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8/19/2019 CC PBL Timeline
1/6
CLIMATE CHANGE PBL TIMELINE
DAY Question Cluster & Objectives Activities!esources Pro"uctAssess#ent
$EE% ' $()t is Cli#)te C()n*e+ $()t is H),,enin*+
Day 1 What is climate change?
Describe initial knowledge and
attitudes about climate change
Define climate change and
distinguish it from global warming
and weather
Entr- Event' .i"eo cli,s )n" Cl)ssroo# DiscussionClimate Change in 60 sec
http://youtu.be/n4e!"u1co0
Climate Change: #he $tate of the $cience: http://youtu.be/%&'(r)*+,-c
Closing ideo: 'hat is possible: https://www.youtube.com/watch
23*a(ldD!2
Classroom Discussion%no/le"*e & Attitu"e
0urve-
Day 5 Determine factors that influence
weather.
Compare and contrast climate
and weather
$e)t(er v Cli#)te )n" Cli#)te C()n*e
http://www.weatherwikids.com/weather-climate.htm
http://www.ecy.wa.go/climatechange/whatis.htm
Create 7oogle Drie 8older: CC pro9ect
$e)t(er vs Cli#)te *ui
Day +-
Why does climate change
matter?
Collaborate to deise a group
plan for the pro9ect
!A1T )n" Te)# Project ,l)nnin* student grouping; final pro9ect rubric;
"ro9ect planning checklists; sample pro9ects
#op 10 Climate Change *uestions: 'hat you need to know
http://www.usatoday.com/story/news/nation/5014/05/5
8/19/2019 CC PBL Timeline
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current and historical climate
data
&aluate the eidence of climate
change
?$? Climate 'iard
http://climate.nasa.go/effects/
http://climate.nasa.go/climate%resource%center/interacties
Day E-10 What are the ecological
impacts of climate change?Define phenology and range shift
Aelate climate change to altered
ecology; and species surial.
P(enolo*-7 !)n*e s(i4t )n" Bio"iversit-
"henology; Aange shifts; threats to biodiersity- ideo introduction and sciencearticles in ,B$
P(enolo*- )n" !)n*e
s(i4t e8it sli,' !se aspecific e@ample to
describe how a mismatch
in two speciesI phenology
or range shifts might affect
both species in an
ecological relationship Glike
predator-prey> pollinator-
plant; seed dispersal-
animal; etc.H. GDay 10H
$ee2 9' Ho/ c)n /e contribute cli#)te c()n*e ")t)+
Day 11-15 &@plain the role of consistent
protocols in data collection
?ccess information in scientific
databases
Correlate information from two
different sources
P(enolo*- )n" Cli#)te Project :
http://www.globe.go/web/phenology-and-climate/oeriew
Aeiew historic climate data for our area G(??H
http://www.ncdc.noaa.go/temp-and-precip/state-temps/
?ccess 7,(F& Database http://www.globe.go/web/phenology-and-
climate/oeriew
Aeiew 7,(F& protocols
http://www.globe.go/documents/+625+/5+2621/earth%prot%budburst.pdf
In"ivi"u)l re4lection'
'hat are the limits and
alue of citien science
Day 1+-14 8ollow established protocols to
select site and collect local data
0elect stu"- sites & i#,le#ent GLOBE bu"burst ,rotocol /it( ")t) s(eet
http://www.globe.go/documents/+625+/5+2565/earth%ds%budburst.pdf
Fudburst data sheet
Day 1 How will we reach our
audience?
Te)# Con4erences : ,ro*ress c(ec2: Aeiew timeline and assignments>
Digital tools e@plored and selection made for final pro9ect> reflect on process
Di*it)l tool selecte";
ti#eline current
$ee2
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dioxide and the earth's
climate?
&@plain the importance of the
greenhouse effect G7J&H to life
earth
Aelate increased C(5 to
increased temperatures
Aelate greenhouse effect to
climate and obsered changes
by distinguishing between natural
7J& and enhanced 7J&
dentify sources and sinks of
carbon
https://www.youtube.com/watchg7)muB3i@uc
http://climate.nasa.go/causes/
&arthIs ?tmosphere ?nd #he 7reenhouse &ffect
"h simulation study relationship between 7J gasses and temp
Carbon Fiogeochemical Cycle - "(7, group actiity
Cycle *ui
Day 1< Collect P(enolo*- Bu"burst D)t)
Day 1
compare to final pro9ect rubric> reflect on process
Project #oc2=u,
co#,lete"
1in)l Project !ubric
Day 1E-50 What evidence links climate
change to human activities?
dentify causes (f ncreasing
?tmospheric Carbon
nterpret data from the keeling
cure and ice core studies
&aluate the eidence of climate
change
&aluate the connection betweenhuman actiities and obsered
patterns.
