3. Form definitions of global warming, climate change
and greenhouse effect based on prior
knowledge, class discussion, and viewing videos and
diagrams.
Hypothesize about the causes and effects of global
warming on the climate and the world's populations.
Analyze global warming diagrams and resources to
obtain a clear understanding of this scientific process.
4. Activity:
The class will watch a 3-minute video about
Global Warming.
Be sure to look for…
Causes of Global Warming
Nature of Global Warming
Effects of Global Warming
5.
6.
7.
8. Refers to the rise in the
temperature of Earth’s
atmosphere.
Earth’s temperature
has risen by 1.2 - 1.4°F
in the last century.
Sea level has risen
approximately 1 inch
9. Causes climate patterns to
change
2000-2009 was the hottest
decade on record.
Different from Climate
Change
Projected increase in earth’s
temperature for the next
hundred years – 2 to 11.5°F
14. Greenhouse effect is atmosphere’s natural ability to store the
heat radiated from earth.
A layer of greenhouse gases – mainly water vapor, lesser
amounts of carbon dioxide, methane, nitrous oxide and ozone.
Acts as a thermal blanket for the Earth, absorbing heat and
warming the surface to a life-supporting average of 59
degrees Fahrenheit or 15 C. (http://climate.nasa.gov/causes)
Due to several human activities the amount of greenhouse
gases increase in the atmosphere. More heat stays on earth
thus warming the earth (Global Warming).
15.
16. Chemical compound or gas found in
earth’s atmosphere
Allow sun’s energy to enter our
atmosphere.
The primary or naturally occurring
greenhouse gases (GHG) in Earth’s
atmosphere are water vapor
(H2O), carbon dioxide
(CO2),methane (CH4), nitrous oxide
(N2O) and ozone (O3).
20. Carbon Dioxide
Released through natural processes and through human
activities such as deforestation, land use changes, and
burning fossil fuels. (http://climate.nasa.gov/causes)
Major contributor to enhanced greenhouse effect
Lasts up to 30-95 years in earth’s
atmosphere
21. Water Vapor
Most abundant greenhouse
gas
Generated by evaporation
and removed by
condensation
Methane
Emitted from production of
coal, oil and natural gas
Produced from livestock
and agricultural practices
22. Nitrous Oxide
Emitted by bacteria
in soils and oceans
Resulted from certain
agricultural practices
(fertilizers)
Also considered an
air pollutant
23.
24.
25.
26.
27.
28.
29. Refers to any significant
change in the measures
of climate lasting for an
extended period of time.
Includes major changes
in
temperature, precipitati
on, or wind patterns, and
other effects that occur
over a long time.
30. Climate Change is
different from Global
Warming.
Global Warming is the
cause and Climate
Change is the effect!
31. Increase in Carbon Dioxide Concentration
Global surface temperature (Global Warming)
Arctic Sea Ice
Land Ice
Sea Level
32.
33.
34. Warming is experienced in northern and
southern regions of the Philippines.
Northern Luzon and Mindanao have dried the
most.
El Nino and La Nina phenomena
Extreme weather events like damaging
typhoons, floods and landslides
35. Can we “change” climate change?
What can we do to minimize the effects
of climate change?
36. Using the references and resources given to
you answer this question.
Has human activity caused the world’s climate
to change over the past 100 years?
Write your answers on the Global Warming
Venn Diagram handout.
43. Subject: Environmental Science/Ecology
Topic: Climate Change: Global Warming
Grade Level: 6-7
Number of students: 30
Resources Used:
PowerPoint Presentation
Venn Diagram handout
4 video clips
Internet and other references
44. Background:
We often hear the terms greenhouse effect, global warming and
climate change. There are times when people used it
interchangeably. In order to achieve the learning
objectives, students should be able to understand these terms and
how these terms are related and at the same time different from one
another. Before presenting the material the teacher has asked the
students to interview their parents or guardians on how was the
weather like when they were kids. She has also asked the students
to bring some photographs of their parents when they were kids.
Photographs should show what weather they have during that time.
For example picture on the beach, winter Christmas, rainy day, etc.
They have to ask their parents what was the weather on that
particular picture. When did it happened? Have they noticed any
changes in our weather as compared when they were kids?
45. The class will discuss the pictures they’ve
brought. They will also discuss what were the
answers of their parents or guardians. As the
students share their experiences the teacher will
take down some significant words from their
discussion. The teacher will use those words to
introduce the topic.
To ensure that everybody is on the right track the
teacher will show first the learning objectives. She
will explain to the class on how these objectives
can be achieved by the class and how can these
be applied to real life simulations.
46. The first part of the material will discuss global
warming. What is it? How does it happen? The
teacher will ask the students prior knowledge on
global warming. What do they know about global
warming?
After getting their answers, the teacher will show
the class a video that describes global warming. It
discusses its effects, causes and threats to our
population.
Before showing them the clip the teacher
provided them with guidance on “what” they
should look for. This is to ensure that they will
focus on the subject of the material.
47. To encourage student participation, the teacher
has incorporated “share your thoughts” part on the
material. These sections of the material will show
questions about the subject that was discussed or
will be discussed. The “share your thoughts”
section aims not just to encourage student’s
participation but also to check and assess what
the students have learned from the material. This
will also help the teacher identify possible
misconceptions about the topic. The good thing
about it, is that misconceptions will be addressed
immediately.
48. Some parts of the material have effects. This
is to incorporate “progressive disclosure”
technique within the material.
In order to gain better understanding of the
instructional content, the material is
presented in small, easy and manageable
chunks of information. The material helps the
teacher use instructional scaffolding in her
instruction. It guides the students as they
climb the ladder towards the achievement of
learning objectives.
49. There are four videos incorporated in the material.
As we know there three main reasons why we use
video in our instruction. First is to introduce a
topic, second is provide an additional learning
experience and strengthened the lesson and lastly
to assess student’s mastery of the material. The
first (Global Warming) and third video (Climate
Change) aims to introduce the topic which is
global warming and climate change. Video # 2
(Greenhouse Effect) and Video # 4 (Climate
Change in the Philippines were used to provide
additional learning experience for the students
and reinforce the subject matter.
50. Although the teacher has her own opinion of the
topic, she made sure that the materials will not
show any biases or will not showcase her
personal point of view. The materials used served
as references or presentations of the topic and not
as “evidence” of the teacher’s point of view.
Images and videos tend to strain our eyes. To
address this concern, the teacher has used some
black background within the material. This is to
give student’s eye some rest.
51. Aside from the “share your thoughts” section, the material has also some
“remember” sections. These shows the most important information that
they have to remember and at the same time it clarifies common
misconceptions about the topic. To sustain students’ attention and to
ensure that learning objectives are met group activity was included in the
material. It asks the students to discuss amongst themselves about the
possible effects of global warming.
The teacher has used two non-projected materials for this lesson. First one
is the blackboard and the second one is the Venn Diagram handout. The
handout was given before the second activity. If there’s not enough
time, the Venn Diagram handout will serve as an assignment however if
there’s an available time the teacher can use it as a seatwork for the
students. If you will notice the handout was used at the latter part of the
lesson this is to ensure that students have already developed basic
knowledge about the question on the handout.
To acknowledge or recognize the different learning styles of her
students, the teacher has incorporated several medium of instruction in her
lesson. Videos for visual and auditory learners. Group activities for
kinesthetic learners. Venn Diagram handout for reading and writing
learners.
