Produced as part of the Schools Climate Change Initiative
Unit title:
The Earth and its atmosphere Stage 4
Duration: 8 – 12 hours
(adapted from a unit of work created by teachers in the Armidale Learning Community)
Context: Students are bombarded in the mass media with stories and predictions of global warming and climate change. They face a barrage of
scenarios that list the possible consequences that are predicted e.g. rising sea levels, droughts/floods, mass extinctions, loss of polar ice caps,
inundation of low lying coastal communities, cities and towns, loss of beaches and increased frequency and intensity of extreme weather events.
A direct link between changing patterns of human industrial and agricultural activity and the increases in greenhouse gases in the atmosphere
has been established. This increase in greenhouse gases is linked by most practicing scientists with global warming. It is important that students
are able to understand the concepts associated with the composition of Earth’s atmosphere and how human activity influences that composition
so that they can interpret information presented in the media and by scientists and then make informed lifestyle decisions and choices. Being
informed can allow fears to be dispelled and positive actions to be taken.
Additional note: There is room for extension in the unit to allow it to be taught to both mainstream classes and to extension or gifted and talented
students.
Unit outline
This series of lessons is to be taught within a broader unit examining Earth’s place in the solar system, the structure and composition of planet Earth, and its
atmosphere. It will examine the movement of the surface of the Earth and phenomena like earthquakes and volcanoes, the shaping of the surface by processes
like erosion, and the rocks that make up the lithosphere.
In studying the atmosphere, students will learn about the composition of the atmosphere today, how it has changed over time, what feedback mechanisms help
to keep the composition of the atmosphere with certain limits of composition and how that feedback might be disrupted, the carbon, water and nitrogen cycles,
the greenhouse effect and the enhanced greenhouse effect, and the structure and functions of the ozone layer.
Key concepts
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Why does this learning matter
The composition of the atmosphere results in a
greenhouse effect that benefits life on the planet.
The composition of the atmosphere affects the
survival of all species on the planet.
Natural cycles like the carbon, nitrogen and water
cycles are important for the interaction and survival of
plants, animals and other organisms.
Human industrial and agricultural activity affects the
composition of the atmosphere and interferes with
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As inhabitants of this planet it is important to have an understanding of the factors that
sustain life.
Understanding the role of natural cycles helps us to understand the consequences of
disruptions to those cycles
Understanding of how human industrial and agricultural activity influences natural
cycles and the composition of the atmosphere helps humans adapt their habits and
behaviours to minimise their impact.
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© State of New South Wales through the NSW Department of Education and Training, 2010
Produced as part of the Schools Climate Change Initiative
natural cycles and the greenhouse effect.
Summary of syllabus outcomes to be addressed by this unit:
Prescribed Focus Area:
Knowledge and understanding
4.4
4.5
4.9
Skills:
4.13
4.15
4.18
4.19
4.21
A student identifies choices made by people with regard to scientific developments (Specifically 4.4a, c)
A student describes areas of current scientific research
A student describes the dynamic structure of Earth and its relationship to other parts of the solar system and
the universe (4.9.4a, b)
A student clarifies the purpose of an investigation and, with guidance, produces a plan to investigate a
problem (4.13.2c)
A student uses given criteria to gather first-hand data.
A student with guidance presents information to an audience to achieve a particular purpose.
A student draws conclusions based on information available (4.19g)
A student uses creativity and imagination to suggest plausible solutions to familiar problems (4.21.a,c,e)
Literacy Focus
Numeracy Focus
ICT target areas
Assessment
Resources
Associated terminology
Use of surveys/questioning
techniques
Persuasive writing
Scientific report writing
Data collection
Scale drawing
Graphing skills and
interpretation
Evaluation of internet
resources
Greenhouse Model building.
Research project report –
effect of greenhouse on
temperature.
Thinking about Climate
Change
Quality Teaching Elements
Intellectual quality
 Deep knowledge
 Deep understanding
 Problematic knowledge
 Higher-order thinking
 Metalanguage
 Substantive communication
Quality Learning Environment
 Explicit quality criteria
 Engagement
 High expectations
 Social support
 Student self-regulation
 Student direction
Significance
 Background knowledge
 Cultural knowledge
 Knowledge integration
 Inclusivity
 Connectedness
 Narrative
After completing this unit, students should be able to:
 describe the composition of the atmosphere including layers and approximate percentage concentrations of gases
 describe how the atmosphere was formed and how this relates to development of “life as we know it”
 explain the operation of the water, carbon and nitrogen cycles
 plan and perform a first-hand investigation into the structure and construction of model greenhouses and record temperature inside and
out
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© State of New South Wales through the NSW Department of Education and Training, 2010
Produced as part of the Schools Climate Change Initiative
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discuss how a greenhouse works and propose reasons why more extreme temperature changes can occur within a greenhouse
discuss how the greenhouse effect operates to assist with keeping Earth warmer than it would otherwise be
explain what is meant by the “enhanced greenhouse effect” affecting planet Earth, with the aid of diagrams
describe how human activities have and continue to affect natural cycles and change the composition of atmosphere
propose solutions to issues of possible climate change at a personal, local, government and global level.
Unit outline
Syllabus
Outcome
Essential
Content
4.9 A student
describes the
dynamic
structure of
Earth and its
relationship to
other parts of
our solar
system and
the universe
4.9.3 the
structure of
Earth
a) describe
the inner
structure of
the Earth in
terms of core,
mantle, crust
and
lithosphere
4.9.4 the
atmosphere
b) describe
the
importance of
atmospheric
gases,
including
ozone and
greenhouse
gases, to life
on Earth.
Learning Experiences/Activities
(Grouped into single lessons)

