Biomes: Extreme Climate: Teacher s Guide

Transcription

1 Biomes: Extreme Climate: Teacher s Guide Grade Level: 6-8 Curriculum Focus: Ecology Lesson Duration: Two class periods Program Description Travel to the Arctic with a team of environmental research scientists to examine the effects of global climate change on the ecosystem s natural cycles. Students will discover how increases in greenhouse gasses caused by human activities have begun to transform the Earth s weather and water patterns. They ll see firsthand how these changes are threatening the Arctic and the rest of the planet. This program has one feature segment. Onscreen Questions What can layers of Arctic ice tell us about atmospheric changes that have occurred? How can human activities affect climate? How does early seasonal ice melt threaten some Arctic species? How might the melting of the polar ice caps affect life in the Arctic and elsewhere? Lesson Plan Student Objectives Discuss important terms related to global warming. Create a web connecting global warming, the Arctic, and world climate. Write a paragraph explaining the role of the Arctic in the world climate. Materials Biomes: Extreme Climate video and VCR, or DVD and DVD player Large index cards Pens Ball of string or yarn

2 Biomes: Extreme Climate: Teacher s Guide 2 Procedures 1. Before you begin this lesson, write each of these terms on a separate index card: global warming, greenhouse effect, Gulf Stream, ocean water, sea ice, glacier, permafrost, climate in western Europe, polar bear, large waves, fossil fuel, coastline erosion, SUV (sport-utility vehicle), methane, severe weather events (tornadoes, storms). 2. After watching Biomes: Extreme Climate, ask students to define the following terms: Arctic (region around the North Pole, including the Arctic Ocean and parts of North America, Asia, and Europe) climate (meteorological conditions temperature, precipitation, wind that characteristically prevail in a particular region) fossil fuel (a hydrocarbon deposit petroleum, coal, or natural gas derived from living matter of a previous geologic time and used for fuel; when burned, it releases carbon dioxide and other heat-trapping gases into the atmosphere) glacier (huge mass of ice and compacted snow, most often found at high altitudes and latitudes where snow accumulation exceeds melting) global warming (gradual increase of the temperature of Earth s lower atmosphere due to an increase in carbon dioxide, methane, and other heat-trapping gases) greenhouse effect (phenomenon whereby Earth s atmosphere traps solar radiation, caused by the presence of carbon dioxide, water vapor, and methane that allow incoming sunlight to pass through but absorb heat radiated from the surface) Note: The natural greenhouse effect makes our planet livable, but human activities are creating an enhanced greenhouse effect. Gulf Stream (current in the Atlantic Ocean that carries warm water from the Gulf of Mexico up the coast of North America and toward Europe; as it moves, it releases heat into the northern hemisphere) permafrost (soil or rock in polar regions that remains frozen year-round) sea ice (a layer of ice formed from seawater; it changes with the seasons and floats on the ocean, carried by winds and currents) 3. Have students sit in a large circle. Hand out an index card to every second or third student so they re evenly spaced around the circle. Explain that students will create a worldwide web to illustrate how the terms on their cards are connected. 4. Hand the ball of string to a student holding a card. Ask her or him to think of one way the term on the card is connected to a term on another card. Have the student explain the connection and then, holding onto the string, pass the ball to that student. The next student should do the same thing. Continue this activity until all terms have been connected and the web is visible. (Note: Several cards will be used more than once.) 5. Ask students who do not have cards to describe connections that weren t included in the web.

3 Biomes: Extreme Climate: Teacher s Guide 3 6. Students may make these connections: SUVs and other cars burn fossil fuels, which release carbon dioxide into the atmosphere. Carbon dioxide contributes to global warming because it is a gas that traps heat in the atmosphere. Global warming is causing the Arctic sea ice to melt. The melting sea ice releases freshwater into the Gulf Stream. This would slow down the Gulf Stream, affecting the climate in Western Europe. Global warming is decreasing the amount of sea ice. With less sea ice, when the wind blows, ocean waves become much larger. Larger waves contribute to coastline erosion because they travel farther ashore and have more energy. Increased temperatures brought by global warming cause glaciers to melt. Water from the glaciers is added to ocean water, causing sea levels to rise. Ocean levels are also expanding because as global warming heats the water, it expands. Rising sea levels contribute to coastline erosion. Global warming is causing sea ice to form later in the fall and melt earlier in the spring. This threatens the survival of polar bears that depend on the ice to hunt seals, their primary food source, because they have fewer weeks of feeding 7. After this activity, ask students to write a paragraph explaining the following sentence: The Arctic is part of a larger climate system. They should use at least three supporting details in their paragraph. Assessment Use the following three-point rubric to evaluate students work during this lesson. Vocabulary 3 points: Students were active in class discussions; showed strong understanding of concepts; made at least one strong, clear connection between the terms; completed a thorough, thoughtful paragraph that included at least three supporting details. 2 points: Students participated in class discussions; showed satisfactory understanding of concepts; made one acceptable connection between the terms; completed an adequate paragraph that included two or three supporting details. 1 point: Students participated minimally in class discussions; showed minimal understanding of concepts; did not make acceptable connections between the terms; created an incomplete paragraph with one or no supporting details. Arctic Definition: Region around the North Pole, including the Arctic Ocean and parts of North America, Asia, and Europe Context: Global warming has had a devastating impact on the Arctic s geography and wildlife.

