Activity 4.1 Our atmosphereMoon and EarthStep 1 - In small groups discuss the differences between the Earth and the moon.

Step 2 - Now discuss possible explanations for why the temperatures differ between Earth and the moon.

Step 3 - In your Notebook construct a diagram showing the sun, Earth and moon. Include the differences between Earth and the moon and your possible explanation for why temperatures vary between Earth and the moon.

Activity 4.1 Our atmosphere

Activity 4.2 Atmospheric layersNotebook: The weight of the air aboveStep 1 - Measure the dimensions of the oil tin. Calculate the surface area of the entire tin.

Step 2 - Remove the lid of the tin and add about a cup of water. Heat the tin over the Bunsen burner until steam emerges.

Step 3 - Turn off the Bunsen and apply the lid or bung.

Step 4 - Observe the tin as the steam inside the tin cools to form water again.

Discussion:1. What happened to the tin and why?

2. If the weight of 1 kg of air presses on each cm 2 of the tin, calculate the total mass (kg) of air pressing in on the entire tin? What was the force (N) on the tin (remember – 1 kg air applies 10N force)?

Activity 4.2 Atmospheric layers

Make your own clouds

Step 1 - Boil the kettle. Pour about 2cm of boiled water into the jar. Swirl the hot water in the jar so that it heats up the sides of the jar.

Step 2 - Turn the lid of the jar upside down and use it as a small container to put a few cubes of ice into. Rest it on top of the jar for a few seconds.

Step 3 - Lift the lid and quickly squirt in some hairspray (or whatever aerosol you’re using). Replace the lid, with the ice resting on it, back on top of the jar.

Step 4 - Watch the cloud form inside the jar. When it is fully formed, take the lid off and watch the cloud escape.

Discussion:

1. In your model what provided the moist air? What might produce it in natural systems?

2. What did the ice on the lid do?

3. What might act as cloud condensation nuclei (CCN) in this experiment?

Activity 4.2 Atmospheric layers

Activity 4.3 Carbon cycle1. Sketch the carbon cycle, and add labels that record ways that human activity

has changed the carbon cycle. Use information from the videos and carbon cycle interactive.

2. In what ways is the carbon cycle linked to climate and climate change?

Activity 4.3 Carbon cycle

Activity 4.4 Is the climate changing?Weather and climate1. What is the weather like today in your area?

2. How would you describe the climate in your area? How does your class description compare with the climate descriptions on the map?

Is the climate changing in your area?1. What are the wavy lines on the weather map called? What do they

represent?

2. Which of the climate dogs influence the weather where you live?

Activity 4.4 Is the climate changing?

3. How would you obtain evidence to determine if the climate is changing in your area?

4. What evidence is there that climate change is occurring in your area?

Activity 4.4 Is the climate changing?

Activity 4.5 Greenhouse effectMaking greenhousesStep 1 - Make a hole in the side of each box to arrange a thermometer that will record the air temperature inside the box.

Step 2 - Leave one box open, cover one with glass and the third with the sheet of clear plastic. Allow the sun or a strong lamp to shine equally into each box.

Step 3 - After 20 minutes measure the temperatures inside each box.

Step 4 -Design an experiment to test the effect of different materials in the base of the box.

Discussion:1. What temperatures did you obtain?

Activity 4.5 Greenhouse effect

2. What explanation do you have for the difference in temperatures between the three boxes?

Measuring infrared radiationStep 1 - Position the infrared thermometer about 10 cm from the side of the hot mug and record its temperature.

Step 2 - Position the glass slide between the infrared thermometer and the mug and take the reading again.

Step 3 - Replace the glass slide with the sheet of plastic. Record the temperature.

Discussion:1. What temperatures did you obtain?

Activity 4.5 Greenhouse effect

2. What can you deduce from these results?

Comparing Earth to a greenhouseReflect back on Activity 4.1 where you explored the difference between temperatures on the moon and Earth.

Many people compare planet Earth to a greenhouse. Describe how planet Earth and a greenhouse are similar.

Describe how they are different.

