The Effects of Climate Change on Biomes and

The Impact of Environmental Factors on Changes in pH and
Student Section
Dissolved Oxygen Levels in Pond Water- A Probeware Based Activity
The Effects of Climate Change on
Biomes and Ecosystems
A Lesson on the Environment
Debbie Frankel
Sherwood Middle School
Sherwood, Oregon
Summer 2007
Research Host:
Dr. Virginia Brooks
Oregon Health & Science University
Lesson # 4
Maria Winston
Scarsdale, NY
© 2007 The American Physiological Society, Bethesda, MD
2006 Frontiers in Physiology Research Teacher
APS Works in Progress
Page 45
Permission granted for workshop/classroom use with appropriate citation.
Appropriate citation:
Frankel, D. The Effects of Climate Change on Biomes and Ecosystems: A Lesson on the
Environment (APS Archive of Teaching Resources Item #3672). [Online]. Bethesda, MD:
American Physiological Society, 2007.
http://www.apsarchive.org/resource.cfm?submissionID=3672.
Editor’s notes:
Website URLs listed in this resource were current as of publication, but may now be
obsolete. If you know of a replacement URL, please suggest it in the resource’s
“Comments” section http://www.apsarchive.org/resource.cfm?submissionID=3672.
The APS encourages teachers to give students a copy of the “ABC” (Appropriate,
Beneficial, Caring) rules for use of animals in the classroom, to discuss the rules, and
to ask students to sign the “ABC” rules contract (see References). Also, teachers
should have a plan for short term care of the animals (with supporting references for
appropriate care guidelines) and for disposal or long-term care of all classroom
organisms.
Teachers should carefully review any stimulus or environmental change for an animal
being used in experiments or observations before students are allowed to use that
stimulus. This is especially important if the stimulus could cause pain or distress to
the organism. Teachers may be able to identify a less stressful stimulus for the
students to use in their experiment.
Although mammals provide excellent opportunities for observational studies, they
require particular care in terms of handling and may cause allergic reactions in some
students. The teacher should check local and state guidelines before using mammals
in the classroom.
Disclaimer:
This activity was created by the author and reviewed by the American Physiological
Society. Any interpretations, statements, or conclusions in this publication are those
of the author and do not necessarily represent the views of either the American
Physiological Society or the funding agencies supporting the professional development
program in which the author participated.
Frontiers in Physiology
www.frontiersinphys.org
© The American Physiological Society
Permission is granted for workshop/classroom use with appropriate citation
The Effects of Climate Change on Biomes and Ecosystems
A Lesson on the Environment
Teacher Section
PURPOSE
The purpose of this activity is to learn about the different biomes and
ecosystems and to apply inquiry skills in order to investigate effects of
climate change on different environments.
OBJECTIVES
Upon completion of this activity, students will be able to:
• identify biomes and aquatic ecosystems.
• use websites to understand the worldwide debate regarding global
warming and gather information on biomes and aquatic ecosystems.
• design and conduct an experiment that simulates the effects of greenhouse
gases on biomes and aquatic ecosystems. (Note: To actually measure the
effects of greenhouse gases on biomes and ecosystems, one would need to
do a larger-scale field study).
• analyze the data collected and draw appropriate conclusions.
• share the experiment and conclusions with classmates through class
presentations.
GRADE LEVEL
Applicable to all levels of middle school life science, grades 6-8. Primarily
written for 6th grade general science.
PRIOR
KNOWLEDGE
Students should have an understanding of:
• the water cycle and pollution.
• the world being made up of different biomes and ecosystems.
• the causes of climate change.
• the documented effects of climate change on Earth.
TIME
REQUIRED
This activity will take approximately a month and half from beginning to end.
Specifically one-two days each to introduce the activity, do computer
research, design the experiment, build the TerrAqua Column, work on class
presentation, and present results. Approximately one month will be needed
to collect data.
