1

Guiding Question:

How are We
Influencing Global
Climate, and What
Can I Do About it, if
Anything?

Micro Expectations
For Teacher's Eyes
For Students' Eyes






Table of Contents
Lesson #1: Under the Weather
Lesson #2: Carbon Maximus
Lesson #3: Burn, Baby, Burn
Lesson #4: A Function of Consumption
Lesson #5: Climate Crunchers
Lesson #6: Old McDonald Had A Farm-er's Almanac
Lesson #7: The IPCC Sees
Field Trip- Harvard Forest, Petersham, MA
Lesson #8: Carbon Sink or Swim
Lesson #9: Help! I'm a Carbon Offender
Guest Speaker- Green Mountain College Representative
Lesson #10: Extra (Carbon) Credit



2

Lesson #1: Under the Weather (for teacher)
Objectives:
Students will experiment with changing the weather in a closed system

Group Size:
Pairs

Materials:
For Your Demo
A jar with lid
Ice cubes
An aerosol
Boiling hot water

For Class Challenge
Plastic water bottles with sports caps per group
Matches
Warm water
Thermo Tech Infrared Digital Devices


Timing/Sequence of Activities:
Free Write on Climate Change- 5-10 min
Cloud Demo- 5 min
Rainmaker Challenge: 20 min
Unit Overview/Final Project Introduction- 10 min

Additional Notes: The make a cloud challenge is designed to create cognitive
dissonance on the theme of humans being able to affect weather, and as a segue into
cloud formation and water vapor as a contributing greenhouse gas.











3

Lesson #1:Under the Weather (for students)

Agenda:
Free Write on Climate Change
Rainmaker Challenge
Overview/Final Project Introduction


Focus Question: How do more clouds affect the
temperature of the Earth?

Entrance Ticket: Free write what do you know about climate change. This could
be sentences, sketches, lists, drawings, etc.


Challenge Pt I: Can you make a cloud that is
bigger than your classmates'?
Parameters:
1) In pairs, collect any materials you think you need to create a cloud
2) Experiment with cloud making

Materials:
Soda bottles with sports lids
Matches
Warm water
Thermo Tech Infrared Digital Devices


Challenge Pt II: Prove you can change the
weather in this room
Parameters:
1) As a group, find a way to collectively use cloud formation to change the
weather in the classroom.
2) Provide proof of the weather change.

Materials
Same as above




4

Lesson #2: Carbon Maximus (for teacher)
Objectives:
Student can explain how the Greenhouse Gas Effect works
Student can use a working model to accurately demonstrate the Greenhouse
Gas Effect

Group Size:
Teams of 2-3

Materials:
Large sheets of clear plastic
Saran wrap
Scissors
Tape
Assorted boxes, boards, glass objects
Thermometer
Stopwatch
Paper & pencils for recording observations
One paper cup per group
One packet of hot cocoa mix + 400ml tap water per group
Graphing paper
Temperature and CO
2
Correlation Graph for Exit Ticket

Timing/Sequence of Activities:
Anticipation Guide - 5 min
Hot Cocoa Challenge- 30-35 min
Exit Ticket- 5 min

Additional Notes:
You need a relatively mild and sunny day to do this lesson outside, or find a sunny
space indoors. Also, if time runs sort, the exit ticket could be converted to a
homework assignment.














5

Lesson #2: Carbon Maximus (for students)

Agenda:
Anticipation Guide
Hot Cocoa Challenge
Exit Ticket: CO and Temperature Graph

Focus Q: How does the Earth use the Sun's heat?
Anticipation Guide:
T/F___ The atmosphere is made up of only Oxygen
T/F___ The Sun makes our planet warm by radiating
heat energy to the Earth's surface
T/F___ Some of the Sun's rays reflect off the Earth's
surface back into space.
T/F___ At night, Earth releases all its heat energy back into space
T/F___ Greenhouse gases in the atmosphere trap heat coming off the Earth
T/F___ Greenhouse gases are named so because they work similarly to a garden greenhouse
T/F___ Greenhouse Gases are harmful to the Earth
T/F___ There weren't greenhouse gases in the atmosphere until humans put some there
T/F___ Carbon dioxide is a greenhouse gas
T/F___ Carbon dioxide is air pollution


Many people believe air is made up of just Oxygen. We do, after all,
breathe in air as O and convert it into CO and water vapor through
respiration. However, a concentration of several gases cover the Earth in
a cozy blanket called the atmosphere. Nitrogen, Oxygen, Argon, Carbon
Dioxide, and small traces of other gases make up this layer.

