Climate Change Chemistry: Greenhouse Gas Investigation
Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How can our understanding of greenhouse gas chemistry and its sources inform the development of effective solutions to mitigate the impacts of climate change on ecosystems and human societies?Essential Questions
Supporting questions that break down major concepts.- How do different greenhouse gases affect Earth’s temperature?
- What chemical processes contribute to the increase of greenhouse gases in the atmosphere?
- How can we measure and compare the heat-trapping potential of different gases?
- What are the major sources of greenhouse gas emissions?
- How do human activities contribute to climate change through the emission of greenhouse gases?
- What evidence supports the link between greenhouse gases and climate change?
- How do feedback loops involving greenhouse gases amplify or mitigate climate change?
- What are the potential consequences of increased greenhouse gas concentrations on ecosystems and human societies?
- What technologies and strategies can reduce greenhouse gas emissions?
- How can we evaluate the effectiveness of different climate change mitigation strategies?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Students will be able to explain the greenhouse effect and how different greenhouse gases contribute to it.
- Students will be able to identify the major sources of greenhouse gas emissions and their impact on climate change.
- Students will be able to design and conduct experiments to measure the heat-trapping potential of different gases.
- Students will be able to analyze data and draw conclusions about the relationship between greenhouse gas concentrations and global temperatures.
- Students will be able to evaluate the effectiveness of different climate change mitigation strategies.
Entry Events
Events that will be used to introduce the project to studentsThe Unforeseen Consequences
A local news clip plays, showcasing extreme weather events and their impact on the community. Students then receive a cryptic letter from 'Future Generations,' urging them to investigate the underlying causes and find solutions before it's too late.Melting Ice Caps: A Race Against Time
Students are presented with a time-lapse video of a glacier melting at an alarming rate, followed by satellite images showing drastic changes in polar ice coverage. The challenge: become 'Climate Investigators' and determine the chemical processes driving this phenomenon.A World Underwater?
Students participate in a debate centered around rising sea levels. The debate is interrupted by a video call from a scientist researching the impact on coastal ecosystems, spurring the need to understand the chemistry behind ocean acidification and thermal expansion.Carbon Footprint Auction
Each student is given a 'carbon budget' to spend on everyday activities (transportation, food, energy use). They must then bid in an auction, where items/activities have varying carbon costs, leading to discussions on personal responsibility and the chemistry of carbon emissions.The Greenhouse Effect Challenge
The classroom is transformed into a simulated greenhouse environment, where students observe temperature changes under different atmospheric conditions. This hands-on experience sparks inquiry into the role of specific gases and their impact on global warming.Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.Atmospheric Absorption Experiment
Students design and conduct an experiment to measure the heat-trapping potential of different gases using controlled conditions and temperature sensors.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA lab report with experimental design, data, analysis, and conclusions about the heat-trapping potential of different gases.Alignment
How this activity aligns with the learning objectives & standardsAddresses Learning Goal 3 (design and conduct experiments) and Learning Goal 4 (analyze data); aligns with PS3.D (relationship between energy and matter at the atomic/molecular level).Carbon Footprint Calculator
Students use online tools or create their own spreadsheets to calculate their personal or a community's carbon footprint, identifying major sources of emissions.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA carbon footprint report with identified emission sources and potential reduction strategies.Alignment
How this activity aligns with the learning objectives & standardsAddresses Learning Goal 2 (identify major sources of emissions); aligns with ESS1.B (human activities and their impact on Earth systems).Climate Change Mitigation Proposal
Students research and propose strategies to reduce greenhouse gas emissions, evaluating their feasibility and potential impact.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA detailed proposal with recommended mitigation strategies, feasibility analysis, and potential impact assessment.Alignment
How this activity aligns with the learning objectives & standardsAddresses Learning Goal 5 (evaluate the effectiveness of mitigation strategies); aligns with ESS1.A (how Earth's systems interact) and ESS1.B (human impact on global climate).Greenhouse Gas Inventory
Students create a comprehensive inventory of common greenhouse gases, detailing their chemical formulas, sources, and relative global warming potential.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA detailed table summarizing the properties and sources of major greenhouse gases.Alignment
How this activity aligns with the learning objectives & standardsAddresses Learning Goal 1 (explain the greenhouse effect) and Learning Goal 2 (identify major sources of emissions); aligns with PS1.C (chemical processes, including greenhouse effect).Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioChemistry of Climate Change Assessment Rubric
Experimental Design and Execution
Evaluation of student's ability to design and conduct experiments effectively to investigate the heat-trapping potential of different gases.Experiment Design
Assesses the clarity and thoroughness of the experimental setup, including the choice of gases and use of controls.
Exemplary
4 PointsThe experiment design is comprehensive and detailed, with innovative use of controls and well-justified selection of gases in line with the research question.
Proficient
3 PointsThe experiment design is clear and logical, with appropriate use of controls and justified selection of gases for investigation.
Developing
2 PointsThe experiment design is basic with some inconsistencies in the use of controls and justification of gas selection needing improvement.
Beginning
1 PointsThe experiment design is incomplete or lacks clarity, with minimal use of controls and little justification for gas selection.
Data Collection & Analysis
Assesses the accuracy and depth of data collection methods and the ability to analyze data to draw valid conclusions.
Exemplary
4 PointsData collection is accurate and thorough, with detailed analysis leading to insightful and well-supported conclusions about gas heat-trapping potential.
Proficient
3 PointsData collection is methodical with logical analysis that leads to valid conclusions about gas heat-trapping potential.
Developing
2 PointsData collection lacks thoroughness, with analysis leading to conclusions that require further support or clarification.
Beginning
1 PointsData collection is incomplete or inaccurate, with weak analysis and unsupported conclusions.
Research and Analysis
Assessment of student's ability to research, analyze, and synthesize information regarding greenhouse gases and climate change mitigation strategies.Research Quality
Evaluates the depth and reliability of research conducted on greenhouse gases and mitigation strategies.
Exemplary
4 PointsResearch is comprehensive and uses a variety of reliable sources to provide a sophisticated analysis of gases and strategies.
Proficient
3 PointsResearch uses reliable sources effectively, offering a thorough analysis of gases and mitigation strategies.
Developing
2 PointsResearch is moderately thorough with some reliance on less credible sources, offering basic analysis.
Beginning
1 PointsResearch is superficial, with heavy reliance on unreliable sources and limited analysis.
Synthesis and Evaluation
Measures the ability to evaluate mitigation strategies and synthesize information from various sources into coherent proposals.
Exemplary
4 PointsEvaluation is thorough and synthesis is innovative, incorporating diverse perspectives into a comprehensive proposal with well-justified recommendations.
Proficient
3 PointsEvaluation is effective and synthesis is logical, resulting in a well-organized proposal with justified recommendations.
Developing
2 PointsEvaluation is basic with limited synthesis, resulting in a proposal that lacks completeness and depth.
Beginning
1 PointsEvaluation lacks depth and synthesis, with a proposal that is incomplete or poorly constructed.
Communication and Presentation
Assess how well students communicate scientific findings, including clarity, coherence, and the quality of written and oral presentations.Clarity and Coherence
Assesses the logical flow and clarity of communication in lab reports, proposals, and presentations.
Exemplary
4 PointsCommunication is exceptionally clear, with a logical progression of ideas and thorough integration of scientific terminology.
Proficient
3 PointsCommunication is clear and logical, with effective use of scientific terminology and integration of ideas.
Developing
2 PointsCommunication is generally understandable with some areas lacking clarity or coherence.
Beginning
1 PointsCommunication is unclear or lacks logical progression, with inadequate use of scientific language.