INCLUDING
ALL
STUDENTS
As part of the Internet Treasure Hunt, groups will be recording three
countries where their ecosystem/biome is found. Obviously, unique cultures
reside in different parts of the world. Students will be asked to reflect on how
a changing climate will impact different cultures. Activities also meet the
needs of various learning styles: auditory, visual, and kinesthetic.
QUESTIONS
TO ASK
ALONG THE
WAY
• What common substance falls from the atmosphere, flows through our
bodies, runs through the soil beneath our feet, collects in puddles and
lakes, then vaporizes back into the atmosphere in a never-ending cycle?
(Answer: Water!)
• What are “human needs”? (That is food, water, air, shelter, and space).
• What are greenhouse gases, and how has their increase affected our
planet?
• Why is an increase in carbon dioxide bad?
• What is an acid? A base?
• What is a pH scale, and what does a reading tell us about the soil or water?
• What is turbidity, and how can it be measured?
Debbie Frankel
Sherwood, OR
2007 Frontiers in Physiology Research Teacher
APS Works in Progress
© 2008 The American Physiological Society, Bethesda, MD
Page 46
Permission granted for workshop/classroom use with appropriate citation.
The Effects of Climate Change on Biomes and Ecosystems
A Lesson on the Environment
Teacher Section
NATIONAL
SCIENCE
EDUCATION
STANDARDS
K-12 Unifying Concepts and Processes
Systems, order, and organization
Evidence, models, and explanation
Change, constancy, and measurement
Evolution and equilibrium
Science as Inquiry
Abilities necessary to do science inquiry
Understanding about scientific inquiry
Life Science
Structure and function in living systems
Regulation and behavior
Populations and ecosystems
Diversity and adaptations of organisms
Earth and Space Science
Structure of the Earth system
Science in Personal and Social Perspectives
Populations, resources, and environments
Natural hazards
Risks and benefits
OREGON
STATE
SCIENCE
EDUCATION
STANDARDS
Diversity/Inter-Dependence
Identify and describe the factors that influence or change the balance of
populations in their environment.
The Dynamic Earth
Recognize that Earth materials are limited, and explore strategies for
addressing this problem.
Explain the water cycle and its relationship to weather and climate
patterns.
Identify factors that cause or affect weather patterns.
Explain how geography affects climate.
Describe the Earth’s structure and how it changes over time.
Scientific Inquiry
Unifying Concepts and Processes
Understand and apply major concepts and processes common to all
sciences.
Science in Personal and Social Perspectives
Understand that science provides a basis for understanding and acting on
personal and social issues.
Debbie Frankel
Sherwood, OR
© 2008 The American Physiological Society, Bethesda, MD
2007 Frontiers in Physiology Research Teacher
APS Works in Progress
Page 47
Permission granted for workshop/classroom use with appropriate citation.
The Effects of Climate Change on Biomes and Ecosystems
A Lesson on the Environment
MATERIALS
Students will work in groups of four.
Each group:
• four 2-liter bottles
(clear)
• two bottle caps
• wicking material –
fabric interfacing
or cotton string
• thermometer
• ruler
• syringe
• overhead
transparencies
SAFETY
Teacher Section
•
•
•
•
•
•
For the class:
• water test kit
• soil test kit
• carbon dioxide test kit (optional)
• greenhouse gas options: fertilizer (nitrous oxide),
dry ice (carbon dioxide), or other greenhouse gas
variable approved by teacher
• tool kit: wooden block, crayons, razor (used by
adult only), scissors, a nail poke (darning needle or
diaper needle also works) for air holes, awl for holes
in bottle caps and film cans, paper punch, clear tape
• water: collected from pond, lake, puddle, or fish
tank (may contain algae or phytoplankton); or tap
water
• soil: collected (may contain plant seeds and insect
larvae) or store-bought potting soil
• plants: grasses (lawn seed mixes or prairie),
radishes, beans, Wisconsin Fast Plants®
Standard safety procedures for building the TerrAqua Column.
Parental guidance if water or soil samples are collected at home.
