Investigating Global Warming and Climate Change

The Climate-Ready Classroom K-5

Investigating Global Warming and Climate Change

The Climate-Ready Classroom K-5

Link to the lesson plans and PowerPoints

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https://sites.google.com/view/mec-online/cclc-lesson-plans

A Day at the Beach

A Day at the Beach

What should we bring?

Have we forgotten something?

The Sunscreen!

These beads change color when exposed to

SOLAR ENERGY in the form of UV light

1. We placed beads coated in sunscreen in one cup
2. We placed uncoated beads in the second cup.
3. We placed the cups outside so they will be exposed to SOLAR ENERGY for 15-20 minutes
4. RESULTS ?

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The chemicals in sun screen help protect against Ultra Violet (UV) radiation causing sunburn and most importantly prevent skin cancer. 

We feel the heat from Infrared radiation.

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If our planet’s atmosphere holds too much Infrared radiation the Earth’s lands and oceans will get warmer - GLOBAL WARMING.

The Experiment

• By 2050 the climate of NJ may be the same as North Carolina!
• Your first reaction is GREAT! – more days to go swimming at the shore – but sea level rise might cover all of your favorite beaches!
• You will be the “grown-ups” in 2050 - the Governor would like you to learn about Climate Change and make a series of recommendations for actions.

The Governor of NJ is worried

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Activities grounded in climate science

Climate vs. Weather

Climate Quiz

1. Is it going to rain next Tuesday?

2. What is the average annual rainfall in New Jersey?

3. How mild was December 2022 in comparison

to December 1989?

4. Do I need to wear a coat or light jacket to be

warm enough tomorrow?

5. What is the earliest date I can plant lettuce in my Garden?

Weather

Climate

Climate

Weather

Climate

You are here

Let’s look at our State

North

• Where the mountains are, including High Point
• Higher elevations = Lower temperatures
• More snow than all other state climate zones

Southwest

• Highest daily temperatures in the state
• Absence of mountains and distance from the coast means less precipitation than other climate zones

Coastal

• A warm ocean in fall and early winter keep the coast warmer than other climate zones
• Spring ocean breezes keep the coast cool
• Coastal storms (nor’easters, tropical storms, hurricanes) are a familiar threat

North

Southwest

Coastal

But there’s more?!

NJ Meadowlands

Newark

Jersey City

Paterson

Elizabeth

Trenton

Pine Barrens

• 1.1 million acre forest ecosystem (55x larger than the Meadowlands!)
• Sandy soil radiates heat quickly back to space at night resulting in low minimum temperatures

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Central

• Contains many urban areas
• Buildings and pavement absorb heat resulting in higher daytime and evening temperatures

(“heat island” effect)

North

Central

Southwest

Pine Barrens

Coastal

Let’s graph the average temperature data for NJ over the 100 Years from 1900 - 2000

What do the data indicate?

• Increase of almost 3 degrees Fahrenheit (F) in 100 years

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• From 1900 – 1940 - 1 degree (F) increase in 40 years

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• From 1940 – 1980 – 1.4 degree (F) increase in 40 years

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• From 1980 – 2000 - 0.5 degree (F) increase in 20 years

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Activities grounded in climate science

Greenhouse Effect

Air and soil

The AIR Experiment

1. Set up two thermometers either outside in the sun or on a sunny windowsill.
1. One in a glass jar or vase with the opening tightly covered with clear plastic wrap.
2. One left in the open next to it.

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2. “Science Apprentices” in each Research Team by color to record the temperatures using the data sheet. Science Apprentice 1, Science Apprentice 2, Science Apprentice 3, Science Apprentice 4.
3. Each “Science Apprentice” will read the thermometer and record the number on the data sheet or read it to your teacher.

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What are your results?

Make a graph of your data

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What is happening to the temperature inside the jar or vase?

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What is happening to the temperature outside the jar or vase?

Is there a difference in the change in temperature?

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What happens to the land?

Where do we find soil? (outside) So a lot of the planet that we live on is made of this stuff we call soil. Do you think the Greenhouse effect is heating up the Earth’s soil?

