What I have really learned from this experience is a different approach to teaching. I am also personally pursuing a more authentic approach to problems in science. There are certainly challenges, specifically surrounding getting kids who don't know much to get excited and focused on challenging real-world real-time science issues. Below is the work I have been doing to engage students in Climate Change. Much of what is below is based on American Museum Natural History course on climate change (or at least what I can find out about their content without taking the course). I have added many links that will allow students to look at data, graphs, personal accounts to make their own conclusions surrounding climate change.
INTRO IDEAS
The images- excellent images that show cause/effect on the impact of climate http://climate.nasa.gov/
NSTA Resources http://www.nsta.org/climate/
Nov 6
DAY 1: How Does Climate Work?
The course begins with an introduction to the concept of climate as a dynamic Earth system. We will discuss
atmospheric and ocean circulation, which determines how heat is transferred across the globe. We then explore the concept of energy balance — how much of the Sun’s energy reaches the Earth, is absorbed, and is reflected back into space – and the greenhouse effect. Case study is about Curtis Ebbesmeyer, an
oceanographer who uses “flotsametrics” and a network of beachcombers worldwide to trace the paths of ocean currents.
Expectations
• Explore the concept of energy balance and the greenhouse effect. Diagram greenhouse effect - build model - think shoe box and saran wrap. DRAW this.
• Analyze circulation in the atmosphere and ocean. - use balloons to show how air flows / plastic tank to show how temperature changes move water
• Reflect on one scientist’s work with ocean circulation. http://www.youtube.com/watch?v=LPC54qXiZcU (29minutes) could we watch this in CORE?
Nov 10
Day 2
http://www.amnh.org/learn/ocean/Resource2
What causes climates to change?
Include volcanic eruptions, long-lasting greenhouse gases, orbital variations, solar inconsistancies
Nov 12
DAY 3: How Does the Climate System Respond to Input?
The response of the climate system to changes in radiative forcing will be discussed this week. Also, we
review how the carbon cycle works and its fundamental role in the climate system as well as the key role of
feedbacks in the climate system. A case study presents Gretchen Hofmann’s work on the effects of changing
ocean chemistry on ocean life.
Expectations
• Discover the complexity of the climate response to changes in radiative forcing.
• Understand the workings of the carbon cycle and its role in climate change.
• Identify important feedbacks.
• Learn about one scientist’s study of ocean acidification and marine calcifiers.http://mcr.lternet.edu/
https://www.eemb.ucsb.edu/people/faculty/hofmann
http://www.youtube.com/watch?v=X6IoLS8m5Eg
http://www.youtube.com/watch?v=SisXxYYUFzc This is on ocean acidification - this might be the best option
Nov 14
DAY 4: How Do We Bring Together Modeling, Theory, and Observation to Understand Cause and
Effect?
This week we examine the utility of numerical models in investigating how the climate system works and how it
will respond to continued greenhouse gas buildup. We will learn how models are constructed, their inherent
reliability, and key factors affecting reliability. Additionally, we will examine how models can help identify the
specific forces that caused recent climate change (attribution). A case study describes how meteorologist Alan
Robock investigates the effects of volcanic eruptions on the climate system.
Expectations
• Understand the character of climate models and how they are constructed.
• Explore how climate models are used to gain insight into both how the climate system works and what
the future may hold.
• Examine how scientists attribute changes in climate to particular forcing factors. http://www.youtube.com/watch?v=2zBUfyab_30
• Consider the importance of both observation and models in understanding the climate system and how
they feed off of each other.
Nov 18
DAY 5: What Can We Learn From the Past? Paleoclimate - http://www.smithsonianeducation.org/educators/lesson_plans/climate_change/
Variations in past climates are held in ocean and lake sediment cores, ice cores, corals, tree rings, and other
geologic records. We will learn how past climate informs us about how the present climate system works,
including the sensitivity of climate to changes in radiative balance.
Expectations
• Explain the concept of climate sensitivity.
• Consider the myriad of ways in which past climate informs us about present-day climate change.
• Discover how ice cores are used to decipher past climate. http://climatechange.umaine.edu/icecores/IceCore/Ice_Core_101.html
http://www.nhm.ac.uk/nature-online/environmental-change/measuring-climate-change/ice-cores/
http://www.youtube.com/watch?v=8BgD9xul16g illustrated
Nov 20
DAY 6: What are the Potential Consequences, Risks, and Uncertainties of Climate Change?
Some of the potential consequences of climate change, such as sea level rise and disruption of the global food
supply that could have major negative impacts on humanity are examined this week. We will discuss the
uncertainties in how the future may unfold, the important concept of risk as a means of dealing with uncertainty,
and the different levels of risk associated with different consequences.
Expectations
• Understand some of the potentially serious consequences of climate change.
http://www.amnh.org/learn/climate/Resource14
• Explore the uncertainties associated with these and other consequences.
• Examine the concept of risk and the interplay of probability and severity of impact in determining risk.
• Consider the work of a climate scientist advocating for action to combat the effects of climate change.
