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Science Activity: Living Roofs

 

Time Allotted Rational Objective Activity Questions
20 minutes Objective: Students will conduct a class discussion about Global Warming and the green house effect. Within this discussion they will touch on the ozone and CO2's effect on it.

Rationale: This will get students ready for ideas they will read in the article.

 Class discussion
  • What is Global Warming and its affects on the earth?
  • What is the green house effect?
  • What roles do carbon dioxide and the ozone play in these concepts?
30 minutes Objective: Students will read the article in groups so the teacher can walk around and answer any question the students might have. Vocabulary will be given before the reading on words they might have trouble with.

Rationale: Students can discuss the article in groups and help each other out, as well, with the tougher parts of the article. Students will work in groups on the questions.

 Read the article and answer the following questions in groups.
  • What is a living roof? Where did they first appear? Where can they be found mainly today?
  • What are the different levels of living roofs and explain them?
  • What does a living roof do with rain water?
  • How will living roofs save the black redstart bird?
  • Why would anyone want to put a living roof on their roof? What are the benefits found by the British Columbia institute of Tech?
30 minutes Objective: Students will understand and explain how plants give off oxygen during photosyntheses.

Rationale: Students will see the leaf giving off oxygen during photosyntheses.

 2 leaves will be placed into 2 separate jars of water(no top). Place one jar in the windowsill where there is lots of sun light and one in a closet with none. Use a magnifying glass to observe both leaves. Write what you see.
  • What did you see in both jars? What was happening?
  • Where there any differences between the 2 leaves, if so why?
  • Why is the sun so important in photosyntheses?
20 minutes Objective: Students will learn and see how plants grow. They will understand the different processes plant use to survive, mainly photosyntheses.


 

Rationale: When students better understand how plants work and what they do for the environment, they will have a better understand about global warming.

 Each student will have some seeds, dirt, a small pot, a ruler, and a science journal. The first day students will write their name n their pots. Then they will fill their pots with dirt and bury the seeds in the pot. They will water the seeds and set them in the sunlight. For the next couple of weeks the students will be observing what happens to their seed and write about it in their journals.
  • What changes have occurred since the last time you checked your plant? Height, look, color?
  • What process is your plant using to make these changes?
  • How could you make your plant grow faster?
  • In which direction is your plant growing? Toward the sun? Why?
30 minutes Objective: Students will learn how and why holes develop in the ozone and how carbon dioxide contributes to it.


 

Rationale: This will show students what global warming looks like giving them a better understanding.

 The teacher will demonstrate while the students observe. You need a soda bottle, hot water, magnifying glass, and gum. Chew the gum until it's soft, then flatten it out so it can over the mouth of the soda bottle fill with hot water to very top, then cover the gum over the mouth and observe.
  • What happens to the gum? Why do holes appear?
  • How can this be compared to global warming? What in the experiment is the carbon dioxide?
  • How can you prevent the wholes from occurring?

 

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Nicole Diemer
Email: ndiem001@mail.plattsburgh.edu
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Last Updated: December 10, 2009 01:37 PM
©2009 Nicole Diemer

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