Climate Change Unit (GED level) - Franklin Hampshire · PDF file ·...

Western Massachusetts Green Curriculum Project Climate Change – The Literacy Project, Charboneau Learning Center

Western Massachusetts Green Curriculum Project When using this material, please credit the Workforce Competitiveness Trust Fund,

the Franklin/Hampshire Regional Employment Board and the Green Curriculum Project.

Climate Change Unit (GED level)

Overview of Lesson – This is a set of readings and activities for GED level students. It is particularly geared to GED test-taking preparation. The readings cover the following areas and include the following activity sheets:

1. The Carbon Cycle and Climate • fill-in the blank sheet • vocabulary questions • synonym exercise sheet • extra credit / additional research sheets using charts and diagrams

2. Carbon Dioxide and Climate • fill-in the blank sheet • crossword puzzle

3. Graphs Tell a Story • graph activity

4. The Greenhouse Effect and the Transfer of Energy • synonym exercise sheet • new vocabulary definition sheet • short answer sheet • crossword puzzle

These are useful for practicing reading comprehension, vocabulary acquisition and for providing GED students with basic science information on this topic. The Attitude and Action sections of this unit build on the information provided in all of the above units and asks students to consider the human impact on the environment and ways to reduce that impact. These actions could be incorporated throughout the unit.




Awareness – Connecting with Learners’ Prior Knowledge:

The Carbon Cycle and Climate in The Systems and Spheres of Planet Earth The Earth is a sphere. Magellan’s fleet proved this fact in 1522 by completing a one-way voyage around the world. In 1968 the image of an earthly sphere was seared into human consciousness by photographs of our “blue marble” planet taken from a tiny spacecraft orbiting the moon.

All the life we know exists on this sphere. But even without life, the earth is a bundle of dynamic patterns of matter and energy. We are gradually learning how life itself depends on a delicate balance of many systems interacting and changing each other in powerful ways. Carbon is an element that moves through many earth systems. We care about carbon because it is the most important element for building life and for providing life with energy. Carbon compounds like carbon dioxide and methane are also important greenhouse gasses. Greenhouse gasses (which also include water vapor) allow the earth to retain enough heat energy to support life. Changes in greenhouse gasses are sure to follow climate change. Changes in greenhouse gasses can also cause global climate change. The Carbon Cycle is the way that carbon moves through various earth systems. One way to understand the Carbon Cycle is to think of the earth as a series of spheres that wrap around each other somewhat like the layers of an onion. Then we can follow the largest movements of carbon and consider the forces that can change the global climate.

The Lithosphere: Rock The word “lithosphere” means “sphere of stone”. The lithosphere is the solid outer shell of the earth. Its broken plates “float” upon a solid layer of the earth’s mantle. Compared to the mantle and the core below it, the lithosphere is made of lighter elements. The




earth’s core is believed to be mostly iron. The rocky lithosphere is mostly oxygen and silicon though many other elements are also very important. Carbon makes up only the tiniest fraction of the lithosphere, but thousands of tons of carbon move in and out of the lithosphere in the geological process called the rock cycle. The rock cycle is constantly creating and destroying the lithosphere, building up continents and moving them around. The energy for this comes from the molten mass of the earth’s core and the motions of the earth through space. These generate powerful forces that drive the rock cycle while dragging continents across wide oceans and smashing them against each other in geological time. The positions of the continents have a major impact the global climate.

The Hydrosphere: Water The lithosphere gets and receives carbon from the hydrosphere resting above it. The hydrosphere is water. Most of it is in the oceans, but the hydrosphere includes rivers, lakes, and underground water too. The ice and snow that form glaciers are also part of the hydrosphere. Pure water consists of only oxygen and hydrogen, but it mixes easily with other chemicals including carbon dioxide. The hydrosphere gets some energy from the same forces inside the earth that create and destroy the lithosphere. Earthquakes cause tidal waves. The gravity of the moon governs ocean tides. Most of its energy comes from the sun. Radiation from the sun provokes temperature differences that fuel massive ocean currents with major effects on weather and climate on land. The sun’s energy also drives the water cycle by pulling water into the atmosphere and releasing it in gentle drizzles or mighty storms. Volcanoes and vents in the sea floor deliver carbon and other elements from the lithosphere to the hydrosphere. The hydrosphere also takes carbon from the earth’s rocky shell when rainwater mixes with atmospheric carbon dioxide to form a mild acid that dissolves rock. The hydrosphere returns carbon to the lithosphere




when sediments and skeletons settle to the sea floor where they are compacted into rock. Depending on temperatures, currents, and other motions of the seas, the hydrosphere is constantly exchanging carbon dioxide with the atmosphere above it.

The Atmosphere: Air The lightest elements and compounds are found in the atmosphere, the thin envelope of gasses surrounding our planet. These gasses are trapped by the earth’s gravity and energized by the sun. They are in constant motion. Sometimes the motion is gentle and playful. Sometimes it is forceful and persistent. Sometimes it is explosive and catastrophically violent. The atmosphere is mostly nitrogen and oxygen. The atmosphere also contains some carbon. Most of that is carbon dioxide, a molecule that absorbs heat radiation and keeps the lower atmosphere warm enough to support life. Some atmospheric carbon is in methane, an even more potent greenhouse gas. When the earth first formed about 4.6 billion years ago, the atmosphere had no free oxygen but massively more carbon dioxide. The development of life is what made the difference.

The Biosphere: Life The biosphere is the web of life on earth. It includes the plants and animals of the land and the hydrosphere. It includes all the fungi and organic materials in soils. And the biosphere includes all the bacterial life on land, in water, or the air. It’s not easy to define life, but there are some essential characteristics of living things. To be considered alive, a thing should have the ability to reproduce itself. A living thing, or organism, also should have metabolism. Metabolism is the name for all the chemical processes by which an organism provides itself with energy. And the chemicals of all earthly metabolisms are built with carbon. Simply put, carbon is the building block and the fuel of earthly life. The chemical processes of metabolism can be divided into two groups: building up carbon compounds and breaking them down. Cellular respiration is the name for the process of breaking down carbon compounds to get energy. A byproduct of cellular respiration is carbon dioxide. Cellular respiration is one way that carbon can leave the biosphere.




In the biosphere carbon and energy are interdependent. But how does carbon and energy enter the biosphere? Certain sea animals have shells made of calcium carbonate. These creatures can absorb carbon dioxide from seawater to grow their shells. When these creatures die, their shells settle to the seafloor where they can form types of sedimentary rock. But organisms do not get energy from the carbon in their shells. And what about organisms without shells? Carbon and energy have to enter the biosphere in another way. You get your energy from food. All the food you eat is carbon based. Your digestive system breaks food down into a carbon-based fuel for cellular respiration. That fuel is a carbohydrate called glucose. Your respiratory system provides the oxygen you need for cellular respiration. It also expels the carbon dioxide produced by cellular respiration. Without eating, your cells would have no fuel for respiration, and you would be without energy. And you would die. But not all organisms eat others. Actually most organisms make their own food. They create their own carbon-based, energy rich fuel. They manufacture their own glucose. The way that most organisms make their own glucose is called photosynthesis. The word “photosynthesis” means “make with light”. Photosynthesis is a way of taking energy directly from the sun to store in glucose. Green plants use photosynthesis. So do many types of bacteria. Almost all the rest of the biosphere depends on these photosynthesizing organisms. Photosynthesis is the major way that carbon and energy enter the biosphere. Organisms that cannot synthesize their own carbon compounds must eat other organisms. Eating other living things is one way that carbon and energy move through the web of life known as the biosphere. Photosynthesis and cellular respiration form a vast cycle of their own. Cellular respiration uses oxygen and expels carbon dioxide. Photosynthesis uses carbon dioxide and expels oxygen. Though not all living things can photosynthesize, almost all organisms are dependent on photosynthesis. Photosynthesis does not only produce the carbon-based fuels other organisms need, it produces the free oxygen they need for cellular respiration. Carbon escapes from the biosphere through cellular respiration. Some carbon is also released when dead organisms decompose, although this carbon may cycle through the soil for a long time. Soil is full of decomposers, organisms that break down dead plants and animals for their own food. The digestive systems of most animals cannot turn all their food into fuel. These waste products are also carbon rich food for decomposers. Carbon can cycle through the biosphere many times and many ways before escaping to the hydrosphere or the atmosphere. Decomposition (whether in soil, water, or the guts of animals) is also a major source of methane, a carbon based greenhouse gas.




Under certain circumstances carbon from the biosphere can also become part of the lithosphere. Coal is an excellent example. Coal is plant material that lived millions of years ago. Huge trees that once took in huge amounts of carbon dioxide through photosynthesis eventually died and were covered with water and mud. This prevented them from fully decomposing. Time, heat, and pressure eventually turned the plant material into various forms of coal. Burning coal releases tremendous amounts of carbon that had been removed from the atmosphere millions of years ago. Burning petroleum also releases carbon that may never have been part of the atmosphere. Burning wood releases carbon that may only have been locked out of the atmosphere for several decades.

