A
Today’s temperature in one town.
Follow the warming chain
Autumn 2 · Week 4 · 40 minutes
Learning intention
I can link a cause of global warming to an effect and a useful action.
Success criteria
- Trace sunlight and outgoing infrared.
- Link extra greenhouse gas to warming.
- Choose an action and explain how it reduces impact.
Use Next to begin. Ask for word help or your usual support when needed.
Energy and time
Three checks, then a link.
What gives Earth energy?
Does a warm surface give out energy?
Is one cold day the same as a long climate record?
How could gases change the energy leaving Earth?
Teaching diagram; not to scale.
Cold today, warmer climate?
A coat is needed today. What evidence could show a climate trend?
Compare the time covered by each record.
Choose the one that can show a long pattern.
Keep today’s weather as a real observation.
B
Many years of measurements from across the world.
Which record is more useful for a global climate trend?
Trace energy, not a lid
Earth’s surface warms in sunlight.
The warm surface sends out infrared.
Greenhouse gases absorb some of it.
They send infrared out in all directions.
Some returns towards the surface. Some still leaves to space.
Simplified energy routes. Arrow width and gas-dot count are not measured amounts.
Change one part of the chain
Compare the three scenario cards.
Choose a scenario.
Read what changes and what does not.
Choose the energy explanation.
Choose a likely effect, then check.
1 · Cause
Burning coal, oil and gas adds carbon dioxide.
2 · Energy route
Extra greenhouse gas absorbs and re-emits more outgoing infrared. At first, less energy escapes overall.
3 · Warming
Energy builds up. The global average temperature rises until energy flows balance again.
4 · Effects
Warming can melt land ice and increase the risk of heat extremes.
Paper or spoken route
Use the printed energy diagram and four cause-chain cards. Order the cards, explain each link, then use independent Record A to propose evidence for a reduced-emissions action.
More gas changes the balance
Burning fossil fuels adds carbon dioxide.
More greenhouse gas changes outgoing energy flow.
At first, less energy escapes overall.
Earth’s average temperature rises.
It warms until energy in and out balance again.
Extra dots mark increased greenhouse gas in a simplified model. No quantity or timescale is predicted.
Action needs a cause link
A centre changes its heating controls.
Avoid heating rooms that are empty.
Check that used rooms stay suitable.
Using less fossil fuel can reduce added carbon dioxide.
That helps limit further warming.
Action with a link
Use less unnecessary fossil-fuel energy → less added carbon dioxide.
Claim to repair
One switched-off light removes all greenhouse gas.
Which claim is careful?
Use three new records
Explain the science behind each record.
A: explain how the plan could reduce impact. Name evidence needed.
B: link warming, land ice and sea level.
C: repair the cold-day claim.
Include one energy link in your explanation.
Record A · Heating plan
A fictional centre leaves heating on in empty rooms. Staff propose a timer and temperature checks. This is a plan, not measured results.
Record B · Land ice
Warming increases melting of glaciers and ice sheets. Water from melting land ice adds to the ocean. Adapted factual explanation from the Met Office.
Record C · Cold Tuesday
One town has a cold Tuesday. A pupil says: “Global warming has stopped.” This is a fictional claim to check.
Supported
Use A and B first. Order cause → more gas → energy change → warming → effect. Speak one action link.
Use one card at a time. Say it, point, or ask an adult to write your exact words.
Standard
Explain A, B and C. Include the energy change, an effect and evidence needed for the action.
Use the evidence first. Try your last answer without a sentence frame.
Stretch
Explain why lower added emissions do not mean instant global cooling. Plan the evidence needed to compare a predicted saving with a later measured outcome.
Explain what the evidence can and cannot show.
No name is needed. Save your written notes before closing or reloading.
Say the chain
Choose one cause, effect and action.
Join them with “because”.
Include the energy change.
State one thing the model cannot predict.
Lundy Loop
Choose how to share. Your adult will listen and say what happens next.
Lesson complete
Show one thing you learned.
Tell your adult what helped or what needs another look.
Save any written notes you want to keep. Your teacher will agree the next step.
Use Print for pupil sheets or Back to revisit a stage.