!se scientific tools to study
current and historical climate
data
Evi"ence lin2in* (u#)ns )n" CC'
https://www.youtube.com/watch
"+r%4+mginde@1
8/19/2019 CC PBL Timeline
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perceived by the public?
?nalye 3ale $i@ ?mericas
Aeport data to identify 6 general
attitudes towards Climate
Change
&@amine how climate change is
presented in the media
http://hdgc.epp.cmu.edu/teachersguide/teachersguide.htmLtopten
6 ?mericas ntro ideo https://www.youtube.com/watch5uErf!$,?
#ake *ui to find own Climate "rofile
http://uw.k=ed.org/climatesurey/inde@-k=ed.php
Climate Change and the Bedia - compare scientific s political presentations
CC controvers-' Jow
does has the political
nature of climate change
affected public perceptions
and actions
Day 55 Collect P(enolo*- Bu"burst D)t)
Day 5+-54 !se information from 3ale
studies to create and promote a
surey to determine local
audience knowledge and
attitudes
Y)le stu"-' C()n*es in Be()vior
http://climatecommunication.yale.edu/publications/analysis-of-a-11E-country-
surey-predicts-global-climate-change-awareness/
Gener)te Goo*le 1or# surve- to )ssess co##unit- 2no/le"*e )n"
)ttitu"es
Goo*le 0urve- ?E8)#,le@
Day 5 Te)# Con4erences : ,ro*ress c(ec2 "ro9ect elements show work progress>
refer to final pro9ect rubric> reflect on process
$or2 ,ro*ress c(ec2; )t
le)st ()l4 "one; Ti#eline
Or*)ni3er current
Day 5 Collect P(enolo*- Bu"burst D)t)
$ee2 ' $()t is t(e 4uture o4 Cli#)te C()n*e
Day 56-5< What are the ecological
impacts of climate change?Define ecosystem serices
relate climate change to altered
ecological serices
&@plain why reducing climatechange is economically
responsible
Compare indiidual and class
ecofootprint to others in the world
Frainstorm ideas to reduce
footprint
Ecos-ste# 0ervices )n" Eco4oot,rints
&cosystem serices ideo: Econ 5 Ecos-ste# 0ervice
'atch the ideo &cological 8ootprint oeriew: &cological 8ootprint ideo
Calculate own ecofootprint
Ghttp://footprintnetwork.org/en/inde@.php/78/page/calculators/ H and class
ecofootprint using shared 7oogle spreadsheet.> 'hat do they mean Jow dothey compare to others around the globe
In"ivi"u)l re4lection on
07 cl)ssroo# )n"
in"ivi"u)l use o4
resources' 'hy s
reducing climate change
the responsibleeconomical; societal; and
enironmental decision for
?mericans Do you think it
is feasible 'hy or why
not
Day 5< Collect P(enolo*- Bu"burst D)t)
Day 52 How will people be affected
by climate change?