The Climate Until fairly recently, most humans never thought much about climate – except in terms of travel. People might voyage to lands with strange and different climates and perhaps eventually return to their familiar home climate. People who stayed put only worried about the weather as it changed with the days and the seasons. The idea of a “global climate” had little meaning even long after people began to learn that they lived on a revolving sphere. Now it seems as though the temperatures of global climate have remained remarkably stable ever since the earth’s crust formed and cooled enough to support a liquid hydrosphere. Of course “stability” is a relative term when one understands that just a few degrees of change in global temperature can mean the difference between an ice age where mile high glaciers encase whole continents or a global “hot house” where humid rainforests thrive on the poles. It seems as though the global climate is mostly determined by certain cycles involving the earth’s relationship to the sun. Next in importance for the global climate is the position of the continents. When there is more landmass closer to the poles, there is more chance of glaciers forming when the earth’s orbit cycles cause cooler summers. The positioning of the continents also affects the massive ocean currents powered by the sun. These currents have a powerful effect on local climates and can influence the global climate too. Continent and mountain building also affect air currents, which can make the difference between rainforests or deserts over vast areas. Understanding how humans are changing the climate by injecting carbon from fossil fuels into the atmosphere requires understanding all of these influences on global climate. It also requires understanding how the entire biosphere (all of life) affects the global climate. This makes things even more complex, but ever more fascinating – and the Carbon Cycle is right at the center of all this.




The Carbon Cycle

diagram inspired by similar image created by CO2Logic




Name _________________________ Date ____________________

The Carbon Cycle and Climate

in The Systems and Spheres of Planet Earth

The Earth is a _______________ . Magellan’s fleet proved this fact in 1522 by completing

a one-way __________________ around the world. In 1968 the image of an earthly

sphere was seared into human consciousness by photographs of our “blue marble” planet

taken from a tiny spacecraft _______________ the moon.

All the __________________ we know exists on this sphere. But even without life, the

earth is a bundle of dynamic patterns of matter and __________________ . We are

gradually learning how life itself depends on a delicate balance of many

__________________ interacting and changing each other in powerful ways. energy life orbiting sphere systems voyage

Carbon is an __________________ that moves through many earth systems. We care

about carbon because it is the most important element for building life and for providing

life with __________________ . Carbon __________________ such as carbon dioxide

and methane are also important greenhouse gasses. Greenhouse gasses (which also

include water vapor) allow the earth to __________________ enough heat energy to

support life. Changes in greenhouse gasses are sure to follow __________________ change. Changes in greenhouse gasses can also __________________ global climate

change. cause climate compounds element energy retain

The Carbon Cycle is the way that carbon moves through __________________ earth

systems. One way to understand the Carbon Cycle is to think of the earth as a

__________________ of spheres that wrap around each other somewhat like the

__________________ of an onion. Then we can follow the largest __________________ of carbon and consider the forces that can change the global climate.

layers movements series various




Name _________________________ Date ____________________

The Carbon Cycle and Climate Lithosphere, Hydrosphere, Atmosphere

The Lithosphere: Rock

The word “lithosphere” means “__________________ of stone”. The lithosphere is the

______________ outer shell of the earth. Its broken plates “float” upon a solid

________________ of the earth’s mantle. Compared to the mantle and the core below it,

the ______________________ is made of lighter elements. The earth’s core is believed

to be mostly __________________ . The rocky lithosphere is mostly

__________________ and silicon though many other elements are also very important. iron layer lithosphere oxygen solid sphere

Carbon makes up only the tiniest _________________ of the lithosphere, but thousands

of tons of carbon move in and out of the lithosphere in the geological process called the

rock cycle. The rock cycle is constantly creating and _________________ the

lithosphere, building up continents and moving them around. The energy for this comes

from the ________________ mass of the earth’s core and the motions of the earth through

space. These generate powerful ________________ that drive the rock cycle while

dragging continents across wide oceans and smashing them against each other in

__________________ time. The positions of the __________________ have a major

impact the global climate. molten geological fraction forces destroying continents

The Hydrosphere: Water

The lithosphere gets and __________________ carbon from the hydrosphere resting

above it. The hydrosphere is __________________. Most of that is in the

__________________ , but the hydrosphere includes rivers, lakes, and underground

water too. The ice and snow that form __________________ are also part of the

hydrosphere. Pure water __________________ of only oxygen and hydrogen, but it

mixes easily with other __________________ including carbon dioxide. water receives oceans glaciers consists chemicals




The hydrosphere gets some _________________ from the same forces inside the earth

that create and destroy the lithosphere. __________________ cause tidal waves. The

__________________ of the moon governs ocean tides. Most of the hydrosphere’s

energy comes from the ____________ . Radiation from the sun provokes temperature

__________________ that fuel massive ocean currents with major effects on weather and

climate on land. The sun’s energy also drives the water ________________ by pulling

water into the atmosphere and releasing it in gentle drizzles or mighty storms. sun gravity energy Earthquakes differences cycle

Volcanoes and _____________ in the sea floor deliver carbon and other elements from

the lithosphere to the hydrosphere. The hydrosphere also takes __________________ from the earth’s rocky shell when rainwater mixes with atmospheric carbon dioxide to

form a __________________ acid that dissolves rock. The hydrosphere returns carbon to

the __________________ when sediments and skeletons settle to the sea floor where

they are __________________ into rock. Depending on temperatures, currents, and

other motions of the seas, the hydrosphere is constantly __________________ carbon

dioxide with the atmosphere above it. vents mild lithosphere exchanging compacted carbon

The Atmosphere: Air

The __________________ elements and compounds are found in the atmosphere, the

thin envelope of gasses surrounding our planet. These gasses are trapped by the earth’s

gravity and __________________ by the sun. They are in __________________ motion.

Sometimes the __________________ is gentle and playful. Sometimes it is forceful and

__________________ . Sometimes it is explosive and __________________ violent. persistent motion lightest energized constant catastrophically

The atmosphere is mostly __________________ and oxygen. The atmosphere also

contains some __________________ . Most of that is carbon dioxide, a molecule that

__________________ heat radiation and keeps the lower __________________ warm

enough to support life. Some __________________ carbon is in methane, an even more

__________________ greenhouse gas. absorbs atmosphere atmospheric carbon nitrogen potent




Name _________________________ Date ____________________

The Carbon Cycle and Climate The Biosphere

When the earth first formed about 4.6 billion years ago, the atmosphere had no free oxygen but massive ly more carbon dioxide. The deve lopment o f li f e is what made the dif f erence .

The Biosphere: Life

The biosphere is the web of life on ________________ . I t includes the plants and

animals of the land and the __________________ . It includes all the fungi and

__________________ materials in soils. And the biosphere includes all the

__________________ life on land, in water, or the air.

It’s not easy to ________________ life, but there are some essential characteristics of

living things. To be considered alive, a thing should have the ability to

__________________ itself. A living thing, or organism, should also have

_____________________ . earth hydrosphere organic bacterial define reproduce metabolism

Metabolism is the name for all the chemical processes by which an __________________ gets, receives, or uses energy. And the __________________ of all earthly metabolisms

are built with carbon. Simply put, __________________ is the building block and the fuel

of earthly life. chemicals organism carbon

The chemical processes of __________________ can be divided into two groups:

building up carbon compounds and breaking them down. Cellular respiration is the name

for the process of breaking down carbon compounds to get __________________ . A

byproduct of __________________ respiration is carbon dioxide. Cellular

__________________ is one way that carbon can leave the biosphere. cellular energy metabolism respiration




In the biosphere carbon and energy are __________________ . But how does carbon

and energy ____________ the biosphere? Certain sea animals have

__________________ made of calcium carbonate. These creatures can

__________________ carbon dioxide from seawater to grow their shells. When these

creatures die, their shells settle to the seafloor where they can form types of

__________________ rock. But organisms do not get energy from the

__________________ in their shells. And what about organisms without shells? Carbon

and energy have to enter the __________________ in another way. shells sedimentary interdependent enter carbon biosphere absorb

You get your energy from ____________. All the food you eat is __________________ based. Your ___________________ system breaks food down into a carbon-based fuel for

cellular respiration. That fuel is a _______________ called glucose. Your respiratory

system provides the _______________ you need for cellular respiration. (Oxygen is

used to break down the carbon compounds in your food.) It also _____________ the

carbon dioxide produced by cellular respiration. oxygen expels food digestive carbon carbohydrate

Without eating, your cells would have no fuel for cellular __________________ , and you

would be without energy. Therefore, you would __________________ . But not all

__________________ eat others. Actually most organisms make their own food. They

create their own carbon-based, energy rich __________________ . They

______________ their own glucose. respiration produce organisms fuel die

The way that most organisms make their own __________________ is called

photosynthesis. The word “photosynthesis” means “make with __________________ ”.

Photosynthesis is a way of taking energy directly from the __________________ to store

in glucose. __________________ plants use photosynthesis. So do many types of

__________________ . Almost all the rest of the biosphere depends on these

photosynthesizing __________________ . bacteria glucose Green light organisms sun




__________________ is the major way that carbon and energy enter the biosphere.

Organisms that cannot make their own __________________ compounds must eat other

organisms. Eating other living things is one way that carbon and energy move through the

web of life known as the __________________ . Photosynthesis and cellular respiration form a vast __________________ of their own.

Cellular respiration uses oxygen and expels carbon dioxide. Photosynthesis uses carbon

dioxide and expels __________________ . Though not all living things can

photosynthesize, almost all organisms are __________________ on photosynthesis.