Students view the video presentation by
Dr Craig O’Neil Earth 15 degrees and
Venus 480 degrees and view the
accompanying PowerPoint presentation.
Teacher and class brainstorm why
atmospheric composition is important to
life on Earth.
Teachers need to emphasise in class
discussion that the Earth’s climate is
moderated to suit life by life activities and the
plate tectonic process.
 Students to complete the activities as
outlined in Activity 1 – Cycles in
ecosystems
 Students research the importance of the
ozone layer to life. Use Google as a
search engine on the Internet using the
key term “ozone layer+life”
Resources
Craig O’Neil video presentation and Microsoft PowerPoint
<http://www.curriculumsupport.
education.nsw.gov.au/secondary/science
/downloads/videoconf.htm>
or
<http://www.curriculumsupport.education.
science/downloads/scweek.htm>
Activity 1 Teacher note:
Explain that cycles such as the water cycle, the
carbon/oxygen cycle and the nitrogen cycle have been
continuing for millions of years with very little change and
represent a system with feedbacks that limit the effects of
change. Also that cycles occur within ecosystems and
often between ecosystem e.g. gases in the atmosphere
are common to all the planet, water moves from one
ecosystem to another via the atmosphere through
evaporation.
Explain that carbon in the form of organic (life) molecules
or calcium carbonate in animal skeletons may stay within
an ecosystem but is released when an animal eats a plant
or other animal and metabolises that food. Similarly animal
calcium carbonate skeletons incorporated into rocks are
3
© State of New South Wales through the NSW Department of Education and Training, 2010
Registration
and
Evaluation
Produced as part of the Schools Climate Change Initiative
eventually recycled by plate tectonics on Earth and may
be released as carbon dioxide by volcanoes. This web link
may be of assistance in revising the carbon/oxygen cycle.
http://www.windows.ucar.edu/tour/link=/earth/Water/co2_c
ycle.html
4.5 A student
describes
areas of
current
scientific
research
4.5.5
current
issues,
research and
developments
in
science
4.5.a)
Students
learn to
evaluate the
potential
impact of
some issues
raised in the
mass media
that require
some
scientific
understanding
4.5.5 a)
descri
be some
recent
scientific
contributio
ns made
by male
and
female
scientists,
including
Australian
s, and
discuss
the effect
of their