4 Biomes: Extreme Climate: Teacher s Guide 4 climate Definition: Meteorological conditions temperature, precipitation, wind that characteristically prevail in a particular region Context: Human activity is causing great changes in climate. fossil fuel Definition: A hydrocarbon deposit petroleum, coal, or natural gas derived from living matter of a previous geologic time and used for fuel Context: When burned, fossil fuels release carbon dioxide and other heat-trapping gases into the atmosphere. global warming Definition: Gradual increase of the temperature of Earth s lower atmosphere Context: Many scientists believe that global warming is caused by an increase of heat-trapping gases like carbon dioxide in the atmosphere. greenhouse effect Definition: Phenomenon whereby Earth s atmosphere traps solar radiation, caused by the presence of carbon dioxide, water vapor, and methane that allow incoming sunlight to pass through but absorb heat radiated from the surface Context: The natural greenhouse effect makes our planet livable, but human activities are creating an enhanced greenhouse effect that is changing global climate. Gulf Stream Definition: Major current in the Atlantic Ocean that carries warm water from the Gulf of Mexico up the coast of North America and toward Europe Context: As it flows, the Gulf Stream releases heat into the northern hemisphere. permafrost Definition: Soil or rock in polar regions that remains frozen year-round Context: Global warming is causing some permafrost to melt and erode coastlines. sea ice Definition: A layer of ice formed from seawater; it changes with seasons and floats on the ocean, carried by winds and currents Context: The thickness of sea ice varies, but on average it s about three-meters thick. Academic Standards National Academy of Sciences The National Science Education Standards provide guidelines for teaching science as well as a coherent vision of what it means to be scientifically literate for students in grades K-12. To view the standards, visit

5 Biomes: Extreme Climate: Teacher s Guide 5 This lesson plan addresses the following science standards: Science in Personal and Social Perspectives: Populations, resources, and environments; Science and technology in society Life Science: Populations and ecosystems; Diversity and adaptations of organisms Physical Science: Properties and changes of properties in matter Mid-continent Research for Education and Learning (McREL) McREL's Content Knowledge: A Compendium of Standards and Benchmarks for K-12 Education addresses 14 content areas. To view the standards and benchmarks, visit This lesson plan addresses the following national standards: Science Life Sciences: Understands biological evolution and the diversity of life Language Arts Viewing: Uses viewing skills and strategies to understand and interpret visual media; Writing: Uses the general skills and strategies of the writing process The National Council for the Social Studies (NCSS) NCSS has developed national guidelines for teaching social studies. To become a member of NCSS, or to view the standards online, go to This lesson plan addresses the following thematic standards: People, Places, and Environments Science, Technology, and Society Support Materials Develop custom worksheets, educational puzzles, online quizzes, and more with the free teaching tools offered on the Discoveryschool.com Web site. Create and print support materials, or save them to a Custom Classroom account for future use. To learn more, visit DVD Content This program is available in an interactive DVD format. The following information and activities are specific to the DVD version.

