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Climate change Climate change Lesson plan (Polish) Lesson plan (English) Climate change Source: licencja: CC 0. Link to the lesson Before you start you should know that our everyday behaviours have an impact on nature; that plants produce oxygen that we breathe; that some substances are in the form of gas; that atmospheric pollution affects the weather. You will learn explain what the climate is; describe the mechanism of the greenhouse effect; describe human influence on the climate; distinguish global warming from the greenhouse effect. Nagranie dostępne na portalu epodreczniki.pl Nagranie dźwiękowe dotyczące wyjaśnienia, czym jest klimat What is the climate? The cause of mysterious weather changes in 1816 was the eruption of the Tambor volcano in remote Indonesia. During the explosion in 1815, a huge amount of ash was released into the atmosphere. It is this ash floating around our planet that blocked the sun's access to the Earth's surface. The result of this phenomenon were rapid changes in the weather, which we call volcanic winter. Volcano Source: JJBulley, www.flickr.com, licencja: CC BY 2.0. Volcanic winter threatens the life of plants and animals. However, it is a natural phenomenon that we can not prevent. As you can see, volcanoes have a huge impact on climate. What is the climate? It is the whole of the weather phenomena (temperature, precipitation, wind) occurring in a given area in the long‐term. We can talk about, for example, a mild coastal climate or even a climate on Earth. Important! The climate is not the same as the weather. The weather refers to a short time interval and the climate – to a long one. The climate is influenced by factors such as: the height of the Sun above the horizon – the lower, the colder; distance from the sea – close to the sea, winters are milder, but cooler during the year than inland; altitude above sea level – altitude decreases the average air temperature during the year. Over the millions of years, the climate has changed, but it has usually been slow. Unfortunately, not only volcanic eruptions are the cause of dust deposition in the Earth's atmosphere. Industry and even the everyday activities that we perform are also responsible for this. Because of them, the climate changes much faster than it used to do. Melng of glaciers Source: Lindsey Bengtson, T.J. Hileman (Glacier Naonal Park Archives), Tomorrow Sp. z o.o., hp://commons.wikimedia.org, licencja: CC BY 3.0. Can people influence the climate? There are many factors changing the climate. These may be the natural factors mentioned above, such as volcanic eruptions, but also those caused by humans, such as industry. We know that plants extract carbon dioxide and produce oxygen that we all breathe. So what happens when we cut down forests? Yes, oxygen will be less and less, but the amount of carbon dioxide exhaled by us will increase. Carbon dioxide belongs to the so‐called greenhouse gases. They surround our planet and – although they are only invisible gases – they work exactly like windows in a greenhouse. They allow you to warm the Earth's surface with the rays of the Sun, but later the heat can not get out. These effects of these gases are called the greenhouse effect. A greenhouse gas is also methane. It arises naturally, in swamps and mines due to decomposition of the remains of organisms. The greenhouse effect means that the temperatures that allow the existence of life persist on Earth. However, further heating the surface of the planet contrary to appearances is not favorable. It may cause desertification of fertile areas. In addition, it results in melting ice caps at the poles. There is a view that this may cause an increase in the level of the oceans. It is currently growing at a rate of around 3 - 5 mm per year. Raising the average temperature around the world is called global warming. Impact of air polluon on spruce Source: GroMar Sp. z o.o., licencja: CC BY-SA 3.0. Important! Heterogeneous chemical compounds called freons contribute to the growth of the ozone hole. These substances, after getting into the atmosphere, destroy the ozone – gas layer that protects us from harmful UV radiation. Freons can be found, for example, in deodorants and other spray products. When buying such products, try to choose those with the sign ('ozone friendly'). Spray Label Source: Tomorrow Sp. z o.o., licencja: CC BY 3.0. Climate change is not just global warming. Other problems happen more frequently, such as violent weather events like hurricanes. Also the change of the climate (hotter and hotter winters) is the result of climate change occurring on Earth. To some extent these changes are natural and inevitable. However, uncontrolled industry and the destruction of the natural environment by humans significantly contributed