Students will wear gloves when handling chemicals or dry ice.
Fertilizer must be dilute to ensure safety of users.
Approval of experimental design by teacher.
Teacher supervision at all times.
PREPARATION Climate change is an extremely important topic whose impact on Earth will
be heavily felt for many generations. This project will integrate such timely
AND
topics as: the reopening of Biosphere 2 in Arizona by the University of
PROCEDURE
Arizona for climate research, the 2008 presidential election, and the hotly
debated issue of the U.S. being a non-signatory of the Kyoto Protocol.
Through an Internet Treasure Hunt, students will learn about the different
biomes and aquatic ecosystems; greenhouse gases such as carbon dioxide,
methane, and nitrous oxide; and the effects of an increase in greenhouse
gases. Students will then design a TerrAqua Column as part of a guided
science inquiry project to measure the simulated effects of an increase in
greenhouse gases. The TerrAqua Column models the link between land and
water by utilizing liter soda bottles, soil, water, and plants. By varying the
treatment of one of these components, students can see how one variable can
affect the whole system.
Note: The TerrAqua Columns described are part of the Bottle Biology
Program of the University of Wisconsin-Madison. Be sure to visit their
website for a more detailed description of TerrAqua Columns:
http://www.bottlebiology.org/investigations/terraqua_main.html
Debbie Frankel
Sherwood, OR
© 2008 The American Physiological Society, Bethesda, MD
2007 Frontiers in Physiology Research Teacher
APS Works in Progress
Page 48
Permission granted for workshop/classroom use with appropriate citation.
The Effects of Climate Change on Biomes and Ecosystems
A Lesson on the Environment
Teacher Section
PREPARATION • Purchase or rent the movie Our Biosphere: The Earth in Our Hands or
obtain the book or movie The Lorax.
AND
PROCEDURE
Our Biosphere: The Earth in Our Hands is narrated by Robert Redford.
The movie follows the staff of the National Museum of Natural History,
Marine Systems Laboratory and Space Biosphere
Ventures as they work with scientists, architects, engineers, and
builders in their attempt to create Biospere 2, an experimental model of
the Earth’s ecosystems.
Dr. Seuss’ The Lorax chronicles the plight of the environment and the
Lorax, who speaks for the trees against the greedy Once-ler.
• Divide students into groups of three or four members.
• Each group will have been responsible to bring in clear two-liter bottles
and other supplies.
• All materials will be available for each group in a box and for the class at a
central location.
• Copy and have ready for distribution: KWL, Internet Treasure Hunts,
Guidelines for Making your TerrAqua Column, The Effects of Greenhouse
Gases on Biomes and Ecosystems/Experimental Design, and Presentation
Rubric.
• Library computers or roaming laptop lab will be reserved in advance.
Day 1: Engage
1. KWL Activity with handout.
2. Class discussion about the “K” section to share student knowledge.
3. Students will complete “W” section as a think-pair-share activity.
Students will either read The Lorax or watch Our Biosphere: The Earth
in Our Hands. Class discussion should follow.
Day 2 and 3: Explore
Internet Treasure Hunt with handout in teacher pre-selected groups and
topics. Following are the Treasure Hunt questions:
1. Explain about the tundra by listing the plants, animals, land forms,
and climate found there. Name three countries in which the tundra can
be found.
2. Explain about the taiga by listing the plants, animals, land forms, and
climate found there. Name three countries in which the taiga can be
found.
3. Explain about the temperate deciduous forest by listing the plants,
animals, land forms, and climate found there. Name three countries in
which a temperate deciduous forest can be found.
4. Explain about the tropical rain forest by listing the plants, animals,
land forms, and climate found there. Name three countries in which a
tropical rain forest can be found.
5. Explain about a grassland by listing the plants, animals, land forms,
and climate found there. Name three countries in which a grassland can
be found.
Debbie Frankel
Sherwood, OR
© 2008 The American Physiological Society, Bethesda, MD
2007 Frontiers in Physiology Research Teacher
APS Works in Progress
Page 49
Permission granted for workshop/classroom use with appropriate citation.