Photosynthesis does not only produce the carbon-based fuels other organisms need, it

produces the free oxygen they need for __________________ respiration. biosphere carbon cellular cycle dependent oxygen Photosynthesis

__________________ escapes from the biosphere through cellular respiration. Some

carbon is also released when dead organisms __________________ , although this

carbon may cycle through the soil for a long time. Soil is full of __________________ , organisms that break down dead plants and animals for their own food. The

__________________ systems of most animals cannot turn all their food into fuel. These

__________________ products are also carbon rich food for decomposers. Carbon can

cycle through the __________________ many times and many ways before escaping to

the hydrosphere or the atmosphere. Decomposition (whether in soil, water, or the guts of

animals) is also a major source of __________________ , a carbon based greenhouse gas. biosphere Carbon decompose decomposers digestive methane waste

Under certain ____________________ carbon from the biosphere can also become part

of the lithosphere. ______________ is an excellent example. Coal is

__________________ material that lived millions of years ago. Huge trees that once took

in huge amounts of carbon dioxide through _____________________________eventually died

and were covered with water and mud. This prevented them from fully

______________________. Time, heat, and __________________ eventually turned the

plant material into various forms of coal. pressure plant photosynthesis decomposing Coal circumstances




Burning coal ___________________tremendous amounts of carbon that had been removed

from the atmosphere millions of years ago. Burning ________________ also releases carbon

that may never have been part of the _________________________. Burning wood releases

carbon that may only have been locked out of the atmosphere for several

___________________. releases petroleum decades atmosphere




Name _________________________ Date __________________

The Carbon Cycle and Climate The Climate

Until fairly __________________ , most humans never thought much about climate – except

in terms of travel. People might voyage to lands with strange and different

__________________ and perhaps eventually return to their ___________________ home climate. People who stayed put only worried about the __________________ as it

changed with the days and the seasons. weather recently familiar climates

The idea of a “global climate” had little meaning even long after people began to learn that

they lived on a ___________________ sphere. Now it seems as though the temperatures

of global climate have remained remarkably __________________ ever since the earth’s

crust formed and cooled enough to support a __________________ hydrosphere. Of

course “stability” is a ___________________ term when one understands that just a few

degrees of change in global temperature can mean the difference between an ice age

where mile high glaciers _________________ whole continents or a global “hot house”

where humid rainforests ________________ on the poles. Encase liquid relative revolving stable thrive

The global climate is mostly __________________ by certain cycles involving the earth’s

relationship to the sun. Next in importance for the global climate is the position of the

__________________ . When there is more landmass closer to the poles, there is more

chance of glaciers forming when the earth’s orbit cycles cause cooler

__________________ . The positioning of the continents also affects the massive ocean

__________________ powered by the sun. These currents have a powerful effect on

__________________ climates and can influence the global climate too. Continent and

mountain building also affect air currents, which can make the difference between

rainforests or deserts over __________________ areas. continents currents governed local summers vast




Understanding how humans are changing the climate by __________________ carbon from

fossil fuels into the atmosphere requires understanding all of these influences on global

climate. It also requires understanding how the entire biosphere __________________ the

global climate. This makes things even more __________________, but ever more

fascinating – and the Carbon Cycle is right at the center of all this. injecting complex affects




The Carbon Cycle and Climate in The Systems and Spheres of Planet Earth The Earth is a sphere. Magellan’s fleet proved this fact in 1522 by completing a one-way voyage around the world. In 1968 the image of an earthly sphere was seared into human consciousness by photographs of our “blue marble” planet taken from a tiny spacecraft orbiting the moon. All the life we know exists on this sphere. But even without life, the earth is a bundle of dynamic patterns of matter and energy. We are gradually learning how life itself depends on a delicate balance of many systems interacting and changing each other in powerful ways. Carbon is an element that moves through many earth systems. We care about carbon because it is the most important element for building life and for providing life with energy. Carbon compounds like carbon dioxide and methane are also important greenhouse gasses. Greenhouse gasses (which also include water vapor) allow the earth to retain enough heat energy to support life. Changes in greenhouse gasses are sure to follow climate change. Changes in greenhouse gasses can also cause global climate change. The Carbon Cycle is the way that carbon moves through various earth systems. One way to understand the Carbon Cycle is to think of the earth as a series of spheres that wrap around each other somewhat like the layers of an onion. Then we can follow the largest movements of carbon and consider the forces that can change the global climate.

1. The word “sphere” probably means

a) a self-contained space ship b) any flat, circular disk c) any blue marble planet d) a circle in three dimensions

2. The word “dynamic” probably means

a) explosive and dangerous b) changing and moving c) delicate and fragile d) without life or energy

3. The word “delicate” probably means

a) expensive but tasty b) systematic and planned c) made of simple elements d) sensitive and fragile

4. The word “element” probably means

a) a non essential part b) a molecular structure c) anything made of carbon d) a basic, but important, part

5. The word “retain” probably means

a) to keep b) to lose c) to warm d) to cool

6. Which of the following is not a greenhouse gas?

a) carbon b) carbon dioxide c) water vapor d) methane




The Lithosphere: Rock The word “lithosphere” means “sphere of stone”. The lithosphere is the solid outer shell of the earth. Its broken plates “float” upon a solid layer of the earth’s mantle. Compared to the mantle and the core below it, the lithosphere is made of lighter elements. The earth’s core is believed to be mostly iron. The rocky lithosphere is mostly oxygen and silicon though many other elements are also very important. Carbon makes up only the tiniest fraction of the lithosphere, but thousands of tons of carbon move in and out of the lithosphere in the geological process called the rock cycle. The rock cycle is constantly creating and destroying the lithosphere, building up continents and moving them around. The energy for this comes from the molten mass of the earth’s core and the motions of the earth through space. These generate powerful forces that drive the rock cycle while dragging continents across wide oceans and smashing them against each other in geological time. The positions of the continents have a major impact the global climate.

7. The prefix “litho” probably means

a) containing iron atoms b) made of rock or stone c) able to dissolve in water d) containing carbon atoms

8. The earth’s core must be

a) between the crust and the mantle b) the uppermost layer of solid earth c) at the center of the earth’s sphere d) made of oxygen and silicon

9. The earth’s mantle must be

a) between the crust and the core b) the uppermost layer of solid earth c) at the center of the earth’s sphere d) made of iron and heavy elements

10. The lithosphere consists of the earth’s outer crust and the uppermost part of the mantle. This suggests that

a) the mantle is made of liquid rock b) the mantle is lighter than the crust c) the mantle has several layers d) the mantle is heavier than the core

11. Carbonates are made of carbon atoms bonded to three oxygen atoms. Silicate minerals consist of silicon atoms and many oxygen atoms. Nitrates are made of nitrogen atoms bonded to three oxygen atoms. The suffix “-ate” probably means

a) containing carbon atoms b) containing no oxygen c) containing much oxygen d) containing carbon dioxide

12. Much of the rock that makes up the earth’s lithosphere is called “silicate” rock. The elements that make up silicate rock are probably...

a) carbon and phosphorous b) iron and magnesium c) carbon and oxygen d) silicon and oxygen




The Hydrosphere: Water The lithosphere gets and receives carbon from the hydrosphere resting above it. The hydrosphere is water. Most of it is in the oceans, but the hydrosphere includes rivers, lakes, and underground water too. The ice and snow that form glaciers are also part of the hydrosphere. Pure water consists of only oxygen and hydrogen, but it mixes easily with other chemicals including carbon dioxide. The hydrosphere gets some energy from the same forces inside the earth that create and destroy the lithosphere. Earthquakes cause tidal waves. The gravity of the moon governs ocean tides. Most of its energy comes from the sun. Radiation from the sun provokes temperature differences that fuel massive ocean currents with major effects on weather and climate on land. The sun’s energy also drives the water cycle by pulling water into the atmosphere and releasing it in gentle drizzles or mighty storms. Volcanoes and vents in the sea floor deliver carbon and other elements from the lithosphere to the hydrosphere. The hydrosphere also takes carbon from the earth’s rocky shell when rainwater mixes with atmospheric carbon dioxide to form a mild acid that dissolves rock. The hydrosphere returns carbon to the lithosphere when sediments and skeletons settle to the sea floor where they are compacted into rock. Depending on temperatures, currents, and other motions of the seas, the hydrosphere is constantly exchanging carbon dioxide with the atmosphere above it.

13. A good definition of the hydrosphere would be

a) any water found on earth b) all the water found on earth c) all the liquid water on earth d) all the frozen water on earth

14. If someone (or something) is dehydrated it is probably

a) very cold b) very warm c) lacking hydrogen d) very dry

15. The term “carbohydrates” probably means

a) any chemical made of carbon b) made of carbon and oxygen c) made of carbon and nitrogen d) made of carbon and water

16. The word “provoke” in this reading probably means

a) to make angry or violent b) to cause a response c) to remove all the water d) to move in a fluid motion

17. The term “earth’s rocky shell” probably refers to

a) the earth’s core b) the atmosphere c) the hydrosphere d) the lithosphere

18. Water and carbon dioxide easily form carbonic acid. Carbonic acid reacts with silicate rock to form carbonate minerals. Carbonic acid eats away rock by stealing its

a) silicon b) carbon c) oxygen d) hydrogen




The Atmosphere: Air The lightest elements and compounds are found in the atmosphere, the thin envelope of gasses surrounding our planet. These gasses are trapped by the earth’s gravity and energized by the sun. They are in constant motion. Sometimes the motion is gentle and playful. Sometimes it is forceful and persistent. Sometimes it is explosive and catastrophically violent. The atmosphere is mostly nitrogen and oxygen. The atmosphere also contains some carbon. Most of that is carbon dioxide, a molecule that absorbs heat radiation and keeps the lower atmosphere warm enough to support life. Some atmospheric carbon is in methane, an even more potent greenhouse gas. When the earth first formed about 4.6 billion years ago, the atmosphere had no free oxygen but massively more carbon dioxide. The development of life is what made the difference. 19. The word “persistent” probably means

a) without energy b) not stopping c) unpredictable d) deadly

20. The word “catastrophe” comes from the Latin and literally means “bad star”. In English the word “catastrophe” is used to mean

a) an evil or malicious deed b) something gigantic or enormous c) something dynamic and explosive d) an unfortunate or destructive event

21. Which of the following molecular compounds contains no carbon?

a) carbon dioxide (CO2) b) methane (CH4) c) glucose (C6H12O6) d) Water (H2O)

