Power passport hybrid final

Power Learning Stations Name:____________________________

Purpose: Each station addresses a topic that will be found on your final exam and will be important to the completion of your Personal Power Project. Summative assessments will be open-‐note.

Requirements:

• You will have 3-‐4 class periods to work. If you are unable to complete any of the learning stations in class, you are required to complete them on your own time.

• All work must be neat and organized so that we are able to quickly access and review it. • You can work in any order. When you finish a station, stamp/sticker your passport. • At the end of each class, note your progress for your current station (including date). • Store your Energy Passport Packet in your Science folder, which must stay in the classroom.

How To:

1. When you see a red pencil icon (!), write the title on a new page in your notebook.

Learning Station: ! What is Climate Change?

2. When you see a green pencil icon (!), this is a required term, concept or diagram.

Learning Station: ! Difference between weather and climate

ØAs you can see in the section circled in red, when you take notes you should relate information back to the main concept for that section. Note taking is a learning strategy!

3. If you get stuck, are confused or have a specific question, remember “3 before me.” If no one else can answer your question, write your question on your passport and move on.

4. Check-‐off each task in a learning station as you complete it.

P o w e r P a s s p o r t

Completed (date)

Learning Station Questions/Ideas/Concerns (cross-‐out when answered)

Progress (date) (still working, need help, etc.)

We Have The Power! Clean Power vs. Dirty Power

Global Carbon Budget

What is Climate Change?

Evidence of Climate Change & Measuring Human Contributions

Impact of Climate Change on Humans

Impact of Climate Change on Nature

! WE HAVE THE POWER!

To Be The Change The goal of this unit is to inspire and create change. Our current system of energy consumption is a colossal disaster because it relies almost entirely on fossil fuels.

We love dinosaurs* as much as everybody else, but here’s the deal:

1. Fossil fuels are finite! There is a limited supply of coal, oil, and natural gas on the planet. Anyone who tells you otherwise is trying to sell you something (probably coal, oil or natural gas).

2. Fossil fuels are expensive! Even coal and natural gas cost more than wind or sunshine. In Hawaii, we rely almost entirely (90%) on oil, which is particularly pricey. Your wallet will personally thank you if you get us off this costly habit.

3. Fossil fuels accelerate climate change! The stable level of greenhouse gases in

the atmosphere is 350 parts per million (ppm). This is the point where climate change happens at a natural rate and life has a chance to adapt. We are currently at 393 ppm! Red flag! Danger! Each of us is responsible for this number, and we all have the power to stop it from getting even higher. You know that old saying, “Better safe than sorry”? No matter where you stand on the climate change discussion, it’s kind of one those risks that’s not worth taking. All life on the planet is at stake (well, certainly human life is).

4. Fossil fuels are dirty! Three words: Gulf Oil Spill. It’s not just the greenhouse

gases pumped into our atmosphere. It’s the oil slicks on our oceans and beaches. It’s the dead seabirds and fish. It’s the cleared rainforests for drilling. It’s the dug up mountains and destroyed rivers. It’s all the toxic by-products that get leached into water sources and soil near mines. Yuck!

5. Fossil fuels threaten security and violate human rights! From Nigeria to

Indonesia to Ecuador, lives are lost every year to conflicts related to oil. Local people are given little to no say in the mining process and see none of the profits. Their water and food sources are polluted, and their traditional cultures and means of subsistence are jeopardized. Since the majority of our oil in Hawaii comes from foreign sources, we are each indirectly implicated in these conflicts and human rights violations. Furthermore, The United States Department of Defense has deemed our reliance on foreign oil a threat to national security. In Hawaii, what happens if we get cut off from our supply of oil? The official answer is that we’ll have only 14-21 days of resources, including water. In short, fossil fuels are not safe.

The bottom line? Fossil fuels are not cool. Pun intended. *Fossil fuels really come from ancient plants and tiny sea creatures, NOT dinosaurs.

