Project Presentation in Climate Change and CO2 Sequestration
Project Presentation on Climate Change and CO2
SequestrationTopic integrated in Regular Environmental Science
Class (Grade 10 11)Standards and BenchmarkStrand I: Standard,
Benchmark I.3 5.Benchmark III.3 & 5Strand II. (Physical
Science) Standard I, Benchmark I.1, 5 6Strand II (Life Science),
Benchmark I.3 4Strand II (Earth and Space Science), Benchmark II.1
5, 9 11Strand III (Science & Society), Benchmark I. 2, 3,7, 9,
12, 13 14, 16, 19
Day 1: Motivational Activity Activity: Determining Ecological
Footprint CalculatorTeacher: Setting Objectives, will give out
activity paper (Paper # 1) for Day 1.Students: Will connect online
and go to the
link:http://www.footprint.network.org/en/index.php/
Day 1: Motivational Activity
Day 1: Motivational Activity
Day 1: Motivational ActivityStudents will be given out materials
for their poster Activity:Poster Activity: Each student will get
Earth Pictures from the teacher and paste the number of Earths from
the calculator activity. In their poster, they will post pictures
that shows their lifestyle: what food they eat (more meat than
vegetable, mpg of their vehicle, where they live, etc)Day 2:
Individual Poster PresentationEach student will present their
poster and describe their lifestyle and share reflections on how
they affect the Earths resources.After presenting individual
posters, a debate can be started according to their results
(consider the choices and resources they have in the reservation,
etc)Day 2: Individual Poster Presentation/Reflections Class
secretary/secretaries will be listing down key points from the
debate on a butcher paper and post them on the wall.
Day 3: Lecture on Carbon Cycle
Day 3: Lecture and Personal Impact on Carbon Emission and
Sequestration Students construct their own carbon cycle and how
they affect it (raising livestock, trees planted in their
community) using the foldable guide (Activity Paper #2)In their
drawing of the carbon cycle, the students should be able to
indicate how the way they live affect the carbon cycle (sheep
raising, recycling?, etc.)Day 4: The Real PictureStudents are
expected to have an understanding of the dynamics of Carbon
Cycle.Students are expected to have incorporated the way they live
into their illustration of Carbon Cycle.Students are expected to
have their personal insights on how they contribute to the emission
of Carbon Cycle.Day 4: The Real PictureWhy is Carbon Cycle a big
concern?Teacher will point out the objectives:At the end of the
activity, students should be able to:1. Understand that the carbon
dioxide levels in the atmosphere has significantly increased due to
human activities at the beginning of the industrial period based on
studies.Day 4: The Real PictureCont of Objectives:2. Determine the
Natural and Anthropogenic sources of Carbon Dioxide.3. Determine
what is the effect of increased Carbon Dioxide level in the
atmosphere.4. Define Green house effect5. Identify major Green
house gases.Day 4: The Real Picture
Day 4: Why is the Carbon levels in the atmosphere
increasing?Lecture on sources of carbon emissions (natural and
anthropogenic)Natural Sources:1. Ocean2. Volcanic Eruption3.
Soils4. Respiration5. Rocks 6. Combustion of Organic Matter (incl.
Wild fires,etc)7. Fermentation of Microorganisms
Day 4: Why is the Carbon levels in the atmosphere
increasing?Anthropogenic Sources:1. Burning of Fossil Fuel2. Power
Generation3. Transport4. Cement Making5. DeforestationComparing
natural and man-made Carbon Dioxide Sources
What is Green House effect?Show the video clip: A Climate
Minute: The Greenhouse EffectOpen discussion on the green house
effect Assigned task for next meeting: Bring materials for the
lab:Greenhouse Effect Lab
Day 5: Exploration (Lab Day)Students will be organized into
groups.Lab Activity Guide will be given out (Activity Paper #3),
lab notebook and materials will be prepared by each member of the
group.Follow instructions from the Greenhouse Effect Lab Activity
Paper.HW: Data and Results in graph and Analysis ParagraphsDay 6:
Results and Analysis from the Greenhouse Effect LabStudents turn in
their results (Lab Notebook)Brain storming about the result,
analysis of the results.Introduction to Human Implications on
Greenhouse Effect and Global WarmingShow: 20 Deadliest Effect of
Global Warming :
http://www.environmentalgraffiti.com/sciencetech/5-deadliest-effects-of-global-warming/276?image=0
(via smart board)Day 6: What is Global Warming?Lecture, definition,
examplesCase Study: Students will be asked to go online and go to
the link:
http://www.esri.com/industries/climate/casestudies.htmlThey will
choose a case study under the Carbon Management link and turn in a
reflection about the article.HW: Bring Materials for the lab next
meetingDay 7: Exploration (Lab Day)Global Warming in a Jar Lab
ActivityFollow all the rules in doing a lab activityAssigning
students in groupsPreparation of MaterialsResults (Graph and Table)
will be turned in next meetingDay 8: Result and
AnalysisInterpretation /Analysis of Results.BrainstormingDay 9:
Reflections: So what can be done?Vocabulary Activity : Word Find
(Anthropogenic, Cap, Sink, Reservoir, etc.)Lecture on Carbon
Sequestration : Power point presentation and current technology on
Carbon SequestrationAssigned task: Get ready for a lab activity on
porosity and permeability.
Day 9: Exploration (Lab Day)Activity on Porosity &
PermeabilityObjectives: Students are expected to:1. Understand the
difference between Porosity and Permeability2. Present mathematical
data of the lab (Lab Notebook)Day 10: Rock Identification (Rock
Lab)Introduction to Rock LabSetting ObjectivesIdentify which rock
sample is a good cap and which is a good reservoirAssigned Task:
Prepare for a field trip in the 4 corners region for rock samples
that could be a sink or a cap.
