getting students to care about climate change 1.27.2012 anjee conference- dan gross
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Dan Gross: Valleyview Middle School, Denville
Centenary College
Educator, Trainer, Program Manager, Sustainable
Consultant
dgross242@live.com
how to teach your students about climate change
help students discover how climate change will affect us
Introductions
How to introduce Climate Change?
Getting Students to Care:
Hands on Demonstrations
Town Debate/Role Play
PBLs: Putting the Puzzle Together
Multimedia applications
Telling the Story: Cause, Effects, Action
Infusing Climate Change throughout the curriculum
Photoshop- 20% from deforestation
Introductions:
Networking: Making connections now
and after the presentation
Please share with us your:
1. Name
2. Current Job
3. Best idea for incorporating
climate change education
4. Need you have that you want
fulfilled by this presentation
How to Introduce Climate
Change?
Most important:
It is not controversial in
the scientific
community, so don’t
make it debatable in
class. Ex. Evolution, Electoral College, Civil Rights in the 60’s
John Stewart
"A
lie can
travel h
alfw
ay a
rou
nd
the w
orld
wh
ile the tru
th is p
uttin
g o
n its sh
oes."
Mark
Tw
ain
What are the chances? 1. Odds of bowling a 300 game
2. Odds of being an astronaut
3. Odds that a person between the age of 18 and 29 does NOT read a newspaper regularly
4. Odds of injury from mowing the lawn
5. Odds of being struck by lightning
6. Odds of being born a twin in North America
7. Odds of a meteor landing on your house
8. Chance of dying from a shark attack
9. Chance of suffering from asthma or allergy diseases
10. What are the odds that climate change is real?
1. 11,500 to 1
2. 13,200,000 to 1
3. 3 to 1
4. 3,623 to 1
5. 576,000 to 1
6. 90 to 1
7. 182,138,880,000,000 to 1
8. 1 in 300,000,000
9. 1 in 6
10. 1 in 1
Proof Order1. Share proof: explain cards
a. Who cares? Statistic
b. What does the graph mean?
c. How does the picture connect?
2. Comparisons: sea, land, air
3. Find one other person you are connected to
Find someone else you are connected to
4. Most convincing proof to least convincing
5. Introduction to project: Why I Care About Climate Change?
6. Other ideas for categories
Proof of Climate Change:
Categories
1. Atmosphere
2. Water
3. Biotic: effect on living species
4. Abiotic: effect on non-living parts of land
1. Temperature, CO2
2. glaciers, drought
3. Increased endangered species,
migration
Could do all sheets as graphs and move into
graph activity.
Could do all activities as maps. Prezi the maps.
Resources for Proof
NASA- Vital Signs= Amazing
NASA connecting graphs to maps
Extreme Ice Survey- full video 50 minutes
Human Graph1. Think of an H-R Diagram in Astronomy
a. Tells where the star is in its lifecycle
b. Tells Stars Temperature
c. Tells the stars classification
2. We need to tell the same story by putting together graphs
a. Use string to put together graphs
b. put a human face on each part of the graph with cards
c. Have students try to compare graphs on top of
each other with transparencies and draw
conclusions
Group graphsHelpful for explaining an increase in extreme
weather events.
- hottest years on record
- $ paid by insurance in US
- number of 100 year floods
- number of hurricanes
- number of cyclones
All you need:
notecards
post-its
pins
Layers Graphs
GIS- Geographic Information System
CO2 and Temperature graphs
Permafrost melt and methane release
Ocean Rising and Melting Glaciers
Power Point on HS or college GIS and climate
change
Role Play
Town Debate: Intro video- columbia river
basin Environmentalist/
Lorax Small Business Large Business Local Gov’t Large Gov’t DEP Scientist
Eco-Drama/Skits Great lesson
Situations for role play
- Climate change isn’t real
- We can wait on acting to halt climate change
- Why should I sacrifice for climate change when others are contributing more to the problem
need to write:
- play
- psa
- viral video script
- smart phone app/game
PBL’s- Problem
Based Learning
Background- Medical
Schools
Many ideas and options
in this Global Warming
PBL
Rubric and project packet
Example of a Survey
Excel Spreadsheet
Making a Graph
Final Reflection
Sharing- Go over Ratings!!!
