GLOBAL CLIMATE CHANGE

NATASHA HAZELL

Bay Ridge Preparatory School

nhazell@bayridgeprep.org

 

The Introduction:

Earth's climate is changing in ways that affect our weather, oceans, ecosystems, and society.

             

For example:

·         Warmer temperatures increase the frequency, intensity and duration of heat waves, which can pose health risks, particularly for young children and the elderly.

·         Rising sea levels threaten coastal communities and ecosystems.

·         Changes in the patterns and amounts of rainfall, as well as changes in the timing and amount of stream flow, can affect water supplies and water quality and the production of hydroelectricity.

·         Changing ecosystems influence geographic ranges of many plant and animal species and the timing of their lifecycle events, such as migration and reproduction.

·         Increases in the frequency and intensity of extreme weather events, such as heat waves, droughts and floods, can increase losses to property, cause costly disruptions to society, and reduce the availability and affordability of insurance.

-Source: EPA.gov

Your group has been hired as consultants for The Intergovernmental Panel on Climate Change (IPCC) to analyze the problem of global climate change. The IPCC is a scientific body under the auspices of the United Nations (UN). It reviews and assesses the most recent scientific, technical and socio-economic information produced worldwide relevant to the understanding of climate change. The IPCC regularly releases Assessment Reports- which are the most comprehensive scientific reports about climate change produced worldwide.

 

The Task:

Your group will create a ten minute PowerPoint or Prezi presentation that effectively communicates to the IPCC your findings on the causes and effects of global climate change.

 You will also include in your presentation a discussion of the current global policies relating to monitoring and managing climate change and your group’s suggestions for how these existing policies might be modified to effectively offset the negative trends of climate change at a global level. 

Your results will used by the IPCC as part of its Fifth Assessment Report which is scheduled to be released in 2013/14. The Fifth Assessment Report will provide a clear view of the current state of scientific knowledge relevant to climate change

Keep in mind that the purpose of the IPCC is to provide rigorous and balanced scientific information to decision makers across the world.  Be sure that your presentation is accurate (by using multiple sources), balanced (by including divergent findings) and well informed (by using reputable sources).

The Process & The Resources:

The class will be divided into groups of four. Each group member will be given a specific responsibility but all members should help each other. Cooperation will be an integral part of the evaluation process.

         

Student #1: Organizer- This student will keep the group on track. He/she will assist in the research, and coordinate your group’s task. This student will also help in completing the presentation and act as a liaison between group members.

Student #2: Recorder & Writer-This student will take notes on information gathered by group members and write an outline for the presentation. This student will be responsible for printing out and completing the six Public Policy Analyst Worksheets.

Student #3: Researcher-This student will do the research, with help of other members. He/she will search the internet and gather information that will be used to complete the worksheets. The information gathered will be focused on the causes and effects and policies related to climate change.

Student #4: PowerPoint Creator. This student will create the power point He/she will use the completed PPA worksheets and format them into slides outlining the social problem according the PPA procedure.

 

The Public Policy Analyst (PPA) steps are listed below: 

Step 1- Define the Problem:

Identify the problem, its location and the negative effects of the problem.

USE THIS WORKSHEET: https://www.maxwell.syr.edu/plegal/TIPS/worksheet1.doc

 

Step 2- Gather Evidence:  

Locate different types of evidence that support the existence of the problem. Remember: some sources are better than others! For example: Surveys, statistics, case studies, scholarly articles…

USE THIS WORKSHEET: https://www.maxwell.syr.edu/plegal/TIPS/worksheet2.doc

 

Step 3: Identify Causes

Review your evidence and brainstorm the causes and factors that contribute to the problem.

USE THIS WORKSHEET: https://www.maxwell.syr.edu/plegal/TIPS/worksheet3.doc

 

Step 4: Evaluate an Existing Policy

What are the advantages and disadvantages of that policy? What parts of the current policy should be kept or strengthened? What parts could be changed or replaced?      

USE THIS WORKSHEET: https://www.maxwell.syr.edu/plegal/TIPS/worksheet4.doc

 

Step 5: Develop Solutions

 

What are some ways to eliminate or reduce the causes of the problem? Are there alternatives to the current public policy that addresses the problem?

Be sure to come up with a specific action(s) as part of your solution.

 

USE THIS WORKSHEET: https://www.maxwell.syr.edu/plegal/TIPS/worksheet5.doc

 

 

Step 6: Select the Best Solutions

 

How feasible are your solutions? Which is most likely to become a public policy?

 

How effective are your solutions? Will they actually lessen the problem?

The best solution is both feasible and effective.

