our carbon footprint?

  • Walk, bike or take the bus
  • Look out for energy-efficient appliances and light bulbs
  • Ask your parents to make sure that the air conditioner is in good condition
  • Shut off the lights when you are not in the room, and turn off your electronic appliances when they are not in use.
  • Save water! Turn off the water when it is not in use, and only do the laundry or run the dishwasher with a full load of clothes or dishes.
  • Set the thermostat so that your heater or air conditioner run less while you are away.

Additional reading materials:

1. Greenhouse Effect

http://www.epa.gov/region01/students/pdfs/greenhouse.pdf

http://www.windows.ucar.edu/tour/link=/earth/interior/greenhouse_effect.html

2. Causes and Effects of Global Warming

http://environment.nationalgeographic.com/environment/global-warming/gw-causes.html

http://environment.nationalgeographic.com/environment/global-warming/gw-effects.html

3. Clean Fuels

http://www.epa.gov/region01/students/pdfs/rd_clean.pdf

Materials (for a class of 25)

  • Hygrometer (1 per class)
  • Infrared Thermometer (1 per class)
  • Ozone Test Strips (1 per class)
  • Ozone Scanner (1 per class)
  • Wind Vane (1 per class)
  • Thermal Glove (1 per class)
  • Cloud Charts (1 per class)
  • GLOBE Measurement Data Sheets (1 per student)
  • Computers
  • Projection Screen
  • Access to Brainpop.com

Vocabulary

  • Low-level ozone
  • Greenhouse effect
  • Global warming
  • Atmosphere
  • Carbon footprint
  • Alternative fuels
  • Alternative energy
  • Greenhouse effect
  • Greenhouse gases

Step 4 in lesson plan

http://environment.nationalgeographic.com/environment/global-warming/gw-impacts-interactive.html

Step-by-step suggested lesson plan

Instructor Activity Student Activity
Measurements. Take your students outside and conduct the GLOBE protocols. Students should set up the ozone strip, take the air and surface temperature, observe the sky for clouds, and measure humidity and wind direction. Students take measurements and write down results on data sheets.
(Optional: Above 5th grade learning objectives). Ask students to brainstorm examples of something in balance, such as a budget. Explain that Earth maintains a balance between solar energy absorbed from the Sun and heat energy that Earth sends back to space. Greenhouse gases trap in some of Earth’s heat energy and make the planet warmer. Draw a picture like the one on p. 2 to illustrate this. Make it clear that the greenhouse effect is good for Earth to some extent, but that increasing amounts of greenhouse gases can change the climate. Optional video: “Greenhouse effect” on Brainpop.com Students brainstorm examples, participate in discussion, and watch video.
Ask students how scientists could measure if climate is changing. Discuss some of the evidence that the climate is warming, such as rising CO­2 levels, temperatures, and sea level (see p. 3). Students discuss measurements that could indicate a changing climate.
Online Activity. Next, guide students to an interactive map of global warming impacts at: http://environment.nationalgeographic.com/environment/global-warming/gw-impacts-interactive.html. Guide students to answer related questions in journals. Students visit website to explore some of the impacts of global warming worldwide, and answer related questions in their journal. (p. 2)
Online Activity. Guide students to compute their carbon footprint at: http://www.epa.gov/climatechange/kids/calc/index.html. This carbon footprint calculator helps students discover how much carbon emissions result from their actions, and how much those emissions can be reduced by simple changes. Ask students what actions they think are most doable for reducing their carbon footprint. Students compute carbon footprint and answer related questions in journal (p. 3)
Take your class outside, and scan the ozone strip. Also, retake the surface and air temperature and humidity so that students can take the average of these measurements to supplement their ozone measurements. Students take measurements and write down their results on their data sheets.

Expected outcomes

  1. Students understand the causes and effects of the greenhouse effect.
  2. Students understand the causes and effects of global warming.
  3. Students compute their carbon footprint and brainstorm ways to reduce carbon emissions.

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Source:  OpenStax, Rice air curriculum. OpenStax CNX. May 09, 2010 Download for free at http://cnx.org/content/col11200/1.1
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