Web References for Project
Sustainable Solutions Survey
Include Climate Change in Traditional
Science Projects
• Biome Project
•Endangered Species
Multimedia Applications
Simulations of effects of
climate change in the
future
Reality of effects of
climate change today
High School level game
on effects of climate
change crossing
boarders
Climate Change Web
Quest
Glencoe- textbook co.
Web quest includes
math
There are so many of
these… just search
“climate change
webquest”
Web 2.0
www.Tagxedo.com http://prezi.com/
Search existing presentations:
What a young person can do?
Make an interactive prezi for the whole
class:
Add an idea
My 20 minute climate change teaching
strategy for my college class.
These Slides have the
word college in the
bottom corner.
College
Key Understanding:
Climate Change…not…Weather
Change
Simpsons introduction:
Weather: Daily fluctuations
Climate: Long-Term Patterns
Climate Change – What is it?
Climate: long-term
Weather: short term
Blue and green= lots of ozone
Ozone hole is different than
Climate change
College
What influences climate: Ocean
circulation
Ocean circulation: ocean water exchanges
tremendous amounts of heat with the atmosphere
Thermohaline circulation: a worldwide current
system
Warmer, fresher water moves along the surface and
carries heat to Europe
College
What happens if ocean current change? rapid climate change… Why?
If Greenland’s ice melts,
freshwater runoff would dilute surface waters=
making them less dense = stop flow of current
Extreme Ice (click on video, takeaway and shrinking)
Data suggest thermohaline circulation is slowing.
College
Human impact causing shorter-
term, more pronounced climate change More GHG/Greenhouse gases= more absorbtion of infrared radiation
What absorbs radiation in the atmosphere: Water vapor, ozone, carbon
dioxide, nitrous
oxide, methane, chlorofluorocarbons (CFCs)
CO2
Methane 4x more powerful that CO2
CFCs → HCFC (12,000 more potent than CO2)
Largest source of:
CO2:
Methane:
College
Evidence: Step 1 …. Carbon increasing
Carbon dioxide=primary concern
The atmosphere’s concentrations of CO2 are now at their
highest level in over 800,000 years.
College
Evidence: Step 2… Temperature increase average surface temperatures rising since 1906, mostly in
the last few decades.
At the end of the 21st century, temperatures will be 3.2-7.2
F higher than today.
11 of last 12 years were the warmest on record
College
Evidence: Step 3…Precipitation is
changing
Biomes are based on water and temperature and
water is changing
Droughts and floods = more frequent and severe
Future precipitation
•High latitudes = increased precipitation
•Low and middle latitudes = decreased
precipitation = water shortages in developing
countries
College
Evidence: Step 3… migration and feeding disturbed
Timing of migration and feeding
Spatial shifts in the range of organisms (towards poles and
up)
20-30% of all species will be threatened with extinction
Random Crazy bird mating dance
Winter grounds stay the same but summer grounds are on
average 250 miles further
College
Evidence: Step 4
Melting snow and ice
Mountaintop glaciers are
disappearing
In Glacier National Park, only
27 of 150 glaciers remain but
will be gone by 2030.
Reducing summertime water
supplies
The Arctic and Greenland ice
sheets are rapidly melting.
In Antarctica, ice shelves the
size of Rhode Island have
disintegrated.
As ice melts, darker, less-
reflective surfaces are exposed
and absorb more
sunlight, causing more melting.Ice loss 1996-2006College
Evidence: Step 5… Oceans rising
•IPCC predicts mean sea level to be 7-23 in higher
• today’s at the end of the 21st century.College
Not only is there Climate Change, but it
continues to increase faster… Why?
