Transcript Slide 1

MUSE: Climate Change Unit
Lora Hillerich, 9th Grade. Integrated Science
Campbell County High School
DRIVING QUESTION
How can I use models,
data, and
infographics to
explain that climate
change is real and
affected by human
activity?
Fitting the pieces together
•
•
•
•
•
•
•
What changes climate?
Is it from natural or human causes?
Is it real?
How do we know?
Why should we care?
How sure are scientists?
What next—what can we do?
Climate Change Infographic Project:
Finding the PUZZLE PIECES
TASK:
Create an INFOGRAPHIC using pics,
models, data, graphs and text to explain
one of the signs/symptoms of climate
change, showing that it is real and
affected by human activity..
Climate Change Infographic Project:
Finding the PUZZLE PIECES
Objectives:
– Research science information
– Critically evaluate the credibility of sources and
make sense of ideas from multiple sources
– Use and understand graphics representing
current data
– Use digital technology to effective communicate
scientific information in a simple, visual format
Audience: Classmates, general public
Standards to be taught and assessed:
NGSS
HS-ESS2-4
Use a model to describe how variations in the flow of
energy into and out of Earth’s systems result in
changes in climate. [Clarification Statement: Examples of the causes of climate
change differ by timescale, over 1-10 years: large volcanic eruption, ocean circulation; 10-100s
of years: changes in human activity, ocean circulation, solar output; 10-100s of thousands of
years: changes to Earth's orbit and the orientation of its axis; and 10-100s of millions of years:
long-term changes in atmospheric composition.] [Assessment Boundary: Assessment of the
results of changes in climate is limited to changes in surface temperatures, precipitation
patterns, glacial ice volumes, sea levels, and biosphere distribution.]
HS-ESS3-6
Use a computational representation to illustrate the
relationships among Earth systems and how those
relationships are being modified due to human activity.*
[Clarification Statement: Examples of Earth systems to be considered are
the hydrosphere, atmosphere, cryosphere, geosphere, and/or biosphere. An example of the farreaching impacts from a human activity is how an increase in
atmospheric carbon dioxide results in an increase in photosynthetic biomass on land and an
increase in ocean acidification, with resulting impacts on sea
organism health and marine populations.] [Assessment Boundary: Assessment does not include
running computational representations but is limited to usingthe published results of scientific
computational models.]
UNIT Outline: 5 WEEKS
Benchmark Lessons
How do we decide if a source is credible?
What is Climate Change?
What are the claims/evidence?
What constitutes a valid and reliable claim?
How are models/data used as evidence for climate
change?
What is an infographic and how are they used to
communicate scientific information and evidence?
How do we decide if a source is credible?
Activities:
1. Pre-Assessment/Survey
2. Class Discussion :
Perceptions/Opinions
3. Media Construction of
Global Warming:
Framing the Debate
Video Clip Decoding
-Glenn Beck, Climate of Fear
-Leonardo diCaprio, 11th Hour
Resources:
www.facingthefuture.org
(Climate Change Curriculum 912)
www.projectlooksharp.org
(Media Construction of Global
Warming Curriculum)
What is Climate Change?
Activities:
1. Student Reading:
What Is Climate and How is It
Changing?
2. Lecture/Guided Notes:
-Greenhouse Effect
-Earth system/natural
processes
-Human Activity/Greenhouse
gas emissions
Resources:
www.facingthefuture.org
(Climate Change Curriculum 912)
www.meted.ucar.edu
(COMET Program-University
Corporation for Atmospheric
Research)
What are the claims/evidence?
Activities:
1. Watch Documentary Film: Chasing Ice (Extreme Ice Survey Project)
2. TASK: Research to find the “puzzle pieces” we need to
complete our project.
TOPIC--Search
for Signs and
Symptoms of
climate change.
What
EVIDENCEdata/observations
-are scientists
collecting?
What constitutes a valid and reliable claim?
Activities:
Resources:
Lecture/Guided Notes:
-Validity and Reliability
-What is the “bottom line”
about a claim? To what degree
is it true or false?
-How do we evaluate the
evidence?
http://learning.blogs.nytimes.
com
(The Learning Network-NY
Times “Is that a Fact?”)
http://www.cerias.purdue.ed
u/education/k12/teaching_resources/lesson
s_presentations/SITECREDIBIL
ITY2.pdf
How are models/data used
as evidence for climate change?
Activities:
1. LAB: Graphing CO2
Emissions Trends
2. LAB: Growth Rings as
Indicators of Climate
Resources:
NOAA Mauna Loa DataMonths
Glencoe Science-Science
inquiry Lab Manual
What is an infographic and how are they used
to communicate scientific information and
evidence?
