("What You Can Do To Help
Stop Global Climate Change")
Type of Activity:
- Hands on
- Inquiry lab
- Authentic assessment
- Cooperative learning
- 9th - 12th Graders
- Environmental Studies (Biology/Life Sciences)
- This cooperative learning activity engenders critical thinking skills.
- Under a timed setting, students are expected to synthesize or express concepts towards
solving the question posed at each lab station.
- After all lab teams have passed through the lab stations, the teacher facilitates a class
discussion on teams' responses to each station.
Class time needed: 45 minutes
Preliminary Discussion/Anticipatory Set:
- The teacher may wish to challenge his/her class to develop the greatest number of
practical responses to each of the lab stations.
- Because of the length of this activity, you may want to keep introductory remarks to a
Students will be able to:
- Understand that conservation of electricity, water, oil, and other resources reduces
- Understand the role of trees planted in thier yard as a step towards reducing greenhouse
- Identify foods that are energy costly and thus produce more greenhouse gases.
- Realize the importance of each individual taking the responsibility to recycle and that the
concerted efforts of of individuals do make a difference.
- Understand the importance of becoming a responsible consumer with regards to curbing
the threat to global climate change.
- Run off copies of each of the lab stations
- Paste each copy to either manilla folder or poster board and fold in half, making a
station card which stands vertically.
- Obtain the appropriate materials for each station:
- Station 1 - a potted plant or tree
- Station 2 - an "On/Off" shower head connector
- Station 3 - a compact fluorescent light bulb
- Station 4 - a bucket filled with recyclables
- Station 5 - reuseable lunch and shopping bags
- Station 6 - a plastic and paper bag from the grocery store
- Station 7 - spark plug
- Station 8 - magazine photo of cow, beef
- Station 9 - two bowls of fruit
- Station 10 - light switch
*See number 1. of "Suggestions for extension and integration:"
- Divide the class by the number of stations to create your cooperative learning teams.
- Each team will decide who will record the team's responses to each station.
- Explain t the class that they will have 2 minutes per station. At the end of the 2 minute
period, the teacher will say "STOP" (or blow a whistle) and say, "PROCEED TO THE
NEXT STATION". (Students will be given 5 seconds to get to the next station.)
- Explain to the class that after all teams have gone through the stations, the class will sit
with their team members and the teacher will facilitate a class discussion, soliciting
teams' responses for sound, practical responses (or you may wish to give treats).
- Below is the information you should type that will be presented to each lab team for
each lab station:
- Station 1: "By taking responsibility by planting trees in your yard and your community,
how will you curb the threat to global climate change? List at least two ways.
- Station 2: "By installing this device, how might you help curb the threat to global climate
change? List at least three ways.
- Station 3: "This compact fluorescent light runs on a fraction of the electricity that it takes
to run the typical incandescent light bulb. With your use of these compact fluorescent
lights in your home, how might you be taking a step towards curbing the threat to global
climate change? List at least two ways.
- Station 4: "How does your efforts of recycling in your daily lie help curb the threat to
global climate change? List at least two ways.
- Station 5: "How does the continual use of reusable lunch/shopping bags help curb the
threat to global climate change? List at least two ways.
- Station 6: "Paper or plastic or...? Keeping in mind what you have learned about global
climate change, what is ultimately the best response to give the store clerk?
- Station 7: "How might your keeping the car tuned regularly be a responsible step towards
curbing the threat to global climate change? List at least two ways.
- Station 8: "How might your reductin in sonsumption of beef be a responsible step in
helping to curb the threat to global climate change? List at least four ways.
- Station 9: "Love fruit? So do I... The fruit in the left bowl were grown in our state.
However, the ones in the right bowl were grown in a foreign country and can be
purchased in our stores seasonally. Which fruit should you buy to help curb the threat to
global climate chante? List at least two reasons.
- Station 10: "How might remembering to always turn the lights off when leaving a room
be a step towards curbing global climate change? List at least two ways.
Teacher Answer Key
Possible Team Responses To Each Station
STATION 1: (Planting Trees)
- sink for Carbon dioxide
- Shading the house -- uses less electricity (and therefore emissions) by not using the air
STATION 2: (Installing "On/Off" shower head connector)
- uses less gas/electricity to heat water (thus reduces greenhouse emissions)
- uses less water (takes electricity or other fossil fuels to pump water to communities)
- by using less water, have more water for your trees!
STATION 3: (Compact fluorescent lights)
- uses less electricity (reduces greenhouse emissions)
- equaled to 10 light bulbs thus uses less resources (this reduces emissions)
- will not have to go to the store as often to buy lights (reduces emissions)
STATION 4: (Recycling)
- uses less resources (reduces emissions)
- uses less energy for manufacturing (reduces emissions)
STATION 5: (Reusable lunch/shopping bags)
- saves trees (more sinks for emissions)
- saves resources (reduces emissions)
- reduces transportation of garbage to landfills (reduces emissions)
STATION 6: (Paper or Plastic or...?)
STATION 7: (Keeping Car tuned regularly)
- use less gas (reduces emissions)
- life of car is extended (saves resources and energy -- reduces emissions)
STATION 8: (Reduction in beef consumption)
- less cows are processed beef to be transported (reduces emissions)
- less cows -- less methane production (a greenhouse gas)
- less packaging, less energy (reduces emissions)
- less electricity due to reduced refrigeration costs (reduces emissions)
STATION 9: (Fruit -- Buy in our state or foreign country?)
- reduces transportation, thus energy (reduces emissions)
- less wear of materials from vehicles involved in transporting (conserves
resources/energy -- thus reduces emissions)
STATION 10: (Remembering to turn off lights in rooms)
- saves electricity (reduces emissions)
- saves light bulbs -- takes energy to manufacture them (reduces emissions)
- saves trips to the store to buy bulbs (reduces emissions)
- saves packaging of the bulbs (reduces energy, thus emissions)
- CO2 emissions from the father yelling always to "TURN OFF THE LIGHTS!"
Suggestions for Extensions and Integration:
- You may wish to add or substitute stations that reflect the demographics and particular
environmental concerns of your community.
- As a follow up activity you may wish to have each team come up with one or more of
their own stations.
- As a homework assignment, students may write an oath that they will take regarding
their efforts around their home to curb the threat to global climate change.
- As a homework assignment, students could research and disclose which cultures would
not be effected by specific lab stations encountered in today's lab.