Teaching Lesson 3
In this lesson, the students will modify the Greenhouse Gas base model by adding a factory that emits CO2 to answer the question, “Does adding CO2 affect the temperature?” In the first activity, the students will add a factory that emits CO2 to the model and work together to create the necessary code to implement it. In the second activity, students will use the new model as an experimental test bed, creating a hypothesis, running an experiment and analyzing the results to see what effect the modification had on the model.
Assignment:
Review the activities from Lesson 3 as well as the material below. Reflect on how you would teach this in your class. Post your reflection to your portfolio in "Pedagogy->Module 2" under the heading Lesson 3.
Lesson Objectives
The student will:
Teaching Summary
Getting Started – 5 minutes
1. Review of the previous day’s lesson and concepts.
Make connection to today’s lesson.
Activity #1: Add CO2 – 20 minutes
2. CS review: code and concepts useful for the modification.
3. Discuss human greenhouse gas emission sources.
4. Identify the modification to include in the model and code them.
5. Testing your model.
Activity #2: Run an experiment to see the effect of the modification – 20 minutes
6. Designing your experiment.
7. Running your experiments.
8. Collecting and analyzing data.
Wrap Up – 5 minutes
9. In the real world, what is the source of most of the CO2 that we as
individuals emit?
10. How can computer models be helpful in understanding climate change?
Assessment Questions
Earth and Human Activity
MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.
MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
NRC Disciplinary Core Ideas
ESS3.C. Human Impacts on Earth Systems
Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise.
ESS3.D. Global Climate Change
Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth’s mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities.
NRC Disciplinary Core Ideas
ESS3.C. Human Impacts on Earth Systems
Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth’s environments can have different impacts (negative and positive) for different living things. Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise.
ESS3.D. Global Climate Change
Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth’s mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities.
ESS2.D. Weather and Climate
Complex interactions determine local weather patterns and influence climate, including the role of the ocean. [Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns. Because these patterns are so complex, weather can only be predicted probabilistically.]
NRC Scientific and Engineering Practices
Practice 1: Asking questions and defining problems
1A: Ask questions that arise from careful observation of phenomena, models, or unexpected results.
1D: Ask questions to clarify and/or refine a model, an explanation, or an engineering problem.
1E: Ask questions that require sufficient and appropriate empirical evidence to answer.
Practice 2: Developing and using models
2A: Evaluate limitations of a model for a proposed object or tool.
2B: Develop or modify a model—based on evidence – to match what happens if a variable or component of a system is changed.
2C: Use and/or develop a model of simple systems with uncertain and less predictable factors.
2D: Develop and/or revise a model to show the relationships among variables, including those that are not observable but predict observable phenomena.
2E: Develop and/or use a model to predict and/or describe phenomena.
2F: Develop a model to describe unobservable mechanisms.
2G: Develop and/or use a model to generate data to test ideas about phenomena in natural or designed systems, including those representing inputs and outputs, and those at unobservable scales.
Practice 3: Planning and carrying out investigations
3A: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim.
3B: Conduct an investigation and/or evaluate and/or revise the experimental design to produce data to serve as the basis for evidence that meet the goals of the investigation.
Practice 4: Analyzing and interpreting data
4A: Construct, analyze, and/or interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships.
4B: Use graphical displays (e.g., maps, charts, graphs, and/or tables) of large data sets to identify temporal and spatial relationships.
4F: Consider limitations of data analysis (e.g., measurement error), and/or seek to improve precision and accuracy of data with better technological tools and methods (e.g., multiple trials).
Practice 5. Using Mathematics and Computational Thinking
5A: Use digital tools (e.g., computers) to analyze very large data sets for patterns and trends.
5B: Use mathematical representations to describe and/or support scientific conclusions and design solutions.
5C: Create algorithms (a series of ordered steps) to solve a problem.
5D: Apply mathematical concepts and/or processes (e.g., ratio, rate, percent, basic operations, simple algebra) to scientific and engineering questions and problems.
Practice 6. Constructing Explanations and Designing Solutions
6E: Apply scientific reasoning to show why the data or evidence is adequate for the explanation or conclusion.