Activities:
1. Lecture/Discussion:
Resources:
The Science Teacher March
2014 :
“Infographics—The
-Using Infographics in the
Good, the Bad, and the Science Classroom
Ugly”
-Science News Infographics
2. Students brainstorm and Examples: Pinterest-Climate
generate criteria for good Change Infographics Board
infographic.
Climate Change Infographic Project:
Finding the PUZZLE PIECES
TASK:
Create an INFOGRAPHIC using pics,
models, data, graphs and text to explain
one of the signs/symptoms of climate
change, showing that it is real and
affected by human activity..
Sub-Driving Questions:
What are ________________________
and how are they used as evidence for
climate change?
How are _____________________
affected by climate change?
Infographic PROJECT RUBRIC
Category
Use of Class Time
Class TIME is used effectively.
Novice
2
Team is frequently off task
during provided time and
does not complete project
during the provided time,
requiring outside work time.
Apprentice
3
Team is off task during
provided time, but manages
to complete project within
time.
Proficient
4
One team member requires
occasional redirection to
completing task.
Task completed during
provided time.
Distinguished
5
4 Graphics-Relevance
Graphics (photos, backgrounds, illustrations,
maps, graphs, etc.) that help to promote an
understanding of your infographic.
14
15
18
20
1 relevant graphic
2 relevant graphics
3 relevant graphics
4 relevant graphics
1 Graphic – Data
1 of 4 graphics must represent statistics/data
relevant to topic
Content
Use words/text boxes to promote an
understanding of your topic (usually, for every
graphic/image you have—you should have a
brief statement to help your audience understand
it!
Design/Quality
Layout and design should have clear
organization, be easy to follow and artistically
pleasing.
Mechanics/Grammar
Capitalization, punctuation, grammar and
spelling are correct
5 Sources Cited
Do not plagiarize! Text should be written in
YOUR words. Include source note under each
graphic that is inserted into document.
Use a minimum of 5 sources.
7
1 data graph; not relevant
9
1 relevant data graph
13
Communicates a minimal
understanding of topic and
does not explain graphics.
8
1 relevant data graph, poor
quality
15
Communicates a basic
understanding of topic and
explain few graphics.
13
Poorly designed, lacks
creativity
15
Acceptably attractive, but
lacks creativity
10
2 or more relevant data
graphics
18
20
Communicates a
Communicates a
competent understanding
thorough
of topic and explains most
understanding of topic
graphics.
and explains all
graphics.
18
20
Attractive, neat and creative Exceptionally attractive,
neat and creative.
7
8
9
10
More than 3 mistakes
10
2-3 mistakes
11
1 mistake
13
No mistakes
15
1-2 sources
3 sources
4 sources
5+ sources
TOTAL SCORE
BOTH students are
focused on getting the
project completed and not
distracting other groups.
Polar bears are
depended on sea ice for
their survival but sea ice
is decreasing due to
climate change.
In 2008, the U.S. Fish and
Wildlife Service listed the
polar bear as a threatened
species under the
Endangered Species Act
polar bears are “likely to
become endangered in
the future.”
Because there is less ice the
polar bears have to swim to
get there food leaving less
energy for reproduction
Climate
change
effects on
ocean
animals
The increasing
temperatures
mean that large
areas of the ocean
that were once
frozen throughout
the year now
become open
water.
Rising temperatures, rising sea levels
and other trends are having an effect on
the world’s sea turtles…
Today there are fewer than 500 right
whales left in the world. These
animals have been protected since
1935 and listed as endangered since
the early 1970s.
Polar bears are affected by reduced sea
ice and loss of its primary food seals
Brittany Bezold
Sea ice is decreasing throughout their
range due to climate change
http://www.bing.com/images/search?q=ice+melting&
&selectedIndex=3
As sea ice is thinning and ice is
disappearing, the female polar
bears are using more energy
trying to find land to amake
den
https://www.google.com/search?q=polar+bear+dens
Polar bears depend
on ice for
their survival.
http://www.neaq.org/conservation_and_research/cli
mate_change/effects_on_ocean_animals.php
 As you can
see by the
graph the arctic sea ice
extent is decreasing
and the polar bears are
losing their home.
http://www.vitalground.org
https://www.google.com
http://www.ibt
imes.com
Polar bears could be called “ice
bears” because they spend most of
their lives wandering on Arctic seaScientists are noticing that less sea ice
Fish and Wildlife Service
ice in search of seals. Polar and
is freezing because our climate is estimates that the polar bear
grizzly bears intersect more often as
warming. Not only is there less ice, population is currently at 20,000
omfras low
the climate warms.
the ice is forming later in the fall andto 25,000 bears, up
winter.
as 5,000
-10,000 bears in the
1950s and 1960s.