Students to work in small groups to
construct a mind/concept map using
“Atmosphere” as a key word
 Separate ideas into key areas –
structure of atmosphere, greenhouse
effect, ozone layer, enhanced
greenhouse effect, human activity
*Some confusion exists between many students
about greenhouse effect and the important role
of ozone layer to life on Earth
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Students to research and define the
greenhouse effect – what is it, and how
does it support life on the planet
Students to research and define the
enhanced greenhouse effect – what is it,
and how is it different
Students to research climate change and
its short and long term effects
Students to present to peers diagrams
and posters, preparation of multimedia
presentations, information reports,
illustrations to demonstrate the
difference between the greenhouse
effect and the enhanced greenhouse
effect. (opportunity to explore creative
options)
Butchers paper, coloured pens. Alternatively, concept
mapping software could be used on an IWB.
Mind Mapping Tool – This will assist students to organise
their ideas on issues for easier comprehension, analysis
and building connections between their ideas.
http://www.gliffy.com
Use of text or internet sources.
Students should view/listen to professor Tim Flannery
discuss climate change, its history and impacts at:
<http://www.curriculumsupport.education
.nsw.gov.au/secondary/science
/downloads/scweek.htm>
Students should view/listen to Dr Ben McNeil discuss
climate change and its effects on the oceans at:
<http://www.curriculumsupport.education.
nsw.gov.au/secondary/science/downloads
/movies/climatechange/bmcneil.htm>
An aggregated source of relevant information can be
found at: <http://www.abc.net.au/science/tag/
browse.htm?topic=latest&tag=climate-change>
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© State of New South Wales through the NSW Department of Education and Training, 2010
Produced as part of the Schools Climate Change Initiative
contributio
ns
4.9 A student
describes the
dynamic
structure of
Earth and its
relationship
to other parts
of the solar
system and
the universe
4.9 A student
describes the
dynamic
structure of
Earth and its
relationship
to other parts
of the solar
system and
the universe
4.9.4
Students
learn about
the
atmosphere
4.9.4a)
Students
learn to
identify gases
that comprise
the greater
percentage of
air and
explain the
difference
between
Earth’s
atmosphere
and space
4.9.4
Students
learn about
the
atmosphere
4.9.4b)
Students
learn to
describe the
importance of
atmospheric
gases,
including
ozone and
greenhouse
gases, to life

Use text and/or internet resources to
draw a scale diagram of the structure of
the atmosphere, including the various
layers, thicknesses, and composition.
Graph paper (1mm grid), ruler, compass, calculator. Many
students will not be able to determine an appropriate scale
so this may need to be completed and determined as a
whole class activity with students guiding the process and
calculations of scale units. Each student should, however,
produce their own scale diagram.

Discussion using pictorial and written
sources to summarise how the
atmosphere was formed and how it
contributes to life on the planet.
ABC series Atoms Alive: Biomolecules (introduction only).
Next showing of the program scheduled on ABC TV on
19/02/2010 with a repeat showing on 07/05/2010.
Teachers should arrange to have the program digitally
recorded for future use.
Review of early atmosphere of the earth and how organic
molecules formed.
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© State of New South Wales through the NSW Department of Education and Training, 2010
Produced as part of the Schools Climate Change Initiative
4.13 A
student
clarifies the
purpose of an
investigation
and, with
guidance,
produces a
plan to
investigate a
problem
4.15 A
student uses
given criteria
to gather
first-hand
data.
4.18 A
student with
guidance
presents
information to
an audience
to achieve a
particular
purpose.
4.4 A student
on Earth.
4.13.2c)
Students
learn to
describe a
logical
procedure for
undertaking a
controlled
experiment.