Using fossil fuels in homes, factories, and automobiles
We are losing carbon sinks:
Deforestation
Ocean absorption: the ocean holds 50 times more carbon than the
atmosphere and absorbs it from the atmosphere
Warmer oceans absorb less CO2
What’s missing?
College
U.S. Global Change Research Program
(2008)
Which 2 do you
think will have
the greatest
effect on non-
human parts of
the biotic
community?
College
Externalities: from Climate change affects
economics and health
Economics: the costs will outweigh benefits
Widen the gap between rich and poor
Could cost 5-20% of GDP by 2200
Poor nations will lose more than rich ones.
Investing 1% of GDP now could help us avoid these
costs.
College
Externalities/Costs:
from Climate change
Forestry:
Increased insect and disease outbreaks
Invasive species
Forest fires (especially in rainforests)
Agriculture:
Droughts, floods,
Decreased yields, worsened hunger
College
Climate Change will lead to loss of species… Why should
we care?
North East possible Effects
http://www.climatechoices.org/ne/impacts_regional/regio
nal-impacts.html
Graphic of how hot it could get with two different emissions
scenarios
don't skip this one
College
Solutions: 2 types Mitigation: reduce greenhouse gas emissions
Renewable energy, efficiency, farm practices to protect
soil integrity, preventing deforestation
Adaptation: accept climate change is happening and
pursue strategies to minimize its impacts
Uses technology and engineering, adjusting farming to
cope with droughts, etc.
Criticized as sidestepping
Both are necessary
Similar to toxics: innocent until proven guilty or precautionary principle
College
Solutions: 1st attempt… international
treaty
The Kyoto Protocol mandates that, between 2008-2012, signatory nations must reduce emissions of six greenhouse gases to levels below those of 1990.
This treaty took effect in 2005, after Russia became the 127th nation to ratify it.
College
Who will lead by example?
The United States will not ratify the Kyoto Protocol.
Does not require developing countries to decrease
emissions (China and India).
State Governments 850 Mayors agreed to pursue policies to “meet or beat”
Kyoto Protocol guidelines California wants to cut GHG 25% by the year 2020. 10 northeastern states set up a cap-and-trade program
for carbon emissions from power plants (including NJ)
Copenhagen- keeping temperature rises to no more than 2C
- does not contain commitments to emissions reductions College
Solutions: so what should we do? Most reductions can be achieved using current technology.
To eliminate 15 billion tons of carbon/year by 2050:
Double fuel economy and halve miles driven
Maximize building efficiency
Double efficiency of coal power plants, but switch to natural
gas
Capture and store carbon from coal, hydrogen, and synfuel
plants
Increase wind, solar, geothermal other renewables
Stop deforestation, reforest, and conserve croplands
Achieving these would stabilize our emissions.
College
Solutions: How do we reduce
emissions
Permit trading programs
Polluters choose how to best reduce their emissions
Carbon offsets
Not well regulated ex. continental
Carbon tax
A cap and trade emissions trading program
Each emissions source gets one permit.
The source can buy or sell permits.
Penalties
Market with a middle man
Which do you like the most?
College
Climate change quiz
Skeptics climate change quiz
Global warming game- groups of
3 (nation game… challenging and 10 minutes)
College
Infusing Climate Change throughout
the curriculum
Social Studies
Jared Diamond
Collapse
Connecting
poverty, access to fresh
drinking water and
sanitation, and climate
change
Language Arts
Faction stories
Letter to grandkids
Positive and Negative
Math
Migration of birds vs.
prey coming out from
winter graphs
Footprints and other
calculators Art
Further resources
Amazing graphs and maps that are great for comparison:
Action: 350.org
Webquest: CLEAN
Free Curriculum: Facing the Future Cool California National Wildlife Federation
Free presenter ACE- They are great!!!
• Likely Scenerios reference map- National Geographic
• NASA Quiz
• 1 week Climate Change lesson
• Climate Change 101- 1 day lesson
Climate Change basics-reading and directed questions
TED presenter: high schooler Averting Climate Crisis- Al
Gore
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