When the Sun's rays shine on the Earth, some rays are reflected, but most
of the heat travels through the atmosphere and warms the earth through
radiation. At night that heat rises back up and special gases in the
atmosphere naturally trap the heat radiating off the Earth. As a result,
some of heat energy stays on Earth and warms the planet, much like how
a greenhouse keeps vegetables growing in the winter. These gases,
called Greenhouse Gases, as especially important to maintaining life on
Earth. Without gases like or CH
4
or

CO the planet would be on average
about -18

C (-0.4F!) (Source: EarthGuide.USCD.Edu)


6





Challenge: Create a working model of the
Greenhouse Gas Effect that will make the
warmest hot cocoa.

Parameters:
1) Work in teams of 2-3 students
2) Sketch your model before you build, and label the parts using the following
words: Sun, Earth, atmosphere, solar radiation, reflect, absorb, greenhouse
gases, and reabsorb.
3) Use any materials you think you need to construct your model
4) Collect temperature data as scientific evidence that will prove your model
made the warmest hot cocoa.
5) Graph your temperature data
*Extra credit point to the team who makes the hottest cup of hot cocoa.

Materials:
Large sheets of clear plastic
Saran wrap
Scissors
Tape
Assorted boxes, boards, glass objects
Thermometer


7

Stopwatch
Paper & pencils for recording observations
One paper cup per group
One packet of hot cocoa mix + 400ml tap water per group
Graphing paper

Exit Ticket: Journal Prompt #1- Write 2-3 sentences explaining how tomatoes grown
in a hothouse relate to the Earth's Greenhouse Gas Effect







































8

Lesson #3: Burn, Baby, Burn (for teacher)
Objectives:
Student can describe how humans influence the GHG Effect
Student can use a model to accurately demonstrate how humans influence the
GHG Effect

Group Size:
Teams of 2-3

Materials:
Designs from Carbon Maximus
Thermometer
Notebooks & Pencils for recording
Charcoal
Matches
Cups
Water
Stopwatch

Timing/Sequence of Activities:
Review CO2 and Temperature Graph- 5 min
Burn, Baby, Burn Challenge- 30-35 min
Exit Ticket- 5 min

Additional Notes:
You need a relatively mild and sunny day to do this lesson, and lots of outdoor space
for burning.













9

Lesson #3: Burn, Baby, Burn (for students)

Agenda:
CO Challenge
Exit Ticket

Focus Q: What does CO have to do with climate change?


The Greenhouse Gas Effect is responsible for keeping our planet
habitable, but what happens when the atmosphere accumulates more and
more of these energy trapping gases like CO?

Human activities like deforestation and agriculture contribute to
greenhouse gas accumulation, but
the combustion, or burning of fossil
fuels like coal, oil, and natural gas are
atmospheric CO. the biggest source of
72% of the greenhouse gas
emissions are produced by burning
fossil fuels alone. (Source: Global
Radiation and the Ozone)

Challenge: Design an
experiment using what you know about the
Greenhouse Gas Effect that will prove beyond
a reasonable doubt that the addition of more
CO in a system will make the system warmer.

Parameters:
1) Work in teams of 2-3 students
2) Construct your experiment using your designs from Carbon Maximus
3) Consider one or more sources of CO for your system


10

4) Provide scientific evidence as proof that CO you added is making the system
warmer by collecting temperature readings at 1-minute intervals for 20
minutes
5) Graph the temperature changes

Materials:
Designs from Carbon Maximus
Thermometer
Notebooks & Pencils for recording
Graphing paper
Charcoal
Matches
Cups
Water
Stopwatch


Exit Ticket: Journal Prompt #2- Make 3 true statements based on the information
given in the graph


Global Temperature v. Atmospheric CO
2
Levels




11


Lesson #4: A Function of Consumption (for teacher)
Objectives:
Student can give examples of the ways humans use fossil fuels
Student can describe the process that formed fossil fuels
Students can describe how consumption rates of fossil fuels have affected GHG
concentrations

Group Size:
Individual

Materials:
Fossil Fuel Usage Graph
Carbon Probes

Timing/Sequence of Activities:
Intro/Entrance Ticket- 5 min
A Function of Consumption Lecture- 15-20 min
Carbon Probe Challenge- 15 min

Additional Notes:
Ideally, each student would get his/her own carbon probe to explore the classroom
with, measuring carbon dioxide outputs.















