ROOF-TOP GARDENS AND CLIMATE CHANGE& THE WORLD

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Samson Stevens
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1 ROOF-TOP GARDENS AND CLIMATE CHANGE& THE WORLD NOTE This lesson is designed to follow Cluster 4: Weather Dynamics. It engages students in researching and presenting the benefits of creating a roof top garden for a school. It highlights local, global, economic, environmental and social impacts. It is also intended to create awareness of a personal action that students can take to make a change in regards to climate change, which, when done by many people, will help to slow down the effects of global warming on people s access to life, liberty and security of persons. GRADE LEVEL: 10 SUBJECT AREA: SCIENCE CURRICULAR OBJECTIVE: S2-0-4d Use various methods for anticipating the impacts of different options. HUMAN RIGHTS OBJECTIVE: Students will demonstrate an understanding of the effect of climate change on universal access to the right to life, liberty and security of persons (Article 3). MATERIALS NEEDED: Included Resources o Roof Top Garden project o Listening Guide to podcast o Photos of roof top gardens in Toronto Podcast or podcast script Large papers with the following labels Climate change- scientific causes Climate change- societal consequences Climate change- economic consequences Climate change- environmental consequences Why Have a Green Roof information (print out both ecological and economical) Grade 10 Science Page 1 of 10

2 ESRI Canada's Garden in the Sky video ACTIVATING 1. Divide the class into four groups. Give each group a paper and give them five minutes to write down as much as they can remember from what they have learned. Display the following phrases if students are stuck: heat transfer, hydrosphere and atmosphere composition, earth s radiation budget, severe weather causes and effects, climate change. (Each of these topics is covered in a previous learning outcome of the unit.) 2. Have someone from each group present their ideas and solicit class input for more. The intent is to review prior learning. 3. Display photos of roof top gardens. What are these? How could this relate to our discussion of climate change? ACQUIRING 1. Watch the ESRI Canada's Garden in the Sky video. 2. Listen to the following podcast and hand out listening guide (included). TICLEMAIN&node_id=2102&content_id=CNBP_023199&use_sec=true&sec_url_var=region1 APPLYING 1. Changing groups around, place students in four groups again. Although each group will be given the same scenario, they will focus their argument differently. 2. Hand out Roof Top Project Sheet. 3. Create a timeline for the project based on how thorough you want them to be and how much class time is available. 4. After students have had time to work on their research and presentation, have students present their information. If desired, the included rubric can be used to assess their work. 5. If possible, arrange for the principal (or school board member, etc.) to come and listen to presentations, ask questions and provide feedback to the students. Grade 10 Science Page 2 of 10

3 ROOF-TOP GARDEN PROJECT Your school is planning to undergo major renovations and repairs to the roof. As a class, you will come up with a presentation on why the school should consider creating a roof top garden rather than going the tradition route. Your audience will be the principal. o Group 1: You will research and present on the causes of climate change. Make sure you have solid arguments showing that climate change is caused by both natural and human causes and can therefore be influenced by human actions o Group 2: You will present on the broad, worldwide impacts of climate change. How does climate change effect farmers who depend on predictable weather patterns to know when to plant crops? How does climate change impact people who experience extreme weather conditions due to climate change? How does climate change impact people s right to life, liberty and freedom? o Group 3: What are the economic consequences (positive and negative) of the proposed roof top garden? o Group 4: What are the environmental impacts (positive and negative) of the proposed roof top garden? Grade 10 Science Page 3 of 10

4 PHOTOS Rooftop Garden MEC Toronto Grade 10 Science Page 4 of 10

5 LISTENING GUIDE PODCAST - GREEN ROOFS 1. How do green roofs help fight global climate change? 2. How does a green roof work? Grade 10 Science Page 5 of 10

6 3. If an urban area with a population of approximately used green roofing, how much carbon dioxide could be captured? 4. What other benefits do you think green roofs could have? Grade 10 Science Page 6 of 10