Scientists have
determined that loading
the atmosphere with
increasing carbon dioxide
and other heat-trapping
emissions is raising global
temperatures and
triggering heavier
precipitation events.
(http://www.ucsusa.org/news/press
_release/climate-change-heavy-rainflooding-0540.html)
From 1958 to 2007,
the amount of rainfall
in the heaviest 1
percent of storms
increased 31 percent,
on average, in the
Midwest and 20
percent in the
Southeast
http://www.central-vt.com/climate/climate.htm
http://www.central-vt.com/climate/climate.htm
Worldwide, water vapor over
oceans has increased by about
4 percent since 1970
according to the 2007 U.N.
Intergovernmental Panel on
Climate Change report, its
most recent. g global
temperatures and triggering
heavier precipitation events.
The graphs show that
the average snowfall andhttp://blog.mlive.com/grpress_extra/2008/1
2/photo_gallery_rain_snow_melt_c.html
rainfall amounts are
http://blog.mlive.com/grpress_extra
rising.
/2008/12/photo_gallery_rain_snow_
melt_c.html
Chaylen Lambert and Cory Pauly
How are Stronger Weather
Patterns evidence for climate
change?
Because of higher tempe ratures and
increased evaporation, climate change causes
other types of storms to get stronger and
more powerful.
(http://www.epa.gov/climatestudents/impacts/signs/weather.html)
Over the past 20 years, hurricanes and other
tropical storms in the Atlantic Ocean have
became more brutal.
(http://www.epa.gov/climatestudents/impacts/signs/weather.html)
http://www.bing.com/images/search?q=
tornado&qpvt=tornado&FORM=IGRE&ad
lt=strict#view=detail&id=20CDB86B678A
071168BD1ACA6FEF888AFF5C98A4&sele
http://www.bing.co
ctedIndex=112
m/images/search?q=
lightning&qs=n&for
m=QBIR&pq=lightnin
g&sc=88&sp=1&sk=&adlt=st
rict#view=detail&id=
7F2F1380DC8185E2F
E518FA956023D38D
9C6A9C4&selectedIn
dex=5
Hurricanes and other storms can cause major
problems for the people and the environment
of a region.
(http://www.epa.gov/climatestudents/impacts/signs/weather.html)
 As the top layer of the ocean gets warmer,
hurricanes and other tropical storms grow
larger, with heavier rains and stronger winds.
(http://www.epa.gov/climatestudents/impacts/signs/weather.html)
https://www.google.com/search?q=stormy+ocean&tbm=isch&tbo=u&source=univ&sa=
X&ei=cPhgU4KPC6LesATohIC4Dw&ved=0CCoQsAQ&biw=1024&bih=673#facrc=_&imgdii
=_&imgrc=JarlmWKysrwRPM%253A%3B90B7tUFPejG2iM%3Bhttp%253A%252F%252Fw
allpoper.com%252Fimages%252F00%252F25%252F10%252F90%252Fstormy-
http://www.epa.gov/climatestudents
/impacts/signs/weather.html
Assessments
Formative
Daily FOCUS Questions/Discussion (examples)
• Does global warming exist? How do you know?
• List 5 sources (from the provided list) that you would trust
to learn about global warming.
• Use the following terms in a complex sentence. Climate
change , fossil fuel, greenhouse effect, carbon dioxide,
atmosphere
• Draw and label the carbon cycle. (on the back of your focus
paper)
• Look at the CO2 graph. 1)Do you see any trends in the data?
2) If you only look at the years you graphed, is there a
significant increase in CO2 levels? 3) What do you think may
be causing the up and down pattern?
Assessments
Summative
Multiple Choice Unit Test
Infographic Project
Project Self-assessment/Peer-assessment
Constructed Response:
Use models, data evidence, and other scientific information to
describe how changes in the atmosphere due to human activity
have resulted in climate change.
Lessons Learned
STRENGTHS
• Topic-” good student
buy-in”
• Enjoyable/challenging
project format
• REAL, meaningful data
• Variety of scientific and
non-scientific resources
• Changed climate
change perceptions
Weaknesses
•
•
•
•
•
Make own graphics with data;
not cut and paste
Projecting digital images did
not work
Publish product on web so all
students have access to ALL
projects
Include more reading/writingscience literacy standards
Require map graphic with GIS
technology
NEXT?
• Start early developing skills needed to
complete an awesome project.
• Learn how to use infographic software.
• Start long-term data collection project using
EpiCollect
• Set up climate change webpage.
• Climate Change Unit “Part B”:
Solutions for a Global Challenge