22. The earth’s original atmosphere was mostly carbon dioxide. Today the atmosphere is mostly nitrogen and oxygen. What must have happened to all that atmospheric carbon dioxide?

a) it escaped earth’s gravity and went to outer space

b) it converted into nitrogen, oxygen, and argon

c) it was absorbed into other earth systems

d) it was sucked into volcanoes and deep sea vents

23. The word “potent” probably means

a) strong an effective b) very absorbent c) catastrophic d) weak and ineffective

24. The best synonym for “persistent” would be

a) changing b) rapid c) constant d) violent

25. The increase of free oxygen in the earth’s atmosphere is probably the result of

a) weathering, erosion, and other geological processes

b) chemical reactions inside volcanoes c) reactions caused by ultraviolet

radiation d) organic processes within the living

biosphere




The Biosphere: Life The biosphere is the web of life on earth. It includes the plants and animals of the land and the hydrosphere. It includes all the fungi and organic materials in soils. And the biosphere includes all the bacterial life on land, in water, or the air. It’s not easy to define life, but there are some essential characteristics of living things. To be considered alive, a thing should have the ability to reproduce itself. A living thing, or organism, also should have metabolism. Metabolism is the name for all the chemical processes by which an organism gets, receives, or uses energy. And the chemicals of all earthly metabolisms are built with carbon. Simply put, carbon is the building block and the fuel of earthly life. The chemical processes of metabolism can be divided into two groups: building up carbon compounds and breaking them down. Cellular respiration is the name for the process of breaking down carbon compounds to get energy. A byproduct of cellular respiration is carbon dioxide. Cellular respiration is one way that carbon can leave the biosphere. In the biosphere carbon and energy are interdependent. But how does carbon and energy enter the biosphere? Certain sea animals have shells made of calcium carbonate. These creatures can absorb carbon dioxide from seawater to grow their shells. When these creatures die, their shells settle to the seafloor where they can form types of sedimentary rock. But

26. The word organic probably means

a) mineral or silicon base b) living or carbon based c) vegetable or plant like d) animal or able to move

27. Which of the following are absolutely essential for life?

a) metabolism and reproduction b) movement and response c) the ability to photosynthesize d) language based communication

28. Which of the following would not be considered organic?

a) carbonate minerals b) wood or wood products c) fungi and bacteria d) plants and animals

29. Since all life processes require energy, all live processes involve metabolism. Which of the following would most require using energy for reproduction?

a) digesting food products b) expelling waste products c) producing eggs or sperm d) storing fats and starches

30. The term “chemical” probably means

a) any substance you can pour into or out of a test tube

b) any substance when considering its atomic or molecular composition

c) any substance that includes carbon atoms in its make up

d) any form of energy that can be use by metabolism

31. The term used to describe breaking down carbon compounds to get energy is

a) photosynthesis




organisms do not get energy from the carbon in their shells. And what about organisms without shells? Carbon and energy have to enter the biosphere in another way.

b) metabolism c) respiration d) calcification

You get your energy from food. All the food you eat is carbon based. Your digestive system breaks food down into a carbon-based fuel for cellular respiration. That fuel is a carbohydrate called glucose. Your respiratory system provides the oxygen you need for cellular respiration. It also expels the carbon dioxide produced by cellular respiration. Without eating, your cells would have no fuel for respiration, and you would be without energy. And you would die. But not all organisms eat others. Actually most organisms make their own food. They create their own carbon-based, energy rich fuel. They manufacture their own glucose The way that most organisms make their own glucose is called photosynthesis. The word “photosynthesis” means “make with light”. Photosynthesis is a way of taking energy directly from the sun to store in glucose. Green plants use photosynthesis. So do many types of bacteria. Almost all the rest of the biosphere depends on these photosynthesizing organisms. Photosynthesis is the major way that carbon and energy enter the biosphere. Organisms that cannot synthesize their own carbon compounds must eat other organisms. Eating other living things is one way that carbon and energy move through the web of life known as the biosphere.

32. You eat food because

a) your body craves carbon b) your body needs energy c) it helps absorb oxygen d) it breaks down carbon dioxide

33. A waste product of cellular respiration is

a) carbon dioxide b) oxygen c) carbon d) hydrogen

34. The word (and word part) “hydrate” refers to water, and water consists of

a) carbon and oxygen b) oxygen and hydrogen c) hydrogen and nitrogen d) nitrogen and oxygen

35. Carbohydrates consist of

a) nitrogen, oxygen and hydrogen b) carbon, hydrogen, and oxygen c) carbon, phosphorus, and hydrogen d) carbon, hydrogen, and iron




Photosynthesis and cellular respiration form a vast cycle of their own. Cellular respiration uses oxygen and expels carbon dioxide. Photosynthesis uses carbon dioxide and expels oxygen. Though not all living things can photosynthesize, almost all organisms are dependent on photosynthesis. Photosynthesis does not only produce the carbon-based fuels other organisms need, it produces the free oxygen they need for cellular respiration.

36. Enzymes are proteins designed to cause certain chemical reactions. Bees have pouches containing an enzyme that breaks down sucrose into glucose and fructose, the main components of honey. Sucrose is found in flower nectar and is also the sweetener that most non dieters use in their coffee. The suffix “-ose” refers to

a) proteins b) enzymes c) sugars d) fats

37. Lactose, ribose, and maltose are examples of

a) proteins b) enzymes c) sugars d) starches

Carbon escapes from the biosphere through cellular respiration. Some carbon is also released when dead organisms decompose, although this carbon may cycle through the soil for a long time. Soil is full of decomposers, organisms that break down dead plants and animals for their own food. The digestive systems of most animals cannot turn all their food into fuel. These waste products are also carbon rich food for decomposers. Carbon can cycle through the biosphere many times and many ways before escaping to the hydrosphere or the atmosphere. Decomposition (whether in soil, water, or the guts of animals) is also a major source of methane, a carbon based greenhouse gas. Under certain circumstances carbon from the biosphere can also become part of the lithosphere. Coal is an excellent example. Coal is plant material that lived millions of

38. Photosynthesis is best described as a process by which

a) green plants use oxygen to get energy

b) green plants use sunlight to build carbon compounds

c) green plants use sunlight to digest food

d) green plants incorporate bacteria into their cells

39. Which of the following would be examples of decomposers?

a) fish and crustaceans b) fungi and bacteria c) wolves and coyotes d) ferns and conifers

40. A byproduct of decomposition is

a) methane b) oxygen c) carbohydrates d) nucleic acids




years ago. Huge trees that once took in huge amounts of carbon dioxide through photosynthesis eventually died and were covered with water and mud. This prevented them from fully decomposing. Time, heat, and pressure eventually turned the plant material into various forms of coal. Burning coal releases tremendous amounts of carbon that had been removed from the atmosphere millions of years ago. Burning petroleum also releases carbon that may never have been part of the atmosphere. Burning wood releases carbon that may only have been locked out of the atmosphere for several decades.

41. Coal was originally

a) carbonate minerals b) dinosaurs c) phytoplankton d) plants and trees

42. The carbon in coal has been removed from the atmosphere for

a) days b) decades c) thousands of years d) millions of years




The Climate Until fairly recently, most humans never thought much about climate – except in terms of travel. People might voyage to lands with strange and different climates and perhaps eventually return to their familiar home climate. People who stayed put only worried about the weather as it changed with the days and the seasons. The idea of a “global climate” had little meaning even long after people began to learn that they lived on a revolving sphere. Now it seems as though the temperatures of global climate have remained remarkably stable ever since the earth’s crust formed and cooled enough to support a liquid hydrosphere. Of course “stability” is a relative term when one understands that just a few degrees of change in global temperature can mean the difference between an ice age where mile high glaciers encase whole continents or a global “hot house” where humid rainforests thrive on the poles. It seems as though the global climate is mostly determined by certain cycles involving the earth’s relationship to the sun. Next in importance for the global climate is the position of the continents. When there is more landmass closer to the poles, there is more chance of glaciers forming when the earth’s orbit cycles cause cooler summers. The positioning of the continents also affects the massive ocean currents powered by the sun. These currents have a powerful effect on local climates and can influence the global climate too. Continent and mountain building also affect air currents, which can make the difference between rainforests or deserts over vast areas.

43. Which of the following is a scientific idea that has been recently developed from some very strong evidence, but which is also very controversial when it comes to public opinion, business practices, and government policy?

a) the weather can change very suddenly from day to day, hour to hour

b) the earth’s global climate has been relatively stable over the past 3 billion years

c) climate changes that would be drastic for human civilization may be occurring now

d) it may be possible for glaciers to reach New York City in a matter of decades.

44. In this reading, the word “relative” probably means

a) a parent, aunt, uncle or cousin b) not definite, decided or fixed c) in comparison to something else d) relating to the speed of light

45. Glaciations can be caused by

a) a series of cold winters b) a series of cold summers c) increased carbon dioxide d) smaller, more scattered continents




Understanding how humans are changing the climate by injecting carbon from fossil fuels into the atmosphere requires understanding all of these influences on global climate. It also requires understanding how the entire biosphere (all of life) affects the global climate. This makes things even more complex, but ever more fascinating – and the Carbon Cycle is right at the center of all this.

46. The difference between a global “ice box” where much of the earth’s landmass is encased in glaciers – and a global “hot house” where jungles grow on the North Pole is a matter of

a) photosynthesis only b) sea currents only c) the position of continents d) just a few degrees Fahrenheit.