The Effects of Climate Change on Biomes and Ecosystems
A Lesson on the Environment
PREPARATION
AND
PROCEDURE
Teacher Section
6. Explain about the desert by listing the plants, animals, land forms, and
climate found there. Name three countries in which a desert can be
found.
7. Explain about saltwater ecosystems by listing the plants, animals,
land forms, and water temperatures found there. Name three countries
that are bordered by saltwater.
Explain about freshwater ecosystems by listing the plants, animals,
land forms, and water temperatures found there. Name three countries
in which a freshwater ecosystem (lake, pond, river, etc.) can be found.
8. What is a greenhouse gas? Give an example of one. What is the effect
of an increase of this greenhouse gas in the atmosphere on a biome or
aquatic ecosystem of your choice?
Day 3 and 4: Explain and Extend
1. Continuation of Internet Treasure Hunt.
2. Class discussion of Internet Treasure Hunt.
3. Ask students to brainstorm how they could model the effects of
greenhouse gases on the environment.
4. Have student groups discuss and design an experiment to model the
effects of greenhouse gases. Hand out and review Guidelines for
Making your TerrAqua Column.
5. Note for struggling students: Access
www.bottlebiology.org/investigations/terraqua_build_2.html to see
visuals of a TerrAqua column from Bottle Biology.
6. Hand out and review: The Effects of Greenhouse Gases on Biomes and
Ecosystems/Experimental Design, and the Presentation Rubric
worksheets.
7. Students complete The Effects of Greenhouse Gases on Biomes and
Ecosystems/Experimental Design sheet.
8. Teacher approval of Experimental Design.
Day 4 and 5
1. As necessary, finish up Experimental Design.
2. Groups make two TerrAqua Columns. One is the control and the other
has a variable (greenhouse gas) added.
1 Month: Data Collection
1. Data is collected for approximately one month (or until the smell
becomes unbearable), about the life cycle of the Wisconsin Fast Plants®.
2. Work on class presentations with overhead transparencies.
3. Students present their Experimental Design and TerrAqua Columns.
Assess with Presentation Rubric.
4. Homework: Complete the “L” column of the KWL chart. List at least ten
things.
Debbie Frankel
Sherwood, OR
© 2008 The American Physiological Society, Bethesda, MD
2007 Frontiers in Physiology Research Teacher
APS Works in Progress
Page 50
Permission granted for workshop/classroom use with appropriate citation.
The Effects of Climate Change on Biomes and Ecosystems
A Lesson on the Environment
Teacher Section
WHERE TO GO • Field trip to a local biome or aquatic ecosystem. Local ideas: a water
retention pond at a local housing development or a park with a ponded
FROM HERE
area. Regional ideas: a trip to the coast to look at an estuary or up to the
mountain to study the taiga.
• Guest speaker in the area of global warming or sustainability. Check your
local secretary of state office. That official (or someone else at the state
level) may have been trained to give presentations to local schools.
• Have students read a book about or write a report about the women of
environmental science (the first three are available at www.apsarchive.org):
- Rachel Carson, credited with launching the global environmental
movement.
- Ynes Mexia, discovered over 500 species of plants.
- Dian Fossey, an American zoologist who completed an extended study of
several gorilla groups.
- Ann Haven Morgan, an American zoologist who promoted the study of
ecology and conservation.
• Kyoto Protocol Summit. Students represent different countries and roleplay a key official from their country. Student speeches are given to state
their character’s (and country’s) position on the Kyoto Protocol. See
http://www.climatecrisis.net/ for Summit guidelines.
• Project WISE units on Global Warming and Global Climate Change.
- Global Climate Change: Who’s to Blame: “In this project, students
investigate evidence for global warming and the potential causes for
changes in the global climate. As a culminating activity, students use their
research and evidence to debate whether human activities or natural
processes are the main cause for global climate change.”