Activity 4.5 Greenhouse effect

Activity 4.6 Human influencesMitigation and adaptation1. What are the changes we are likely to experience from global warming?

2. How can we mitigate against global warming?

3. How can we adapt to global warming?

4. How do you feel about the future?

Activity 4.5 Greenhouse effect

Activity 4.6 Human influencesMitigation and adaptation1. What are the changes we are likely to experience from global warming?

2. How can we mitigate against global warming?

3. How can we adapt to global warming?

4. How do you feel about the future?

Activity 4.6 Human influences

Activity 4.7 Oceans, ice and climate changeComparing melting sea ice with a melting ice sheetStep 1 - Set up your experiment according to the diagram. Add the water last, ensuring you have the same water level in both troughs.

Step 2 - Record the base temperatures for water, air above water and air above land. Record temperature and water level changes every 5 minutes.

Step 3 - Towards the end of the lesson, add 200 mL of hot water to each trough to simulate warmer currents. Continue to take measurements each 5 minutes.

Discussion:1. Which trough recorded the greater change in water level? Can you explain

this result?

2. How do you account for temperature differences and ice melting times in the two scenarios?

Activity 4.7 Oceans, ice and climate change

3. This experiment simulates the melting of sea ice compared to ice sheets on land. How could you improve on this experiment? Give it a go!

Hydrosphere warnings!

1. In pairs, list concerns about the temperature increases of our oceans. What evidence do scientists give to support their concerns?

2. Surface currents and deeper currents interact on a big scale, distributing heat around the globe. Research the Thermohaline Circulation , sometimes referred to as the global conveyor belt, and the Gulf Stream. Should we be concerned about our oceans? Why? Why not?

Activity 4.7 Oceans, ice and climate change

3. Take a look at the three penguins. If this image was a cartoon, what would your penguins say about climate change?

Find out more: Mawson Station, Antarctica.

1. How is life different at Mawson Station?

2. What sort of research activities occur there?

Activity 4.7 Oceans, ice and climate change

3. What job would you like to have?

Activity 4.7 Oceans, ice and climate change

Activity 4.8 Ocean acidificationExperimenting on ocean acidification1. What effect does carbon dioxide have on the pH of seawater?

2. What happens to a hen’s egg after 24 hours in vinegar?

3. Are the shells of marine organisms affected by the pH of seawater?

Step 1 - Discuss with your group members how you could use the equipment available to design experiments that provide answers to the three questions posed above.

Step 2 - Present your investigation design and risk assessment to your teacher for approval.

Step 3 - Conduct your investigation and table your results in your Notebook.

Discussion:1. Oceans behave as carbon sinks because they absorb about 1/3 of the carbon

dioxide put into the atmosphere by human activities. That is a good thing, right? What does your investigation suggest?

2. What were the limitations of your experiment in studying the acidification of oceans? How could you improve it?

Activity 4.8 Ocean acidification

3. What changes and adaptations will we see in the marine environment with increasing acidity?

Activity 4.8 Ocean acidification

Activity 4.9 Climate and biodiversityGlobal warming and biodiversity1. The Earth's climate is changing and the effects are felt in terms of

biodiversity and wildlife habitats across the planet. Browse the resources in the Notebook and summarise the risks to two species posed by climate change.

2. Research an Australian scientist who is working in the field of biodiversity and climate change. What species are they studying and how are they going about it? Start by browsing the research activity of scientists linked to a university near you.

Activity 4.9 Climate and biodiversity

Activity 4.10 Communicating climate changeCommunicating climate changeStep 1 - Decide as a group which format you will use to communicate about climate change:

• Poster

• PowerPoint

• Blog

• Cartoon or graphic novel

• Play

Step 2 - Decide who will be your target audience (general public, a Year 6 class, etc.). Address the following aspects in your presentation:

1. Causes

2. Possible climate changes

3. Impacts of climate change

4. Mitigation and adaptation to climate change

Step 3 - Look back through Part 4 of this unit and explore the digital resources to find information for your presentation.

