Learning to Give, Philanthropy education resources that teach giving and civic engagement

Causes, Effects, Solutions
Lesson 2
Academic Standards
Philanthropy Framework


The purpose of this lesson is to explore the causes and effects of global warming and to discuss possible solutions.


Two 45 minute periods


The learner will:

  • identify three greenhouse gases.
  • identify two causes of global warming.
  • identify two effects of global warming.
  • identify four possible solutions to global warming.
  • conduct a “green audit” of his/her household. (see Attachment One)
  • list three changes that can be made within the household to help combat global warming. (see Attachment One)


  • Computers with internet access. If computer access is not available for students, the teacher can print and distribute the information to the students.
  • Four pieces of chart paper. Write one of the following questions on each piece of chart paper. Display the questions in the room.
    1. What are the causes of global warming?
    2. What are the effects of global warming?
    3. What are some things we can do to stop global warming?
    4. President Bush did not sign the Kyoto Protocol because he believes it will hurt the U.S. economy. Share your thoughts on his actions.

Teacher Note:  This web site will give the teacher background information on the Kyoto Protocol http://en.wikipedia.org/wiki/Kyoto_protocol  

  • A different colored marker per group of three learners
  • Tape
  • A copy of How Green is Your Home? for every learner (see Attachment One)
Handout 1
How Green Is Your Home?

Instructional Procedure(s):

Day One
Anticipatory Set:
Briefly review the Greenhouse Effect and global warming. Pose the following questions to the learners and briefly discuss possible answers. What advantages/disadvantages would there be to the Earth’s temperatures rising?  Would you like the Earth to be hotter? Why or why not?

  • Form groups of three students each. Explain to the students that they will be researching the questions displayed on the chart paper. Review the questions with the class. Ask the groups to research information to answer the four questions posted on the chart paper.
  • Have students conduct research online. Some resources include the Environmental Protection Agency http://www.epa.gov/globalwarming/kids/ and the Time for Kids website http://www.timeforkids.com/ (search for global warming, Earth Day, or environment). Or, distribute print information about global warming for the students to use to complete the research.

Day Two
Anticipatory Set:
Tell students that they will be participating in a "Gallery Walk". Go over the procedures:

Each group must use a different colored marker. 
Answers should not repeat.
All members of the group should have the opportunity to write on a chart.

  • Display each piece of chart paper around the room.
  • In their research groups of three students, have the groups rotate around the room writing the responses to each question on the chart paper.
  • After all the writing is completed, ask the students to rotate to the charts one more time to read all the information that has been contributed by each group.
  • As a whole class, discuss/review each chart’s contents. Add additional information as needed.
  • Distribute a copy of the homework assignment (see Attachment One) to each learner.


Group answers (written in different colored markers) on the chart paper will be assessed along with the learners’ participation in the discussion. 

School/Home Connection:

Learners and parents will conduct a “green audit” of their household and list three things they can do to help combat global warming.

Cross-Curriculum Extensions:

Learners can watch the movie An Inconvenient Truth.

Bibliographical References:

Lesson Developed By:

Jill D. Somrak
Durango School District 9-R
Needham Elementary School
Durango, Colorado 81301

Amy Peters
Mona Shores Public Schools
Lincoln Park Elementary
Muskegon, MI 49441


Handout 1Print Handout 1

How Green Is Your Home?

Directions: With your family review each item and put a check mark next to the ones that accurately describe your family.

__ Our family uses cloth bags at the grocery store.

__ Our family recycles aluminum cans, paper, plastic, and glass.

__  Our family has installed low flow shower heads.

__ Our family takes short showers and/or showers every few days instead of every day.

__  Our family buys appliances that have the “Energy Star” symbol.

__ Our family uses energy-efficient light bulbs.

__ Our family repairs leaky faucets quickly.

__ Our family has insulated the hot water heater or has a tankless hot water heater.

__ Our family car gets frequent tune-ups.

__ Our family car has radial tires that get better mileage.

__ Our family walks or bikes to school/work.

__ Our family combines errands in order to save fuel.

__ Our family has installed a water control device in all our toilets.

__ Our family changes the furnace/air conditioner filters regularly.

__ Our family uses solar power.

__ Our family hangs clothes on a clothesline to dry whenever possible.

__ Our family washes all our clothes in cold water.

__ Our family keeps the thermostat no higher than 68 degrees in the winter. We keep it even lower at nighttime and during those times when no one is at home.

__ Our family uses paper towels made from 100% recycled fibers or we use cloth towels instead.

__ Our family refuses to buy products that have a lot of packaging and tries to buy in bulk whenever possible.

 __ Our family turns lights, computers, and other appliances off when they are not being used.

__ Our family has planted several trees in our yard.

How do these activities help work against global warming?

Most of these steps conserve energy.  By purchasing energy-efficient products like refrigerators, light bulbs, and dryers, we can save electricity produced by power plants that spew millions of tons of carbon dioxide into the air. Likewise, keeping the furnace thermostat low and the furnace itself well maintained helps it to use less energy.

By purchasing paper products made from recycled paper we save thousands of trees from being cut down.  Trees are huge consumers of carbon dioxide and play a crucial role in removing greenhouse gases from the air.  Recycling products such as aluminum cans cuts down on the amount of energy needed to make these products from scratch.  Also, less garbage in our landfills create less methane, another greenhouse gas that contributes to global warming.

Directions: List three steps your family pledges to take in order to become “greener”. 




Family Member's Signature ___________________________________________ 


Learner's Signature ___________________________________________________

Philanthropy Framework:


Debbie, Other Quezon City, Philippines9/11/2012 4:01:02 AM

This is a good lesson to develop environmental awareness.

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