NAMES: Tamara Nedd-Roderique & Nicole Meneses
UNIT: Earth and Space Science: Climate Change
TITLE OF LESSON: The sun, the driving force of the Earth’s Climate System
BIG IDEAS:
MATERIALS:
Earth’s Climate is dynamic and is the result of
Footed light (1)
interacting systems and processes.
Medium sized ball (may add elastic band or
MINISTRY EXPECTATIONS:
draw line around center to denote equator)
D2.1 Use appropriate terminology related to
climate change, including but not limited to:
Two tiles one shiny white, one dull black
albedo, anthropogenic, atmosphere, cycles, heat
(bathroom tile, and painted terra cotta tile)
sinks, and hydrosphere [C]
Heat lamps (4)
D2.8 Classify the climate of their local region
Bowls (2)
using various tools or systems and compare
Dirt/soil
their region to another region in Ontario,
Thermometers (4)
Canada and the World [AI,C]
Aluminum Foil
D3.1Describe the principal components of
Glass Jars (1)
Earth’s climate system (e.g. sun, oceans, and
Stop watches (4)
atmosphere; the topography and configuration
of land masses) and how the system works.
STUDENT LEARNING GOALS:
*Understand how the sun heats the Earth.
*Identify the four components of the climate
system and their impact on the movement of
energy.
*Apply knowledge in examining climate in
different areas of Canada and the world.
PRIOR KNOWLEDGE:
1) Understand Sun as an energy source.
2) Concepts of reflection and absorption.
3) General understanding of climate vs.
weather.
Previous knowledge was obtained during
previous years of education. For example, the
sun as an energy source is discussed as part of
the grade nine science curriculum (academic
and applied).
T/L STRATEGIES
A
1) EARTH AND SUN DEMO
MINDS
Ask students to come up to the
ON
front of the class and demonstrate
(10the movement of the Earth (the
15mins) ball) around the sun (light bulb).
Discuss/ Review key points:
 Solar energy from the sun
strikes the Earth.
 Amount of energy reaching
APPENDICES
A1) Minds on Material
B1) Earth Energy Dynamics worksheet
B2) Jigsaw activity worksheet
B3) Chalkboard notes for discussion of the four
components of the climate system
C1) Climate and Weather worksheet
RATIONALE
Allow students to
review prior
knowledge.
Provides students with
a visual reminder and
foundation for
following lesson.
ASSESSMENT
Questioning during
demo.
Address possible
misconceptions.
the Earth is affected by the
elliptical orbit and tilt of
Earth.
Appendix A1
2) ABSORPTION AND REFLECTION
Using the same lamp, I will shine
onto the two tiles for a few minutes
and ask a student to come and
touch each of the tiles and
comment on temperature.
B
ACTION
(1015mins)
(1520mins)
Discuss/Review key points:
 Some objects may reflect
energy while others may
absorb energy.
 The earth is made of many
substances and surfaces
which will affect how the
sun’s energy will be used.
1) EARTH’S ENERGY DYNAMICS
Hand out energy dynamics
worksheet and allow students to
complete in small groups or pairs.
Draw blank diagram of worksheet
on the board while the class is
working.
Take up worksheet as a class.
Discuss/Review key points:
 Energy is absorbed,
transferred and lost in the
system
 Process is not uniform
across the planet
Appendix B1
2) JIGSAW
The material (in this case 4
stations) is divided among the
class. Each group will be
responsible for recording the
initial temperature, the final
temperature after 5mins under a
heat lamp and the change in
temperature for one of the four
scenarios:
 Bowl of water
 Bowl of dirt/soil
 Jar of air
Allow students to
conceptualize how
solar radiation has
different effects on
different materials.
POE
Questioning during
heating of tiles and
following observation
of effects.
Allow students to
construct new
knowledge.
Allow students to
determine flow of
energy on Earth.
Students given
“Energy Dynamics”
worksheet to fill in the
blanks in small groups
or pairs.
Take up the sheets as a
class on the board.
Questioning regarding
process.
Allow students to
explore and
investigate new
concepts prior to the
lesson.
Allow students to
work together and
support one another.
Allow students to
develop expertise in an
area and have that
recognized and share
this expertise with the
Work sheet with
questions.
Share with other
students in their
“home” groups.
Discuss overall results
and trends as a class.

Air covered with aluminum
foil
Students will re-form their “home”
group and share their data with the
rest of their group.
Discuss the results as a class.