WE HAVE THE POWER! (Ct’d)

Let’s Clarify: The fossil fuel industry is not evil and neither are those involved in it. We all benefit from fossil fuels in one way or another. That doesn’t change the fact that the Hawaii Clean Energy initiative requires that we move to 70% clean energy by 2030. So let’s get going!

Clean Power Clean Power refers to an entire system of energy consumption, production and distribution that relies on renewable energy resources, energy efficient designs, and conservation habits and attitudes. Clean Power neutralizes greenhouse gas emissions and/or sequesters carbon dioxide, produces no air pollution, can be generated locally, creates new jobs, and…

IS SUSTAINABLE!

Dirty Power Dirty Power refers to an entire system of energy consumption, production and distribution that relies on finite resources, energy inefficient designs, and wasteful habits and attitudes. Dirty power significantly contributes to climate change, pollutes the air, causes numerous health problems, compromises national security, and…

IS UNSUSTAINABLE!

Knowledge is power. Knowledgeable students have the power to invent

the future.

My mom tells me that maybe I should leave my big worries, like the environment, to the grown-ups. I told her that I would except you guys are doing a terrible job. -Hawaii student, age 9

To Create A Sustainable Future

! Fossil Fuels are incredibly useful. List 4-‐5 reasons that they are not sustainable for the future. (From the “We Have The Power To Change” page) o Watch Post Carbon Future Video: https://www.youtube.com/watch?v=cJ-‐J91SwP8w Cover these topics in your notes: ! Explain at least 3 inventions that led to our dependence on fossil fuels.

! What does advertising/consumerism have to do with fossil fuel consumption?

! What 4 things do we have to do to prepare for a post-‐carbon future? Why?

o Watch Climate Reality: Grassroots Effort! https://www.youtube.com/watch?v=y0-‐J8NGM_v4

o Choose 2-‐3 videos from this site: http://climaterealityproject.org/video/ ! Write title of video and what you learned (this can be quite short).

[STAMP YOUR PASSPORT]

We Have the Power! (Ct’d)

! The Global Carbon Budget

The key to understanding the impact of our energy system is actually a single letter...C . Watch the following short videos: http://www.npr.org/news/specials/climate/video/ o Episode 1: It’s All About Carbon ! Carbon is in all living things. ! Carbon is “social.” It likes bonding! o Episode 2: Making Carbon Bonds ! What is the chemical formula for methane? ! Why is there carbon in fossil fuels? o Episode 3: Breaking Carbon Bonds ! Chemical bonds hold atoms together. When a chemical bond is broken, the atoms search for new partners and, in this process, energy is released. o Episode 4: Carbon in Love (watch the clip and read and highlight the information on the next page) ! Who does carbon love? ! What happens when radiant energy from the sun hits CO2 in the atmosphere? !What is a carbon sink? !List the six major carbon stores. !What is a carbon source? !List three natural carbon sources. o Read and look at the diagrams on pgs. 6-‐9 in order to learn more about the carbon cycle. !Draw an annotated diagram of the carbon cycle. (An annotated diagram explains the processes involved with detailed captions.) o Episode 5: What do we do? !What is carbon sequestration? !According to the film clip, what are our main choices when it comes to climate change? !Categories of solutions:

• Reduce our dependence on fossil fuels, which will reduce our footprint. • Expand renewable energy sources and increase energy efficiency through design. • Preserve open green space. Photosynthesis! • Consume less (conservation).