Name ________________________ Date__________________________

The Carbon Cycle and Climate in The Systems and Spheres of Planet Earth

Synonyms

affect awareness demand burn case center changing unfamiliar

continent core dynamic element energy globe essential expel

large make massive part persistent influence require compound

combination potent power powerful necessary shell sphere substances

consciousness constant eliminate landmass chemicals combust strange synthesize

cause a response

vast, very big

unchanging, unstopping

to bring together to create something new

things that have mass and are affected by gravity

the ability to do work

sentience, the ability to sense and respond

rid, excrete

oxidize, break down using oxygen, enflame

odd, different, unusual

needed, crucial

innermost part

hard exterior, solid envelope

effective, forceful

command, order, expression of intense need

an assembly of different parts or elements

actively moving or transforming

a key com ponent




Name _____________________________ Date__________________________

Composition of the Earth's Atmoshere

_________________

_________________

_________________

Trace

Use the chart below to label the pie graph.

Components of the Earth’s Atmosphere Constant components (proportions remain the same over time and location) Nitrogen (N2) 78.08% Oxygen (O2) 20.95% Argon (Ar) 0.93% Neon, Helium, Krypton 0.0001%

Variable components (amounts vary over time and location) Carbon dioxide (CO2) 0.038% Water vapor (H20) 0-4% Methane (CH4) trace Sulfur dioxide (SO2) trace Ozone (O3) trace Nitrogen oxides (NO, NO2) trace Earth's Atmosphere: Composition and Structure by Anne E. Egger, M.A./M.S.

http://www.visionlearning.com/library/module_viewer.php?mid=107




Non Greenhouse Gases Greenhouse gasses Elements Compounds Elements found only in trace amounts (1% or less) in the Atmosphere




Earth's ocean waterElement Percent Element Percent by mass

Hydrogen 73.90 Oxygen 85.84

Helium 24.00 Hydrogen 10.82

Oxygen 1.07 Chlorine 1.94

Carbon 0.46 Sodium 1.08

Neon 0.13 Magnesium 0.13

Iron 0.11 Sulfur 0.09

Nitrogen 0.10 Calcium 0.04

Silicon 0.07 Potassium 0.04

Magnesium 0.06 Bromine 0.0067

Sulfur 0.04 Carbon 0.0028

All Others 0.07percent based on parts per billion, by mass

http://en.wikipedia.org/wiki/Abundance_of_the_chemical_elements#Abundance_of_elements_in_the_Universe

Element Percent by mass Element Percent

Oxygen 65.00 Oxygen 46.71

Carbon 18.00 Silicon 27.69

Hydrogen 10.00 Aluminum 8.07

Nitrogen 3.00 Iron 5.05

Calcium 1.50 Calcium 3.65

Phosphorus 1.20 Sodium 2.75

Potassium 0.20 Potassium 2.58

Sulfur 0.20 Magnesium 2.08

Chlorine 0.20 Titanium 0.62

Sodium 0.10 Hydrogen 0.14

Magnesium 0.05 Phosphorus 0.13

Carbon 0.094Israel Science and Technology Homepage

Selenium,

Fluorine <0.01 each

Chang, Raymond (2007). Chemistry, Ninth Edition. McGraw-Hill, p. 52. ISBN 0-07-110595-6.

Earth's Atmosphere: Composition and Structure by Anne E. Egger, M.A./M.S.

1. ^ H. E. Suess and H. C. Urey (1956) Abundances of the elements, Rev Mod Phys 28:53-74.

2. ^ A. G. W. Cameron (1973) Abundances of the elements in the solar system, Space Sci Rev 15:121-146.

3. ^ E. Anders and M. Ebihara (1982) Solar-system abundances of the elements, Geochim. Cosmochim. Acta 46:2363-2380.

Earth crust composition average values are from a report by F. W. Clarke and H. S. Washington, 1924.

Elemental composition of crustal rocks differ between different localities

Elemental Composition

Universe

Human body Earth's Crust

Argon

78.08%

20.95%

0.93%

Iron, Cobalt,

Copper, Zinc,

Iodine <0.05 each

Nitrogen

Oxygen

Earth's Atmosphere




Name ____________________________ Date____________________

CARBON DIOXIDE AND CLIMATE Based on pages 1-2 of the reading “Carbon Dioxide and Climate” by George M. Woodwell, originally printed in Garden Magazine, of the New York Botanical Garden © 1980, reprinted in Grolier’s Encyclopaedia Science Supplement, 1982. The Cape Cod peninsula is the most eastern part of the state of Massachusetts. Martha’s

Vineyard is an island to the south of Cape Cod. Long Island is a part of New York just to

the south of New England. All these places have forests that are very similar to forests

found in New York state , New Jersey, Maine, and Nova Scotia. What could cause such an

odd pattern? Why would all these distant places share such similar plant communities?

Ecologists believe that these woodlands were all once a part of a much larger forest that

once grew on lands now submerged beneath the ocean. There is evidence that much of

the world’s water was once locked up in glaciers. That would have made the earth’s sea

level much lower than it is now.

When the earth warmed up (about 10,000 years ago) the glaciers melted and the sea level

rose. That is still happening today, and scientists are predicting a further warming of the

earth.

THE PROBLEM: CO2 Carbon dioxide is a small, but very important part of the earth’s atmosphere. It only makes

up .03 percent of all the air in the atmosphere, which is mostly made up of nitrogen (79 %)

and oxygen (about 20%). Carbon dioxide has a special impact on the climate because it

absorbs heat.

Carbon Dioxide’s special property means that more carbon dioxide will cause the earth to

keep more of the sun’s energy in the earth’s atmosphere. And carbon dioxide is

increasing because of human activities. In 1982 scientists predicted that people would be

able to start noticing and measuring significant increases in temperature before the year

2000.

HOW IT ENTERS THE ATMOSPHERE




Carbon dioxide enters the atmosphere from many sources. A well-known (but minor)

source is volcanic activity. The respiration of plants and animals also contribute large

amounts of carbon dioxide, but this is mostly cancelled out by photosynthesis a process by

which plants absorb carbon dioxide.

An important source of additional carbon dioxide is the burning of fossil fuels including

coal and oil. Another source is the destruction of forests. The remnants of these forests

then decay which produces energy (heat), water, and carbon dioxide.

If forests are allowed to grow, they will absorb and store the carbon dioxide. But if land

that once supported forests is used for agriculture or grazing land, the excess Carbon

dioxide will remain in the atmosphere in significant amounts.

CARBON SOURCES (and Carbon Cycles) To understand the carbon problem one needs to understand how carbon circulates

between the earth’s atmosphere, surface, and oceans. The smallest amount of carbon is

found in the atmosphere. About three times as much carbon can be found on land if you

include all the plants, animals, and soil (humus).

The earth’s water contains the largest quantities of carbon. Ocean water alone contains

almost six times as much carbon as the atmosphere. Ocean sediment with their carbonates

(including the remains of sea shells and skeletons) contain even more carbon dioxide.

(In 1982 scientists did not believe that the carbon in the oceans could be rapidly released into the atmosphere. Today, many scientists are very worried about that possibility. The first scientific link between carbon dioxide and climate was made in 1896. Most scientists paid no attention until the 1970s, but now few serious scientists doubt that a connection exists.)




CARBON DIOXIDE AND CLIMATE 1 2 3

4 5

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9 10 11

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www.CrosswordWeaver.com Across

2 a classification of plant or animal that can successfully interbreed

7 beaming, shining, glowing, or warm. Emitting radiation (or health). Giving off rays

8 to keep or to hold 10 a remainder of a larger structure or survivor of a

once larger group 12 accuracy 13 animals 15 the rich part of soil containing decaying organic

material 19 a pool or reserve 20 widespread 21 a group of similar trees

Down

1 particles deposited from wind or water (material that settles out from water which may eventually form soft rock strata)

3 a mineral composed of carbon and oxygen formed from the hard parts of dead sea animals

4 all the plants, animals, fungi, and single celled life in a given area

5 plants 6 the process by which plants break down water and carbon

dioxide to form food or organic molecules. 7 the process by which plants and animals obtain energy from

food or organic molecules 9 important, worthy of notice or consideration 11 burning 14 a suggestion of what might happen based on certain signs or

information 16 to go beyond or surpass (to do more than was expected) 17 to break down 18 a unique feature, an odd or strange trait

species predict combustion decay photosynthesis




stand extensive quirk

radiant retain significant respiration

biota flora fauna sediments

carbonate reservoir precision

relict exceed humus

species a classification of plant or animal that can successfully interbreed stand a group of similar trees extensive widespread quirk a unique feature, an odd or strange trait relict a remainder of a larger structure or survivor of a once larger group predict a suggestion of what might happen based on certain signs or information radiant beaming, shining, glowing, or warm. Emitting radiation (or health). Giving

off rays retain to keep or to hold significant important, worthy of notice or consideration respiration the process by which plants and animals obtain energy from food or organic

molecules photosynthesis the process by which plants break down water and carbon dioxide to form

food or organic molecules. combustion burning biota all the plants animals, fungi, and single celled life in a given area flora plants fauna animals humus the rich part of soil containing decaying organic material decay to break down carbonate a mineral composed of carbon and oxygen formed from the hard parts of

dead sea animals reservoir a pool or reserve precision accuracy exceed to go beyond or surpass (to do more than was expected)




Graphs Tell a Story

These are abstract line graphs. (Line graphs are sometimes called “fever graphs”.) As abstractions, they have no titles and the axes on these graphs are not labeled. But all line and bar graphs have x and y-axes. The x-axis is the horizontal axis. The y-axis is the vertical axis. The “corner” where the two axes meet is called the origin, and measurements usually start there. The origin is often marked as zero (or 0,0 since both the x and y-axis start there). Each of these graphs could be titled “Global Climate Change”. Each of them is showing possible changes in global climate conditions. For each of these graphs imagine that the y-axis (vertical) indicates changes in temperature and humidity. Higher means warmer and wetter. Lower means colder and drier. Graphs portraying the real climate usually indicate temperature only. When considering global climate conditions, that’s all that is needed because warmer air holds more moisture. For each of these graphs imagine that the x-axis is measuring time. Normally, we read from left to right, and that is the way we would usually expect time to “move” on the graph. At least, that is the way it usually works. When it comes to graphs showing geological (Deep) time, it can get a little confusing if not enough attention is paid to how the x-axis is labeled. That’s because these types of graphs often “originate” with the present. If the present is zero, then all the measurements go back into time. This can happen in many graphs showing how climate has changed over earth’s 4.5 billion year existence. For these graphs, you get to decide whether the x-axis is looking forward or backward. Your job is to decide which graph is telling the “story” summarized by the sentences below.

