Biomes: Extreme Climate: Teacher’s Guide
Grade Level: 6-8
Curriculum Focus: Ecology
Lesson Duration: Two class periods
Program Description
Travel to the Arctic with a team of environmental research scientists to examine the effects of
global climate change on the ecosystem’s natural cycles. Students will discover how increases in
greenhouse gasses caused by human activities have begun to transform the Earth’s weather and
water patterns. They’ll see firsthand how these changes are threatening the Arctic—and the rest of
the planet. This program has one feature segment.
Onscreen Questions
•
What can layers of Arctic ice tell us about atmospheric changes that have occurred?
•
How can human activities affect climate?
•
How does early seasonal ice melt threaten some Arctic species?
•
How might the melting of the polar ice caps affect life in the Arctic and elsewhere?
Lesson Plan
Student Objectives
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Discuss important terms related to global warming.
•
Create a web connecting global warming, the Arctic, and world climate.
•
Write a paragraph explaining the role of the Arctic in the world climate.
Materials
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Biomes: Extreme Climate video and VCR, or DVD and DVD player
•
Large index cards
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Pens
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Ball of string or yarn
Biomes: Extreme Climate: Teacher’s Guide
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Procedures
1. Before you begin this lesson, write each of these terms on a separate index card: global
warming, greenhouse effect, Gulf Stream, ocean water, sea ice, glacier, permafrost, climate in
western Europe, polar bear, large waves, fossil fuel, coastline erosion, SUV (sport-utility
vehicle), methane, severe weather events (tornadoes, storms).
2. After watching Biomes: Extreme Climate, ask students to define the following terms:
•
Arctic (region around the North Pole, including the Arctic Ocean and parts of North
America, Asia, and Europe)
•
climate (meteorological conditions—temperature, precipitation, wind—that
characteristically prevail in a particular region)
•
fossil fuel (a hydrocarbon deposit—petroleum, coal, or natural gas—derived from
living matter of a previous geologic time and used for fuel; when burned, it releases
carbon dioxide and other heat-trapping gases into the atmosphere)
•
glacier (huge mass of ice and compacted snow, most often found at high altitudes and
latitudes where snow accumulation exceeds melting)
•
global warming (gradual increase of the temperature of Earth’s lower atmosphere due
to an increase in carbon dioxide, methane, and other heat-trapping gases)
•
greenhouse effect (phenomenon whereby Earth’s atmosphere traps solar radiation,
caused by the presence of carbon dioxide, water vapor, and methane that allow
incoming sunlight to pass through but absorb heat radiated from the surface) Note: The
natural greenhouse effect makes our planet livable, but human activities are creating an
enhanced greenhouse effect.
•
Gulf Stream (current in the Atlantic Ocean that carries warm water from the Gulf of
Mexico up the coast of North America and toward Europe; as it moves, it releases heat
into the northern hemisphere)
•
permafrost (soil or rock in polar regions that remains frozen year-round)
•
sea ice (a layer of ice formed from seawater; it changes with the seasons and floats on
the ocean, carried by winds and currents)
3. Have students sit in a large circle. Hand out an index card to every second or third student so
they’re evenly spaced around the circle. Explain that students will create a “worldwide web” to
illustrate how the terms on their cards are connected.
4. Hand the ball of string to a student holding a card. Ask her or him to think of one way the term
on the card is connected to a term on another card. Have the student explain the connection and
then, holding onto the string, pass the ball to that student. The next student should do the same
thing. Continue this activity until all terms have been connected and the web is visible. (Note:
Several cards will be used more than once.)
5. Ask students who do not have cards to describe connections that weren’t included in the web.
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Biomes: Extreme Climate: Teacher’s Guide
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6. Students may make these connections:
•
SUVs and other cars burn fossil fuels, which release carbon dioxide into the atmosphere.
Carbon dioxide contributes to global warming because it is a gas that traps heat in the
atmosphere. Global warming is causing the Arctic sea ice to melt. The melting sea ice
releases freshwater into the Gulf Stream. This would slow down the Gulf Stream,
affecting the climate in Western Europe.
•
Global warming is decreasing the amount of sea ice. With less sea ice, when the wind
blows, ocean waves become much larger. Larger waves contribute to coastline erosion
because they travel farther ashore and have more energy.
•
Increased temperatures brought by global warming cause glaciers to melt. Water from
the glaciers is added to ocean water, causing sea levels to rise. Ocean levels are also
expanding because as global warming heats the water, it expands. Rising sea levels
contribute to coastline erosion.
•
Global warming is causing sea ice to form later in the fall and melt earlier in the spring.
This threatens the survival of polar bears that depend on the ice to hunt seals, their
primary food source, because they have fewer weeks of feeding
7. After this activity, ask students to write a paragraph explaining the following sentence: The
Arctic is part of a larger climate system. They should use at least three supporting details in
their paragraph.
Assessment
Use the following three-point rubric to evaluate students’ work during this lesson.