- ROLE: Global Warming A Fact: “The goal of this project is to have
students critically look at evidence dealing with the global warming
controversy. Based on the evidence students will develop a causal map
showing the relationships between the causes and effects of global
warming. In the final activity students, using an on-line discussion,
suggest a policy position and defend it using evidence from the project.”
• Additional discussion questions:
- What is sustainable development?
- How can we as humans balance human, economic, technology, and
environmental needs?
- How are different regions affected by climate change?
- How will different countries (developed vs. third world) decrease
greenhouse emissions? How will different countries handle the already
existent climate change?
SUGGESTIONS • Evaluate how well the students collaborated and successfully worked
FOR
together.
ASSESSMENT
• Evaluate the completion of the Internet Treasure Hunt worksheet.
• Evaluate completion of The Effects of Greenhouse Gases on Biomes and
Ecosystems/Experimental Design worksheet.
• Evaluate class participation (class discussion and think-pair-share activity)
in KWL activity.
• Evaluate list for the “L” column of the KWL sheet.
• Evaluate class presentations with Presentation Rubric.
Debbie Frankel
Sherwood, OR
© 2008 The American Physiological Society, Bethesda, MD
2007 Frontiers in Physiology Research Teacher
APS Works in Progress
Page 51
Permission granted for workshop/classroom use with appropriate citation.
The Effects of Climate Change on Biomes and Ecosystems
A Lesson on the Environment
REFERENCES
AND
RESOURCES
Teacher Section
1.
An Inconvenient Truth
http://www.climatecrisis.net/
The movie’s website has great materials and lesson plans for teachers.
Accessed December 9, 2007.
2.
Bender, L. and Burns, S. (Producers). (2006) An Inconvenient Truth
[Motion Picture]. United States: Paramount Classics. Movie with Al Gore
that looks at the effects of climate change.
3.
Biomes
http://www.cotf.edu/ete/modules/msese/earthsysflr/biomes.html
This site reviews the six types of land biomes. Accessed December 9,
2007.
4.
Biomes
http://ths.sps.lane.edu/biomes/index1.html
This is a student-produced page that explores eight world biomes.
Accessed December 9, 2007.
5.
Biomes
http://users.rcn.com/jkimball.ma.ultranet/BiologyPages/B/Biomes.html
Maps, pictures, and descriptions of eight biomes. Accessed December 9,
2007.
6.
Biosphere2 – Where Science Lives
http://www.b2science.org/aboutb2.php
University of Arizona’s attempt to study a closed ecosystem. Accessed
December 9, 2007.
7.
Bottle Biology – See It, Touch It, Smell It, Taste It…
http://www.bottlebiology.org/
Online directions on how to build a TerrAqua column. Contributors
include: Paul Williams, John Greenler, Robin Greenler, Lori Graham,
Mrill Ingram, Lisa Kehle, David Eagan, Daniel Lauffer, Clare Radtke, and
Sarah Lauffer. Accessed December 9, 2007.
8.
Ecoregions
http://www.sierraclub.org/ecoregions/
The Critical Ecoregions Program offers a practical, long-term strategy to
buttress the "web of life" on Earth. Accessed December 9, 2007.
9.
Geisel, T.S. (1971). The Lorax. New York: Random House.
10. Global Warming
http://epa.gov/climatechange/index.html
U.S. Environmental Protection Agency’s site on climate change. Accessed
December 9, 2007.
11. Global Warming Swindle
http://www.youtube.com/watch?v=8f8v5du5_ag
A documentary broadcasted on BBC that looks at non-anthropogenic
causes of climate change. Good to watch in conjunction with An
Inconvenient Truth.
Debbie Frankel
Sherwood, OR
© 2008 The American Physiological Society, Bethesda, MD
2007 Frontiers in Physiology Research Teacher
APS Works in Progress
Page 52
Permission granted for workshop/classroom use with appropriate citation.
