Lesson Plan:
BIOSPHERE
Objectives & Outcomes
The learners will create a self-sustaining biosphere that will thrive for at least one month.
Materials Needed
- Mason jars with seals and lids
- Clean sand or gravel
- Activated charcoal
- Plants
- Water
- Soil
- Any decorative items that are desired (rocks, moss, etc.)
Procedure
Opening to Lesson
- Begin by telling students that a biosphere is a self-regulating system of ecosystems.
- The Earth can actually be considered a biosphere.
- There are man-made, large scale biospheres as well.
- Discuss why the ability to create a large scale biosphere may be important (colonize areas on other planets, being self-sufficient if something large scale were to occur, etc.)
Body of Lesson
- Explain to students that they are going to create a mini biosphere using a mason jar. The key is to make sure everything is clean and airtight.
- Begin by cleaning a mason jar very well to prevent mold growth. Mold will take over and kill the biosphere. Add a layer of sand or gravel, or a mix, to the bottom of the jar. Aquarium sand works well and is already clean.
- Put about 2 to 4 cm worth in a quart size jar. On top of the sand place a small amount of activated charcoal, 1 to 2 cm is plenty. This will serve as a cleaning agent.
- Next, create a layer of draining soil, something such as cactus soil works well, but any good draining soil will work.
- Next, decorate a bit. Add a small piece of wood or pebbles on top of the layers. Also add a couple of slow growing plants and some moss that can tolerate warm, humid environments. It is optional to add a small bug or two, like a cricket or a worm if desired.
- Finally, add water, enough to saturate your sand, but not flood the biosphere. Seal the cap well and keep a watch on your biosphere. It should be self-sustaining now. Place the biosphere where it can get sunlight, but not direct sunlight or it could overheat.
Closing
- Have students journal daily about the changes taking place in the biosphere and any problems or surprises that may arise.
Assessment & Evaluation
Students will follow directions to create a biosphere that is self-sustaining. The evaluation will be based on the creation of the biosphere and the ability for it to continue to grow and thrive for at least one month.
Modification & Differentiation
Allow students extra time if necessary.
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Assignments:
Write in your journal daily about the changes taking place in the biosphere and any problems or surprises that may arise.
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Lesson Plan:
Ozone Layer
Students will think about how people affect the environment and what they can do to help it and prevent further damage.
 Length of Time: 1-2 Class Periods
Objectives & Outcomes
The learners will realise that their actions can negatively affect their environment. They will understand what and where the ozone layer is and why it is being damaged.
Materials Needed
- computer with internet/projector
- notebooks
- pieces of trash
Procedure
Opening to Lesson
- (During recess/before the lesson collect some trash, some plastic bags, coke cans, sweet packets, etc)
- Throw the trash on the floor, in front of the students.
- Ask them: what they think of this action? Is this an acceptable action to do in class? What would happen if we all threw all our trash on the classroom floor everyday, and never picked any of it up? Do they throw trash on the floor in their own homes, bedrooms? What would happen if their pets were to eat some of the trash, get sick and die? How would they feel?
- Allow the students to think about these questions, and then share with each other their thoughts and feelings.
Body of Lesson
Guided Practice
- Introduce the ozone layer.
- Students will watch a video to understand what this is and how we can damage it: https://www.youtube.com/watch?v=WKrPd-8CJBM.
- In their notebook they will draw the Earth, and then another circle to show where the ozone layer is. Then draw a sun with the sun’s ray heading towards the earth. They need to show how the ozone layer protects the earth from the harmful sun rays.
More Practice
- Show students a video about climate change: https://www.youtube.com/watch?v=wa58h4IJ6Hk
- Play the video once, then play it again pausing every few moments to ask students what is happening? What do those skulls mean? What damage do cars and factories cause to the environment? What’s happening to the thermometer? What changes were done in the end? etc
Writing Activity
- Students will think and write about how their actions can affect someone else’s life, and this includes how animals are affected by trash.
- They must also write about what they can personally do (no matter how big or small the action) to protect the environment and prevent any further damage.
- For example: if we burn wood, or have huge factories, we can destroy the ozone layer on the other side of the world.
- Ask them to think about their own country/city: If someone upstream throws trash into the river- where does that trash end up? Who is ultimately affected?
- If people upstream don’t care about the environment, the trash they throw on the floor or into rivers and ends up at the coast and in the sea. This makes the water that you swim in dirty and disgusting, and destroys the delicate ecosystems.
Closing
- Give students a piece of cardboard.
- Using colored crayons or markers, students will write one short sentence of one action that can be done to help the environment, or one fact relating to how we are destroying our beautiful planet.
- E.g. RECYCLE….REUSE YOUR PLASTIC BAGS….TRASH KILLS ANIMALS
- Place these signs around the classroom, or the school.
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Assignments:
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