•
3 points: Students were active in class discussions; showed strong understanding of
concepts; made at least one strong, clear connection between the terms; completed a
thorough, thoughtful paragraph that included at least three supporting details.
•
2 points: Students participated in class discussions; showed satisfactory understanding of
concepts; made one acceptable connection between the terms; completed an adequate
paragraph that included two or three supporting details.
•
1 point: Students participated minimally in class discussions; showed minimal
understanding of concepts; did not make acceptable connections between the terms; created
an incomplete paragraph with one or no supporting details.
Vocabulary
Arctic
Definition: Region around the North Pole, including the Arctic Ocean and parts of North
America, Asia, and Europe
Context: Global warming has had a devastating impact on the Arctic’s geography and wildlife.
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Biomes: Extreme Climate: Teacher’s Guide
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climate
Definition: Meteorological conditions—temperature, precipitation, wind—that characteristically
prevail in a particular region
Context: Human activity is causing great changes in climate.
fossil fuel
Definition: A hydrocarbon deposit—petroleum, coal, or natural gas—derived from living matter
of a previous geologic time and used for fuel
Context: When burned, fossil fuels release carbon dioxide and other heat-trapping gases into the
atmosphere.
global warming
Definition: Gradual increase of the temperature of Earth’s lower atmosphere
Context: Many scientists believe that global warming is caused by an increase of heat-trapping
gases like carbon dioxide in the atmosphere.
greenhouse effect
Definition: Phenomenon whereby Earth’s atmosphere traps solar radiation, caused by the
presence of carbon dioxide, water vapor, and methane that allow incoming sunlight to pass
through but absorb heat radiated from the surface
Context: The natural greenhouse effect makes our planet livable, but human activities are
creating an enhanced greenhouse effect that is changing global climate.
Gulf Stream
Definition: Major current in the Atlantic Ocean that carries warm water from the Gulf of Mexico
up the coast of North America and toward Europe
Context: As it flows, the Gulf Stream releases heat into the northern hemisphere.
permafrost
Definition: Soil or rock in polar regions that remains frozen year-round
Context: Global warming is causing some permafrost to melt and erode coastlines.
sea ice
Definition: A layer of ice formed from seawater; it changes with seasons and floats on the ocean,
carried by winds and currents
Context: The thickness of sea ice varies, but on average it’s about three-meters thick.
Academic Standards
National Academy of Sciences
The National Science Education Standards provide guidelines for teaching science as well as a
coherent vision of what it means to be scientifically literate for students in grades K-12. To view the
standards, visit http://books.nap.edu.
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Biomes: Extreme Climate: Teacher’s Guide
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This lesson plan addresses the following science standards:
•
Science in Personal and Social Perspectives: Populations, resources, and environments;
Science and technology in society
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Life Science: Populations and ecosystems; Diversity and adaptations of organisms
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Physical Science: Properties and changes of properties in matter
Mid-continent Research for Education and Learning (McREL)
McREL's Content Knowledge: A Compendium of Standards and Benchmarks for K-12 Education
addresses 14 content areas. To view the standards and benchmarks, visit http://www.mcrel.org/.
This lesson plan addresses the following national standards:
•
Science—Life Sciences: Understands biological evolution and the diversity of life
•
Language Arts—Viewing: Uses viewing skills and strategies to understand and interpret
visual media; Writing: Uses the general skills and strategies of the writing process
The National Council for the Social Studies (NCSS)
NCSS has developed national guidelines for teaching social studies. To become a member of NCSS,
or to view the standards online, go to http://www.socialstudies.org
This lesson plan addresses the following thematic standards:
•
People, Places, and Environments
•
Science, Technology, and Society
Support Materials
Develop custom worksheets, educational puzzles, online quizzes, and more with the free teaching tools
offered on the Discoveryschool.com Web site. Create and print support materials, or save them to a
Custom Classroom account for future use. To learn more, visit
•
http://school.discovery.com/teachingtools/teachingtools.html
DVD Content
This program is available in an interactive DVD format. The following information and activities are
specific to the DVD version.
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Biomes: Extreme Climate: Teacher’s Guide
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How To Use the DVD
The DVD starting screen has the following options:
Play Video—This plays the video from start to finish. There are no programmed stops, except by
using a remote control. With a computer, depending on the particular software player, a pause
button is included with the other video controls.
Video Index—Here the video is divided into four parts (see below), indicated by video thumbnail
icons. Watching all parts in sequence is similar to watching the video from start to finish. Brief
descriptions and total running times are noted for each part. To play a particular segment, press
Enter on the remote for TV playback; on a computer, click once to highlight a thumbnail and read
the accompanying text description and click again to start the video.
Curriculum Units—These are specially edited video segments pulled from different sections of the
video (see below). These nonlinear segments align with key ideas in the unit of instruction. They
include onscreen pre- and post-viewing questions, reproduced below in this Teacher’s Guide. Total
running times for these segments are noted. To play a particular segment, press Enter on the TV
remote or click once on the Curriculum Unit title on a computer.
Standards Link—Selecting this option displays a single screen that lists the national academic
standards the video addresses.
