Transcript Analysis of Prior Conceptions

Image source: http://serc.carleton.edu/
Erin Neidt
Michael Marzano
Elizabeth Raife
Karen Tekverk
Target Learning Goal
4. The Physical Setting; B. The Earth
The Earth’s climates have changed in the past, are currently changing, and are expected to change in the future, primarily due to
changes in the amount of light reaching places on the Earth and the composition of the atmosphere. The burning of fossil fuels in the
last century has increased the amount of greenhouse gases in the atmosphere, which has contributed to Earth’s warming. 4B/H6**
(SFAA)
ESS2.D: Weather and Climate
Weather and climate are shaped by complex interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living
things. These interactions can drive changes that occur over multiple time scales – from days, weeks, and months for weather to years,
decades, centuries, and beyond for climate.
ESS3.D: Global Climate Change
Global climate change, shown to be driven by both natural phenomena and by human activities, could have large consequences for all
of Earth’s surface systems, including the biosphere.
We will focus specifically on the first portion of 4B/H6: “The Earth’s climates have
changed in the past, are currently changing, and are expected to change in the
future”.
While compact, this sentence fragment encompasses a wealth of scientific concepts
that are further articulated by the selected portions of learning goals
ESS2.D and ESS3.D above.
Unpacking the Learning Goal
We have uncovered the complexity of studying climate - that patterns of
weather events, changes in ecosystems, the ocean, the gases in the
atmosphere, trends in temperature and precipitation (not to mention
specific techniques like pollen or ice core samples) - are all ways scientists
study climate change.
We are striving to connect conceptual understanding of what climate is,
how weather and climate relate (how patterns of weather events are
used to study climate change), and indications and causes of global
climate change.
Definition of Climate
The Climate System
The Controls of
Climate
Greenhouse Gases
and the Greenhouse
Effect
Recent Warming
and Connection to
Climate Change
Unpacking the Learning Goal
What is Climate Variability?
• Climate variability: refers to variations in the climate of
a location on time scales of seasons to decades
Explains how one winter can be cold
and snowy, while the next is milder…
…or how one decade is much
drier than normal.
Annual Precipitation for Illinois
Figure courtesy of Illinois State Climate Office
Figure courtesy of Southern Climate Impacts Planning Program
Unpacking the Learning Goal
What is Climate Change?
• Climate change: refers to a long-term and persistent
shift in the statistics of weather (averages and extremes)
(Champaign-Urbana, Illinois)
Analysis of Prior Conceptions
Students were presented with the following images:
Analysis of Prior Conceptions
Student interviews reveal confusion in distinguishing
between:
• Natural processes that produce climate
change on Earth (past climate change
thousands to millions of years ago)
Variations in solar activity
Slow orbital changes
(Milankovitch Cycles)
Large volcanic
eruptions
and …
Analysis of Prior Conceptions
…human influences on the climate
system.
Addition of heat trapping
gases to the atmosphere
Change in land cover
Urbanization, Deforestation,
Desertification
Analysis of Prior Conceptions
Climate is mentioned only once during the student interviews.
However, global warming is a concept mentioned by almost every
student.
This may be a potential obstacle during our focus on climate change
over time. However, this phenomenon will be studied in more detail in
subsequent lessons.
Analysis of Prior Conceptions
Students understanding of the following phenomenon and how they
provide evidence of climate change is limited but developing:
•atmosphere and clouds,
•greenhouse gases,
•volcanoes,
•and reflection.
Candidate Phenomena
Weather
is…
The day-to-day changes in the atmosphere
• Characterized by the temperature, precipitation,
wind, pressure, clouds, and other weather elements
• Beyond a week or two individual weather systems
are unpredictable
Weather is a recognizable everyday phenomenon
that students will be able to identify with.
Candidate Phenomena
Climate is…
The average long-term weather for a specific
location
4.9” in August
Use of local data will help make this concept
meaningful to students.
Candidate Phenomena
Climate is…
Also defined by the type, frequency, and
intensity of extreme weather events like…
Heat
waves
Floods
Drought
Storms
Cold
waves
Extreme weather events provide evidence for
global climate change.
Questions to build off prior conceptions…
What Controls the Climate of a Location?
Why do some
climates have a
large annual
temperature range
while others do not?
Why do some
climates receive more
precipitation or
snowfall than others?
Questions to build off prior conceptions…
What Is the Climate System?
• Earth’s climate is regulated by complex interactions
among components of the Earth system
Sun
Atmosphere
Plants & Animals
People
Land
Ocean
Ice
Clouds
Questions to build off prior conceptions…
So, what’s the big deal if temperatures
increase by a few degrees?
An increase in temperature
can impact other parts of
the climate system…
•
•
•
•
•
•
•
•
•
Precipitation
Water temperatures
Lake levels
Ice cover
Ocean currents
Melting glaciers
Sea level
Ocean acidity
Ecosystems
Pedagogical Approach
Strand 1: Understanding Scientific Explanations
Just as we did in the student prior
conception interviews – we plan
to prompt the class using visuals
of phenomenon related to climate
change to uncover class-wide
prior conceptions.
A class discussion using a KWL
(know, want to know, learn) chart
will follow the viewing of the
visuals.
Pedagogical Approach
Strand 2: Generating Scientific Evidence
Jigsaw Evidence for Climate
Change
Working in groups – students can
choose from the following
potential topics to investigate:
• atmospheric changes in
temperature and composition,
• measuring glacial retreat,
• ice core data,
• human production of emissions.
Students will also choose how they will present their
findings:
~ poster
~ PowerPoint presentation
~ play
~ comic book
Presenting to the class allows scientific analysis of their found data
and inclusion of evidence for their conclusion.
Pedagogical Approach
Strand 3: Reflecting on Scientific Knowledge
Any modifications will be agreed upon by the entire class, cited in
student research and projects, and displayed for everyone to
comment or edit.
Pedagogical Approach
Strand 4: Participating Productively in Science
Students will choose their own
projects according to personal
interest, allowing more
engagement in the research,
development, and presentation of
material. They will become the
experts in that selected field of
climate change evidence.
The group and class discussions that will result from these projects will be
based on data and evidence and will produce a more accurate class
hypothesis for the past, present, and future of climate change on Earth.