7 LISTENING GUIDE PODCAST ANSWERSHEET 1. How do Green Roofs help fight global climate change? Reduce carbon dioxide, cut heating and air conditioning costs, absorb storm water 2. How does a green roof work? Photosynthesis releases oxygen and takes out carbon dioxide 3. If an urban area with a population of approximately used green roofing, how much carbon dioxide could be captured? 55 thousand tons 4. What other benefits do you think green roofs could have? Improves life of roofing materials, reduces noise, looks nice, insects and wildlife have access to plants. Grade 10 Science Page 7 of 10

8 PODCAST SCRIPT How would you like to do your part in helping to slow down global warming? If you live in the city and you like fresh veggies, herbs and flowers we have something you re probably going to like to do: plant a garden on your roof. Scientists in Michigan are reporting that Green roofs, those increasingly popular urban rooftops covered with plants, could help fight global climate change. The scientists found that replacing traditional roofing materials with green roofs in an urban area the size of Detroit can dramatically reduce carbon dioxide in the air. From Michigan State University s Department of Horticulture, here is Kristen Getter: These green roofs help in a number of ways. They not only cut heating and air conditioning costs, for example, but retain and detain storm water. We knew that green roofs also absorbed carbon dioxide, a major greenhouse gas that contributes to global warming, but nobody had measured the impact until now. The goal of our research was to evaluate the carbon storage potential of extensive green roofs and how much carbon various plants would collect. The way the process works is through photosynthesis, which removes carbon dioxide from the atmosphere and stores it in the plants. The process occurs in green plants as carbohydrates are synthesized from carbon dioxide and water using light as an energy source. Most forms of photosynthesis release oxygen as a by-product. In their study, Getter and her colleagues measured carbon levels in plant and soil samples collected from 13 green roofs in Michigan and Maryland over a two-year period. They found that green roofing an urban area of about one million people would capture more than 55,000 tons of carbon. She puts this in context: This is equal to eliminating a year s worth of carbon dioxide emitted by 10,000 mid-sized SUVs and trucks. This is an enormous amount of pollution we could take out of the atmosphere. We were surprised what could be accomplished with the green roofs. Besides capturing carbon dioxide and helping with storm water, the greenery also increases the life of roofing materials, improves return on investment compared to traditional roofs, reduces noise as well as air pollution. As a by-product, the green roofs provide a more aesthetically pleasing environment. The beauty of this is that anyone can do it. And today, roof gardens are already popular, so we are optimistic that once people learn how the gardens can help the environment, this kind of urban gardening will spread even faster to cities from coast-to-coast and throughout the world, for that matter. Grade 10 Science Page 8 of 10

9 PRESENTATION RUBRIC: GREEN ROOFS Teacher Name: Student Name: CATEGORY Collaboration with Peers Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together. Usually listens to, shares with, and supports the efforts of others in the group. Does not cause "waves" in the group. Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member. Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member. Score: Preparedness Student is completely prepared and has obviously rehearsed. Student seems pretty prepared but might have needed a couple more rehearsals. The student is somewhat prepared, but it is clear that rehearsal was lacking. Student does not seem at all prepared to present. Score: Listens to Other Presentations Listens intently. Does not make distracting noises or movements. Listens intently but has one distracting noise or movement. Sometimes does not appear to be listening but is not distracting. Sometimes does not appear to be listening and has distracting noises or movements. Score: Content Shows a full understanding of the topic. Shows a good understanding of the topic. Shows a good understanding of parts of the topic. Does not seem to understand the topic very well. Score: TOTAL /25 Grade 10 Science Page 9 of 10

10 RESOURCES Why Have a Green Roof information o Skeptical Science: Getting Skeptical about Global Warming Skepticism o Millennium Development Goals information on climate change o 5%20-low%20res% %20-.pdf#page=54 Manitoba Eco Network o o If you are interested in this issue contact the Manitoba Eco Network youth coordinator and discuss your ideas/concerns. Community Resource Kit Manitoba o en%20website%20map/attachments/gardening%20online.pdf Evergreen o Grade 10 Science Page 10 of 10

Green Roof Field Trip

Green Roof Field Trip Adapted from the rain garden curriculum created by the University of Wisconsin, Madison, Arboretum s Earth Partnership for Schools Grade level: Elementary (K 6); Group size: 12 35; Time needed: 1 to 3