6F: Apply scientific ideas or principles to design, construct, and/or test a design of an object, tool, process or system.
Practice 7: Engaging in argument from evidence
7C: Construct, use, and/or present an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem.
Practice 8. Obtaining, evaluating and communicating information
Communicate scientific and/or technical information (e.g. about a proposed object, tool, process, system) in writing and/or through oral presentations.
NRC Crosscutting Concepts
Cause and Effect
Cause and effect relationships may be used to predict phenomena in natural or designed systems.
Stability and Change
Stability might be disturbed either by sudden events or gradual changes that accumulate over time.
Energy and Matter
The transfer of energy can be tracked as energy flows through a designed or natural system.
Patterns
Patterns can be used to identify cause and effect relationships.
Graphs, charts, and images can be used to identify patterns in data.
Scale, proportion and quantity
Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small.
Systems and Systems models
Models can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy, matter, and information flows within systems.
Models are limited in that they only represent certain aspects of the system under study.
Assignment:
Review the activities from Lesson 3 as well as the material below. Reflect on how you would teach this in your class. Post your reflection to your portfolio in "Pedagogy->Module 2" under the heading Lesson 3.
Lesson Objectives
The student will:
- Modify a computer model by adding breeds and setting user-defined traits [LO1]
- Learn CS concepts of user-defined traits and subclasses or breeds [LO2]
- Learn to abstract: find the essential aspects of the modification to include in the model [LO3]
- Practice Pair Programming and Iterative design, implement, test cycle [LO4]
- Run a climate change investigation using the greenhouse gas model [LO5]
- Collect and analyze data to look for patterns [LO6]
- Understand the impact of increased CO2 on global temperature [LO7]
Teaching Summary
Getting Started – 5 minutes
1. Review of the previous day’s lesson and concepts.
Make connection to today’s lesson.
Activity #1: Add CO2 – 20 minutes
2. CS review: code and concepts useful for the modification.
3. Discuss human greenhouse gas emission sources.
4. Identify the modification to include in the model and code them.
5. Testing your model.
Activity #2: Run an experiment to see the effect of the modification – 20 minutes
6. Designing your experiment.
7. Running your experiments.
8. Collecting and analyzing data.
Wrap Up – 5 minutes
9. In the real world, what is the source of most of the CO2 that we as
individuals emit?
10. How can computer models be helpful in understanding climate change?
Assessment Questions
- What aspects of the modification did you decide to include in the model? What aspects did you leave out? Why? [LO3]
- Describe step by step how you would add a small red house to the model located away from the center of the world. [LO1]
- What experiments did you run in the model and what did you learn from them? [LO5], [LO6]
- What coding blocks did you build in the model? Choose one and describe how it works. [LO1]
- Describe how your experimental results are related to the real world and climate change. [LO7]
Earth and Human Activity
MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.
MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
NRC Disciplinary Core Ideas
ESS3.C. Human Impacts on Earth Systems
Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise.
ESS3.D. Global Climate Change
Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth’s mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities.
NRC Disciplinary Core Ideas
ESS3.C. Human Impacts on Earth Systems
Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth’s environments can have different impacts (negative and positive) for different living things. Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise.
ESS3.D. Global Climate Change
Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth’s mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities.
ESS2.D. Weather and Climate
Complex interactions determine local weather patterns and influence climate, including the role of the ocean. [Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns. Because these patterns are so complex, weather can only be predicted probabilistically.]
NRC Scientific and Engineering Practices
Practice 1: Asking questions and defining problems
1A: Ask questions that arise from careful observation of phenomena, models, or unexpected results.
1D: Ask questions to clarify and/or refine a model, an explanation, or an engineering problem.
1E: Ask questions that require sufficient and appropriate empirical evidence to answer.
Practice 2: Developing and using models
2A: Evaluate limitations of a model for a proposed object or tool.
2B: Develop or modify a model—based on evidence – to match what happens if a variable or component of a system is changed.
2C: Use and/or develop a model of simple systems with uncertain and less predictable factors.
2D: Develop and/or revise a model to show the relationships among variables, including those that are not observable but predict observable phenomena.