4.15 b)
Students
learn to use
independently
a range of
data
collection
strategies and
technologies
such as
dataloggers.
4.18 a)
Students
learn to select
and use
appropriately
types of texts
for different
purposes and
contexts
including an
experimental
record for
written
presentation.
4.4 a)

Students to research principles of
operation, then design, plan and build a
model greenhouse and perform an
investigation to measure temperature
inside and outside the greenhouse over
a 24 hour period using a data-logger.
Students to complete an experiment
report about the process and
investigation. The report may be
prepared digitally, possibly as a web
page.
Materials to be decided by student design
Thermometers and/or data-logger, cameras and laptop to
record images and data.
Students to report/comment on their
Student models, experiment results and reports
6
© State of New South Wales through the NSW Department of Education and Training, 2010
Produced as part of the Schools Climate Change Initiative
identifies
choices made
by people
with regard to
scientific
developments
4.4 A student
identifies
choices made
by people
with regard to
scientific
developments
4.21 A
student uses
creativity and
imagination
to suggest
plausible
solutions to
familiar
problems
Students
learn to
discuss
viewpoints
about some
issues with a
major
scientific
component
4.4 a)
Students
learn to
discuss
viewpoints
about some
issues with a
major
scientific
component
4.4 a)
Students
learn to
discuss
viewpoints
about some
issues with a
major
scientific
component.
4.21 c)
Students
learn to
produce
creative
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understanding of which human activities
contribute to changing the composition
of the atmosphere.
Students to design and conduct a survey
amongst their peers to investigate their
understanding of factors that contribute
to climate change.
Internet research.
Students research the concept of a
carbon footprint.
Students investigate proposed options
for society and their household for the
reduction of greenhouse gas emissions
and strategies to address climate
change such as burying carbon waste in
agricultural land.
Students consider whether reducing the
world’s carbon footprint is useful or
necessary after reviewing the viewpoint
presented by skeptics of climate change
such Lord Monckton or Professor Ian
Plimer.
Students brainstorm to propose solutions
that could be implemented at a local
level/as a school that could address
climate change and develop a plan that
could be published to the school
community.
Students to complete Activity 2 Carbon footprint
Class discussion
Media resources
MP3 audio of interviews or transcripts of interviews from
prominent climate skeptics.
Use a search of recent articles from a reputable news
service such as the ABC
http://search.abc.net.au/search/search.cgi?form=news&co
llection=abcnews&query=
Brainstorming strategies/post-it notes and butchers paper
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© State of New South Wales through the NSW Department of Education and Training, 2010
Produced as part of the Schools Climate Change Initiative
solutions for
problems.
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© State of New South Wales through the NSW Department of Education and Training, 2010
Produced as part of the Sc
The Earth and its atmosphere Stage 4
Student activity 1 - Cycles in ecosystems
Summary
Describe the cycle of Carbon/Oxygen and investigate how this cycle has been changed by
humans.
1) Cycles in nature