.
THE FINAL STEPS ARE TO UNDERTAKE A JOINT HUMANITIES / SCIENCE CLIMATE SUMMIT
Here is the CLIMATE SUMMIT plan.
INTRO IDEAS
The images- excellent images that show cause/effect on the impact of climate http://climate.nasa.gov/
NSTA Resources http://www.nsta.org/climate/
Nov 6
DAY 1: How Does Climate Work?
The course begins with an introduction to the concept of climate as a dynamic Earth system. We will discuss
atmospheric and ocean circulation, which determines how heat is transferred across the globe. We then explore the concept of energy balance — how much of the Sun’s energy reaches the Earth, is absorbed, and is reflected back into space – and the greenhouse effect. Case study is about Curtis Ebbesmeyer, an
oceanographer who uses “flotsametrics” and a network of beachcombers worldwide to trace the paths of ocean currents.
Expectations
• Explore the concept of energy balance and the greenhouse effect. Diagram greenhouse effect - build model - think shoe box and saran wrap. DRAW this.
• Analyze circulation in the atmosphere and ocean. - use balloons to show how air flows / plastic tank to show how temperature changes move water
• Reflect on one scientist’s work with ocean circulation. http://www.youtube.com/watch?v=LPC54qXiZcU (29minutes) could we watch this in CORE?
- Watch the trash vortex -
Nov 10
Day 2
http://www.amnh.org/learn/ocean/Resource2
What causes climates to change?
Include volcanic eruptions, long-lasting greenhouse gases, orbital variations, solar inconsistancies
Nov 12
DAY 3: How Does the Climate System Respond to Input?
The response of the climate system to changes in radiative forcing will be discussed this week. Also, we
review how the carbon cycle works and its fundamental role in the climate system as well as the key role of
feedbacks in the climate system. A case study presents Gretchen Hofmann’s work on the effects of changing
ocean chemistry on ocean life.
Expectations
• Discover the complexity of the climate response to changes in radiative forcing.
• Understand the workings of the carbon cycle and its role in climate change.
• Identify important feedbacks.
• Learn about one scientist’s study of ocean acidification and marine calcifiers.http://mcr.lternet.edu/
https://www.eemb.ucsb.edu/people/faculty/hofmann
http://www.youtube.com/watch?v=X6IoLS8m5Eg
http://www.youtube.com/watch?v=SisXxYYUFzc This is on ocean acidification - this might be the best option
Nov 14
DAY 4: How Do We Bring Together Modeling, Theory, and Observation to Understand Cause and
Effect?
This week we examine the utility of numerical models in investigating how the climate system works and how it
will respond to continued greenhouse gas buildup. We will learn how models are constructed, their inherent
reliability, and key factors affecting reliability. Additionally, we will examine how models can help identify the
specific forces that caused recent climate change (attribution). A case study describes how meteorologist Alan
Robock investigates the effects of volcanic eruptions on the climate system.
Expectations
• Understand the character of climate models and how they are constructed.
• Explore how climate models are used to gain insight into both how the climate system works and what
the future may hold.
• Examine how scientists attribute changes in climate to particular forcing factors. http://www.youtube.com/watch?v=2zBUfyab_30
• Consider the importance of both observation and models in understanding the climate system and how
they feed off of each other.
Nov 18
DAY 5: What Can We Learn From the Past? Paleoclimate - http://www.smithsonianeducation.org/educators/lesson_plans/climate_change/
Variations in past climates are held in ocean and lake sediment cores, ice cores, corals, tree rings, and other
geologic records. We will learn how past climate informs us about how the present climate system works,
including the sensitivity of climate to changes in radiative balance.
Expectations
• Explain the concept of climate sensitivity.
• Consider the myriad of ways in which past climate informs us about present-day climate change.
• Discover how ice cores are used to decipher past climate. http://climatechange.umaine.edu/icecores/IceCore/Ice_Core_101.html
http://www.nhm.ac.uk/nature-online/environmental-change/measuring-climate-change/ice-cores/
http://www.youtube.com/watch?v=8BgD9xul16g illustrated
Nov 20
DAY 6: What are the Potential Consequences, Risks, and Uncertainties of Climate Change?
Some of the potential consequences of climate change, such as sea level rise and disruption of the global food
supply that could have major negative impacts on humanity are examined this week. We will discuss the
uncertainties in how the future may unfold, the important concept of risk as a means of dealing with uncertainty,
and the different levels of risk associated with different consequences.
Expectations
• Understand some of the potentially serious consequences of climate change.
http://www.amnh.org/learn/climate/Resource14
• Explore the uncertainties associated with these and other consequences.
• Examine the concept of risk and the interplay of probability and severity of impact in determining risk.
• Consider the work of a climate scientist advocating for action to combat the effects of climate change.
.
THE FINAL STEPS ARE TO UNDERTAKE A JOINT HUMANITIES / SCIENCE CLIMATE SUMMIT
Here is the CLIMATE SUMMIT plan.