Demystifying the Greenhouse Effect and Albedo

Activity - Classroom

Grades9, 10, 11, 12Earth and Space Sciences, Mathematics

Scientist Reviewed

Provided by MIT Climate Action Through Education

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What it is

In this experiment, students build a model of a greenhouse in order to investigate the greenhouse effect, albedo, and their relationship to climate change.
Students can graph data collected in the experiment to look for relationships and discuss solutions to climate change.

Teaching tips

Positives

This experiment allows students to have a hands-on experience with the greenhouse effect.
The lesson plan provides many teacher tips and an answer key, making it easy to teach.

Prerequisites

The following materials are needed for the experiment:
- Greenhouse template
- Plastic wrap
- Light source (heat lamp)
- Scissors
- Thermometer/temperature probe
- Transparent tape
- Masking tape
- Ruler
- Stopwatch
- Hole puncher
- White and black construction paper (if doing the extension activity about albedo).
The greenhouse template should be printed on heavy gauge paper or cardstock.

Differentiation & Implementation

The lesson plan includes many resources about greenhouse gases that can be used for extension.
The experiment includes a math extension for graphing data, a valuable skill in both math and science.
In order to complete the pre-lab questions, students need to do quite a bit of reading. To scaffold this for students, you can break it up into a jigsaw, substitute videos for some sections of reading, or present some of the sections to the class.
To enhance the conversation about solutions to climate change, this lesson on climate change solutions can be used as a follow-up or extension.

From the scientist review

A lesson plan for teachers to investigate albedo and the greenhouse effect is available in this resource from MIT's Climate Action through Education (CATE) initiative. Teachers' notes, supplies, and necessary technology are all included in the lesson plan. The use of this resource in the classroom is advised.

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At a glance

Grades: 9, 10, 11, 12
Subjects: Earth and Space Sciences, Mathematics
Other types: Articles/Websites, Lesson Plans, Experiments, Podcasts
Format: Google Docs, Google Slides, PDF
Language: English
Location: Earth
Provider: MIT Climate Action Through Education
Authors: Lisa Borgatti
Published: January 18, 2025
Last updated: July 16, 2026
: Reviewed by our climate scientists How we review

Standards alignment · HS-ESS2-A.1. + 22 more

Core

Next Generation Science Standards (NGSS)

HS-ESS2-A.1.Earth’s systems, being dynamic and interacting, cause feedback effects that can increase or decrease the original changes. (HS-ESS2-1) (Note: This Disciplinary Core Idea is also addressed by HS-ESS2-2.)
HS-ESS2-C.The abundance of liquid water on Earth’s surface and its unique combination of physical and chemical properties are central to the planet’s dynamics. These properties include water’s exceptional capacity to absorb, store, and release large amounts of energy, transmit sunlight, expand upon freezing, dissolve and transport materials, and lower the viscosities and melting points of rocks. (HS-ESS2-5)
HS-ESS2-D.1.The foundation for Earth’s global climate systems is the electromagnetic radiation from the sun, as well as its reflection, absorption, storage, and redistribution among the atmosphere, ocean, and land systems, and this energy’s re-radiation into space. (HS-ESS2-2)
HS-ESS3-C.2.Scientists and engineers can make major contributions by developing technologies that produce less pollution and waste and that preclude ecosystem degradation. (HS-ESS3-4)
HS-ESS3-D.1.Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts. (HS-ESS3-5)
HS-ETS1-B.1.When evaluating solutions it is important to take into account a range of constraints including cost, safety, reliability and aesthetics and to consider social, cultural and environmental impacts. (secondary to HS-LS2-7), (secondary to HS-LS4-6)

Maine Climate Education Hub

English Language Arts

R.9-12.5Provide an accurate summary of various texts; determine the central idea(s) or theme(s) and analyze its development throughout each text.
R.9-12.7Interpret words and phrases as they are used in various texts, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Mathematics

HSF.IF.B.4For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship.
HSF.IF.B.5Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.
HSF.IF.C.7Graph functions expressed symbolically as well as show and describe key features of the graph, by hand in simple cases and using technology for more complicated cases.
HSF.LE.A.1Distinguish between situations that can be modeled with linear functions and with exponential functions.
HSF.LE.A.2Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).
HSS.ID.A.1Represent data with plots on the real number line (dot plots, histograms, and box plots).
HSS.ID.B.6Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.
HSS.ID.C.7Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.
HSS.ID.C.8Compute (using technology) and interpret the correlation coefficient of a linear fit.
HSS.ID.C.9Distinguish between correlation and causation.
HSS.IC.B.6Evaluate reports based on data.

Science and Engineering

HS-ESS2-2Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systems.
HS-ESS2-4Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.
HS-ESS3-4Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
HS-ESS3-5Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth’s systems.

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