- Review Process
- Take Action
- A project of
In this simulation, students take on the roles of different components of the earth’s surface and atmosphere in order to demonstrate in concrete terms, the greenhouse effect and how human activity is affecting it. Designed to be played indoors or outdoors, the activity requires a group of 20 or more participants and 20m x 30m of open space. In addition to instructions detailing the different roles and steps to follow when conducting the simulation, the resource provides background information for the teacher and suggestions for addressing the prerequisite understandings required by the students.
The simulation is an excellent teaching tool to help students understand the greenhouse effect.
The activity provides a meaningful outdoor learning opportunity.
There is adequate background information.
Several suggestions for assessment are included.
This lesson will support those courses and units in Science and Geography that address atmospheric composition, the greenhouse effect, carbon chemistry and climate change. It provides an excellent opportunity to take the learning outdoors.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Good|
The activity is designed to explain a vital process; the greenhouse effect. Students also witness in concrete fashion the impact of increased concentrations of greenhouse gases on surface temperatures. Students investigate causes/sources of greenhouse gases on their own.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Satisfactory|
The focus is on explaining the greenhouse effect and illustrating why it is a vital process. That it is being impacted by human activity is made clear. While not explicitly addressed, consideration of the social and economic considerations of a warming earth would be a logical next step.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
The simulation and culminating discussion do justice to the complexity of the many elements involved in the greenhouse effect.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Poor/Not considered|
The lesson does not include an action project.
|Acting on Learning: |
Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
The assessment activities require students to explain the process and make predictions regarding the future based on their own understanding and assessment of what they have learned.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Poor/Not considered|
This is not an element of the simulation.
|Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).|
|Personal Affinity with Earth||Good|
The importance of the greenhouse effect in allowing life to exist on Earth is made clear as is the need to maintain the energy balance it provides.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
The role-playing aspect of the simulation certainly provides a relevancy to the learning.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Satisfactory|
What was happening, what is now happening and what needs to happen as we go forward are made clear in the simulation.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
|Open-Ended Instruction||Very Good|
The lesson explores the composition of the atmosphere and the role of the greenhouse effect in maintaining an energy budget that allows life to exist on earth. There is no attempt to 'steer' students.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
The resource addresses content and concepts in Earth Science, Environmental Science, General Science and Physical Geography.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
Students conduct laboratory inquiries prior to simulating the greenhouse effect. Students also conduct their own investigation as to the role of humans in greenhouse gas production.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
Students participate in laboratory activities, role playing and research.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
The core learning activity is a simulation.
|Experiential Learning: |
Authentic learning experiences are provided
|Cooperative Learning||Poor/Not considered|
Cooperative learning is not featured in this lesson.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Very Good|
Several suggestions for student assessment are included.
|Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.|
|Peer Teaching||Poor/Not considered|
Peer teaching is not featured.
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies||Poor/Not considered|
Case studies are not included.
|Case Studies: |
Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context.
|Locus of Control||Satisfactory|
Learning extension suggestions encourage students to choose areas for further investigation.
|Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.|