12

Lesson #4: A Function of Consumption (for students)

Agenda:
Entrance Ticket
Mini Lecture
Carbon Probe Challenge

Focus Q: How do humans use
fossil fuels?

Entrance Ticket: Review the
following chart with a partner.
How many true statements can
you interpret from the chart in
under 5 minutes. (5 min)

Mini Lecture: A Function of
Consumption

A. What are Fossil Fuels?
1. Origin
2. How created
3. Types

B. Getting Down and Dirty: Extraction
1. Oil Refining
2. Coal Strip Mining
3. Natural Gas Fracking

C. From Factory to Table
1. Uses of Oil products
2. World of Plastics

D. Pumped Up
1. Electricity
2. Heat
3. Power

E. Other Sources
1. Industry
2. Agriculture
3. Transportation
4. Methane Rice Paddies
5. Deforestation


13


(Source: EPA "GHGs and Human Activities")


Challenge: Find the highest source of CO
emission in the classroom in under 10
minutes.

Parameters:
1) Depending on the number of carbon probes available, work individually to
locate CO emitting objects in the classroom.

Materials:
Carbon Probes
Paper/pencils
























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Lesson #5: Climate Crunchers (for teacher)
Objectives:
Student can analyze climate data from the past
Student can explain patterns and trends in climate data

Group Size:
Pairs

Materials:
Laptops with Excel
Internet Access

Timing/Sequence of Activities:
Intro- 10 min
Climate Crunchers Challenge- 25-30 min
Exit Ticket- 5 min

Additional Notes:
Here is a great resource for brief Excel Tutorial for students, and NOAA has the
student-friendliest database.



























15

It is a capital mistake to theorize
before one has data. Insensibly, one
begins to twist the facts to suit
theories, instead of theories to suit
the facts."
-Sherlock Holmes
Lesson #5: Climate Crunchers (for students)

Agenda:
Graphing Challenge
Exit Ticket

Focus Q: Are there patterns or trends in
our weather?

Challenge: Use data to
prove the climate in
Massachusetts is
changing

Parameters:
1) Work in pairs
2) Use the National Weather Service Database
3) Graph your data using Excel
a. Select temperature or precipitation
b. Provide annual summaries for at least 10 consecutive years
4) Make your graph clear and attractive

Materials:
Laptops/Internet Access


Exit Ticket: List 3 statements you can
make about climate in Massachusetts by
reviewing the graph you created











16

Lesson #6: Old McDonald Had a Farm-er's Almanac (for teacher)
Objectives:
Student can explain patterns and trends in climate data
Student can make predictions based on past climate data

Group Size:
Pairs from Climate Crunchers

Materials:
Laptops with Excel
Internet Access
Assorted copies of Farmer's Almanac

Timing/Sequence of Activities:
Intro- 10 min
Weather Prediction Challenge- 25-30 min
Exit Ticket- 5 min

Additional Notes:
It would be neat to check in on the weather predictions the students made the
following year, if possible.
























17

Lesson #6: Old McDonald Had a Farm-er's
Almanac (for students)

Agenda:
Intro to Farmer's Almanacs
Weather Prediction Challenge
Exit Ticket


Focus Question: How can I use climate data to make predictions?

Long before we were able to click on apps on our smart phones, or check
in with the six o' clock news what the weather would be for the next
week, people consulted the Farmer's Almanac. Beginning in 1792, the
Farmer's Almanac has been making annual weather predictions from top
secret, complex algorithms they base on sunspots and moon phases
among many other considerations (Farmer's Almanac Forecasts). With
over 4 million copies sold each year and an 80% accuracy, (Conroy Penn
State News) many folks follow the predictions even today.

