We think you have liked this presentation. If you wish to download it, please recommend it to your friends in any social system. Share buttons are a little bit lower. Thank you!
Presentation is loading. Please wait.
Published byMeaghan Bilby
Modified about 1 year ago
© Nuffield Foundation 2010 Nuffield STEM Futures Climate Change
© Nuffield Foundation 2010 Lesson 1: Carbon cycle: Introductory film 12
© Nuffield Foundation 2010 Activity 1.1: Building an action model of the carbon cycle Learning outcomes You will be able to: Explain the main processes in the carbon cycle and the links between them. Demonstrate understanding of the carbon cycle using an action model.
© Nuffield Foundation 2010 Activity 1.1: Building an action model of the carbon cycle Why is carbon important? Write two or three sentences that describe how carbon is involved in each of these processes. 1.Respiration 2.Photosynthesis 3.Decomposition 4.Combustion
© Nuffield Foundation 2010 Activity 1.1: Building an action model of the carbon cycle
© Nuffield Foundation 2010 Activity 1.1: Building an action model of the carbon cycle Group A Carbon stores (4 pupils): need a bag of 8 carbon beads and an instruction card. Group B Natural processes (7 pupils): need instruction cards to show how carbon is moved around in the carbon cycle. Group C Sunshine (1-4 pupils): do not need cards or beads. This group makes sure the carbon moves around as it should to make the model work.
© Nuffield Foundation 2010 Activity 1.2: Predicting changes in the carbon cycle Learning outcomes You will be able to: Use an animated model to make predictions. Show how humans are affecting the carbon cycle. Suggest how humans can intervene to reduce the amount of carbon dioxide in the atmosphere.
© Nuffield Foundation 2010 Activity 1.2: Predicting changes in the carbon cycle Carbon cycle animation link:
© Nuffield Foundation 2010 Activity 1.2: Predicting changes in the carbon cycle
© Nuffield Foundation 2010 Lesson 1: Plenary Discuss: 1.Which of the two models did you find easier to understand? Why? 2.Which are the key parts of the carbon cycle that humans are affecting? 3.What actions should humans take to restore the balance of the carbon cycle?
© Nuffield Foundation 2010 Lesson 2: Exploring global warming: Introductory film 13
© Nuffield Foundation 2010 Activity 2.1: Is carbon dioxide a greenhouse gas? Learning outcomes You will be able to: Use a laboratory model to illustrate a scientific phenomenon. Explain how evidence from a laboratory model supports the theory that CO 2 causes global warming.
© Nuffield Foundation 2010 Activity 2.1: Is carbon dioxide a greenhouse gas? 1.What do the components of this model represent? 2.What do you expect to happen after 20 mins? 3.What do the results suggest? 4.How could this model be improved? Clamp stand Plasticine Temperature probe 1.5 litre bottle Datalogger Lamp must be the same distance from each bottle.
© Nuffield Foundation 2010 Activity 2.2: What is the evidence for global warming? Learning outcomes You will be able to: Collate and summarise scientific evidence from text, charts and graphs. Identify evidence that the concentration of CO 2 in the atmosphere is increasing and that it is having an effect on the global climate. Describe some of the possible effects of climate change.
© Nuffield Foundation 2010 Activity 2.2: What is the evidence for global warming? Carbon dioxide and climate change Pupil activity Part 1 of 2 a.In your group, read the case study you have been given. Examine the graphs and tables. b.Write two questions that can be answered using the information in the text. c.Write three questions that can be answered using the data in the tables or graphs. Make a note of the answers to your questions (record answers to your questions). d.Agree a single statement summarising the most important information shown by the data.
© Nuffield Foundation 2010 Activity 2.2: What is the evidence for global warming? Carbon dioxide and climate change Pupil activity Part 2 of 2 e.Choose some data to support your summary statement. f.Swap your recording sheet and case studies with one other group. g.Answer each other’s questions. Check the answers to the questions with the other group. h.Discuss your summary statements and supporting data with the other group. Make any changes suggested by the other group.
© Nuffield Foundation 2010
Lesson 2: Plenary Discuss: 1.Do you think that global warming will have a major impact on your life in the future? 2.What do you think the main changes might be? 3.What do you think we should do about it?
© Nuffield Foundation 2010 Lesson 3: Carbon footprints: Introductory film 14
© Nuffield Foundation 2010 Lesson 3 Carbon footprints Learning outcomes You will be able to: Use an electronic carbon calculator. Make estimates of carbon footprints for familiar activities.