Let’s do another experiment

The Soil Experiment

1. Prepare two cups filled with soil.
2. Label on cup “Greenhouse” and one cup “Open”
3. Place one soil thermometer in each cup so the sensor is buried about 1 inch down in the soil.
4. Tightly cover the opening of the “Greenhouse” cup with clear plastic wrap. Leave the gage out so you can read the temperature.
5. Do not cover the “Open” cup.

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Soil Thermometers

6. Place the cups so they are exposed to the sun or a heat lamp.
7. The “Science Apprentices” in each Research Team by color to record the temperatures using the data sheet. Science Apprentice 1, Science Apprentice 2, Science Apprentice 3, Science Apprentice 4.
8. Each “Science Apprentice” will read the thermometer and record the number on the data sheet.

The Soil Experiment

What are your results?

Make a graph of your data.

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What is happening to the temperature of the soil in the “Greenhouse” cup?

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What is happening to the temperature of the soil in the “Open” cup?

Is there a difference in the change in temperature?

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Why do you think the air temperatures inside and outside of the jar or vase are different?

• Solar energy goes inside the vase and this heat cannot escape the vase - it’s trapped by the plastic wrap. The air inside of the vase gets warmer and warmer as more solar energy enters the vase.
• The second thermometer is exposed to air. Even though it doesn’t seem like much is happening in the air, a lot of factors are at work that allow the warmer air to mix with the cooler air keeping the temperature from changing too much.

Why do you think the temperatures of the soil in the two cups are different?

• Solar energy goes inside the “Greenhouse” cup and this heat cannot escape - it’s trapped by the plastic wrap. The air inside the cup gets warmer and warmer as more solar energy enters and the soil is heated.
• The “Open” cup is exposed to air. The warmer air mixes with the cooler air keeping the temperature of the soil from changing too much.
• The GREENHOUSE EFFECT heats the Earth’s surface!

• The conditions in the jar or vase are similar to what happens in a greenhouse.
• The walls and roof of the greenhouse stop the solar energy from escaping and the temperature in the greenhouse goes up.
• The plants grow in warm temperatures even though there may be snow outside!
• People in charge regulate the temperature to keep the plants happy by opening and closing vents in the roof and walls of the greenhouse.

Greenhouse

This is similar to Earth’s atmosphere when fossil fuels release carbon dioxide.

This gas keeps the solar energy trapped in the Earth’s atmosphere.

This trapped energy acts like a blanket around the earth and is warming our planet – this is called the

GREENHOUSE EFFECT

Activities grounded in climate science

• Sea level Rise -

“The Cost is Getting Closer”

• Flooding - “Topo- Troubles”

In New Jersey, we can experience flooding from several directions!�

• Thunderstorms – many times every year�
• Hurricanes and Coastal Storms –�none to “a few” every year�
• Sea Level Rise – a very slow process

Activities grounded in climate science

Climate Change

We need to learn more about how Sea Level Rise affects our planet

Let’s do an experiment to understand what causes sea levels to rise and what can be done about it!

How does climate change affect sea level?

• Increasing Carbon Dioxide in our atmosphere is warming Earth’s oceans and lands.
• Melting ice and expansion of warming seawater is increasing the average sea level of all our oceans.
• The average sea level has risen over 7 inches in the past 100 years.
• A few inches may not seem like much, but every inch of sea level rise covers 50-100 inches of beach.
• If the ice keeps melting, global sea level could rise more than 20 feet. That would put a lot of coastlines under water. 
• Whole islands could disappear!

SEA LEVEL RISE

Think where on Earth ice naturally occurs.

Let’s list of a few places where you might find ice in nature, and sort it into two categories

SEA LEVEL RISE

Ice on Land

Ice in the Sea

Glaciers

Sea Ice

Ice Sheets

Ice Bergs

What is your prediction for which type of ice

contributes more to sea level rise?

Land Ice or Sea Ice

SEA LEVEL RISE

1. The Research Team (Science Apprentices 1-4) or the teacher will press equal amounts of clay into one side of two plastic containers, making a smooth, flat surface representing land rising out of the ocean.
2. In one container, science apprentice 1 places as many ice cubes as possible on the flat clay surface. This represents land ice.

The Experiment

3. In the other container, science apprentice 2 places the same number of ice cubes on the bottom of the container, next to the clay. This represents sea ice.