Challenge: Can you correctly predict next
year's weather using past climate data?

Parameters:
1) Work in pairs from Climate Crunchers Challenge
2) Based on the graphs you made, make a prediction for the average annual
precipitation or temperature (whichever you had previously selected.)
3) Create a page for the 2015 Almanac making sure you include a) your prediction
for average precipitation or temperature, b) a visual to accompany your page,
and c) a paragraph that describes how and why you made the prediction that
you did.
4) Be creative!
5)

Exit Ticket: Journal Prompt #3- List 3 ways long-term weather predictions benefit
humans.



18


Lesson #7: The IPCC Sees (for teacher)
Objectives:
Student can analyze evidence of climate change through data, maps, images,
videos and graphs

Group Size:
Individual, then pairs

Materials:
Assorted graphs, images, charts on climate changes

Timing/Sequence of Activities:
Intro/Entrance Ticket- 5 min
Evidence Gallery - 25 min
Partner Share - 15 min

Additional Notes:
Additional pieces of evidence can be provided depending on time/engagement level



























19

Lesson #7: The IPCC Sees (for students)

Agenda:
Entrance Ticket
Climate Change Evidence Gallery Activity
Partners Share
HW Assignment

Focus Question: What evidence tells
scientists about global warming?

Entrance Ticket: What would you need to see
or have you seen to be convinced that global
warming is real? Write for 4 minutes

The United Nations Intergovernmental Panel on Climate Change (UNIPCC)
collects scientific, social and technological information to understand the
risk of human-induced climate change. International work groups review
the evidence and release assessment reports to advise global action.
Governments around the globe use reports from the IPCC to address their
own contributions to climate change through policy, and international
agreements like the Kyoto Protocol. (http://www.ipcc.ch)

Climate Change Evidence Gallery Activity

Challenge: - How many different ways can
you interpret climate change
evidence?

Parameters: You will have 30 minutes to quietly walk
around the room and review each piece of evidence. With a
notebook and pencil write down what you think each piece
is saying. Each station has questions for you to consider if
you get stuck. After everyone has gotten a chance to tour
the gallery, you will have 20 minutes to compare your notes
with a partner and count how many viable interpretations
you found collectively.


20


Evidence A: Human Carbon Usage - Carbon Emissions Estimates
(http://cdiac.ornl.gov/trends/emis/glo.html)

Think Questions:
1) What do you think happened in 1945?
























21

Evidence B: Glacial Evidence - Columbia Glacier 1980-2005, Arapaho Glacier 1898-
2003, and Grinnell Glacier 1940-2006.
(http://www.nasa.gov/topics/earth/sea_ice_nsidc.html)

Think Questions:
1) What do you notice about the ice in these images?
2) List 3 ways glaciers melting affect humans.





























Evidence C: Rising Sea Levels - Shoreline at Cape Hatteras in NC 1999 and 2004.
(http://news.bbc.co.uk/2/shared/spl/hi/picture_gallery/05/sci_nat_how_the_world_
is_changing/html/3.stm)

Think Questions:
1) What do you notice about the land around the house?
2) Who do you think is most vulnerable to sea levels rising?





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Evidence D: Ocean Temperature Changes - Sea Level and Global Ocean Temperature
Changes
(http://news.bbc.co.uk/2/shared/spl/hi/guides/457000/457037/html/nn4page1.stm)

Think Question:
1) List 3 ways that you think warmer oceans would affect marine life.






NASA Polar Ice Cap Tracking Video
Evidence E: Disappearing Sea Ice

Think Question:
1) How do animals like the polar bear depend on the sea ice?
2) How you think melted glacial ice benefits humans? How do you think it could
not benefit them?













23

Evidence F: CO Concentrations in the Atmosphere - Atmospheric CO 1960-2010
(NOAA.Org)

Think Questions:
1) Why do you think the there is a high point and a low point for each year on the
graph? (Hint: Think about what you know about how and when plants
photosynthesize.)
2) True or false? According to this graph, atmospheric CO has increased about 20
parts per million from 2000 to 2010.




