The Effects of Climate Change on Biomes and Ecosystems
A Lesson on the Environment
REFERENCES
AND
RESOURCES
Teacher Section
12. Habitats/Biomes
http://www.enchantedlearning.com/biomes/
This site reviews water, temperature, soil, plants, and animals of land
biomes. Accessed December 9, 2007.
13. Introduction to Biomes
http://curriculum.calstatela.edu/courses/builders/lessons/less/biomes/i
ntrobiomes.html
This site looks at seven biomes and subdivides these based on rainfall
amounts, elevations, and growing seasons. Accessed December 9, 2007.
14. Loveland, K. (Producer). (1991). Our Biosphere: The Earth in Our Hands
[Motion Picture]. United States: Smithsonian Video Collection. Movie
about the Biosphere 2 project in Arizona. Narrated by Robert Redford.
15. Major Biomes of the World
http://www.runet.edu/~swoodwar/CLASSES/GEOG235/biomes/main.html
This module presents basic content on the distribution and nature of the
world's major biomes. (December 9, 2007).
16. Mission: Biomes
http://earthobservatory.nasa.gov/Laboratory/Biome/
A NASA simulation where students help Bill Botanist place his plants in
the correct biomes. Accessed December 9, 2007.
17. Rutherford, Sandra and Margaret Coffman, “Earth System Science
Project: An Inexpensive model of a pond ecosystem demonstrates the
interaction between the biosphere, hydrosphere, atmosphere, and
biosphere”, (2004, September). The Science Teacher, pp. 30-35.
18. Websites about Biomes for Students
http://dept.houstonisd.org/impactii/Research/
Biome_websites_for_Students.htm
This site lists nine other websites that review world biomes. Accessed
December 9, 2007.
19. What’s it like where you live?
http://www.mbgnet.net/
This site reviews the six biomes, three freshwater ecosystems, and three
marine ecosystems. Accessed December 9, 2007.
20. WISE: Web-Based Inquiry Science Environment
http://wise.berkeley.edu/
Two tutorials on climate change and global warming: ROLE: Global
Warming A Fact, and Global Climate Change – Who’s to Blame. Accessed
December 9, 2007.
21. The World’s Biomes
http://www.ucmp.berkeley.edu/exhibits/biomes/index.php
This site reviews the six major types of biomes. Accessed December 9,
2007.
22. Worldbiomes.com
http://biomes.org/
This site covers five of the major world biomes. Accessed December 9,
2007.
Debbie Frankel
Sherwood, OR
© 2008 The American Physiological Society, Bethesda, MD
2007 Frontiers in Physiology Research Teacher
APS Works in Progress
Page 53
Permission granted for workshop/classroom use with appropriate citation.
The Effects of Climate Change on Biomes and Ecosystems
A Lesson on the Environment
Internet Treasure Hunt
Student Section
Name: ______________________ Date: _______
This web info search will help you find information about a biome. You will be looking at
pre-selected web sites to answer each question. It is important to not only find the
information at the site, but also to consider who wrote the site, what their purpose is in
writing it, and how credible (accurate) you think the information is.
Question 1:
Explain about the taiga by listing the plants, animals, land
forms, and climate found there. Name three countries in which
the taiga can be found.
Site 1
Mission: Biomes
http://earthobservatory.nasa.gov
/Laboratory/Biome/
Site 2
What’s it like where you live?
http://www.mbgnet.net/
Who created this
web site
(organization, etc.)?
Why did they
create it? (check all
that apply)
How credible
(accurate) do you
think the info is?

To provide factual information
To influence the reader’s opinion
To sell a product or service
I’m not sure
Very accurate
Somewhat accurate
Not very accurate
I’m not sure

Who created this
web site
(organization, etc.)?
Why did they
create it? (check all
that apply)
How credible
(accurate) do you
think the info is?

To provide factual information
To influence the reader’s opinion
To sell a product or service
I’m not sure
Very accurate
Somewhat accurate
Not very accurate
I’m not sure

Who created this
web site
(organization, etc.)?