Cli#)te C()n*e I#,)cts on Peo,le
Hu#)n res,onses e8it
sli,' Jow will climate
http://hdgc.epp.cmu.edu/teachersguide/teachersguide.htm#toptenhttps://www.youtube.com/watch?v=2I5u9rfUSLAhttp://uw.kqed.org/climatesurvey/index-kqed.phphttp://climatecommunication.yale.edu/publications/analysis-of-a-119-country-survey-predicts-global-climate-change-awareness/http://climatecommunication.yale.edu/publications/analysis-of-a-119-country-survey-predicts-global-climate-change-awareness/http://climatecommunication.yale.edu/publications/analysis-of-a-119-country-survey-predicts-global-climate-change-awareness/https://docs.google.com/forms/d/1nD_NIeVpcVB4hU5p5USmzfukBNP51mLQ2IUjRfn44Gw/viewform?usp=send_form#start=openformhttps://docs.google.com/forms/d/1nD_NIeVpcVB4hU5p5USmzfukBNP51mLQ2IUjRfn44Gw/viewform?usp=send_form#start=openformhttps://www.youtube.com/watch?v=V7LgPPtDWKohttps://www.youtube.com/watch?v=g_aguo7V0Q4https://www.youtube.com/watch?v=g_aguo7V0Q4http://footprintnetwork.org/en/index.php/GFN/page/calculators/http://hdgc.epp.cmu.edu/teachersguide/teachersguide.htm#toptenhttps://www.youtube.com/watch?v=2I5u9rfUSLAhttp://uw.kqed.org/climatesurvey/index-kqed.phphttp://climatecommunication.yale.edu/publications/analysis-of-a-119-country-survey-predicts-global-climate-change-awareness/http://climatecommunication.yale.edu/publications/analysis-of-a-119-country-survey-predicts-global-climate-change-awareness/https://docs.google.com/forms/d/1nD_NIeVpcVB4hU5p5USmzfukBNP51mLQ2IUjRfn44Gw/viewform?usp=send_form#start=openformhttps://www.youtube.com/watch?v=V7LgPPtDWKohttps://www.youtube.com/watch?v=g_aguo7V0Q4http://footprintnetwork.org/en/index.php/GFN/page/calculators/
8/19/2019 CC PBL Timeline
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Describe how climate change will
affect food production;
redistribution of populations; and
human health
&@plain why some populations
will be more adersely affected
change affect food
production; population
distribution; and human
health
Day 5E Collect P(enolo*- Bu"burst D)t)
Day 5E-+0 Te)# Con4erences : ,ro*ress c(ec2 : "ro9ect elements show significant work
progress and detail> #imeline reiewed and reorganied if necessary
$or2 ,ro*ress c(ec2; )t
le)st "one; Ti#eline
Or*)ni3er current
Day 5E-+0 What can we do about
climate change?
!se current obserations and
data drien models to predict
future impacts
Mustify the need for globalstrategies and cooperation
dentify constructie local and
indiidual actions
>B Cli#)te $i3)r" Bodeling climate outcomes based on three different
scenarios
Miti*)te )n" )"),t to Cli#)te C()n*e' /()t nee"s to be "one+
https://www+.epa.go/climatechange/kids/
http://www+.epa.go/climatechange/students/solutions/inde@.html
enn diagram of strategies
Bitigation s ?daptation
$ee2 F' 1inis( Project 4or Peer )n" Instructor !evie/
Day +1 What should our community
know about climate change?
dentify and characterie the
community to better tailor final
pro9ect
An)l-3e ")t) 4ro# Goo*le 0urve-s
Day +5 Collect P(enolo*- Bu"burst D)t)
Day +5-+4 Te)# Meetin*s )n" Con4erences : ,ro*ress c(ec2: 8inal pro9ect in last
stages of initial reisions
$or2 ,ro*ress c(ec2;
0(oul" be in revision
st)*es; 1in)l to="o list
cre)te"
Day +5-+4 $tudents effectiely
communicate their knowledge
and foster positie actions
1in)li3e Projects 4or ,eer revie/
https://www3.epa.gov/climatechange/kids/http://www.epa.gov/climatechange/students/solutions/index.htmlhttps://www3.epa.gov/climatechange/kids/http://www.epa.gov/climatechange/students/solutions/index.html
8/19/2019 CC PBL Timeline
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Day + Collect P(enolo*- Bu"burst D)t)
Day + Projects Peer !evie/e" = each group peer reiews for one half of class period;
and presents pro9ect for one half GN15-1 min each small group presentationH
&ery pro9ect reiewed by at least two other teams scoring with final pro9ect
rubric
$tudents self score pro9ect.
nstructor also scores pro9ects on rubric and proides feedback
1in)l Project !ubric
$ee2 ' !evise Project 4or 1in)l 0ub#ission
Day +6-
Day +2
$or2 on Project !evisions based on feedback from self; peer and instructor
Due at end of 'eek
1in)l Project !ubric
Day +< Collect P(enolo*- Bu"burst D)t); Or*)ni3e ")t) )n" sub#it 8inal Data Aeport
In"ivi"u)l !e4lection
Question'
'hat types challenges will
species face in the futureas the climate continues to
change
Day +E 1INAL Projects ,resente" in cl)ss
Day 40 !et)2e initi)l 2no/le"*e )n" )ttitu"e surve-
Co#,lete BIE 0el4=re4lection C(ec2list
0el4=score ,roject on 4in)l rubric
%no/le"*e & Attitu"e
0urve-
BIE ,roject re4lection
s(eet
1in)l Projects 0()re" )t I1 E)rt( D)- ?
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