to their acceleration and intensification. So let's take care of the natural environment, because we can make the climate change milder. Exercise 1 Indicate the natural sources of air polluon. Volcanoes Industry Transport Agriculture Summary In the atmosphere there are greenhouse gases that retain heat from the Sun at the surface of the planet. This phenomenon is called the greenhouse effect. Increasing the amount of greenhouse gases in the atmosphere causes the phenomenon of global warming. The ozone hole and the greenhouse effect cause the melting of the ice caps at the poles, which is the reason for the increase in the level of oceans. Climate change is not only global warming, but also the frequent occurrence of violent weather phenomena. Keywords pollution, monitoring, air Glossary the greenhouse effect Nagranie dostępne na portalu epodreczniki.pl Nagranie dźwiękowe dotyczące słówka the greenhouse effect efekt cieplarniany – podwyższenie temperatury planety na skutek otoczenia jej warstwą określonych gazów, np. metanu, dwutlenku węgla greenhouse gases Nagranie dostępne na portalu epodreczniki.pl Nagranie dźwiękowe dotyczące słówka greenhouse gases gazy cieplarniane – gazy powodujące efekt cieplarniany global warming Nagranie dostępne na portalu epodreczniki.pl Nagranie dźwiękowe dotyczące słówka global warming globalne ocieplenie – zjawisko podwyższenia średniej temperatury atmosfery climate Nagranie dostępne na portalu epodreczniki.pl Nagranie dźwiękowe dotyczące słówka climate klimat – całość zjawisk pogodowych (temperatura, opady, wiatr) występujących na danym obszarze przez długi okres deserficaon Nagranie dostępne na portalu epodreczniki.pl Nagranie dźwiękowe dotyczące słówka desertification pustynnienie – proces rozszerzania się pustyń na obszary wcześniej porośnięte przez roślinność volcanic winter Nagranie dostępne na portalu epodreczniki.pl Nagranie dźwiękowe dotyczące słówka volcanic winter zima wulkaniczna – zjawisko ochłodzenia powierzchni planety spowodowane zaleganiem w atmosferze pyłu wulkanicznego pozostałego po erupcji; pył ten nie pozwala dotrzeć do powierzchni planety energii cieplnej ze Słońca Lesson plan (Polish) Temat: Zmiany klimatu Adresat Uczniowie klasy IV szkoły podstawowej Podstawa programowa Klasa IV 5. Człowiek a środowisko. Uczeń: 1) prowadzi obserwacje i proste doświadczenia wykazujące zanieczyszczenie najbliższego otoczenia (powietrza, wody, gleby); Ogólny cel kształcenia Uczniowie wykazują jak zanieczyszczenia powietrza wpływają na klimat. Kompetencje kluczowe porozumiewanie się w językach obcych; kompetencje informatyczne; umiejętność uczenia się. Kryteria sukcesu Uczeń nauczy się: wyjaśniać, co to jest klimat; opisywać mechanizm efektu cieplarnianego; opisywać wpływ człowieka na klimat; odróżniać globalne ocieplenie od efektu cieplarnianego. Metody/techniki kształcenia podające pogadanka. aktywizujące dyskusja. programowane z użyciem komputera; z użyciem e‐podręcznika. praktyczne ćwiczeń przedmiotowych. Formy pracy praca indywidualna; praca w parach; praca w grupach; praca całego zespołu klasowego. Środki dydaktyczne e‐podręcznik; zeszyt i kredki lub pisaki; tablica interaktywna, tablety/komputery; trzy słoiki z zakrętkami , dwustronna taśma samoprzylepna. Faza wstępna Prowadzący lekcję określa cel zajęć i wspólnie z uczniami ustala kryteria sukcesu. Faza realizacyjna Nauczyciel prosi uczniów, aby przeczytali abstrakt i wypisali w zeszycie przykłady wpływu człowieka na klimat . Nauczyciel dzieli klasę na grupy – zajęcia terenowe. Każda grupa przeprowadza jedną, wylosowaną obserwację. 1) Wykrycie obecność pyłu w powietrzu: Materiał: trzy słoiki z zakrętkami, dwustronna taśma samoprzylepna. Wykonanie: Na górnej stronie każdej zakrętki naklejcie trzy paski taśmy samoprzylepnej. Ustawcie przyrządy pomiarowe w trzech różnych punktach: 1) w otoczeniu drzew, 2) na parapecie okna, 3) w pobliżu ulicy. Zdejmujcie kolejno po jednym pasku taśmy: pierwszy po tygodniu, drugi po dwóch, trzeci po trzech - i przyklejajcie je na białą kartkę. Obejrzyjcie paski pod lupą. Zwróćcie uwagę na przezroczystość i zabarwienie taśm. Zanotujcie wyniki. Sformułujcie spostrzeżenia dotyczące ilości pyłu w określonych miejscach. 2) Ustalenie, jakie jest zanieczyszczenie powietrza w okolicy: Materiał: gałązki świerka. Zerwijcie gałązkę świerka, mającą przynajmniej trzy odgałęzienia boczne. Korzystając z grafiki, określcie wiek igieł, które nie opadły z gałęzi. Na podstawie wyniku, określcie stan zanieczyszczenia powietrza na swoim terenie . Nauczyciel prosi, aby uczniowie samodzielnie wykonali wskazane ćwiczenie interaktywne. Faza podsumowująca Nauczyciel prosi uczniów o dokończenie zdania: Na dzisiejszej lekcji dowiedziałam/em się, że … . Praca domowa Odsłuchaj w domu nagrania abstraktu. Zwróć uwagę na wymowę,
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