Why did they
create it? (check all
that apply)
How credible
(accurate) do you
think the info is?

To provide factual information
To influence the reader’s opinion
To sell a product or service
I’m not sure
Very accurate
Somewhat accurate
Not very accurate
I’m not sure

To provide factual information
To influence the reader’s opinion
To sell a product or service
I’m not sure
Very accurate
Somewhat accurate
Not very accurate
I’m not sure
What did
you learn?
Debbie Frankel
Sherwood, OR
© 2008 The American Physiological Society, Bethesda, MD
2007 Frontiers in Physiology Research Teacher
APS Works in Progress
Page 61
Permission granted for workshop/classroom use with appropriate citation.
The Effects of Climate Change on Biomes and Ecosystems
A Lesson on the Environment
Student Section
The Effects of Greenhouse Gases on Biomes and Ecosystems
Goal: Now that you have completed the Internet Treasure Hunt, you have a better
understanding of biomes and ecosystems, greenhouse gases, and the effects of
greenhouse gases on biomes and ecosystems. Your challenge is to design an experiment
using suggested materials (or ones of your choice) to build TerrAqua Columns that
demonstrate how an increase in a greenhouse gas can impact an ecosystem. Before
making your TerrAqua Columns, you must get teacher approval for your experimental
design.
When designing your experiment you need to plan:
Greenhouse gas: Which one will you test? How will you increase the amount of that
greenhouse gas?
Control: You will be making two columns. To one you will add a greenhouse gas and the
other you will leave alone (the control). The control acts as a standard against which you
can compare the effects of adding the greenhouse gas. You will make observations about
your indicator(s) in both columns.
Amounts of soil, water, and plants: You need to make sure that both of your
columns get the same amount of each (these are constants).
Indicators: What are you going to measure?
Indicators are the things (living, chemicals, etc.) that change in response to your
experiment. Indicators include terrestrial and aquatic plants, and the pH of soil and water.
Possible observations of the plant indicator:
Terrestrial: Percentage of plants that germinate, plant height, leaf size and
shape, root structure, number of flowers, length of life cycle.
Aquatic:
Increase or decrease of algae and duckweed, change in turbidity.
Group Members: 1. __________________________
3. __________________________
2. __________________________
4. __________________________
Which greenhouse gas will you be testing? ________________________________________
What will you keep constant in both your columns? _________________________________
______________________________________________________________________________
Which indicator will you use and how will you “measure” its change? __________________
______________________________________________________________________________
______________________________________________________________________________
Debbie Frankel
Sherwood, OR
© 2008 The American Physiological Society, Bethesda, MD
2007 Frontiers in Physiology Research Teacher
APS Works in Progress
Page 62
Permission granted for workshop/classroom use with appropriate citation.
The Effects of Climate Change on Biomes and Ecosystems
A Lesson on the Environment
Student Section
Experimental Design
What question are you exploring? Combine your greenhouse gas and indicator
questions from above into one question. For example: Does carbon dioxide affect plant
growth?
______________________________________________________________________________
______________________________________________________________________________
What is your hypothesis? Example: A higher level of carbon dioxide will negatively
affect plant growth.
______________________________________________________________________________
______________________________________________________________________________
List all the materials you will be using: _______________________________________
______________________________________________________________________________
______________________________________________________________________________
Experimental design: (list the step-by-step procedure you will follow)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Data Chart: On a blank page, create a chart to record your observations. Your columns
should be what you are observing (plant height, soil pH, etc). Include enough rows for
every day that you make an observation: Day 1, Day 2, etc. (How often will you record:
every day, every fourth day?)
Graph: Write here how your data will be graphed. You will share your graph with the
class during your final presentation. (Line graph, bar graph, pie chart, etc)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Conclusions: Based on the data your group collected, explain whether you accept or
reject your hypothesis and why.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Debbie Frankel
Sherwood, OR
© 2008 The American Physiological Society, Bethesda, MD
2007 Frontiers in Physiology Research Teacher
APS Works in Progress
Page 63
Permission granted for workshop/classroom use with appropriate citation.
