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Research question – How does CO2 Cause Global Warming?
Lesson Aim – To demonstrate how rising carbon dioxide (CO2) levels in the atmosphere contribute to global warming and climate change.
I would carry out this experiment to help explain the Greenhouse Effect. This lesson can be aimed towards children from 1st class to 6th class.
Initial questions
What is C02? Where does it come from? (cars, planes, burning of fossil fuels).What is climate change?
Equipment
2 x 2 Litre Plastic Bottles with Lids , markers, 2 Thermometers, scissors, ruler, sellotape vinegar, bicarbonate of Soda, measuring Jug/Spoons, funnel, scale, 1 Lamp (The Sun).
Method
Firstly, label one bottle ‘Air’ and one bottle ‘C02’. Cut off the top of plastic bottles and place and tape the thermometers in the bottles. Then pour an amount of water into the bottles and add an equal amount of ice cubes into both bottles and mark the level of water using Sellotape. Record the initial temperature of both bottles. Pour 2 teaspoons of bicarbonate soda and 150mil of vinegar into the C02 bottle. Can you make a prediction of what will happen?Results – The temperature of the ‘C02’ bottle will increase and due to this the ice will melt so the water level will rise.
I used the website Satellite Tracker 3D where you can select a country (in this case Ireland) and you can pick the Satellites which gives latitude, longitude etc. This is a great resource probably aimed at older students. You can interact with the app by moving around, zooming, and selecting satellites using your mouse or touch. Upon selection, the app displays satellite geographic coordinates and speed, and draws the selected satellite’s orbit around Earth. You can also toggle between viewing the earth and your selected satellite.
COSMOS 643
Latitude: 51.11°
Longitude: -5.70°
Height: 1462.28 km
Speed: 7.12 km/s
Speed: 25627.99 km/h
CZ-6A DEB
Latitude: 52.94°
Longitude: -7.45°
Height: 806.02 km
Speed: 7.42 km/s
Speed: 26708.58 km/h
SL-8 DEB *
Latitude: 54.06°
Longitude: -7.48°
Height: 665.43 km
Speed: 7.53 km/s
Speed: 27115.62 km/h
ONEWEB-0427
Latitude: 52.39°
Longitude: -6.41°
Height: 1196.90 km
Speed: 7.26 km/s
Speed: 26139.42 km/h
STARLINK-1734
Latitude: 52.67°
Longitude: -6.22°
Height: 552.63 km
Speed: 7.59 km/s
Speed: 27332.13 km/h
Like many of the participants in this course, I feel the visual effects of HOME are stunning and the overall message is incredibly powerful. However, the video is quite sensationalist, and a more balanced approach is needed when teaching this to children. I have viewed different children’s videos on climate change and this is a simple, child friendly video (from Nasa) explaining the greenhouse effect – What Is the Greenhouse Effect? (youtube.com). The students can be asked the following questions..
What’s the difference between weather and climate? Look outside your window. Is it hot and sunny? Is it cloudy and rainy? Is there snow on the ground? When you look out the window, you’re seeing what the weather is like today.
Another nice educational video about the weather Blippi Learns About The Weather! Educational Videos For Kids (youtube.com). Blippi is very child friendly and easily relatable particularly to younger children.I agree Simon, it is so important to make children aware of climate change, but to do so in a resonable and rationale manner.
There was a lot of scientific information in this video. I think it would be great to use as a standalone lesson on the Greenhouse Effect. It could also be used during Science Week where different points made by Paxi such as recycling, energy usage and water usage could be researched in detail or maybe used as a Project for homework.
The points I gained from the video were as follows.
Greenhouse effect makes human life possible – I like the comparison between how the Greenhouse Effect with plants works and the Earth.
Human activity increases the C02 gases – e.g cutting down trees.
The greenhouse effect made the temperature on Earth rise.
We can help by
Cycling, walking not driving.
Don’t waste water – conserve.
Turn off lights/tablet/unplug any appliances and do not have any red lights on TVs etc at nighttime.
Recycle everything that is recyclable. E.g paper,plastic, cardboard etc.
