Global Climate Change WebQuest In this activity, students explore key indicators of global climate change and consider strategies for adaptation/mitigation. This activity could be used before global climate change is discussed in the classroom as an exploratory activity or afterwards as a conclusion follow-up/review activity. This activity requires that students carefully read multiple webpages and online articles, observe various illustrations and manipulate several interactive graphs. Students will be asked to give a mock presentation advising the Environmental Protection Agency by creating an effective and thorough policy outlining adaptation and/or mitigation efforts, with a specific focus on North Carolina. Key Search Words Global warming, climate change, carbon dioxide concentration, global surface temperature, artic sea ice, sea level, NASA, WebQuest, computer exploration activity Learning Outcomes Upon completion of this activity, students will be able to: Describe the key indicators of climate change Interpret various graphs regarding indicators of climate change over at least a 20 year period Describe the causes and effects of global climate change Summarize the impact of climate change on North Carolina Create policies to address climate change using data from governmental agencies, such as NASA Assess peer policy proposals outlining adaptation and/or mitigation efforts in North Carolina regarding climate change Curriculum Alignment 2010 North Carolina Essential Standards for Earth and Environmental Science EEn.2.6.2 Explain changes in global climate due to natural processes EEn.2.6.3 Analyze the impacts that human activities have on global climate change (such as burning hydrocarbons, greenhouse effect and deforestation) EEn.2.6.4 Attribute changes in Earth systems to global climate change (temperature change, changes in ph of ocean, sea level changes, etc.) 2010 North Carolina Essential Standards for Biology Bio2.2.1 Infer how human activities (including population growth, pollution, global warming, burning of fossil fuels, habitat destruction and introduction of nonnative species) may impact the environment. Bio 2.2.2 Explain how the use, protection and conservation of natural resources by humans impact the environment from one generation to the next. Climate Literacy Framework 1. The sun is the primary source of energy for Earth s climate system 3. Life on Earth depends on, is shaped by and affects climate 4. Climate varies over space and time through natural and man-made processes
5. Our understanding of the climate system is improved through observations, theoretical studies, and modeling 6. Human activities are impacting the climate system 7. Climate change will have consequences for the Earth s system and human lives Materials and Technology Computers with Internet access, 1-2 computers for each group of 3 students Global Climate Change WebQuest Student Worksheet Student access to PowerPoint, moviemaker, digital story, etc. Optional: Panel of teachers or other local experts for presentations Time Required Pre-Task: 20 minutes Research/Creation of Presentation: 90-180 minutes Presentations: 45-60 minutes (depending on the number of student groups) Assessments after each presentation: 10-15 minutes Student Preparation for Activity Students can participate in this activity without any prior knowledge regarding global climate change. This WebQuest is written to help students explore global climate change on their own using various internet resources, with a heavy focus on NASA resources. Procedure 1. Students will begin by completing a pre-lab activity using the following website: http://climate.nasa.gov/kids/index.cfm individually. 2. Make sure that you have enough computers per groups of 3 students. 3. Tell the students that they will assume a different role for the day: Climatologist, Environmentalist, and NC resident to explore global climate change and its many facets 4. Instruct students to follow the instructions on their activity worksheet to conduct the WebQuest. 5. Students will then get into groups of 3 to complete the WebQuest. Each student will assume a different role: environmentalist, climatologist, and NC resident each focusing on different aspects of global climate change. 6. Once students have researched the Process questions, they will develop a PowerPoint or other multimedia file containing answers to the questions. 7. Students will be provided a grading rubric for their global climate change multimedia presentation (Attached). 8. Conclude this activity by having student groups present to the class and discuss their findings. 9. Students can also be asked to write a maximum one-page reflection on this assignment. Perhaps discuss the following questions: What was your opinion about climate change and what should/should not be done about it before this assignment? How has your opinion changed based on the information you found? On the presentations you heard? Will that change any of your habits with regards to energy and the environment (recycling, using less energy, walking more instead of driving, etc.)?
Differentiation Students with Special Needs Place students with special needs (such as those students with an IEP or 504 Plan) with students who have a different ability level. Give students additional time to complete the WebQuest. Allow students to take the worksheet home if necessary. For students with severe disabilities, shorten the assignment or have the students just answer the questions and not put them into a multimedia presentation format. Extensions for Academically Motivated/Interested Students Expand the groups to include 4 people, with the addition of an economist. The economist would look at the effect of climate change on the economy and environmental policy, specifically in North Carolina and even more broadly encompassing the United States economic policy. Assessment Ask the students to complete their pre-task questions. Ask the students to create their multi-media presentation regarding climate change. Ask the students to write their 1 page reflection based on the WebQuest assignment.
