Transpiration and Climate Change (Water Cycle, Deforestation, and Climate Change #2)

In this lesson, students learn about transpiration and how transpiration plays a role in cooling cities that experience extreme heat due to climate change.

Step 1 - Inquire: Students explore the idea of transpiration through a hands-on experiment.

Step 2 - Investigate: Students learn about trees' connection to urban heat islands.

Step 3 - Inspire: Students create a proposal to improve tree equity in their neighborhoods.

Positives

• Students share diverse perspectives and ideas in journal prompts encouraging action.

• Students participate in multiple interactive and hands-on learning activities to engage in kinesthetic, auditory, and visual learning.

Additional Prerequisites

• This is lesson 2 of 4 in our 6th-8th grade Water Cycle, Deforestation, and Climate Change unit.

• Materials required for the lab include the following:

• Three small, thin-leafed plants

• Three small, broad-leafed plants

• Small watering can

• Scale

• Six plastic bags large enough to fit completely around each plant pot

• Masking tape

• Previous student knowledge of the water cycle and climate change will be beneficial for this unit.

• Prior to the lesson, the teacher should post different emotions around the room for the SEL activity during the video on heat islands.

• Teachers should familiarize themselves with the Tree Equity Score resource prior to teaching the lesson. Students might also benefit from definitions of certain terms used in the resource including temperature, canopy cover, and demographics.
  

Differentiation

• Students can complete the demonstration in lab groups.

• Lab groups may be in mixed abilities to aid in understanding.

• Students may use the Emotions Board for vocabulary support as they complete the SEL activity in the Investigate section.
  

• Journal prompts can be used for a whole group discussion if desired.

• The class discussion in the Inquire section can be a writing assignment first to give students time to process and think about their responses.

• The Inspire section may be completed in groups or individually at the discretion of the teacher.

This lesson succinctly explains the effect of climate change on the transpiration process. Transpiration helps to improve microclimate in urban cities and addresses the urban heat island effect. The lesson also draws attention for students to experiment the transpiration process, identify spatial distribution of redlining, evaluate tree equity in their community, and draft concept notes and proposals to seek supports to implement tree planting and restoration of green spaces. All materials have been well-sourced, and this lesson has passed our science credibility process.

Primary Standard

• Next Generation Science Standards (NGSS)
  • ESS2: Earth's Systems
    • MS-ESS2-4 Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity.

Supporting Standards

• Common Core English Language Arts Standards (CCSS.ELA)
  • Writing (K-12)
    • CCSS.ELA-LITERACY.W.6.1 Write arguments to support claims with clear reasons and relevant evidence.
    • CCSS.ELA-LITERACY.W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
    • CCSS.ELA-LITERACY.W.7.1 Write arguments to support claims with clear reasons and relevant evidence.
    • CCSS.ELA-LITERACY.W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
    • CCSS.ELA-LITERACY.W.8.1 Write arguments to support claims with clear reasons and relevant evidence.
    • CCSS.ELA-LITERACY.W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.