2E: Develop and/or use a model to predict and/or describe phenomena.
2F: Develop a model to describe unobservable mechanisms.
2G: Develop and/or use a model to generate data to test ideas about phenomena in natural or designed systems, including those representing inputs and outputs, and those at unobservable scales.
Practice 3: Planning and carrying out investigations
3A: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim.
3B: Conduct an investigation and/or evaluate and/or revise the experimental design to produce data to serve as the basis for evidence that meet the goals of the investigation.
Practice 4: Analyzing and interpreting data
4A: Construct, analyze, and/or interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships.
4B: Use graphical displays (e.g., maps, charts, graphs, and/or tables) of large data sets to identify temporal and spatial relationships.
4F: Consider limitations of data analysis (e.g., measurement error), and/or seek to improve precision and accuracy of data with better technological tools and methods (e.g., multiple trials).
Practice 5. Using Mathematics and Computational Thinking
5A: Use digital tools (e.g., computers) to analyze very large data sets for patterns and trends.
5B: Use mathematical representations to describe and/or support scientific conclusions and design solutions.
5C: Create algorithms (a series of ordered steps) to solve a problem.
5D: Apply mathematical concepts and/or processes (e.g., ratio, rate, percent, basic operations, simple algebra) to scientific and engineering questions and problems.
Practice 6. Constructing Explanations and Designing Solutions
6E: Apply scientific reasoning to show why the data or evidence is adequate for the explanation or conclusion.
6F: Apply scientific ideas or principles to design, construct, and/or test a design of an object, tool, process or system.
Practice 7: Engaging in argument from evidence
7C: Construct, use, and/or present an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem.
Practice 8. Obtaining, evaluating and communicating information
Communicate scientific and/or technical information (e.g. about a proposed object, tool, process, system) in writing and/or through oral presentations.
NRC Crosscutting Concepts
Cause and Effect
Cause and effect relationships may be used to predict phenomena in natural or designed systems.
Stability and Change
Stability might be disturbed either by sudden events or gradual changes that accumulate over time.
Energy and Matter
The transfer of energy can be tracked as energy flows through a designed or natural system.
Patterns
Patterns can be used to identify cause and effect relationships.
Graphs, charts, and images can be used to identify patterns in data.
Scale, proportion and quantity
Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small.
Systems and Systems models
Models can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy, matter, and information flows within systems.
Models are limited in that they only represent certain aspects of the system under study.
CSTA K-12 Computer Science Standards
|
CT |
Abstraction |
2-12 |
Use abstraction to decompose a problem into sub problems. |
|
CT |
Abstraction |
3A-9 |
Discuss the value of abstraction to manage problem complexity. |
|
CT |
Abstraction |
3B-10 |
Decompose a problem by defining new functions and classes. |
|
CT |
Algorithms |
2-4 |
Evaluate ways that different algorithms may be used to solve the same problem. |
|
CT |
Modeling & simulation |
1:6-4 |
Describe how a simulation can be used to solve a problem. |
|
CT |
Modeling & simulation |
2-11 |
Analyze the degree to which a computer model accurately represents the real world. |
|
CT |
Modeling & simulation |
2-9 |
Interact with content-specific models and simulations to support learning and research. |
|
CT |
Modeling & simulation |
3A-8 |
Use modeling and simulation to represent and understand natural phenomena. |
|
CT |
Modeling & simulation |
3A-8 |
Use modeling and simulation to represent and understand phenomena. |
|
CT |
Modeling & simulation |
3B-8 |
Use models and simulation to help formulate, refine, and test scientific hypotheses. |
|
CT |
Modeling & simulation |
3B-9 |
Analyze data and identify patterns through modeling and simulation. |
|
CPP |
Programming |
2-5 |
Implement a problem solution in a programming environment using looping behavior, conditional statements, logic, expressions, variables and functions. |
|
CPP |
Programming |
3A-3 |
Use various debugging and testing methods to ensure program correctness. |
|
CPP |
Programming |
3A-4 |
Apply analysis, design and implementation techniques to solve problems. |