Global Warming, Greenhouse Effect, and Ozone Depletion Activity

Rated 4.88 out of 5, based on 44 reviews

4.9 (44 ratings)

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Science in the City

2.5k Followers

Grade Levels

8th - 11th

Subjects

Science, Earth Sciences, Other (Science)

Resource Type

Activities, Assessment, Printables

Standards

NGSSMS-ESS3-5

NGSSHS-ESS3-1

NGSSMS-ESS3-3

Formats Included

Pages

13 pages

$4.50

Wish List

$4.50

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Science in the City

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What educators are saying

Great assignment to use as a review for students after just taking notes. The reading passages weren't too difficult and I liked the matching part at the end.

— Shmouni S.

Rated 5 out of 5

This was a great informal assessment after I gave notes on human impact! I printed them small enough to be used in the student's interactive notebooks.

— Angela D.

Rated 5 out of 5

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Description

Standards

Reviews

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Description

Students have many misconceptions about global warming, greenhouse effect, and ozone depletion. This READY TO GO AND FLEXIBLE resource is focused on teaching students the basics of each, and giving them a chance to compare and contrast. From this activity, students should be able to briefly summarize each of these three processes, identify which are natural and which are human-caused, list causes and chemicals involved, and likely effects.

Included are:

- Three one-page readings (one on each topic)

- A chart that students complete about the causes and effects of each process

- A card sort activity (great for closure or quick assessment)

- A modified version of the chart that can be done as a cut and paste activity, or an activity with a word/phrase bank.

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Total Pages

13 pages

Answer Key

N/A

Teaching Duration

1 hour

Last updated 3 months ago

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Standards

to see state-specific standards (only available in the US).

NGSSMS-ESS3-5

Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. Examples of factors include human activities (such as fossil fuel combustion, cement production, and agricultural activity) and natural processes (such as changes in incoming solar radiation or volcanic activity). Examples of evidence can include tables, graphs, and maps of global and regional temperatures, atmospheric levels of gases such as carbon dioxide and methane, and the rates of human activities. Emphasis is on the major role that human activities play in causing the rise in global temperatures.

NGSSHS-ESS3-1

Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. Examples of key natural resources include access to fresh water (such as rivers, lakes, and groundwater), regions of fertile soils such as river deltas, and high concentrations of minerals and fossil fuels. Examples of natural hazards can be from interior processes (such as volcanic eruptions and earthquakes), surface processes (such as tsunamis, mass wasting and soil erosion), and severe weather (such as hurricanes, floods, and droughts). Examples of the results of changes in climate that can affect populations or drive mass migrations include changes to sea level, regional patterns of temperature and precipitation, and the types of crops and livestock that can be raised.

NGSSMS-ESS3-3

Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. Examples of the design process include examining human environmental impacts, assessing the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact. Examples of human impacts can include water usage (such as the withdrawal of water from streams and aquifers or the construction of dams and levees), land usage (such as urban development, agriculture, or the removal of wetlands), and pollution (such as of the air, water, or land).

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