Climate Change

Stage 2 | Science

Summary

Duration
Sample term 6 weeks Detail: 45mins per week

Unit overview
This unit offers an introduction to some of the issues surrounding climate change. Students will be exposed to the themes of climate, biodiversity, water use and sustainability. They will understand causes and effects and how changes they make can have an impact on the earth's future.

Key Questions
What is climate change? What are the causes of climate change? What are the likely outcomes of climate change? How can we minimise out impact?

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Outcomes
Science K-10

Assessment overview
The world is in trouble. Humans need to take responsibility and make changes. Design a "How-to' guide that will teach people how to be more responsible. You must back up your claims with evidence

ST2-2VA demonstrates a willingness to engage responsibly with

local, national and global issues relevant to their lives, and to shaping sustainable futures
ST2-4WS investigates their questions and predictions by

analysing collected data, suggesting explanations for their findings, and communicating and reflecting on the processes undertaken

ST2-8ES describes some observable changes over time on the

Earths surface that result from natural processes and human activity
ST2-11LW describes ways that science knowledge helps people

understand the effect of their actions on the environment and on the survival of living things

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Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.

Content
Stage 2 - Earth and Space
Students:
use appropriate tools and equipment

Teaching, learning and assessment

What is climate? Weather Brainstorm different types of weather. Which do we have in Sydney? Australia? Chart the weather for a week. Discuss patterns and predict for the following week. Check the weather around the world each day. Measure and graph rainfall. Imagine if the temperature was the same every day. Introducing Climate Research different climate zones around the world. Present on a poster. Complete table with information on all climate zones Create a definition for weather and for climate. What is the difference? What do you know about climate change? worksheet

Resources
http://www.climatechoices.org.uk/pages/ac tivities0.htm Test tubes Graph paper Measure the weather lesson plan BLM: Task 33 Day after day after day

to collect and record data about some changes in natural conditions, eg tides, daily temperature, rainfall and wind

investigate how change in the

environment is used by Aboriginal and Torres Strait Islander peoples to develop seasonal calendars
describe some changes in the

BLM Task 35 Climate Zones BLM Task 36 Compare and contrast Video clip Evolution of earth

landscape that have occurred over time as a result of natural processes, eg erosion by wind and water

BLM Task 39 Climate change

Stage 2 - Living World

Students:
predict the effect of natural changes

The Greenhouse Effect Read the information sheet on 'The Greenhouse Effect'. Watch animation Complete student worksheet Carbon dioxide game. Students play a tag game to model what happens in the earth's atmosphere

http://news.bbc.co.uk/2/shared/spl/hi/sci_n at/04/climate_change/html/climate.stm Action cards

in the environment on some relationships between plants and animals, eg drought and fire

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Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.

Content
Stage 2 - Earth and Space
research changes that have occurred

Teaching, learning and assessment

Impact of the greenhouse effect investigation Provide each group of three students with one icecube. Ask them to investigate how long it takes theice to melt. Each group measures the time taken for thecube to melt completely. Discussion How quickly did the ice melt? If one ice cube takes this long to melt, consider how much heat energy is needed to melt blocks of ice thatare many times bigger than Rottnest Island. (That is what is happening on the Antarctica Ice Shelves.) Application Compare the two photos of the Larsen Ice Shelf. What is the same? Different? Why do you think? Activity Make a mini greenhouse. Compare two scenarios Global warming http://www.climatehotmap.org/ Carbon Emissions Students use the chart provided to monitor their family car usefor one week (only trips where they are present) and convert the kilometres travelled into measurable carbon emissions. They then

Resources
Tray of ice cubes Digital watches/timers

in a local environment in Australia or an Asian region as a result of human activities, eg increasing erosion, construction of built environments and regeneration of an area

Car journey log sheet

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Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.

Content

Teaching, learning and assessment

research alternatives to each car trip, using public transport, walking or cycling. Errand Run online game Problem Solve How many trees would you need to plant to offset a single car running for one year? Take action! What can you do to reduce carbon emissions? How does this affect me? Game: Blowing up your world Worksheet Describe how differerent climate changes would affect their life.

Resources

balloons http://www.climatechoices.org.uk/pages/ac tivities0.htm

Board of Studies NSW Program Builder pb.bos.nsw.edu.au

Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.

Content
Stage 2 - Living World
identify some factors in the local

Teaching, learning and assessment

How does this affect the animal population? Biodiversity -Find out about the animals that live in each climate zone extinction audio clip migration mishaps

Resources
BLM Adaptable animals

environment that are needed by plants and animals for survival

Stage 2 - Living World

investigate the role of living things in

What can we do? Sustainability, -reduce electricity. Survey the classroom -reuse. Homework task. Find an alternative use for something that was heading for the bin/recycling http://www.ecokids.ca/pub/eco_info/topics /climate/co2effect/index.cfm BLM Task 43 All in Order Food Choices Where does food come from? - Growing our own vs food miles - compost waste -reduce packaging. Zero waste day

http://www.preventclimatechange.co.uk/

a habitat, eg plants as producers and microbes (micro-organisms) as decomposers

Board of Studies NSW Program Builder pb.bos.nsw.edu.au

Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.

Content
Stage 2 - Living World
describe some examples of how

Teaching, learning and assessment

Just for fun Make a chatterbox to test knowledge of climate change. Assessment You are a scientist and know that the earth is in trouble. You need humans to take notice, be responsible and make changes to the way they live. Design a "How-to' guide that will teach people how to be more responsible. You must back up your claims with evidence. This could be a pamphlet, slideshow, movie, narrative,poem etc What if..? BLM That's ridiculous Task 42 Reflection BLM Task 45 Can I make a difference?

Resources
Chatterbox BLM Rubric from Climate Change for beginners

science knowledge helps people to understand the effect of their actions on the environment and the survival of living things (ACSHE051, ACSHE062)

Resources
http://portal.environment.wa.gov.au/pls/portal/docs/PAGE/DOE_A DMIN/GREENHOUSE_REPOSITORY/TAB6327544/CCHANGEPMY_10 .PDF

Evaluation

Board of Studies NSW Program Builder pb.bos.nsw.edu.au

Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.