Notice the “P” at the end of the x-axis that marks th e “Pres ent”. Copy each sentence beneath the “Graph” tha t te ll s that “story”.

There is a relatively abrupt shift from a relatively cold and stable climate to a

much warmer, wetter, and more variable climate.

The average temperature and humidity does not change, but climate variability increases markedly.

The global climate gradually becomes warmer and wetter.

The global climate gradually becomes colder and drier. The average temperature and humidity does not change. The climate abruptly shifts from cold, dry, and variable to warm, wet and

more stable.




Abstract Climate Graphs

P

P

P




P

P

P




The Greenhouse Effect The most important variable in weather and climate is the amount of heat in the lower

atmosphere. Interestingly enough, although this heat comes from the sun it gets into the

atmosphere by an indirect route. The atmosphere absorbs only about 19% of the sun’s

direct radiation, but that’s only about 40% of the total heat affecting the atmosphere. That

means that over 60% of the atmosphere’s energy is transferred from the earth’s surface

where it had first been absorbed as sunlight.

Heat energy is transferred from the surface to the atmosphere by radiation, conduction and convection. Almost all of the radiation coming from the earth’s surface is in the form of

infrared waves. Much of this radiation goes directly back into space and is lost to us

forever. Some of this radiation is retained for a time by certain gasses in our atmosphere These are called greenhouse gasses because they are transparent to incoming visible

light for the sun, but they can trap the longer infrared radiation from the earth. Two very

important gases that absorb infrared radiation are water vapor and carbon dioxide.

Methane and nitrous oxide are two other greenhouse gasses. Scientists do not expect the amount of light energy coming from the sun to change very

much in the foreseeable future. It has not changed very much in the last several

thousand years. What can change is the amount of greenhouse gasses in the

atmosphere.

We know that a warmer atmosphere can hold more water vapor than a cold atmosphere.

Because of the greenhouse effect more water vapor can cause an even warmer atmosphere.

Some people call this a vicious (or virtuous) cycle. Scientists call this a positive feedback cycle.

It’s “positive” because both variables (humidity and air temperature) affect each other in the

same way. Warm air temperatures cause more humidity. More humidity causes warmer air

temperatures - and so on. Natural feedback cycles like this are part of what has caused slow

glaciations and rapid warm-ups over the past several million years of our current Ice Age.

Warmer air temperatures can also lead to an increase in the amount of carbon dioxide in the

atmosphere. But where carbon dioxide is concerned, the most important cause is the burning




of fossil fuels which has been steadily increasing in the past 250 years. Industrial activity is

adding much more carbon dioxide, and therefore more greenhouse warming, then would be

expected based on natural feedback cycles.




Three Methods of Transferring Heat Through and Between Objects There is a massive amount of heat generated and stored beneath the surface of the earth, but

this does not have a measurable effect on the atmosphere. Therefore it is safe to claim that

100% of the energy affecting the atmosphere comes from outer space, specifically the sun.

Energy from the sun is what powers wind, weather, and storms in addition to providing

almost all the energy used by living things on earth.

Radiation The only way that energy can reach the earth across the vacuum of space is via

electromagnetic radiation. Most of the radiation that comes from the sun and reaches earth

is in the form of visible light. What we call visible light is merely electromagnetic radiation

with wavelengths within a certain narrow range. Our eyes have evolved to have special

nerve endings that are excited by various wavelengths of visible light. We call these

different wavelengths “colors”.

Ultraviolet light is electromagnetic radiation with slightly shorter wavelengths than visible

light. None of our nerve endings are immediately sensitive to ultraviolet light, but it can

have a powerful effect on us. Electromagnetic radiation with shorter wavelengths are packed

with more energy, and ultraviolet rays are powerful enough to knock electrons out of their

atomic orbits creating ions. Infrared light is electromagnetic radiation with slightly longer

wavelengths than visible light. Since it has longer wavelengths, infrared radiation also has

less energy than visible light. The nerve endings in our skin are very sensitive to infrared

radiation and we experience it as heat.

Once the visible light radiation enters the earth’s atmosphere, it starts to move around in

certain ways. Some of it is immediately reflected back into space. Only some of the solar

radiation is absorbed by the atmosphere and the earth’s surface. And every bit of radiation

that is absorbed is eventually re-radiated. The earth has less mass and therefore less energy

than the sun, so it radiates at a longer wavelength and a lower energy level. Most radiation

from objects on earth is in the form of infrared radiation.




Radiation is the best way to transmit radiation across a vacuum, but there are not really any

vacuums on earth. Even our atmosphere is packed with molecules. Therefore, the heat

energy within the earth’s atmospheric system is moved around by two different methods in

addition to radiation.

Conduction Conduction is a method of transferring energy that works best in solids. That’s because the

molecules in solids are tightly packed together and conduction is caused by the actual

collisions of molecules. The molecules in any substance are always moving, but when a

molecule receives energy, it moves even faster. Therefore it will collide with even more

other molecules even more frequently, and when molecules collide they transfer energy.

That is conduction.

Some substances like metals are very good conductors of energy. How long do you think

you could hold one end of an iron rod when the other end is in a hot fire? Other substances

are very poor conductors of energy, and another name for poor energy conductors is

“insulators”. Air is a very poor conductor and therefore a good insulator. Many forms of

man-made insulation (such as clothing) are designed to trap air to take advantage of its

insulating properties.

Conduction can take place within a substance but it can also take place between different

substances as long as their molecules can come in contact. Imagine a pot of water on a

stove. The fire heats the pot and conduction moves the heat to the water molecules that

touch it. If you hold a spoon in the water, conduction would move the heat from the water to

the spoon. And conduction would also move the heat from the spoon to your hand. You, by

the way, are a very good insulator so someone touching your hand but not touching the

spoon would never feel any conducted heat until long after you had been very severely

burned.

Convection The third and last method of transferring heat energy occurs most frequently in gasses

and liquids. This form of energy transfer is called convection. Convection is the transfer of

energy by the actual movement – or flow – of a substance. Remember, all molecules

move all the time. More energy equals more movement. But molecules in a solid




substance cannot move very far. They are tightly packed together and can only jiggle and vibrate,

sometimes slower and sometimes faster. Molecules in gasses and liquids are not so tightly packed.

They can move freely – or flow. More energy equals more movement and more flow.

In fact when the molecules in a liquid or gas receive energy, they actually move farther apart. They

expand. That’s part of why hot air rises. The easiest direction to expand is up. The same thing

goes for heated water in a pot. The excited water molecules are forced upward.

Convection currents are caused because there is a relationship between heat and density. Hot air or

water is less dense. Cold air or water is more dense. Denser substances are heavier and tend to

sink which only increases the forces on the warmer substances to rise.

Convection is an extremely important way of moving heat through the atmosphere and the oceans.

Though convection is mostly a circular movement, it can cause differences in pressure that generate

horizontal movements called advection. A current is a moving flow whether it is vertical or

horizontal. Air and ocean currents , caused originally by convection, are the major way that heat is

transferred from the sun soaked tropics to the energy starved polar regions. Thus convection

currents are crucial to understanding weather and climate.




Synonyms

formation effective tactic dense solar structure budget authority transfer estimate

approximate imbibe assault power careful drink capsule equilibrium solid

incorporate circulation attack prudent efficient competent account absorb capable

move current deficit reflected balance velocity container technique rate

Find two synonyms from the list s above that fit each de finition . . .

to take into oneself, to assimilate or ingest

having the ability and skills to accomplish a goal or do a job

speed

a flow that returns to its source

to consume or absorb a liquid substance

demonstrating concern, judgment, and responsibility

a structure that encloses, separates, and protects

a distribution where all is accounted for without dangerous excesses or deficits

an arrangement or set up, a particular organization

useful toward achieving a certain purpose

a procedure or method used to make progress toward a goal

being tightly packed together – containing more matter than empty space

a description of incoming and outgoing resources

the ability to exert influence on or give direction to others

to relocate

to reckon, calculate, or determine without always having complete certainty




Greenhouse Effect and the Transfer of Energy

1. This variety of heat transfer works best in solids because the molecules in solid materials are more likely to come into contact with each other when excited by energy. __________________

2. Increases in their levels are thought by scientists to be most responsible

for observed global warming. __________________

3. A shorthand word for Incoming Solar Radiation. __________________ 4. Radiation that is not passed through or absorbed by a substance must

be __________________ 5. This is a type of greenhouse gas produced by the decay of organic

material in swamps. __________________ 6. This is a horizontal transfer of warm or cold air. __________________ 7. These types of waves are radiated by the earth’s surface.

__________________ 8. This is the only way to transfer energy across empty space.

__________________ 9. This is the most common and most variable greenhouse gas.

__________________ 10. These are manmade greenhouse gasses containing chorine in their

molecular structure. __________________ 11. Global warming caused by the greenhouse effect could cause these to

melt and raise sea levels. __________________ 12. This is the most effective form of heat transfer in liquids and gasses.

