NTEQ LESSON PLAN
LESSON TITLE: THE GREENHOUSE EFFECT _______________________________________________
SUBJECT AREA(S): EARTH/ENVIRONMENTAL SCIENCE __GRADE LEVEL: 9TH ___________________
LESSON SUMMARY
Briefly describe the purpose of the lesson and the student activities.
The purpose of this lesson is to introduce the concept the greenhouse effect. This is a topic that is relevant to the
student and the future of this planet. Students will use a simulator created by the University of Colorado that
will allow them to explore the greenhouse effect. While students run the simulator, they will also complete a
‘think sheet’ that corresponds to the simulation. This ‘think sheet’ will allow the teacher to assess student
learning.
LEARNING OBJECTIVES
By the end of this lesson, the students will:
Demonstrate an understanding of the greenhouse effect by scoring at least a 3 on the rubric for the culminating
activity, a PhET ‘think sheet’
STANDARDS
National:
EEn.2.6.3
Analyze the impacts that human activities have on global climate change (such as burning hydrocarbons, greenhouse
effect, and deforestation).
MATERIALS
It is helpful to include a “Think Sheet” of questions that require students to use critical thinking skills.
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SmartBoard
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
Computers
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
PhET Greenhoue Effect (Think Sheet)
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COMPUTER FUNCTIONS AND DATA MANIPULATION
Computer Function
 Use a computer
Computer Application
 PhET computer
Data Manipulation

simulation to
simulator
explore the
greenhouse effect.



SPECIFY PROBLEM
Write in language you will use with students. For example, Today, we are going to investigate……
What would you do if …..
Today, we are going to investigate the importance of the greenhouse effect on Earth’s climate.
What do you already know about the greenhouse effect? How has Earth’s climate changed over
the history of the planet? When you hear the term ‘greenhouse effect’, what comes to mind?
Why do we use real greenhouses to grow plants in? What is the purpose of a greenhouse?
RESULTS PRESENTATION
Results of this lesson will be made evident by the students completing the PhET Greenhouse Effect ‘think
sheet’.
MULTIDIMENSIONAL ACTIVITIES
Briefly describe the lesson activities. Begin with the Lesson Introduction or how you will introduce the problem and how you will
address prerequisite skills, share learning objectives, and provide needed information. As you describe the computer activities, please
include what students need to do before they go the computers, while they are at the computers, and what they do after they finish
computer work. Descriptions of the supporting activities follow the computer activities. This form has space for three computer and
three supporting activities. When you design your lesson, include the appropriate number of each for your particular lesson. After
these activities are planned, describe the Culminating Activity, or how main ideas will be reviewed and/or final presentations given.
When these components are planned describe the rotation plan – how will students rotate between the activities.
LESSON INTRODUCTION – Briefly describe how you will introduce the problem and how you will address any prerequisite
skills, share learning objectives, and provide needed information.
The lesson will be introduced with a brainstorming session. The teacher will ask students what they already
know about climate. The teacher will then discuss the purpose of growing plants in a greenhouse. This
conversation will then transition to the teaching asking the students how Earth’s atmosphere may be similar to a
greenhouse. Following this brainstorming session, the teacher will show a short video clip that gives an
overview of the greenhouse effect. This video is less than 5 minutes long as was created by NASA.
COMPUTER ACTIVITIES
Activity 1
Activity 2
Activities to be completed:
Activities to be completed:
Prior to going to computer
Prior to going to computer
1.
1. Students will read the objective
and introduction on the PhET
At the computer
‘Think Sheet’. Students will
1.
Complete section 2 of the PhET
asso answer question 1.
At the computer
2. Complete part 1 of the PhET
‘think sheet’ and answer
questions 2-9
‘think sheet’ and answer
question 11 – 14.
After going to computer
2.
Complete part 3 of the PhET
‘think sheet’
After going to computer
3.
Answer question 10 on the PhET
‘think sheet’
SUPPORTING ACTIVITIES
Activity 1
Activities to be completed:
PhET Greenhouse Effect ‘Think
Activity 2
Activities to be completed:
Activity 3
Activities to be completed:
13.
22.
14.
23.
4.
15.
24.
5.
16.
25.
6.
17.
26.
7.
18.
27.
8.
19.
28.
9.
20.
29.
10.
21.
30.
3.
Sheet’
11.
31.
12.
CULMINATING ACTIVITY – Briefly describe how main ideas will be reviewed and/or final presentations given.
Students will complete the PhET Greenhouse Effect ‘Think Sheet’ which will then be graded and assessed by
the teacher. Students will work on this in groups of two.
ROTATION PLAN Briefly describe how students will rotate through the computer and supporting activities
Each group will have one computer to use. Each group will use the computer at two separate occasions to
complete this lesson and accompanying assignments.
ASSESSMENT Use a template similar to the one below to develop your rubric(s).
A sample is provided to guide your writing.
Rubric Template. Place performance objectives in the first column, then create descriptions of each level of performance.
Objective or
Performance
Demonstrate an
understanding of
the greenhouse
effect
1.
Beginning
1
Description of
identifiable
criteria that
reflect a
beginning level
of performance.
Developing
2
Description of identifiable
criteria that reflect progress
toward mastery of
performance
Accomplished
3
Description of identifiable
criteria that reflect mastery
of performance
Exemplary
4
Description of identifiable
criteria that reflect
exceptional performance.
Score
Differentiation: how will this lesson meet the needs of
different types of learners?
1. Low performing students – these students will be given a simplified version of the PhET Greenhouse Effect
‘Think Sheet’.
2. ESL Students – these students will have a one on one tutor with them for this activity
3. Students who learn better by seeing and listening – these students will have the option of an alternative
assignment. This alternative assignment will consist of watching a half hour video on the greenhouse effect and
also reading an excerpt from the textbook regarding the greenhouse effect. Students will be assessed by writing
a 700 – 1000 word paper overviewing the greenhouse effect.