The student should obtain a working knowledge of the greenhouse effect, major greenhouse gases, how these lead to global warming and the human activities which lead to increasing levels of gases. Also, the students will gain insight into what can be done to minimize these effects.
Technology Foundation Standards for Students
1. Basic operations and concepts
Students demonstrate a sound understanding of the nature and
operation of technology systems.
Students are proficient in the use of technology.
2. Social, ethical, and human issues
Students practice responsible use of technology systems,
information, and software.
Students develop positive attitudes toward technology uses that
support lifelong learning, collaboration, personal pursuits, and
3. Technology communications tools
Students use a variety of media and formats to communicate
information and ideas effectively to multiple audiences.
4. Technology research tools
Students use technology to locate, evaluate, and collect information
from a variety of sources.
Students use technology tools to process data and report results.
Standard 1: The student who is information literate accesses information
efficiently and effectively.
Standard 2: The student who is information literate evaluates information critically and competently.
Standard 3: The student who is information literate uses information accurately
Standard 6: The student who is an independent learner is information literate and
strives for excellence in information seeking and knowledge generation.
Standard 8: The student who contributes positively to the learning community
and to society is information literate and practices ethical behavior in regard to
information and information technology.
Standard 9: The student who contributes positively to the learning community
and to society is information literate and participates effectively in groups to
pursue and generate information.
a) reside at the heart of the discipline;
Science is, by its very nature, a discipline that requires data collection and interpretation of that data. In this unit, the students will be exposed to the basic ideas behind the greenhouse effect and global warming. Then, they will be able to accumulate facts and figures and draw interpretations from this data.
b) represent a big idea having enduring value beyond the classroom;
The ideas aforementioned have current and future value to students today. These topics are periodically mentioned in the news and laws have been enacted which have a direct correlation with these events.
c) require uncoverage, meaning that misconceptions need to be identified and clarified;
Many students have misconceptions about the contributions of humans to global warming and the greenhouse effect. This unit will hopefully clarify these misconceptions.
d) offer potential for engaging students.
Students will be able to work at their own pace and investigate as much data as time permits as well as being able to use many different websites.
Students will answer questions about the concepts of greenhouse effect and global warming on student worksheets. At the end of the unit, a multiple choice assessment will be given comprised of questions submitted by the students themselves.
1. What is the Greenhouse Effect?
a) Investigate greenhouse gases and collect numerical data on these gases.
b) Compile this data into a graphical format
The above information will be retrieved from web-sites provided on the handout. The data will be compiled into graphical format by using Graphical Analysis by Vernier (or any graphing program available).
2. Global Warming: Fact or Fiction?
a) Investigate trends in global warming, effects of global warming, and
human effects on warming.
The above information will be retrieved from web-sites provided on
the student handout.
Numeric problem solvers
Creative and critical thinkers
Ethical and responsible workers