Activity 4.10 Communicating climate change

Lesson Outcomes Checklist Part 4NAME:

ACTIVITYLESSON OUTCOMESAt the end of these activities I can:

Please indicate if you achieved each learning

outcome: = Yes

? = PartlyX = No

Activity 4.1 Our atmosphere

describe the significance of Earth’s atmosphere through a comparison with conditions on Earth and on the Moon.

Activity 4.2 Atmospheric layers

describe the atmosphere in terms of a model with invisible layers that are marked by differences in atmospheric pressure, temperature, height above Earth, and their gaseous components

explain that wind patterns are a result of the heat of the sun and the turning of the Earth

explain how clouds form

describe ozone, the ozone hole and its cause, and some of the historical, scientific and political events that took place globally in recognising its adverse impact on Earth

Activity 4.3 Carbon cycle

describe the key components of the carbon cycle

explain the implications of human activity (including industry and deforestation) on the carbon cycle

Activity 4.4 Is the climate changing?

explain the meanings and differences between weather, climate and climate change

describe some of the extreme weather events associated with global warming

describe some of the climate drivers that influence Australia’s climate

Lesson Outcomes Checklist Part 4

Activity 4.5 Greenhouse effect

use a greenhouse environment to explain about incoming sunlight, re-emitted infrared radiation and temperature increases

gather and interpret data obtained in my greenhouse experiment

describe the similarities and differences between planet Earth and a greenhouse

Activity 4.6 Human influences

describe global warming, its causes and influencing variables, including human activity

name the greenhouse gases and how they impact on Earth’s surface temperature

describe the relationship between global warming and the enhanced greenhouse effect

Activity 4.7 Oceans, ice and climate change

describe how multi-disciplinary research in polar regions is providing scientific evidence for changing climate conditions on a big scale

describe the impacts of melting ice sheets and sea ice from the polar caps

Activity 4.8 Ocean acidification

explain how increased amounts of carbon dioxide absorbed in our oceans is leading to decreases in pH (acidification), and how this is likely to have a significant impact on marine ecosystems

design and conduct an experiment which illustrates the potential impact of acidification of our oceans

Activity 4.9 Climate and biodiversity

describe the effects of global warming on the atmosphere, hydrosphere, and lithosphere and the likely impacts on species and the implications for biodiversity

describe research by Australian scientists into the impacts of climate change on biodiversity

Activity 4.10 Communicating climate change

communicate the important aspects of climate change to a target audience

Lesson Outcomes Checklist Part 4

AcknowledgementsProject Management

Executive Director: Professor Denis Goodrum, FACE (Australian Academy of Science)Director of Curriculum Development: Jef ByrneWeb and Digital Co-ordinator: Dr Jen LiuEducation Specialist: Dr Jim WoolnoughAdministrative Coordinator: Katie RyanAdministrative Officer: Kathy Hamilton

AuthorsThis resource was originally written in 2015 by: Dr Kerrie Wilde, Dr Jim Woolnough, Jef Byrne and Dr Brenda Grieve.

This resource was revised in 2018 by: Jef Byrne and Dr Jim Woolnough.

Science by Doing would like to thank Spinks and Suns for the design and development of this resource.

Funding Acknowledgement

Science by Doing is supported by the Australian Government.

Disclaimer

The views expressed herein do not necessarily represent the views of the Australian Government, Department of Education and Training or Education Services Australia.

These materials are intended for education and training only. Every effort is made to ensure the accuracy of the information presented in these materials. We do not assume liability for the accuracy or completeness of the information contained within.

The Australian Academy of Science accepts no responsibility for any loss or damage whatsoever suffered as a result of direct or indirect use or application of any of these training materials.

© Australian Academy of Science 2018

You may freely use this resource for non-commercial educational purposes but please acknowledge the resource and the Australian Academy of Science as the source. Please note there are third party items in this resource that are outlined. To use these items other than in this resource you must obtain permission from the third party owners.

Under no circumstances may copies be sold in any form.

ISBN 978 0 85847 574 8

Published by the Australian Academy of ScienceGPO Box 783 Canberra ACT 2601Telephone: 02 62019400Fax: 02 6201 9494www.science.org.au

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Acknowledgements