Brainstorm/ discuss what cycles there are in nature. Identify as many cycles as possible.
2) The carbon/oxygen cycle
Use the following web page to complete the Questions and Answer table below. Include human
interference such as burning of fossil fuels where appropriate.
http://www.windows.ucar.edu/tour/link=/earth/Water/co2_cycle.html
Question
1. From where do animals obtain
carbon?
2.
3. What is the process that involves
plants taking in carbon dioxide from the
atmosphere?
4. (Hint: oxygen)
5. When is oxygen taken from the
atmosphere?
6.
7. Do plants ever give off carbon
dioxide?
8. Name a human process that increases
the levels of carbon dioxide in the
atmosphere.
9. Name one adverse effect of increased
levels of carbon dioxide in the
atmosphere.
Answer
1.
2. By respiration or decomposition when
they die.
3.
4. It is released by plants during
photosynthesis
6. Fungi and bacteria in the soil
7.
8.
9.
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© State of New South Wales through the NSW Department of Education and Training, 2010
Produced as part of the Sc
The Earth and its atmosphere Stage 4
For the teacher: Carbon/ Oxygen Cycle
Possible questions and answers in Blue
Questions
1. From where do animals obtain
carbon?
2. How do animals release/give off
carbon (dioxide)?
3. What is the process that involves
plants taking in carbon dioxide from the
atmosphere?
4. How is oxygen released into the
atmosphere?
5. When is oxygen taken from the
atmosphere?
6. What organisms in the soil bring about
decomposition of organic matter /living
things?
7. Do plants ever give off carbon
dioxide?
(This will not be obvious from the
diagram. Get students to think about
when it might happen, eg when don’t
plants photosynthesise.)
8. What human processes increase the
levels of carbon dioxide in the
atmosphere?
9. Name one adverse (bad) effect of
increased levels of carbon dioxide in the
atmosphere.
Answers
1. By eating plants or other animals.
2. By respiration or decomposition when
they die.
3. Photosynthesis.
4. It is released by plants during
photosynthesis.
5. During respiration (breathing), during
burning of fuels, eg wood, oil, gas, when
cars are driven.
6. Fungi and bacteria in the soil.
7. Yes, when the rate of respiration is
greater than the rate of photosynthesis,
eg when deciduous trees lose their
leaves in winter and no photosynthesis
occurs.
8. Burning of fuels, eg wood, oil, gas,
when cars are driven. Generating
electricity by burning fossil fuels.
9. (Any- the answer won’t come from the
diagram but from discussion and
research. Students may answer this
question later in the unit.)
Warming of the atmosphere, extinction
of species that can’t adapt to changes in
climate, melting of sea ice and glaciers,
sea level rising.
Explain to students that cycles in nature are balanced with levels of carbon dioxide and oxygen
remaining approximately the same over long periods of time because of feedbacks. When people
impact on the cycle such as burning fossil fuels and no feedbacks counter that, the balance is
upset. The consequences of this imbalance could be warming of the atmosphere, a changed
climate locally, extinction of species that can’t adapt to changes in climate, melting of sea ice and
glaciers and sea level rising.
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© State of New South Wales through the NSW Department of Education and Training, 2010
Produced as part of the Sc
The Earth and its atmosphere Stage 4
Student activity 2 – Carbon footprint
Summary- Research what a carbon footprint is and how to calculate it for a typical household.
Group discussion on how to reduce this footprint.
The carbon footprint of a household is calculated by recording how much energy is used by
members of that household.
It would include the energy for:

cooling or heating the house

cooking

heating water for showers, washing etc,

the transport for members of the family

growing food that the family eats

growing & producing materials for products in the house and for clothes

transporting goods that the family buys

disposing of those goods
What is a ‘typical’ household’?. Possible methods of answering this question:

use official statistics to find out the average size of a family in Australia

survey the class to determine an average household occupancy.

local area survey of a cross section of students, questions such as ‘How many bedrooms
in your house?’, ‘How many bathrooms?’, ‘Is there a combined kitchen and dining room?‘,
How many appliances are there in the kitchen?’, ‘Is your house free standing or a unit?’, ‘If it
is free standing, how big is the yard? After getting answers from their survey they would
then have to assess what is a typical house.
Some of these things are difficult to measure but organisations have done an approximate
calculation for households of certain size in different countries, with questions for you to answer to
determine the carbon footprint for a particular household.
Carbon Footprint, UK < http://www.carbonfootprint.com/ >This website allows you to state what
country you are from so you can compare your footprint for the average in your country.
Carbon Footprint Calculator: What's My Carbon Footprint? Nature Conservancy, USA <
http://www.nature.org/initiatives/climatechange/calculator/>
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© State of New South Wales through the NSW Department of Education and Training, 2010
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Footprint calculator <http://www.wwf.org.au/footprint/>
Now you have an estimated average carbon footprint, consider how you can reduce it.
Consider household usage, transport and leisure. Form three groups and from your investigations
so far brainstorm ways to reduce the footprint. One person could then present the groups ideas to
the rest of the class.
When all the points have been presented reflect individually on “What I think is a carbon footprint
and how I could reduce my carbon footprint”
Extension:
At school
The school could set up a committee to see how it could save energy for the whole school. The
committee could consist of students from all stages who are interested in climate change issues. It
would be best to have a teacher on the committee or to be an adviser to the committee. The group
could investigate some issues and make some statements of behaviour and procedure change for
their classroom and school:

how to only have lights on when students are in the classroom (a timer?)

how to reduce energy used for cooling and heating

managing the equipment in the room for reduced energy consumption

if the school could get photovoltaic panels on the roof to generate their own electricity

possibilities for water tanks for use on a school vegetable garden.
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© State of New South Wales through the NSW Department of Education and Training, 2010