Carbon Sinks, Carbon Sources, and the Carbon Cycle Carbon dioxide (CO2) and its sister greenhouse gas, Methane (CH4), are continually recycled on Earth. Processes that release CO2 into the atmosphere are called carbon “sources”, while processes that absorb it are called carbon “sinks”. Forests, soil, oceans, the atmosphere, permafrost and fossil fuels are important stores of carbon. Carbon is constantly moving between these different stores that act as either “sinks” or “sources.” A sink absorbs more carbon than it gives off, while a source emits more than it absorbs. At any give time, one of the stores can be considered either a source or a sink. For example, in the fall, deciduous forests lose their leaves, increasing decomposition and, therefore, increasing the amount of carbon released. So, at this point, they may be considered a source. However, in the springtime, the deciduous forest becomes a sink. The amount of carbon in the atmosphere at any one time depends on the balance that exists between the sinks and sources. This system of sinks and sources operates all over the planet and is known as the carbon cycle. Natural sources of atmospheric CO2 include volcanoes, fires, decomposition, respiration, digestion and, under certain conditions, oceans and fresh water bodies. The latter can release large amounts of dissolved CO2 when waters warm up or are disturbed by storms or tremors. Natural sinks for atmospheric CO2 include photosynthesis, forests, oceans and freshwater bodies, fossil fuels, permafrost and carbonate rocks. Before the Industrial Revolution, the amount of carbon moving between trees, soil, oceans and the atmosphere was relatively balanced. The forests of the world are an important carbon sink. However, deforestation is reducing the size of this sink, allowing more carbon dioxide to remain in the atmosphere. Photosynthesis accounts for about half of the carbon extracted from the atmosphere. Consider the photosynthesis equation: 6 H2O (water) + 6 CO2 + sunlight energy = C6H12 O6 (glucose) + 6 O2 (oxygen). Notice how the carbon found a new bond in the form of a sugar. Land plants take most of their carbon dioxide from the air around them while aquatic plants in lakes, seas and oceans use carbon dioxide dissolved in water. Phytoplankton is one of these important plants as they produce up to 50% of the atmospheric oxygen through photosynthesis. Other important sinks are the world’s oceans. Carbon dioxide dissolves in seawater. Unfortunately, the world’s oceans are absorbing an unprecedented amount of carbon dioxide, which is increasing their acidity and possibly threatening the long-‐term survival of many marine species, especially calcifying organisms including corals, shellfish and phytoplankton (UNESCO, 2004). The cycling of carbon between the atmosphere, plants and animals can take place quickly, over the space of days or weeks. Individual carbon atoms may cycle through plants and animals several times a year. Other parts of the cycle, especially those involving the storage of carbon as an underground mineral, may take millions of years to complete. Human perturbations to the carbon cycle are impacting the maintenance of the concentration of atmospheric carbon. This is leading to an increase in the amount of carbon in the atmosphere as humans produce carbon dioxide and methane far faster than the natural sinks can absorb it. Because fossil fuels are carbon sinks, the use of oil, gas and coal are the greatest contributors to this carbon loading, as they are no longer storing carbon, but are, instead, releasing it.

! The Global Carbon Budget

! The Global Carbon Budget (ct’d) o Review this information to use in your carbon cycle diagram. All living organisms contribute to the carbon cycle in some way.

• Producers (plants) acquire CO2 from the air or water and, through photosynthesis, use it to build organic compounds (carbs, proteins & fats).

• Producers are then eaten by consumers, which use the organic compounds (carbs, proteins & fats), and release some carbon back to the air or water as CO2 waste during respiration (breathing). Plants also release carbon back to the air or water during cellular respiration.

• As organisms die, they are broken down by decomposers (like fungi and bacteria), which releases some carbon back into the soil, water and air.

• Fossil fuels and permafrost forms over hundreds of millions of years from the remains of living organisms. So this fossilization process retains/sequesters Carbon.

Non-‐living processes also play a role in the carbon cycle.

• The process of combustion or burning organic material (once living) releases carbon dioxide back into the air. This includes wood, plants, and fossil fuels.

• Geologic events like volcano eruptions also release fossil fuels. • Since many of the movements of carbon are linked to those of oxygen (carbon hearts oxygen),

their paths are sometimes described together as the carbon and oxygen cycle. The Global Carbon Budget it out of balance!