Is it weather or climate? Pupils analyse different statements about weather and climate and examine images of different places on Earth with different climates. Pupils learn the difference between weather and climate and understand that the Earth can be divided into climate zones with different.
I like this activity as again it involves plenty of discussion and scientific questioning. A simple question of discuss or describe what weather and climate is enables children to clearly define the difference between the two. The extension activity for older children about climate zones is nice way to extend their learning.
Weather Detectives Students collect temperature data for a period. Afterwards, collected data is graphed and averages are calculated. Pupils learn skills in data collection and practice handling data mathematically.
I think this is such a great activity in its simplicity and effectiveness. The partner talk at the start of the lesson enables the children to work in pairs which I like. Having a thermometer to measure the temperature is imperative, however there is real science thinking involved when the students have to consider variables such as the location of the thermometer and the fact that they should take their temperature measurements at the same time every day which ensures accuracy.
Yes it is a great way for the whole school to keep the students engaged and interested in the weather and climate.
These would be my ideas/class plan for Space Week.
Monday
Astronaut Role-play:
I would have my students role-play as astronauts for a day, engaging in activities that real astronauts would do aboard the International Space Station (ISS). This would be a great Aistear activity also for Space Week.
Tuesday
Writing Letters to Astronauts:
Have students write letters to astronauts, expressing their curiosity and asking questions they might have about life in space. For infants, they could practice their letter formation instead with the letters S P A C E.
Wednesday
Space-themed Art Contest:
Have an art contest where students express their images/feelings of space through drawings, paintings, or digital media. This could also be a homework project instead.
Thursday
Invite a speaker:
Invite a guest speaker to talk about their knowledge of Space. In my old school one of the parents was a scientist and the parent came in during science week and performed experiments!
Friday
Movie Day with Space Documentaries:
I would screen educational space documentaries that can provide visual insights into space exploration history or current space missions. Brian Cox’s videos are a perfect example of this.
I would choose : Online Resources and Tools.
Marvin and Milo – we could do one of the Marvin and Milo challenges such as ‘The Straw Gun’ (how air keeps the same pressure so water is blown from the straw), ‘Alka Seltzer Rocket’ – the gas build up and the lid of the canister is forced off) and ‘Spot a raw egg from a cooked one’.
Stellarium-web.org – This website is incredible. It is so interactive and you feel like an astronomer navigating through the stars and space! We would begin be looking at the constellations, next would be the atmosphere and then Deep Sky Objects. I like the way there is a search feature and I searched for ‘Sirius A’ which is twice the size of the sun.
ESA Education – I would use ESA – Space for Kids which has fantastic resources to encourage children to become scientists! A lovely activity about planets is right here ESA – Space for Kids – The Solar System and its planets.
My idea would be to investigate Space and Aliens during Aistear time in Senior Infants. I would set up different stations for the children to use their investigative and scientific research skills! One station could be the ISS (International Space Station), one could be constructing a rocket in the construction station (to visit alienlife forms) and making passports in the writing station. The rockets could be built by using bicarbonate soda and vinegar in an empty bottle with a cork lid. Alternatively, a rocket could be launched by using paper and a straw. Observations and predications could be made to see which rocket went furthest and why!? The ISS could be built out of lego and so could different alien life forms! The children would alternate between stations on different days and they could present their findings at the end of aistear. The teacher could take pictures and post on ClassDojo or Seesaw.
The spherical nature of the earth – Sourced from PDST website.
Read the children the story, ’The small and mighty book of Planet Earth’ . Ask the children to describe what they think the earth must look like from space. Then, get the children to record their thoughts pictorially. Show children actual images of the earth, the moon and the sun from space. Show the children a ball and a circular disc cut from card. Ask them which they think best represents the earth. Introduce the word spherical and relate this to how our world is represented with a globe.(will have introduced the globe as a model of our world in Infant graphicacy work) Make spherical models of the earth using balloons and papier máche. The Size of the balloons should vary depending on the size of the planet. Paint to differentiate between land and water.
Questions
What does The Earth look like?
What shape is it?
Which colours is it made up of?