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Evidence G: More Hot Days on Record than Cold - Global Temperature Anomalies Since
1880. (http://www.accuweather.com/en/weather-blogs/climatechange/global-
climate-change-indicato-1/1642595)

Think Questions:
1) 2010 was one of the hottest years on record in North America. An anomaly is a
day colder or hotter than average. According to the graph, about when did we
last see more cold days than hot?




























Evidence H: Changes in Participation - Area experiencing a severe drought
(http://www.telegraph.co.uk/earth/environment/climatechange/9677724/Droughts-
steady-since-1950s.html)

Think Question:
1) List as many different ways you can think of that less rainfall would affect
humans.





25

























Evidence I: Species Decline - Amphibians Decline 2000
http://www2.maxwell.syr.edu/plegal/tips/t5prod/chathamwq2.html

Think Questions:
1) How many different true statements can you make about what you think that
the graph is saying?




Homework Assignment: Find your own sources of climate change evidence. Go to
the library or do a 20 minute internet search. Be prepared to share 3 new graphs that
support or refute climate change over the past 200 years, and to explain how the
graphs you selected will support the claim you are making.







26

Field Trip (for teacher)

Description- The Harvard Forest in Petersham, MA has ongoing research projects such
as the Forest-Atmosphere Exchange, where scientists are measuring the carbon sink
capacity of the forest, or a Biodiversity Inventory Program to address the impacts of
climate change in western Mass. Harvard Forest also has guided field trip tours and a
museum.
Objectives:
Student can describe the role plants play in the Carbon Cycle
Students can give examples of how climate change is affecting biodiversity in
MA

Journal Prompt #6: Why are carbon sinks important? How can we make carbon sinks
more effective?





























27


Lesson #8: Carbon Sink or Swim (for teacher)
Objectives:
Students will design scientific experiments
Students will brainstorm ways to reduce CO in the atmosphere

Group Size:
Pairs

Materials:
Laptops/internet access
Pencil/notebooks
Colored pencils/markers to sketch

Timing/Sequence of Activities:
Review/discuss climate change evidence that students collected(20 min)
Carbon Sink Challenge (20-25 min)

Additional Notes:
Ideally, time permitting, the students would get to construct their carbon sink and
conduct the experiment to monitor CO absorption rates among different plants to see
the effectiveness of carbon sinks; however, it would have to be an ongoing project
that might take several weeks to see enough of an impact.
























28



Lesson #8:Carbon Sink or Swim (for
students)
Agenda:
Share Climate Change Evidence
Carbon Sink Challenge

Focus Question: How can CO be removed from the
atmosphere?

Challenge: Design an experiment that would
prove beyond a reasonable doubt that one
plant species is better at absorbing CO than
another.
Parameters:
1) Work in pairs
2) Design a controlled system(s) where you could feasibly test CO absorption for
at least two different species of plant being sure to include a) instructions for
assembly of materials, b) procedural steps to conduct the experiment, c)
materials list, d) clearly stated hypothesis that is based on research you have
collected, and e) a 1-2 paragraph overview of the experiment

Materials:
Laptops with internet access














29



Lesson 9: Help! I'm a Carbon Offender (for teacher)

Objectives:
Student can evaluate his/her lifestyle for carbon emissions
Student can describe a carbon footprint

Group Size:
Individual

Materials:
A copy of How Bad are Bananas? The Carbon Footprint of Everything by Mike
Berners-Lee
Laptops/Internet Access
Xl poster paper
Assorted markers, colored pencils, crayons, etc.

Timing/Sequence of Activities:
Read Excerpt/Discussion- 10 min
Calculating Carbon Footprints- 10 min
My Carbon Footprint Mapping- 20 min
Journal Prompt- 5 min


Additional Notes:
Other great sources for carbon footprint calculators are The Nature Observatory,
EPA.Gov , or Cool Climate Network. Time permitting, students could do multiple
calculations and compare.












30


Lesson #9: Help! I'm a Carbon Offender (for students)
Agenda:
Excerpt/Discussion Calculating Carbon Footprints
My Carbon Footprint Mapping
Journal Prompt
HW Questions for Guest Speaker

Focus Question: How am I contributing to climate change?


Read aloud excerpt from How Bad Are Bananas: The Carbon Footprint of
Everything
FIND EXCERPT TO POST HERE

Activity: Calculate your own Carbon Footprint


Challenge: Prove you have a lower carbon
footprint than your teacher.