• Before this century, CO2 made up about 300 parts per million (ppm) of the Earth’s atmosphere. • During this past century, CO2 has reached a concentration of more than 360 ppm. • All the planet’s photosynthetic organisms cannot process all of this excess CO2. • Since 1950 alone, CO2 levels have increased by nearly 100ppm. • As the concentration of greenhouse gasses in atmosphere increases, the Earth gets warmer and

warmer, leading to global climate change. • Average global temperatures have climbed 1.4 degrees Fahrenheit since 1880. • The last decade was the hottest on record with 8 out of the 10 hottest summers ever. • Montana’s Glacier National Park now has only 27 glaciers, versus 150 in 1910. • Sea levels are rising at an alarming rate of 3.2 mm per year.

! The Global Carbon Budget (ct’d)

! The Global Carbon Budget (ct’d)

End of Global Carbon Budget Section

The next couple of pages have diagrams, tables, written explanation and websites to explore. All of these resources provide detailed information about climate change. ! Take notes at your own discretion. ! After reviewing all of the information in this section, draw an annotated diagram that includes the following information:

• Sun, Earth • Atmospheric Greenhouse Gases: CO2 and H2O Vapor (most abundant); Methane CH4, Nitrous

Oxide N2O, CFC’s (chlorofluorocarbons) o Note human activities that create each greenhouse gas

• radiant energy from the sun passing through the Earth’s atmosphere • Shorter wavelength energy is absorbed by Earth’s surface • Longer wavelength energy is re-‐radiated • GHG’s vibrate and remit heat (infrared waves) • Feedback • Greenhouse effect • 350 ppm


! What is Climate Change?

o Read and highlight the Explanation from Columbia University Climate Center

The presence of greenhouse gases in the atmosphere is a natural component of the climate system and helps to maintain the Earth as a habitable planet. Greenhouse gases are relatively transparent to incoming solar radiation, allowing the sun’s energy to pass through the atmosphere to the surface of the Earth. The energy is then absorbed by the Earth’s surface, used in processes like photosynthesis, or emitted back to space as infrared radiation. Some of the emitted radiation passes through the atmosphere and travels back to space, but some is absorbed by greenhouse gas molecules and then re-emitted in all directions. The effect of this is to warm the Earth’s surface and the lower atmosphere. Water vapor (H2O) and carbon dioxide (CO2) are the two largest contributors to the greenhouse effect. Methane (CH4), nitrous oxide (N2O), chlorofluorocarbons (CFCs) and other greenhouse gases are present only in trace amounts, but can still have a powerful warming effect due to their heat-trapping abilities and their long residence time in the atmosphere. Without the greenhouse effect, Earth’s average temperature would be -0.4°F (-18°C), rather than the present 59°F (15°C).

Concentrations of greenhouse gases – and especially carbon dioxide – have risen over the past two hundred and fifty years, largely due to the combustion of fossil fuels for energy production. Since the Industrial Revolution in the eighteenth century the concentration of carbon dioxide in the atmosphere has risen from about 270 parts per million (ppm) to about 370 ppm. Concentrations of methane have also risen due to cattle production, the cultivation of rice, and release from landfills. Nearly one-third of human-induced nitrous oxide emissions are a result of industrial processes and automobile emissions.

Global Climate Change in the Twentieth Century

The climate system includes a great deal of natural variability, and climate fluctuations have always been part of the Earth’s 4.6 billion year history. However, over the past century changes in concentrations of greenhouse gases in the atmosphere are of an unprecedented rate and magnitude. Human population growth has led to increasing demands for energy and land resources. Through the burning of fossil fuels to produce energy for industrial use, transportation, and domestic power, and through land-use change for agriculture and forest products, humans have been altering the Earth’s energy balance. Scientists believe that these changes have already begun to alter the global climate.

! Precautionary Principle If the effects of a human-induced change would be very large, perhaps catastrophic, those responsible for the change must prove that it will not do harm before proceeding.

o Explore the following sites to learn more about climate change (Take your time…at least 20 minutes!)