 

USE THIS WORKSHEET: https://www.maxwell.syr.edu/plegal/TIPS/worksheet6.doc

 

 

The Resources:

Here are some helpful websites to get you started:

 

The Artic Report Card

http://www.arctic.noaa.gov/reportcard/greenland_ice_sheet.html

The Environmental Defense Fund

http://www.edf.org/climate/human-activity-is-causing-global-warming

The Environmental Protection Agency       

http://epa.gov/climatechange/

Glacial Retreat Data

http://nrmsc.usgs.gov/research/glacier_retreat.htm

Information on the Kyoto Protocol from the United Nations:

http://unfccc.int/kyoto_protocol/items/2830.php

The IPCC

http://www.ipcc.ch/publications_and_data/publications_and_data_reports.shtml

National Climate Data Center at the National Oceanic and Atmospheric Administration

http://www.ncdc.noaa.gov/paleo/globalwarming/instrumental.html

National Geographic

http://environment.nationalgeographic.com/environment/global-warming/gw-causes/

National Snow and Ice Data Center

http://nsidc.org/cryosphere/quickfacts/icesheets.html

The New York Times

http://topics.nytimes.com/top/news/science/topics/globalwarming/index.html

See the Sea

http://www.see-the-sea.org/?gclid=COGj9aCsxaICFYM65Qodtxhy6Q

Sea Level Changes

http://www.epa.gov/climatechange/science/indicators/oceans/sea-level.html

 

The Evaluation:

You will be evaluated on the quality of your group’s Power Point and presentation. Creativity and originality is the difference between a 3 and 4 in the grading process! Use color and graphics and be sure the slides are clear and font size large enough to be read by audience.  I will be using the rubric below to evaluate your presentation.

 

CATEGORY	4 EXCELLENT	3 VERY GOOD	2 SATISFACTORY	1 UNACCEPTABLE
USE OF PPA	INCLUDES ALL STEPS OF THE PPA	INCLUDES MOST STEPS OF THE PPA	INLCUDES ALL STEPS OF THE PPA BUT WITH INACCURACIES	DOES NOT INLCUDE PPA AS A FORMAT OR HAS MANY INACCURACIES
Cooperation	ALL MEMBERS OF THE GROUP TOOK PART IN CONSTRUCTION OF THE POWER POINT (RESEARCH).	ALL MEMBERS TOOK PART IN CONSTRUCTION OF THE POWER POINT BUT NOT EQUALLY.	FOUR OF THE FIVE MEMBERS TOOK PART IN CONSTRUCTION OF THE POWER POINT.	THE POWER POINT HAD LITTLE GROUP COOPERATION AND WAS CONSTRUCTED BY ONE MEMBER
Originality	Presentation shows considerable originality and inventiveness. The content and ideas are presented in a unique and interesting way.	Presentation shows some originality and inventiveness. The content and ideas are presented in an interesting way.	Presentation shows an attempt at originality and inventiveness on 1-2 cards.	Presentation is a rehash of other people's ideas and/or graphics and shows very little attempt at original thought.
Content - Accuracy	All content throughout the presentation is accurate. There are no factual errors.	Most of the content is accurate but there is one piece of information that might be inaccurate.	The content is generally accurate, but one piece of information is clearly flawed or inaccurate.	Content is typically confusing or contains more than one factual error.
Sequencing of Information	Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next card.	Most information is organized in a clear, logical way. One card or item of information seems out of place.	Some information is logically sequenced. An occasional card or item of information seems out of place.	There is no clear plan for the organization of information.
Use of Graphics	All graphics are attractive (size and colors) and support the theme/content of the presentation.	A few graphics are not attractive but all support the theme/content of the presentation.	All graphics are attractive but a few do not seem to support the theme/content of the presentation.	Several graphics are unattractive AND detract from the content of the presentation.
Effectiveness	Project includes all material needed to gain a comfortable understanding of the topic. It is a highly effective study guide.	Project includes most material needed to gain a comfortable understanding of the material but is lacking one or two key elements. It is an adequate study guide.	Project is missing more than two key elements. It would make an incomplete study guide.	Project is lacking several key elements and has inaccuracies that make it a poor study guide.

 

The Conclusion

Now that you have completed this web quest you are familiar with climate change, its causes, effects, and potential practices to fixing climate change problem.

NYS State Science and ELA Standards:

Mathematics, Science, and Technology

Standard 1:    Analysis, Inquiry, and Design

Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.

Standard 2:   Information Systems

Students will access, generate, process, and transfer information using appropriate technologies.

Standard 4:   Science

Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

Standard 5:   Technology

Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.

Standard 6:   Interconnectedness: Common Themes

Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.

Standard 7:   Interdisciplinary Problem Solving

Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.

 

English Language Arts

 

Standard 1:   Language for Information and Understanding

Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.

Standard 3:   Language for Critical Analysis and Evaluation

Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

Standard 4:   Language for Social Interaction

Students will listen, speak, read, and write for social interaction. Students will use oral and written language that follows the accepted conventions of the English language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views

 

Social Studies

Standard 5:   Civics, Citizenship, and Government

Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.