Teacher Resources—This screen gives the technical support number and Web site address.
Video Index
I. The Greenhouse Dilemma (7 min.)
Global warming has started to transform the Earth’s weather and water patterns. See how these
changes threaten the Arctic—and the rest of the planet.
II. Global Climate System (15 min.)
Examine the global climate system to learn how industrialized nations and the carbon dioxide
emissions they produce have led to global warming.
III. Going, Going, Gone (8 min.)
Along with playing an important role in Arctic ecosystems, ice is a key factor in climate regulation.
Explore the global effects of diminishing Arctic ice.
IV. A Variable Climate (17 min.)
See how scientists are using technology to construct climate-prediction models, which help them
make informed decisions about our planet’s future.
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Biomes: Extreme Climate: Teacher’s Guide
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Curriculum Units
1. Climate Changes in the North
Pre-viewing question
Q: Why are natural greenhouse gases beneficial?
A: Without them, the mean temperature on the planet would be minus 18 degrees Celsius. Because
of these entirely natural compounds, the mean temperature is 15 degrees, which has facilitated the
development of our civilization.
Post-viewing question
Q: How has global warming affected Banks Island?
A: By the 1990s, its summers had grown much warmer, contributing to landslides in the area. One
lake has already disappeared, and another is on its way. The warmer temperatures have brought
new species of birds and salmon to the island.
2. Predicting the Weather
Pre-viewing question
Q: What is climate?
A: The average weather conditions of a particular place or region over a period of years, exhibited
by temperature, precipitation, and wind
Post-viewing question
Q: What does the global climate system do?
A: It takes excess heat from equatorial and subtropical regions and transports it southward to
Antarctica and northward to the Arctic. From the polar regions, the heat can go back into space.
3. The Polar Climate
Pre-viewing question
Q: If the polar ice cover disappears, what problems could result?
A: Answers will vary.
Post-viewing question
Q: How much territory does ice cover at the poles?
A: It covers 14 million square kilometers in winter, and about half that in summer. However, there
is increasing evidence that the ice cover is permanently shrinking. Over the past 40 years, it appears
to have lost 40 percent of its volume.
4. Carbon Emissions
Pre-viewing question
Q: Is global warming a natural or human-induced event?
A: Answers will vary.
Post-viewing question
Q: Where do most carbon dioxide emissions come from?
A: In industrialized countries, carbon dioxide emissions from burning fossil fuels comes equally
from three sources: industrial production, motor vehicles, and domestic consumption.
Published by Discovery Education. © 2005. All rights reserved.
Biomes: Extreme Climate: Teacher’s Guide
5. Studying Carbon Sinks
Pre-viewing question
Q: What is a carbon sink?
A: Oceans and forests that trap and store carbon dioxide emissions
Post-viewing question
Q: Why is the Arctic an ideal place to study climate change?
A: Its environment is particularly sensitive to climate change, so a small temperature change can
trigger a large change in conditions, especially close to the freezing point of seawater.
6. Ocean Currents
Pre-viewing question
Q: Has global warming changed your climate?
A: Answers will vary.
Post-viewing question
Q: How do ocean movements control global temperatures?
A: Convection currents move heat around the planet.
7. A Fragile Balance
Pre-viewing question
Q: Why do polar bears eat more during the winter?
A: Answers will vary.
Post-viewing question
Q: Why is ice essential to polar bears’ survival?
A: Polar bears mainly feed when there is ice. Their principal food is the ring seal, which they hunt
through the platforms of pack ice, when the seal is at its breathing hole.
8. An Unknown Ecosystem
Pre-viewing question
Q: Why do we know so little about the Arctic’s marine ecosystem?
A: Answers will vary.
Post-viewing question
Q: What life forms will inhabit the Arctic 100 years from now?
A: Answers will vary.
9. Predicting the Impact
Pre-viewing question
Q: Why is it important to research and study global warming?
A: Answers will vary.
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Biomes: Extreme Climate: Teacher’s Guide
Post-viewing question
Q: What do climate models predict for our future?
A: The accepted scenario shows the planet’s mean temperature increasing by three-and-a-half
degrees, unevenly distributed. The largest warming would occur on the populated continents, and
half the alpine glaciers would disappear.
10. Rising Waters
Pre-viewing question
Q: How do rising ocean levels affect us?
A: Answers will vary.
Post-viewing question
Q: Why are ocean levels rising?
A: Because almost all the glaciers in the Arctic region are melting, and the freed up water is going
into the oceans.
11. A Variable Climate
Pre-viewing question
Q: What industries are affected by global warming?
A: Answers will vary.
Post-viewing question
Q: What are the risks of global warming?
A: A warmer climate and more frequent and extreme precipitation are among the projected risks.
Scientists are afraid there will be more storms, tornadoes, and adverse weather patterns.
12. Preparing for the Future
Pre-viewing question
Q: Can we reverse global warming?
A: Answers will vary.
Post-viewing question
Q: Do you agree that climate change and global security are linked?
A: Answers will vary.
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