Student Worksheet Global Climate Change WebQuest Introduction Global warming is in the news everywhere newspapers, magazines, internet resources, journal articles, and even in your Earth Science curriculum! You may know a little bit about global climate change and you may have heard that the idea is just a hoax. However, more than 98% of all climate scientists believe that we are experiencing and are responsible for global warming. Let me pose the following questions to you: Is the earth really getting warmer? Is it due to human intervention, or is it part of a natural cycle? What's happening with the glaciers? Is there really a problem? There is a lot of discussion about what climate change is, its causes and effects, and what can be done about it. Politically, there is now a great deal of pressure for Federal and State legislation to implement effective environmental policy. In this assignment, you will be investigating the problem of global climate change, its causes, effects, indicators, and possible solutions. Pre-Task Before the TASK is begun, you must complete a pre-lab activity using the following website: http://climate.nasa.gov/kids/index.cfm and then clicking on weather and climate. Answer the following questions regarding global climate change, summarizing in your OWN words the answers to each of these questions. Make sure to include at least a paragraph (5 sentences or more) for each of your answers! 1. What does global climate change mean? 2. Why is carbon so important to global climate change? 3. What is the greenhouse effect? 4. Why does the ocean play such an important role in global climate change? Task The Environmental Protection Agency (EPA), in collaboration with state and federal governments, are working to draft environmental policy regarding climate change. Your 3- person group has been asked to give a presentation advising the EPA on creating an effective and thorough policy outlining what global climate change is and what can be done about it, with a specific focus on how climate change will impact North Carolina. You and your partners will assume a different role to research certain aspects concerning global climate change primarily using NASA resources to inform your position on policy-making. Climatologist o Scientists who study climate, climate change, climate variability, and the effects of climate on the biosphere. Your focus will be on the actual science behind climate change. Cite this definition. Environmentalist o People who have strong views on issues that concern the environment. They want to improve or protect the natural environment from changes due to harmful human activities. Your focus will be on the environmental impacts of climate change.
North Carolina Resident o You were born and raised in North Carolina. You currently reside in Emerald Isle, NC and live on the beach. You and your family own a small fishing and seafood business. Your focus will be on the specific consequences (positive and negative) that may affect you and your livelihood. Process Part A: Multimedia Presentation With each of you focusing on your assigned role, you will use the following websites suggested below to conduct research. Together you will create a multimedia presentation (PowerPoint, Prezi, video, digital story, etc.) to accompany your oral presentation to the class. The following points MUST be included in your multimedia presentation. However, ONLY 4-7 (*) should be covered during the oral presentation. See the attached rubric as well for point/importance values: 1.What is global climate change? 2.Key indicators of climate change 3.Causes of climate change (Why it is happening?) 4.Evidence of climate change. Make sure that you use specific examples affecting North Carolina. * 5.Effects of climate change (What are the impacts/consequences?). Overall effects of global climate change and specific effects on North Carolina residents, wildlife and plant life. * 6.What is predicted for the future? Are there any uncertainties regarding climate change? * 7.Recommended policy(s) for adaptation/mitigation. * 8.Include a Works Cited slide in your presentation, so that others know where you got all your information and pictures! Part B: Presentation Student Assessment In addition to your research and oral presentation, you must create a 10-15 question assessment based on your presentation. Your assessment can include multiple-choice, true/false, matching, short-answer or a combination of the above. Part C: Peer Grading After each student group has given their presentation, the audience, consisting of students and a panel of teachers, will vote (using a rubric provided) for the most effective environmental policy being proposed to address climate change impacts in North Carolina. Suggested Websites Use of NASA websites is required but you are not limited to NASA. Other website should be reputable. Remember, do NOT plagiarize plagiarism is not professional and will definitely not help you receive recognition for your advising role regarding environmental policy change. You must cite your resources in MLA or APA format. See the internet resources below to help you! Global Climate Change (NASA)
http://climate.nasa.gov/ Climate Kids (NASA) http://climate.nasa.gov/kids/index.cfm Probing the Impact of Climate Change on Wildlife, Ecosystems (NASA) http://www.nasa.gov/topics/earth/features/climate_partners.html What are Climate and Climate Change? (NASA) http://www.nasa.gov/audience/forstudents/5-8/features/what-is-climate-change-58.html BEYOND THE IVORY TOWER: The Scientific Consensus on Climate Change http://www.sciencemag.org/content/306/5702/1686.full Global Warming Frequently Asked Questions (NOAA) http://www.ncdc.noaa.gov/oa/climate/globalwarming.html Stanford Solar Center (Facts, trends, information about global warming) http://solar-center.stanford.edu/sun-on-earth/glob-warm.html#effects The Nature Conservancy (discusses different impacts of climate change) http://www.nature.org/ourinitiatives/urgentissues/climatechange/threatsimpacts/index.htm Environmental Protection Agency http://www.epa.gov/climatechange/index.html Citation Resources APA Style: http://owl.english.purdue.edu/owl/resource/560/10/ MLA Style: http://owl.english.purdue.edu/owl/resource/747/08/
Conclusion After the presentations, write a maximum one-page reflection on this assignment. What was your opinion about climate change before this assignment? Has your opinion regarding global climate change been altered based on the information you found during the assignment? On the presentations you heard? If so, how? Will that change any of your habits with regards to energy and the environment (recycling, using less energy, walking more instead of driving, etc.)? Climate Change Rubric