4. Science apprentice 3 Pours water into the sea-ice container until the ice floats. Be sure no ice is resting on the bottom of the container and that the water isn't higher than the land level.

The Experiment

The Experiment

5. Without disturbing the ice cubes, science apprentice 4 pours water into the land-ice container until the water level is equal to the water level in the sea-ice container.

The Experiment

Begin your observations

1. Using the ruler, science apprentice 1 will measure the water level in each container and record the data on their data sheet - OR
2. You can mark the water level with a marker on the outside of the container, but remember the ink might not come off.
3. At regular intervals – maybe every 20 minutes – science apprentices will take turns measuring the water level in each container again and record it on the data sheet OR mark the level on the outside of the container.
4. Allow the ice in both tubs to melt completely. The research team will compare the measurements of the water levels in each container OR compare the water level with the marked line on the side of the container.

• In which container did the water level rise more?
• How does this compare to your prediction?
• Why do you think this occurred?
• Does the melting of Earth’s glaciers on land contribute to sea level rise?
• How about the melting of icebergs at sea?
• Which type of ice will contribute more to sea level rise?

Discuss the results and Draw a conclusion

Think about what your observations mean for melting ice around the planet and how it contributes to sea level rise.

• Build structures that keep the water out.
• Grow natural places that absorb water and keep coasts safe (Marshes, Mangroves etc.).
• Move homes away from flood areas.
• Design structures that float.

What can we do help us avoid the effects of sea level rise?

Activities grounded in climate science

Topo Trouble: Here Comes the Flood

Why do some areas flood more than others?

What is the effect of Topography?

Topography

Topography refers to the elevations and 3-dimensional shape of a landscape. This can include:

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• Hills and Mountains
• Slopes
• Valleys
• Plateaus,�Plains, and�Floodplains�

Topographic Map

Contour lines are the thin brown lines on the map. All points along the contour line are the same elevation above sea level. If you were walking along a contour line you would not go uphill or downhill!

Contour lines that are close together indicate a steep slope.

Contour lines that are far apart indicate a gradual slope.

Gridded 3-D model of a river valley showing different topographic features and slopes.

1. Compare the flat map to the 3-D model
1. Point out a mountain, hill, plateau, and valley.
2. These features at different elevations are connected by slopes, which can be gentle or steep.

2. Let’s get some water in this river!

• Volunteers or Research Assistants 1and 2 measure 150 ml of water from the pitcher into the beaker(s).
• Pour the water into the tray to fill the river to its historic, “normal” level.

Topography

3. The grid squares give us an easy way to figure what area is wet with this much water in the valley.

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4. Using the grid for reference, 2 students or Research Assistants 3 and 4 count out how many squares are wet.

5. If you have half squares, add them all up into wholes and include them in the total.

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6. Record your normal flood area in the Data Chart.

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7. Share your observations.

Topography

• 1” of rain on 1 acre of land is over 27,000 gallons, enough to fill up almost 700 bathtubs!
• If all the rain could soak straight down into soil, that might not be a big deal.
• However, all the rain on rocks, sidewalks, roofs, roads, and parking lots can’t soak in, so it runs off quickly and a river (or even just a low spot in town) can rise much higher than 1”!

Topography

8. Imagine that a rain storm moved in and the news reported that 1” of rain (150 ml of water) fell quickly.

9. Simulate this by having new volunteers or Research Assistants 1-4 measure out 150 ml and pour the “rain” water into the model.

10. Where is the water now? Count how many squares are flooded now. Record.

Topography

Topography

11. Imagine that a rain storm moved in and the news reported that 2” of rain fell quickly.

12. Simulate this by having new volunteers or Research Assistants 1-4 measure out another 150 ml and pour the “rain” water into the model.

13. Where is the water now? Count how many squares are flooded now. Record.

Topography

14. Imagine that a rain storm moved in and the news reported that 3” of rain fell quickly.

15. Simulate this by having new volunteers or Research Assistants 1-4 measure out another 150 ml and pour the “rain” water into the model.

16. Where is the water now? Count how many squares are flooded now. Record.

17. Calculate the total area (in square units) of their flood tray.

18. Then calculate, for each of the flood scenarios, what % of this area is underwater.

Topography

Review the Data

Did the river flood out symmetrically? If Not – Why Not?

Topography