The Role of Heat-Trapping Gases in Global Climate Change
Stage 1 – Desired Student Results
Established Goals:
 Understand the meaning and scientific definition of scientific theory and scientific law.
 Apply knowledge of confirmation bias to understandings of science topics.
 Explain the process of the carbon cycle as it relates to climate change and anthropogenic
sources.
 Model molecular structures of heat-trapping gases.
 Investigate heat-trapping properties of atmospheric gases.
 Calculate quantities of carbon dioxide generated from fossil fuel burning using stoichiometry.
 Use Kill A Watt device to help develop an energy reduction plan.
Understandings:
Students will understand that…
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Scientific theories are proven to be true.
Confirmation bias plays a role in how we as
humans perceive the world around us.
Increases in carbon dioxide are attributable
to fossil fuel energy sources.
Heat –trapping gases have this property due
to molecular structure.
Individuals can make a difference in the
amount of carbon dioxide added to the
atmosphere.
Essential Questions:
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What is the difference between
scientific theory and scientific law?
What is confirmation bias and how does
it affect my thinking?
How does the Earth absorb carbon
dioxide?
Why is the amount of carbon dioxide
increasing so rapidly in Earth’s
atmosphere?
Why do some gases absorb infrared
radiation and others do not?
What can one person do about the
situation?
Students will know and do…
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 Students will learn to evaluate their reasoning for “belief” about controversial aspects of
science.
 Students will create models of atmospheric gases to discover physical differences and
similarities between molecules that react to infrared radiation and those that do not.
 Students will know that carbon dioxide has increased exponentially since the Industrial
Revolution and understand the impact of this increase in concentration on Earth’s temperature.
 Students will make a plan to decrease their personal carbon dioxide contribution to the
atmosphere.
The Role of Heat-Trapping Gases in Global Climate Change
Stage 2: Assessment Evidence
Performance Tasks
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Other Evidence:
Students will create a Venn diagram showing the
differences and similarities between scientific
theory and scientific law.
Students will write about confirmation bias as it
applies to sports.
Students will describe the flow of carbon to and
from the atmosphere (including anthropogenic
contributions).
Students will model the heat-trapping properties of
some gases through labs and lab reports.
Students will calculate quantities of heat-trapping
gases released to the atmosphere through the
burning of fossil fuels.
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Essay questions addressing topics
learned about climate change
added as a part of the chemistry
chapter tests
Graded Venn diagram describing
the differences and similarities
between scientific theory and
scientific law
Summaries and analyses on articles
related to confirmation bias and
different methods of energy
production done on a large scale
Class discussion
Carbon footprint reduction plan
The Role of Heat-Trapping Gases in Global Climate Change
Stage 3: Learning Plan
Learning
Activity
Scientific
Theory
Type
Time
Resources
Assessment
Scientific Theory and Scientific Law
(PPT)
Computer lab
Confirmation Bias (PPT)
The Reason We Reason article from
Wired magazine
Overview of Climate Change (PPT)
Carbon cycle video on YouTube
Overview of Earth’s Heat-Trapping
Gases (PPT)
Molecular modeling kits
Heat-Trapping Gases (PPT)
Completed diagram
and class discussion
Confirmation
Bias
Hands-on
activity
55 min
Carbon Cycle
Overview
HeatTrapping
Gases
HeatTrapping
Gases Lab
Stoichiometry
of CO2 from
Fossil Fuels
Carbon
Footprint
Hands-on
activity
Teacher led
55 min
Hands-on
activity
55 min
Independent 55 min
Stoichiometry Practice Related to
Climate Change (PPT)
Completed problems
Hands-on
Kill A Watt Activity (Word document)
Lab report and
completed
homework
assignment
Independent 55 min
55 min
55 min
Wired magazine
article summary and
analysis
Completed diagram
and class discussion
Essay questions
included in covalent
bonding chapter test
Lab report
Wiggins, G., & McTighe, J. (2005). Understanding by design (2 ed.). Alexandria: Association for Supervision and Curriculum Development.