Objectives
- Students will analyze data collected from “real world” research taking place in Baltimore, MD to identify patterns, trends, and investigative questions.
- Students will understand relationships between urban activities, stream gas concentrations, and critical zone processes.
- Students will develop and communicate scientific claims citing evidence identified during data analysis and the scientific principles that connect the evidence and claims.
Overview
Lesson Summary
In this lesson, students analyze greenhouse gas concentrations in Dead Run, an urban stream in Baltimore, MD, to investigate the relationships between urban activities, stream chemistry, and critical zone processes. Through data analysis, discussion, and local connections, students develop claims supported by evidence and scientific reasoning. The lesson emphasizes real-world environmental challenges, particularly how human activities influence greenhouse gas emissions in freshwater systems.
Lesson Structure
Engagement & Brainstorming (15 min)
Students explore how urbanization affects streams.
Compare water samples or images to consider invisible pollutants (e.g., dissolved gases).
Data Analysis (45 min)
Students examine concentrations of CO₂, CH₄, N₂O, and N₂:Ar ratios in Dead Run using pre-made figures or CODAP.
Identify patterns, trends, and generate investigative questions.
Supporting Science (30 min)
Students explore biogeochemical cycles and urban impacts through readings, discussion, or a mini-lecture.
Deeper Analysis & Claims (30 min)
Groups use additional resources to explain trends in the data.
Develop scientific claims using a claim-evidence-reasoning (CER) framework.
Local Connections (30 min)
Students analyze a local watershed map to hypothesize how urbanization impacts their own community’s streams.
Consensus Building & Conclusion (30 min)
Students synthesize findings through group discussions, refining shared conclusions about urbanization and greenhouse gas emissions in freshwater systems.
Key Student Outcomes
Analyze and interpret real-world data on greenhouse gases in an urban watershed.
Explain how urban activities impact critical zone processes and stream chemistry.
Develop scientific claims supported by evidence and reasoning.
Apply their learning to local watersheds, designing potential investigations.
Recommended Prior Learning
Introduction to the Critical Zone - UCZ Lesson
Familiarity with biogeochemical cycles (carbon, nitrogen)
Basic data analysis skills using graphs and datasets
Materials
- Slide Deck
- Student Handout
- Supporting the Science reading
- Original text
- Leveled text (9th grade)
- Digital Question Observation Board (QOB - optional resource)
- Dead Run maps
- Local watershed map*
- Internet capable device
*Instructor will need to supply this resource for their students
Procedure
Please view the Teacher Guide included in this lesson's digital resources for intensive instructions for any teacher who wishes to implement “Greenhouse Gases in Dead Run” with their students. We welcome feedback and insights following implementation. If you would like to share your experience with “Greenhouse Gases in Dead Run,” please complete this Feedback Form (https://bit.ly/4hw7Jks). We hope you enjoy using “Greenhouse Gases in Dead Run” with your students!
Resources
Lesson Files
Additional Resources
The following links will take you to the original Google Document lesson resources, with view-only permissions. In order to make edits, you will need to make your own copy of the resources. Click "File" >> "Make a copy" for any resources to which you wish to make modifications.