(15mins)
C
CONSOLI
D-ATION
&
CONNECTION
(1520mins)
NEXT
STEPS
This activity can be expanded to
have more than 4 stations as some
stations can be duplicated. For
example you could have 8 stations
total (2 water, 2 dirt, 2 air…). The
number of duplications of stations
would depend on the class size.
Groups should not be bigger than 4
students per station.
Appendix B2
3) CHALKBOARD NOTES
Notes on the four components of
the Earth’s climate system.
Appendix B3
1) CLIMATE & WEATHER
Introduce worksheet and factors
affecting climate.
Give time to create graphs.
Take up questions in class (time
permitting).
Discuss/Review key points:
 Weather and climate are
different.
 There are 6 main factors
affecting the Earth’s
climate.
 Climate graphs allow for
visualization and
comparison of climate data.
Appendix C1
Green House Effect
Specific Activities include:
 Construction of various
rest of the group.
Facilitates increased
student participation.
Demonstrates how
different components
of the Earth (air,
water, soil) interact
with the sun
(represented by the
heat source).
Introduce notion of
atmosphere,
hydrosphere and
lithosphere.
Learn what the
components of the
Earth’s climate system
are and how they
interact with and
distribute the suns
energy.
Provides basic and
fundamental
knowledge to allow for
future discussions.
Recall climate vs.
weather.
Apply knowledge
gained from todays
lesson to analyse real
world
problems/scenarios.
Introduce factors
influencing climate
and climate graphs.
Questioning during
note taking.
Reference jigsaw
activity results when
appropriate.
Further application of
knowledge on
consolidation &
connection assignment
(Appendix C1).
Monitor graph
creation.
Questioning during
introduction and
following graph
creation.

greenhouse models.
Examining the planets
temperature/atmosphere
charts.
B2
Task: Fill in the information below for your station. When you’re done, return to your “home” group and
share your information. Record temperature in degrees Celsius (oC).
Station #1: Bowl of water
1. Initial temperature:
Place the bowl of water under the heat lamp for 5mins (keep time using the stop watch).
2. Final temperature after 5mins:
3. Change in temperature:
Station #2: Bowl of soil/dirt
1. Initial temperature:
Place the bowl of dirt/water under the heat lamp for 5mins (keep time using the stop watch).
2. Final temperature after 5mins:
3. Change in temperature:
Station #3: Jar of air
1. Initial temperature:
Place the jar of air under the heat lamp for 5mins (keep time using the stop watch).
2. Final temperature after 5mins:
3, Change in temperature:
Station #4: Air surrounded by aluminum foil
1. Initial temperature:
Place the air surrounded by aluminum foil under the heat lamp for 5mins (keep time using the stop
watch).
2. Final temperature after 5mins:
3. Change in temperature
B3
Components of the Earth’s Climate System
The climate system makes the earth unique among other planets. It keeps the global temperature
constant and maintains conditions for life. There are 4 main components of the Earth’s climate system:
1) Atmosphere
2) Hydrosphere
3) Lithosphere
4) Living things
Each component receives the suns energy and interact with one another. The climate system traps, stores
and transports energy from the sun from one place to another and eventually radiates it all back to space.
1) The Atmosphere
What is it?
 Thin layers of mixed gases that surround the Earth.
 Levels (Earth’s surface to outer space): troposphere, stratosphere, mesosphere, thermosphere and
exosphere
How does it trap, store and transport energy from the sun?
 Reflects, absorbs, radiates and transmits the suns energy.
2) The Hydrosphere
What is it?
 Liquid, vapour and solid water on Earth
How does it trap, store and transport energy from the sun?
 Absorbs, transmits and reflects suns energy.
Example of reflection: water vapour, clouds, ice and snow.
Example of Absorption and transmission: Water Cycle:
(Science Perspective 10, pg 333)
Energy in  Cools surroundings (Evaporation)
Energy out  Warms surroundings (condensation)
Water absorbs and stores more thermal energy than land. Water cools down and heats up more slowly
than land.
3) The Lithosphere
What is it?
 Soil, solid rock and minerals of Earth’s crust
How does it trap, store and transport energy from the sun?
 Absorbs high-energy radiation and converts it to thermal energy and emits it back as lowerenergy IR radiation.
 Land formations affect how air moves over an area of earth.
Example: Rain shadow effect:
(Science Perspective 10, pg 334)
Windward side  clouds lose moisture as they move over mountains
Leeward side little rain fall
4) Living Things
What is it?
 All organisms on Earth.
How does it trap, store and transport energy from the sun?
 Organisms change the relative amount of gases in the air through various processes.
Example: Photosynthesis (O2 produced) and Cellular Respiration (CO2 produced).