__________________ 13. This greenhouse gas is released by the burning of fossil fuels.

__________________

14. If radiation is not reflected or passed through a substance, it is __________________.

absorbed advection carbon dioxide CFCs convection glaciers infrared insolation methane radiation

reflected water vapor conduction greenhouse gasses





1. Name the process by which heat is transferred as electromagnetic waves through the emptiness (vacuum) of space.

2. Name the process by which heat is transferred from collisions between vibrating atoms and molecules (even though these vibrating particles do not actually change locations).

3. Name the process by which heat is transferred by the up and down motion (flow) of a heated substance (the atoms and molecules are actually moving in mass currents).

4. Give an example of conduction

5. Give an example of convection

6. Give an example of radiation

7. What type of heat transfer is most likely to occur within or between solids (or denser materials)?

8. What type of heat transfer occurs in currents of gasses or liquids?

9. What type of energy transfer occurs where there is little or no air?

10. From where (directly) does the atmosphere get the majority of its heat?





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Across 1 to take in and hold 5 a horizontal motion of a gas caused by the differences in pressures caused by

differences in temperature 6 relating to the sun or its energy 9 an organized (often circular flow) 11 an equilibrium (or a remaining amount) 13 a lack or shortfall 14 Chlorofluorocarbons - these manmade gasses can destroy ozone in the upper

atmosphere 16 a means of transferring energy (heat) through the actual motion of a fluid

substance (this motion - or current - is actually caused by the introduction of heat energy)

18 "the ability to do work" 20 a guess based on logic and partial knowledge 21 this effect is caused by the heating of the lower atmosphere through the

capacity of certain gasses to absorb and reradiate infrared energy.




Down 2 an account of incoming and outgoing resources that can be used to predict

certain changes and their effects 3 INcoming SOLar radiATION 4 a certain structure or arrangement 7 a greenhouse gas produced in the decay of organic matter in swamps, rice

paddies, and the digestive tracks of animals 8 speed 9 a means of transferring energy through the actual collision of excited

molecules 10 a means of transferring energy in waves (does not require a medium and can

pass through the vacuum of space 12 capable of working, useful for its desired purpose 15 the movement or exchange from one place or object to another 17 the energy level of electromagnetic waves between visible light and radio

waves. We experience this directly as heat. 19 more solidly and tightly packed together

radiation conduction convection insola tion greenhouse advection energy in frared CFCs methane formation e f f ective denser solar budget trans f er e s timate absorb rate current de ficit balance




radiation a means of transferring energy in waves (does not require a medium and can pass through the vacuum of space

conduction a means of transferring energy through the actual collision of excited molecules

convection a means of transferring energy (heat) through the actual motion of a fluid substance (this motion – or current – is actually caused by the introduction of heat energy)

insolation INcoming SOLar radiation greenhouse this effect is caused by the heating of the lower atmosphere through the

capacity of certain gasses to absorb and reradiate infrared energy. advection a horizontal motion of a gas caused by the differences in pressures caused

by differences in temperature energy “the ability to do work” infrared the energy level of electromagnetic waves between visible light and radio

waves. We experience this directly as heat. CFCs Chlorofluorocarbons – these manmade gasses can destroy ozone

in the upper atmosphere methane a greenhouse gas produced in the decay of organic matter in

swamps, rice paddies, and the digestive tracks of animals formation a certain structure or arrangement effective capable of working, useful for its desired purpose denser more solidly and tightly packed together solar relating to the sun or its energy budget an account of incoming and outgoing resources that can be used to predict

certain changes and their effects transfer the movement or exchange from one place or object to another estimate a guess based on logic and partial knowledge absorb to take in and hold rate speed current an organized (often circular flow) deficit a lack or shortfall balance an equilibrium (or a remaining amount)

Western Massachusetts Green Curriculum Project Climate Change – Greenfield Career Center GED Program



Attitude – Exploring Learners’ Interpretations of Information: Ask learners to work in pairs and answer the following questions. Then, to read the excerpt on climate change from the US EPA website and deepen their answers and prepare for a class discussion on climate change. In what ways do you benefit from or interact with . . .

• the lithosphere? • the hydrosphere? • the atmosphere? • the biosphere?

How are these most liable to be damaged by human action?

• the lithosphere • the hydrosphere • the atmosphere • the biosphere

Climate Change Excerpted from the US EPA webpage: http://www.epa.gov/climatechange/basicinfo.html The Earth's climate has changed many times during the planet's history, with events ranging from ice ages to long periods of warmth. Historically, natural factors such as volcanic eruptions, changes in the Earth's orbit, and the amount of energy released from the Sun have affected the Earth's climate. Beginning late in the 18th century, human activities associated with the Industrial Revolution have also changed the composition of the atmosphere and therefore very likely are influencing the Earth's climate. Science For over the past 200 years, the burning of fossil fuels, such as coal and oil, and deforestation have caused the concentrations of heat-trapping "greenhouse gases" to increase significantly in our atmosphere. These gases prevent heat from escaping to space, somewhat like the glass panels of a greenhouse. Greenhouse gases are necessary to life as we know it, because they keep the planet's surface warmer than it otherwise would be. But, as the concentrations of these gases continue to increase in the atmosphere, the Earth's temperature is climbing above past levels. According to NOAA and NASA data, the Earth's average surface temperature has increased by about 1.2 to 1.4ºF in the last 100 years. The eight warmest years on record (since 1850) have all occurred since 1998, with the warmest year being 2005. Most of the warming in recent decades is very likely the result of human activities. Other aspects of the climate are also changing such as rainfall patterns, snow and ice cover, and sea level.




If greenhouse gases continue to increase, climate models predict that the average temperature at the Earth's surface could increase from 3.2 to 7.2ºF above 1990 levels by the end of this century. Scientists are certain that human activities are changing the composition of the atmosphere, and that increasing the concentration of greenhouse gases will change the planet's climate. But they are not sure by how much it will change, at what rate it will change, or what the exact effects will be. Greenhouse Gas Emissions In the U.S., our energy-related activities account for over 85 percent of our human-generated greenhouse gas emissions, mostly in the form of carbon dioxide emissions from burning fossil fuels. More than half the energy-related emissions come from large stationary sources such as power plants, while about a third comes from transportation. Industrial processes (such as the production of cement, steel, and aluminum), agriculture, forestry, other land use, and waste management are also important sources of greenhouse gas emissions in the United States. Health and Environmental Effects Climate change affects people, plants, and animals. Scientists are working to better understand future climate change and how the effects will vary by region and over time. Scientists have observed that some changes are already occurring. Observed effects include sea level rise, shrinking glaciers, changes in the range and distribution of plants and animals, trees blooming earlier, lengthening of growing seasons, ice on rivers and lakes freezing later and breaking up earlier, and thawing of permafrost. Another key issue being studied is how societies and the Earth's environment will adapt to or cope with climate change. In the United States, scientists believe that most areas will to continue to warm, although some will likely warm more than others. It remains very difficult to predict which parts of the country will become wetter or drier, but scientists generally expect increased precipitation and evaporation, and drier soil in the middle parts of the country. Northern regions such as Alaska are expected to experience the most warming. In fact, Alaska has been experiencing significant changes in climate in recent years that may be at least partly related to human caused global climate change. Human health can be affected directly and indirectly by climate change in part through extreme periods of heat and cold, storms, and climate-sensitive diseases such as malaria, and smog episodes.




Action – Learners Taking Action/Integrating Information: Building on the class discussion, ask students to again work in pairs and to discuss the following questions:

• What steps have you already taken to reduce your impact on the atmosphere?

• What steps would you like to take next to take to reduce your impact on the atmosphere?

• What people or organizations could be doing more to reduce carbon emissions?

• Aside from setting a good example, how could you help persuade them to do the right thing?

Refer them to the following EPA website on Action Steps (see also the steps below) Action steps you can take http://www.epa.gov/climatechange/wycd/actionsteps.html Actions You Can Take at Home Change 5 lights Change a light, and you help change the world. Replace the conventional bulbs in your 5 most frequently used light fixtures with bulbs that have the ENERGY STAR and you will help the environment while saving money on energy bills. If every household in the U.S. took this one simple action we would prevent greenhouse gases equivalent to the emissions from nearly 10 million cars. Look for ENERGY STAR qualified products When buying new products, such as appliances for your home, get the features and performance you want AND help reduce greenhouse gas emissions and air pollution. Look for ENERGY STAR qualified products in more than 50 product categories, including lighting, home electronics, heating and cooling equipment and appliances. Heat and cool smartly Simple steps like cleaning air filters regularly and having your heating and cooling equipment tuned annually by a licensed contractor can save energy and increase comfort at home, and at the same time reduce greenhouse gas emissions. When it's time to replace your old equipment, choose a high efficiency model, and make sure it is properly sized and installed. Seal and insulate your home Sealing air leaks and adding more insulation to your home is a great do-it-yourself project. The biggest leaks are usually found in the attic and basement. If you are planning to replace windows, choose ENERGY STAR qualified windows for better performance. Forced air ducts that run through unconditioned spaces are often big energy wasters. Seal and insulate any ducts in attics and crawlspaces to improve the efficiency of your home. Not sure where to begin? A home energy