© Nuffield Foundation 2010 Activity 3.1 What’s your carbon footprint? Carbon cycle animation link:
© Nuffield Foundation 2010 Activity 3.1 What’s your carbon footprint? Carry out the tasks in the ‘Footprint calculator’ spreadsheet. To discuss: How does your ranking of activities compare with other people’s? What would be the easiest and the most difficult activities to change to reduce the carbon footprint? What are the main difficulties in working out an individual’s carbon footprint? What additional information would you need to calculate an individual’s carbon footprint for a year?
© Nuffield Foundation 2010 Activity 3.2 One Earth National carbon footprints: Carbon dioxide emissions by nation, 2004
© Nuffield Foundation 2010 Activity 3.2 One Earth Entering a formula into Excel
© Nuffield Foundation 2010 Lesson 3: Plenary Discuss: 1.Do you think that the closed loop solutions that you have come up with are realistic and fair? 2.What would be the main obstacles?
© Nuffield Foundation 2010 Lessons 4 & 5: Wind farm: Introductory film 15
© Nuffield Foundation 2010 Activity 4.1: Installing a wind farm Learning outcomes You will be able to: Use a project management tool. Assemble a 3D exhibition to communicate closed loop ideas to a specific audience. Produce and work to a plan for a group project. Justify a wind farm referring to closed loop theory.
© Nuffield Foundation 2010 Activity 4.1: Installing a wind farm: the challenge You need to convince your community of the value of installing a wind farm. Overview of the challenge a.Identify a suitable community for wind-powered energy in your region (roughly 5000 people). b.Work out how many wind turbines you would need to supply them with energy. c.Identify the site(s) where the turbines might be located. d.Plan an exhibition for the town hall to gain public support for your proposal.
© Nuffield Foundation 2010 Activity 4.1: Installing a wind farm: exhibit brief a.Construct an exhibit proposing a wind farm site in your area. Design the exhibit to be displayed in a 3D cabinet measuring 60 cm x 60 cm x 30 cm. b.The exhibit must display accurate STEM information and data (research into turbines is needed). c.The exhibit must include a map showing where the turbines would be located in your borough. Justify your choice of sites for the turbines. d.The exhibit must aim to convince local people of short and long term benefits, by referring to closed loop ideas.
© Nuffield Foundation 2010 Activity 4.1: Installing a wind farm: criteria 1.Your project will be judged on how effectively you organise your work. The following criteria will be used to judge your group’s work: 2.Did you produce a clear project plan? 3.Was everyone in the team given an appropriate role? 4.Did the planning of tasks allow the group to carry out the exhibit brief provided? 5.Did everyone finish their tasks on time? 6.Did other members of the group help when people fell behind?
© Nuffield Foundation 2010 Activity 4.1: Installing a wind farm: planning a.Choose from planning tools 1 and 2 to plan the work on your exhibit. b.Once you have made your plan, swap feedback on your plans with another group.
© Nuffield Foundation 2010 Activity 4.1: Installing a wind farm: planning tool 1 Plan your project by deciding: What needs to be done? Who will carry it out? By when? (WWW)
© Nuffield Foundation 2010 Activity 4.1: Installing a wind farm: planning tool 2 Create a timeline of what everyone is doing at each stage in the process. Name0-20 mins20-40 mins40-60 mins60-80 mins mins CE JK Etc.
© Nuffield Foundation 2010 Activity 4.1 Installing a wind farm: Giving and receiving feedback a.Pair up with another group to give and receive feedback on the success of your group’s planning and carrying out. b.Refer to the criteria and exhibit brief when giving feedback. c.Back in your own group, write down three key points for how you could improve your planning and how you carry out a group project.
© Nuffield Foundation 2010 Lessons 4 & 5: The wind farm Plenary Discuss: 1.Do you think that renewable energy can provide for the world’s needs in the Future 2.What would be the main obstacles? 3.Do you have any other solutions? Use your Learning Nutshell to record your thoughts about this pod.
© Nuffield Foundation 2010
Lessons 4 & 5: Carbon neutral community: Final film 16
© Nuffield Foundation 2010 Nuffield STEM Futures Waste.
What does a good graph need?. Objectives Use data on greenhouse gases to produce graphs showing trends. Explore the effect of greenhouse gases on the.
© Nuffield Foundation 2010 Nuffield STEM Futures Project.
© Nuffield Foundation Lesson 1: Practice makes perfect.
Aspire: Challenge: Examine and use evidence to justify whether the causes of climate change are caused by humans or natural factors. Explain how the Earths.
FESTIVAL SPREADSHEET ACTIVITY 2 Key stage – Music Festival.
Climate Change and Water availability L.O: To examine what has caused the climate to change, and analyse the impacts this has had on the Andes and the.
Do Now: What do you already know about global warming? Aim: What is Global Warming? CausesEffectsSolutions.
Developing Science Skills. Preparing for Tasks Level DLevel ELevel F individually or in small groups will identify two or three questions to investigate.