Parameters:
1) Create a map or visual representation
that shows ALL carbon footprints you
can think of that you leave in a single
day.
2) Label all the pathways.
3) Be honest! 1 extra credit point to
anyone who has a smaller carbon
footprint than the teacher.


Materials:
Laptops/Internet Access
XL sheet poster paper per student
Assorted markers, colored pencils, crayons, etc.



31

Exit Ticket: Journal Prompt #7- What surprised you about your carbon lifestyle and
why?

HW: Bring in 3 questions you have about reducing one's carbon footprint for our guest
speaker.






































32

Guest Speaker (for teacher)
Description- Green Mountain College in Poultney, VT has been a carbon neutral
campus since 2011. They supply a portion of their power from the "Cow Power," a
program that takes methane from cow manure and converts it to electricity, and the
other portion from a student built biomass plant.
Objectives:
Student can describe ways of reducing carbon emissions
Student can explain carbon neutrality

HW: Journal Prompt #8- Describe 3 things you learned from our guest speaker that
you can incorporate into your final project.





































33

Lesson #10: Extra (Carbon) Credit (for teacher)
Objectives:
Students will reflect on their contributions to climate change
Students will consider different perspectives on the effects of climate change

Group Size:
Individual, then large group

Materials:
Notebooks/pencils
Youtube video on Carbon Trading

Timing/Sequence of Activities:
Free Write: My Carbon Lifestyle Assessment (15 min)
Video on Carbon Trading (5 min)
Take a Stand Activity: Carbon Trading (20 min)
Unit Wrap Up/Final Project Revisited (5-10 min)

Additional Notes:
The My Carbon Lifestyle Assessment could be expanded to a longer reflection paper,
but might require out of class completion time.


Take a Stand Materials:
If most students answer YES
The Kyoto Protocol does not outline specific steps on how the carbon trading would be implemented or
how it would be regulated; countries are making their own decisions on how to exchange carbon
credits, and may or may not be implementing any reduction strategies.

Probe Questions:
What is an appropriate "pricetag" for carbon emission? What is a fair way of assigning monetary
value to our shared atmosphere?

The Protocol does not require developing countries like China, India or Brazil to curb or cap their
carbon emissions; they are allowed to expand their economies without limits.

Probe Questions:
Do you think it is fair that only developed countries have to make efforts to reduce GHG
emissions?

If most students answer NO
The United States emits 1/5 (20%) of the world's carbon emissions, but is the only developed country
that did not sign the Kyoto Protocol (Global Greenhouse Emission Data).

Probe Questions:
Is it fair that the United States emits a large portion of the greenhouse gas emissions
worldwide, but doesn't have to make any reductions in their fossil fuel consumption?




34

Lesson #10: Extra (Carbon) Credit (for students)
Agenda:
Free Write: My Carbon Lifestyle Assessment
Short Video on the Kyoto Protocol and Carbon Trading
Take a Stand Activity: Carbon Trading
Wrap Up/Final Project Revisited

Focus Question: How is the global community addressing climate change?

Free Write: My Carbon Lifestyle Assessment- In a notebook, answer the
following questions.
1) What do you consider to be your carbon "offenses"?
2) Do you think a person should take steps to reduce his/her contribution to
global climate change? Why or why not?
3) What are you willing to change about your carbon lifestyle? Give 3 examples.

Video: "How Does Carbon Emission Trading Work?"

The Kyoto Protocol (1997) is a United Nations international treaty that
aims to reduce global greenhouse gas emissions. The treaty outlines a
plan for countries to exchange carbon credits to offset carbon emissions,
much like a stock market. The Kyoto Protocol assigns monetary credits to
carbon emissions. If a country does not exceed their limit, possibly
because it creates GHG reduction efforts, it may "sell" their extra credits
to countries that cannot reduce their own (UN Framework Convention on
Climate Change).

The United States is the only developed country that has not signed Kyoto
Protocol, and has made very little national progress on greenhouse gas
reduction.

Activity: Take a Stand- Should the United
States sign the Kyoto Protocol and commit to
reducing its greenhouse gas emissions?



35