auditor can also help you find air leaks, areas with poor insulation, and evaluate the over-all energy efficiency of your home. By taking these steps, you can eliminate drafts, keep your home more comfortable year round, save energy that would otherwise be wasted, and reduce greenhouse gas emissions. Use green power Green power is environmentally friendly electricity that is generated from renewable energy sources such as wind and the sun. There are two ways to use green power: you can buy green power or you can modify your house to generate your own green power. Buying green power is easy, it offers a number of environmental and economic benefits over conventional electricity, including lower greenhouse gas emissions, and it helps increase clean energy supply. If you are interested, there are a number of steps you can take to create a greener home, including installing solar panels and researching incentives for renewable energy in your state Reduce, Reuse, and Recycle If there is a recycling program in your community, recycle your newspapers, beverage containers, paper and other goods. Use products in containers that can be recycled and items that can be repaired or reused. In addition, support recycling markets by buying products made from recycled materials. Reducing, reusing, and recycling in your home helps conserve energy and reduces pollution and greenhouse gases from resource extraction, manufacturing, and disposal. Be green in your yard Use a push mower, which, unlike a gas or electric mower, consumes no fossil fuels and emits no greenhouse gases. If you do use a power mower, make sure it is a mulching mower to reduce grass clippings. Composting your food and yard waste reduces the amount of garbage that you send to landfills and reduces greenhouse gas emissions. See EPA’s GreenScapes program for tips on how to improve your lawn or garden while also benefiting the environment. Smart Landscaping can save energy, save you money and reduce your household’s greenhouse gas emissions. Use water efficiently Saving water around the home is simple. Municipal water systems require a lot of energy to purify and distribute water to households, and saving water, especially hot water, can lower greenhouse gas emissions. Look for products with EPA's WaterSense label; these products save water and perform as well or better than their less efficient counterparts. There are also simple actions you can take to save water: Be smart when irrigating your lawn or landscape; only water when needed and do it during the coolest part of the day, early morning is best. Turn the water off while shaving or brushing teeth. Do not use your toilet as a waste basket - water is wasted with each flush. And did you know a leaky toilet can waste 200 gallons of water per day? Repair all toilet and faucet leaks right away. See EPA's WaterSense site for more water saving tips.




Spread the Word Tell family and friends that energy efficiency is good for their homes and good for the environment because it lowers greenhouse gas emissions and air pollution. Tell 5 people and together we can help our homes help us all.

Actions You Can Take on the Road Buy smart Before buying a new or used vehicle (or even before renting a vehicle), check out EPA's Green Vehicle Guide and the jointly-run EPA/DOE Fuel Economy Guide Web site. These resources provide information about the emissions and fuel economy performance of different vehicles. The Green Vehicle Guide provides detailed information on emissions (including Air Pollution and Greenhouse Gas scores for each model) and the Fuel Economy Guide focuses on fuel efficiency (including side-by-side fuel economy comparisons and a customized fuel cost calculator). These Web sites are designed to help you choose the cleanest, most fuel-efficient vehicle that meets your needs. There are a wide range of cleaner, more fuel-efficient vehicles available on the market today that produce fewer greenhouse gas emissions. Drive smart Many factors affect the fuel economy of your car. To improve fuel economy and reduce greenhouse gas emissions, go easy on the brakes and gas pedal, avoid hard accelerations, reduce time spent idling and unload unnecessary items in your trunk to reduce weight. If you have a removable roof rack and you are not using it, take it off to improve your fuel economy by as much as 5 percent. Use overdrive and cruise control on your car if you have those features. For more tips to improve your gas mileage, visit the Fuel Economy Guide Web site. Tune your ride A well-maintained car is more fuel-efficient, produces fewer greenhouse gas emissions, is more reliable, and is safer! Keep your car well tuned, follow the manufacturer’s maintenance schedule, and use the recommended grade of motor oil. Also check and replace your vehicle’s air filter regularly. For more details, including potential savings from these actions, visit the Fuel Economy Guide Web site. Check your tires Check your tire pressure regularly. Under-inflation increases tire wear, reduces your fuel economy by up to 3 percent, and leads to increased emissions of greenhouse gases and air pollutants. If you don’t know the correct tire pressure for your vehicle, you can find it listed on the door to the glove compartment or on the driver's-side door pillar. More details are available on the Fuel Economy Guide Web site. Give your car a break Use public transportation, carpool or walk or bike whenever possible to avoid




using your car. Leaving your car at home just two days a week will reduce greenhouse gas emissions by an average of 1,600 pounds per year. Whenever possible, combine activities and errands into one trip. For daily commuting, consider options like telecommuting (working from home via phone or over the Internet) that can reduce the stress of commuting, reduce greenhouse gas emissions, and save you money. Use Renewable Fuels Both E85 and biodiesel are renewable fuels that can reduce greenhouse gas emissions from your vehicle. E85 is a fuel blend containing 85% ethanol that can be used in certain vehicles called Flex Fuel Vehicles (FFVs). FFVs can be fueled with E85 or with traditional gasoline. There are approximately 6 million FFVs on the road today. To find out if you own one of them, check the inside of your car's fuel filler door for an identification sticker or consult your owner’s manual. If you own a diesel vehicle, consider filling up with a biodiesel blend such as B5, a fuel blend containing 5% biodiesel. Biodiesel is a renewable fuel made from agricultural resources such as vegetable oils. The Department of Energy’s Alternative Fueling Station Locator can help you locate both E85 and biodiesel fuel stations in your area.

Actions You Can Take at the Office Manage office equipment energy use better Office equipment and electronics use energy even when idle or on stand-by. To save energy and reduce greenhouse gas emissions at work, always activate the power management features on your computer and monitor, unplug laptop power cords when not in use and turn off equipment and lights at the end of the day. Consider using a power strip that can be turned off when you're done using your computers, printers, wireless routers and other electronics. Look for ENERGY STAR qualified products for the Office When buying new products for your office at work or at home, get the features and performance you want and help reduce greenhouse gas emissions and other harmful air pollutants. Look for ENERGY STAR qualified office equipment, such as computers, copiers, and printers, in addition to more than 50 product categories, including lighting, heating and cooling equipment and commercial appliances. Ask your office building manager if your office building has earned the ENERGY STAR. ENERGY STAR-labeled buildings provide safe, healthy, and productive environments that use about 35 percent less energy than average buildings. Their efficient use of energy also reduces the total operational cost of the building. Use less energy for your commute Switch to public transportation, carpooling, biking, telecommuting and other innovative ways to save energy and reduce greenhouse gas emissions on your way




to and from work. Encourage your employer to offer commuter benefits that address limited or expensive parking, reduce traffic congestion, improve employee recruiting and retention and minimize the environmental impacts associated with drive-alone commuting. If you do drive, find out the fuel efficiency of your vehicle using EPA's and DOE's fuel economy Web site, and make more environmentally-informed choices when purchasing your next vehicle by using EPA's Green Vehicle Guide. Reduce, Reuse, Recycle Recycle office paper, newspapers, beverage containers, electronic equipment and batteries. Reducing, reusing, and recycling in your office helps conserve energy, and reduces pollution and greenhouse gas emissions from resource extraction, manufacturing, and disposal. You can reduce, reuse and recycle at the office by using two-sided printing and copying; buying supplies made with recycled content; and recycling used printer cartridges. For your old electronics, investigate leasing programs to ensure reuse and recycling or donate used equipment to schools or other organizations.

Actions You Can Take at School Students Bring science to life Explore the Climate Change Kids Site and watch Climate Animations that bring to life the science and impacts of climate change. The site also provides games that help students, their parents and their teachers learn about both the science of climate change and what actions they can take to reduce greenhouse gas emissions. High school students check your school's climate impact High school students can investigate the link between everyday actions at their high school, greenhouse gas emissions and climate change. Using EPA's Climate CHange Emission Calculator Kit (Climate CHECK) (WinZip of Excel spreadsheet, 3.4 MB) students can learn about climate change, estimate their school’s greenhouse gas emissions and conceptualize ways to mitigate their school’s climate impact. Students gain detailed understandings of climate-change drivers, impacts, and science; produce an emission inventory and action plan; and can even submit the results of their emission inventory to their school district. Get Involved your College or University College students can play an important role in reducing greenhouse gas emissions at their colleges or universities by reducing their emissions from energy they use in dorm rooms. Students can also work with school administrators to: increase energy efficiency on campus, reduce their school's greenhouse gas emissions by using green power, create a campus climate action plan, or develop an inventory of their school's greenhouse gas emissions. Educators




Teach students about climate change and ecosystems Use the new Climate Change, Wildlife and Wildlands Toolkit for Formal and Informal Educators to learn about the science of climate change and its potential effects on our nation’s wildlife and their habitats. Engage middle school students in estimating emissions Enhance critical thinking skills by introducing the Global Warming Wheel Card Classroom Activity Kit (PDF, 1 pp., 86 KB, About PDF) to middle school students. A hand-held wheel card and other resources help students estimate household greenhouse gas emissions in order to encourage students to think about ways to reduce their personal, family, school and community contributions to climate change. If you are an informal educator, simply use the Global Warming Wheel Card as a part of your field activities. Learn from other educators Investigate what other schools and organizations are doing to educate their audiences on climate change by clicking on Educators’ Links, a searchable database offering links to resources such as lesson plans, videos, books and toolkits. Administrators Save money and the environment The least efficient schools use three times more energy than the best energy performers. By partnering with the highly successful ENERGY STAR for K-12 program, school districts can serve as environmental leaders in their community, become energy efficient, reduce greenhouse gas emissions and save money! Estimate your emissions and take the challenge School Administrators can also work to reduce their school's greenhouse gas emissions by developing an inventory of their school's emissions or by taking the 2008-2009 College & University Green Power Challenge. Reduce, Reuse, Recycle Recycle school or classroom paper, newspapers, beverage containers, electronic equipment and batteries. Reducing, reusing and recycling at school and in the classroom helps conserve energy, reduce pollution and greenhouse gases from resource extraction, manufacturing and disposal. You can reduce, reuse and recycle at school or in the classroom by using two-sided printing and copying; buying supplies made with recycled content; and recycling used printer cartridges. For your old electronics, investigate leasing programs to ensure reuse and recycling or donate used equipment to schools or other organizations.

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