What is the link ? Think of a question you would ask here?
1 of 10© Boardworks Ltd of 10© Boardworks Ltd 2009 Climate is the average weather for a region over a long period of time, usually 30 years. What.
Carbon Dioxide Trends Climate Change: Connections and Solutions.
SCIENCE FAIR Choosing a topic Base your project on a topic you are interested in. Have you ever come across something and wondered – Why? Science.
© Boardworks Ltd of 5 Climate change © Boardworks Ltd of 5.
Lesson 1: Causes and Evidences of Climate Students will be able to: Identify an evidence of climate change, focusing on the relationship between CO 2 concentrations.
1. Choosing a topic Base your project on a topic you are interested in. Have you ever come across something and wondered – Why? Science Fair is your opportunity.
How is the average temperature of Earth determined? Jot down a few ideas Sketch a map of the room. Show the locations of each water container. When directed,
It All Adds Up Climate Change: Connections and Solutions Lesson 4.
LO: To be able to interpret graphs to explain if the climate is changing To be able to construct a diagram to show the greenhouse effect To explain the.
Factors Affecting Rate of Photosynthesis. Let’s Recall … What are the factors required for photosynthesis? How do we know if photosynthesis has been carried.
Desert Survivors Goal Setting. Learning Outcomes Science Understanding I will understand how living things have structural features and adaptations that.
Lesson 1: Causes and Evidences of Climate Students will be able to: 1.Identify an evidence of climate change (particularly the relationship between CO2.
Playa del Rey Elementary School S.T.E.M. Science Fair.
Greenhouse PISA type question. What do you know Carbon dioxide? State the relationship between Carbon dioxide levels and global warming? Unistructur al.
© Nuffield Foundation Lesson 1: Pedal power.
ACTIVITY 2 ANIMAL SHELTER. ACTIVITY 2 CONTENTS MODEL Model Intro Getting Started Set Up & Formatting Animals Worksheet Staff Worksheet Enter Basic Formulas.
YeutC1WN6dc What do you think this new unit of work is going to be about?
Do Now: What do you already know about global warming? Objective: Understand Causes, Effects and Solutions of Global Warming Key Words: concentration,
Steps of a Design Brief V Design Brief Problem, identification, and definition Establish a clear idea of what is to be accomplished. Identify.
AAAHHHHH!!!!. Climate Change Climate Physical properties of the troposphere of an area based on analysis of its weather records over a long period Two.
Consultation on Senior Cycle Science Anna Walshe Brendan Duane
Learning objectives Success criteria Where does carbon enter the living component of the ecosystem? Where does carbon enter the non-living component of.
What is global warming?. Global Warming: A gradual warming of the Earth's atmosphere reportedly caused by fossil fuels and pollution. A form of Climate.
Lesson Planning 1 – setting objectives. Objectives of this lecture: To consider what pupils will learn during a lesson To write Learning Objectives (LOs)
CO2 and Temperature Investigation Does global climate data show evidence of a relationship between the carbon dioxide (CO2) in the atmosphere and average.
The student will demonstrate an understanding of Earth and Space systems. TAKS Objective 5 water carbon nitrogen.
Climate Change & Energy Climate is always changing.
B3.4.1 Waste From Human Activity GCSE items that can be used to define successful outcomes for peer and self assessment activities.
‘Exam Quick Fixes’ It’s not too late!. u = 5 v = 15 t = 30 s = ? s= (u + v) x t 2 s= (5 + 15) x 30 2 s= 10 x 30 s= 300 Examination technique Identify.
Prior learning –There are 3 kinds of rock – sedimentary, metamorphic and Igneous –Igneous rocks form crystals depending on the length of time it takes.
Climate Change The Debate Is Done. Climate Change In the scientific world there are very few doubts about the far reaching effects of climate change The.
Steps of a Design Brief V Is a Plan of work A written step-by- step process by which the goal is to be accomplished The plan can include expected.
Key area 7 Respiration. Energy In Our Food Learning Intention: To know the importance of food. Success Criteria: Be able to state the type of energy stored.
Countries according to Greenhouse emissions.. Carbon Dioxide Emission Reductions
IELTS Academic Module Writing Test. Aims of the Session To give a brief overview of the test. To look at the two types of tasks you have to do in the.
Additional Physics – Forces L/O :- To understand how current and voltage behave in a parallel circuit Parallel Circuits Exam Date -
Investigate Plan Design Create Evaluate (Test it to objective evaluation at each stage of the design cycle) state – describe - explain the problem some.
Respiration Part 1. Learning Objectives Learn about why animals and plants need energy. Understand what respiration is. Understand what respiratory quotients.
Limiting Factors in Photosynthesis IGCSE Combined Science.
© 2017 SlidePlayer.com Inc. All rights reserved.