Weather Makers - Water vapour and CO2

Australian curriculum content descriptions:

Year 10 Science:

• Global systems, including the carbon cycle, rely on interactions involving the biosphere, lithosphere, hydrosphere and atmosphere (ACSSU189)
• Scientific understanding, including models and theories, are contestable and are refined over time through a process of review by the scientific community (ACSHE191)
• People can use scientific knowledge to evaluate whether they should accept claims, explanations or predictions (ACSHE194)
• Use knowledge of scientific concepts to draw conclusions that are consistent with evidence (ACSIS204)
• Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data (ACSIS205)
• Critically analyse the validity of information in secondary sources and evaluate the approaches used to solve problems (ACSIS206)

General capabilities: Critical and creative thinking.

Cross-curriculum priorities: Sustainability OI.1.

Syllabus Outcomes: SC5-12ES, SC5-13ES, SC5-7WS, SC5-8WS. 

Time required: 60 mins.

Level of teacher scaffolding: Medium – Oversee activity and facilitate discussion

• Internet access, student worksheet.

Each group conducting the experiment will need:

• A glass jar
• A rubber balloon with a wide neck OR a large rubber glove
• Chalk dust
• Digital technology opportunities: Infographic (DIY infographic background information) or animation creation (e.g. Wideo or Animoto), digital sharing capabilities.
• Homework and extension opportunities: Includes opportunities for homework or extension.
• Key reading from We Are the Weather Makers: Chapter 2 – The Great Aerial Ocean
• Further reading from the book: Chapter 14 – Extreme Weather, Chapter 13 – Rainfall, Chapter 4 – Ice Ages and Sunspots

Cool Australia would like to acknowledge:

• Tim Flannery
• David Harding, Rose Iser, Sally Stevens
• Text Publishing and Purves Environmental Fund
• Climate Council