• http://www.epa.gov/climatechange/kids/ - a student guide to climate change • http://environment.nationalgeographic.com/environment/global-warming/ • www.350.org – check out their video page under the “resources” tab

! What is Climate Change? (ct’d)

Ø Sunlight is radiant energy and includes various wavelengths, as shown in the diagram below.


Ø Infrared radiation is the primary energy that causes greenhouse gasses to vibrate and heat up. Think about jumping around—your body gets warmer! If a room full of students is jumping around, the room gets warmer, as your heat is remitted.

Read & Highlight the Environmental Protection Agency’s Explanation of the Impact of Greenhouse Gasses (GHG’s) The major greenhouse gases emitted into the atmosphere through human activities are carbon dioxide, methane, nitrous oxide, and fluorinated gases (CFC’s) (See table on next page). Some of these gases are produced almost entirely by human activities; others come from a combination of natural sources and human activities. Many of the major greenhouse gases can remain in the atmosphere for tens to hundreds of years after being released.

Several factors determine how strongly a particular greenhouse gas will affect the Earth's climate. One factor is the length of time that the gas remains in the atmosphere. A second factor is each gas’s unique ability to absorb energy. By considering both of these factors, scientists calculate a gas's global warming potential, as compared to an equivalent mass of carbon dioxide (which is defined by a global warming potential equal to 1).

Major Greenhouse Gases Associated With Human Activities Greenhouse

gas How it's produced Average

lifetime in the atmosphere

100-year global warming

potential

Carbon dioxide

Emitted primarily through the burning of fossil fuels (oil, natural gas, and coal), solid waste, and trees and wood products. Changes in land use also play a role. Deforestation and soil degradation add carbon dioxide to the atmosphere, while forest regrowth takes it out of the atmosphere.

see below* 1

Methane Emitted during the production and transport of coal, natural gas, and oil. Methane emissions also result from livestock and agricultural practices and from the anaerobic decay of organic waste in municipal solid waste landfills.

12 years 21

Nitrous oxide Emitted during agricultural and industrial activities, as well as during combustion of fossil fuels and solid waste.

114 years 310

Fluorinated gases

A group of gases that includes hydrofluorocarbons, perfluorocarbons, and sulfur hexafluoride, among other chemicals. These gases are emitted from a variety of industrial processes and commercial and household uses, and do not occur naturally. Sometimes used as substitutes for ozone-depleting substances such as chlorofluorocarbons (CFCs).

A few weeks to thousands of years

Varies (the highest is sulfur hexafluoride at 23,900)

This table shows 100-year global warming potentials, which describe the effects that occur over a period of 100 years after a particular mass of a gas is emitted. EPA uses global warming potentials from the Intergovernmental Panel on Climate Change's (IPCC's) Second Assessment Report, 1

* Carbon dioxide's lifetime is poorly defined because the gas is not destroyed over time, but instead moves among different parts of the ocean–atmosphere–land system. Some of the excess carbon dioxide will be absorbed quickly (for example, by the ocean surface), but some will remain in the atmosphere for thousands of years, due in part to the very slow process by which carbon is transferred to ocean sediments.


! What is Climate Change? (ct’d) ! 350 is the magic number

Scientists have determined that a stable level of carbon dioxide in the atmosphere is 350 ppm (parts per million). That’s actually their high-end number...290 ppm is ideal. We are currently over 390ppm and increasing 2ppm every year. With more CO2 in the atmosphere, more heat gets trapped on the planet, causing average global temperatures to rise.

Quick Look at Basic Concepts:

! Add to your notes if you are missing anything.

• Carbon is present everywhere on the planet and occurs naturally in the atmosphere.

• Plants absorb carbon dioxide (CO2) through photosynthesis and respire oxygen. Humans and animals inhale oxygen and respire CO2.