The Effects of Climate Change on Biomes and Ecosystems
A Lesson on the Environment
Student Section
Guidelines for Making your TerrAqua Column
As you have seen in your study of the water cycle, water moves between land,
ocean, and the atmosphere. The TerrAqua Column will help you explore this link
between land and water. Your model will be made up of three basic components: soil,
water, and plants.
Important note: Your group is responsible for bringing in the materials needed for
your experiment. Your teacher will let you know what supplies will be provided.
Some Suggested Materials (from http://www.bottlebiology.org/):
• Four clear, 2-liter bottles (remove labels and bases at home)
• two bottle caps
• wicking material — fabric interfacing or cotton string
• ruler
• Tool kit: wooden block, crayons, razor (used by adult), scissors, a nail poke (darning
needle or diaper needle also work) for air holes, awl for holes in bottle caps and film
cans, paper punch, clear tape
• water: collected from pond, lake, puddle, or fish tank (may contain algae or
phytoplankton); or tap water
• soil: collected (may contain plant seeds and insect larvae) or store bought potting
soil
• plants: grasses (lawn seed mixes or prairie), radishes, beans, Wisconsin Fast Plants®
• greenhouse gas options: fertilizer (nitrous oxide), dry ice (carbon dioxide), or other
greenhouse gas variable approved by teacher
Reminders:
1. You will be making two identical TerrAqua Columns. One will be your control while
the other you will use to perform tests on.
2. Both columns must have the same amounts of soil, seeds, and water.
3. Add your “greenhouse gas” to one of the columns.
4. Put group member names on two pieces of tape and attach these to your two
finished TerrAqua Columns. In addition, be sure to label which column is your
control.
5. Be sure to record your initial measurements and observations in your data chart as
Day 1.
6. Continue to record your data on designated days.
Debbie Frankel
Sherwood, OR
© 2008 The American Physiological Society, Bethesda, MD
2007 Frontiers in Physiology Research Teacher
APS Works in Progress
Page 64
Permission granted for workshop/classroom use with appropriate citation.
What I Want to know about this
topic/question
What I Learned about this
topic/question
Student Section
What I Know about this
topic/question
Global Warming: What is global warming?
What are some examples of greenhouse gases?
Topic of Discussion:
KWL
What I Know
What I Want to Know
What I Learned
__________________ Name
_________ Date
_________ Period
The Effects of Climate Change on Biomes and Ecosystems
A Lesson on the Environment
Debbie Frankel
Sherwood, OR
© 2008 The American Physiological Society, Bethesda, MD
2007 Frontiers in Physiology Research Teacher
APS Works in Progress
Page 65
Permission granted for workshop/classroom use with appropriate citation.
The Effects of Climate Change on Biomes and Ecosystems
A Lesson on the Environment
Student Section
Group Members: _____________________________
Presentation Rubric
_____________________________
_____________________________
_____________________________
CATEGORY
Hypothesis
Criteria for
Assessment
Clearly stated
Experimental Step-by-step procedure
logically presented
Design
Data Chart
Graph
Conclusions
Presentation
Contains a well designed
data chart for scientific
investigation complete
with a title, appropriate
labels and units of
measure
Appropriate choice of
graph including title,
labeled axes, units of
measure
Accurate interpretation
of data collected,
summary of results,
accepts or rejects
hypothesis, includes
possible sources of error
and suggestions to
improve experimental
design
Overhead transparency
is neat and logical, all
group members
participate in
presentation in clear
voices and with good eye
contact, shows planning,
organization and
understandable content
Total
Possible
Points
Comments
10
20
20
20
20
20
Debbie Frankel
Sherwood, OR
© 2008 The American Physiological Society, Bethesda, MD
Points
Earned
2007 Frontiers in Physiology Research Teacher
APS Works in Progress
Page 66
Permission granted for workshop/classroom use with appropriate citation.

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