6 Biomes: Extreme Climate: Teacher s Guide 6 How To Use the DVD The DVD starting screen has the following options: Play Video This plays the video from start to finish. There are no programmed stops, except by using a remote control. With a computer, depending on the particular software player, a pause button is included with the other video controls. Video Index Here the video is divided into four parts (see below), indicated by video thumbnail icons. Watching all parts in sequence is similar to watching the video from start to finish. Brief descriptions and total running times are noted for each part. To play a particular segment, press Enter on the remote for TV playback; on a computer, click once to highlight a thumbnail and read the accompanying text description and click again to start the video. Curriculum Units These are specially edited video segments pulled from different sections of the video (see below). These nonlinear segments align with key ideas in the unit of instruction. They include onscreen pre- and post-viewing questions, reproduced below in this Teacher s Guide. Total running times for these segments are noted. To play a particular segment, press Enter on the TV remote or click once on the Curriculum Unit title on a computer. Standards Link Selecting this option displays a single screen that lists the national academic standards the video addresses. Teacher Resources This screen gives the technical support number and Web site address. Video Index I. The Greenhouse Dilemma (7 min.) Global warming has started to transform the Earth s weather and water patterns. See how these changes threaten the Arctic and the rest of the planet. II. Global Climate System (15 min.) Examine the global climate system to learn how industrialized nations and the carbon dioxide emissions they produce have led to global warming. III. Going, Going, Gone (8 min.) Along with playing an important role in Arctic ecosystems, ice is a key factor in climate regulation. Explore the global effects of diminishing Arctic ice. IV. A Variable Climate (17 min.) See how scientists are using technology to construct climate-prediction models, which help them make informed decisions about our planet s future.

7 Biomes: Extreme Climate: Teacher s Guide 7 Curriculum Units 1. Climate Changes in the North Q: Why are natural greenhouse gases beneficial? A: Without them, the mean temperature on the planet would be minus 18 degrees Celsius. Because of these entirely natural compounds, the mean temperature is 15 degrees, which has facilitated the development of our civilization. Q: How has global warming affected Banks Island? A: By the 1990s, its summers had grown much warmer, contributing to landslides in the area. One lake has already disappeared, and another is on its way. The warmer temperatures have brought new species of birds and salmon to the island. 2. Predicting the Weather Q: What is climate? A: The average weather conditions of a particular place or region over a period of years, exhibited by temperature, precipitation, and wind Q: What does the global climate system do? A: It takes excess heat from equatorial and subtropical regions and transports it southward to Antarctica and northward to the Arctic. From the polar regions, the heat can go back into space. 3. The Polar Climate Q: If the polar ice cover disappears, what problems could result? Q: How much territory does ice cover at the poles? A: It covers 14 million square kilometers in winter, and about half that in summer. However, there is increasing evidence that the ice cover is permanently shrinking. Over the past 40 years, it appears to have lost 40 percent of its volume. 4. Carbon Emissions Q: Is global warming a natural or human-induced event? Q: Where do most carbon dioxide emissions come from? A: In industrialized countries, carbon dioxide emissions from burning fossil fuels comes equally from three sources: industrial production, motor vehicles, and domestic consumption.

8 Biomes: Extreme Climate: Teacher s Guide 8 5. Studying Carbon Sinks Q: What is a carbon sink? A: Oceans and forests that trap and store carbon dioxide emissions Q: Why is the Arctic an ideal place to study climate change? A: Its environment is particularly sensitive to climate change, so a small temperature change can trigger a large change in conditions, especially close to the freezing point of seawater. 6. Ocean Currents Q: Has global warming changed your climate? Q: How do ocean movements control global temperatures? A: Convection currents move heat around the planet. 7. A Fragile Balance Q: Why do polar bears eat more during the winter? Q: Why is ice essential to polar bears survival? A: Polar bears mainly feed when there is ice. Their principal food is the ring seal, which they hunt through the platforms of pack ice, when the seal is at its breathing hole. 8. An Unknown Ecosystem Q: Why do we know so little about the Arctic s marine ecosystem? Q: What life forms will inhabit the Arctic 100 years from now? 9. Predicting the Impact Q: Why is it important to research and study global warming?

9 Biomes: Extreme Climate: Teacher s Guide 9 Q: What do climate models predict for our future? A: The accepted scenario shows the planet s mean temperature increasing by three-and-a-half degrees, unevenly distributed. The largest warming would occur on the populated continents, and half the alpine glaciers would disappear. 10. Rising Waters Q: How do rising ocean levels affect us? Q: Why are ocean levels rising? A: Because almost all the glaciers in the Arctic region are melting, and the freed up water is going into the oceans. 11. A Variable Climate Q: What industries are affected by global warming? Q: What are the risks of global warming? A: A warmer climate and more frequent and extreme precipitation are among the projected risks. Scientists are afraid there will be more storms, tornadoes, and adverse weather patterns. 12. Preparing for the Future Q: Can we reverse global warming? Q: Do you agree that climate change and global security are linked?