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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.
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
| 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. |
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