• Anything that absorbs more carbon dioxide from the atmosphere than it emits is known as a carbon sink. Forests, oceans, soil, fossil fuels and polar icecaps are all carbon sink reservoirs.

• A carbon source is anything that emits more carbon dioxide than it absorbs. Humans are the greatest carbon source with our factories, cars, planes and buildings. Humans release extra CO2 when we combust fossil fuels and cut down trees.

• Feedback is when CO2 release is caused by global warming. A good example is when polar icecaps melt. They release huge amounts of trapped carbon, so the problem is actually amplifying itself.

• The main greenhouse gases are: carbon dioxide, methane, nitrous oxide, water vapor and CFC’s. Water vapor and carbon dioxide are the most abundant. However, methane and nitrous oxide have a greater warming potential.

• Global warming occurs when greenhouse gases (GHGs) like CO2 in Earth's atmosphere vibrate, heat up and then remit the heat back down to Earth’s surface (the greenhouse effect).

• Global warming does not mean everything gets hotter. It means climate trends change. Hence, climate change is the better term to use.

• Climates are controlled by the oceans. When the oceans’ average temperatures change slightly, weather patterns change. This is accelerated by the loss of polar ice caps, which not only store carbon, but also reflect sun’s energy away from earth.

End of: What is Climate Change?

Unit Concept: Our energy systems have a measurable impact on humans and the environment. !The facts:

• Climate change is a natural cycle. However, since 1950 alone, CO2 levels have increased by nearly 100ppm. We measure these levels at observatories all over the world, including a station on Mauna Loa.

• GHGs are at their highest levels now than any other time in the past 650,000 years. Scientists measure historical GHG levels through the fossil record and ice core data.

• Evidence of this climate change is everywhere around the world, from melting glaciers to rising sea levels to exploding pine beetle populations to dying coral reefs.

• Scientists report that if the global CO2 rate continues to increase, we will experience more severe storms, more floods followed by longer droughts, and mass extinctions of plant and animal life as natural habitats change too quickly for species to adapt.

!The solutions: • Our energy consumption can be translated into a carbon footprint –this is a measure of the

amount of carbon we release into the atmosphere, based on our fossil fuel combustion. If we lower our carbon footprint, we lower our impact.

o Explore the Data (continued on next page): ! For each site, note at least 2 pieces of specific data that you feel is useful (consider drawing the graphs). You will need to spend time actually studying the graphs in order to understand the data. EPA’s indicators of Climate Change in the United States: http://www.epa.gov/climate/climatechange/science/indicators/weather-‐climate/temperature.html

! Evidence of Climate Change & Measuring Human Impact

o Explore the Data (ct’d): ! For each site, note specific data that you feel is useful (consider drawing the graphs). Arctic Sea Ice https://www.youtube.com/watch?v=H-‐BbPBg3vj8#aid=P79gVSICKMA Mauna Loa Observatory http://co2now.org/ o Measuring Human Impact: ! Our carbon footprint is a measure of our impact. ! Take a look at the factors that contribute to a Carbon Footprint and list 4-‐5. (We will measure our carbon footprints later in the unit.) http://www.nature.org/greenliving/carboncalculator/


! Evidence of Climate Change & Measuring Human Impact (ct’d)

! Impact of Climate Change on Nature o EPA’S Explanation of the Impact on Oceans ! Note the major impacts on oceans and the causes.

The oceans and atmosphere interact constantly—both physically and chemically—exchanging energy, water, gases, and particles. This relationship influences the Earth's climate on regional and global scales. It also affects the state of the oceans.

Covering about 70 percent of the Earth's surface, the oceans store vast amounts of energy absorbed from the sun and move this energy around the globe through currents. The oceans are also a key component of the Earth's carbon cycle. Oceans store a large amount of carbon, either in dissolved form or within plants and animals (living or dead).

What is happening?

As greenhouse gases trap more energy from the sun, the oceans are absorbing more heat, resulting in an increase in sea surface temperatures and rising sea level. Although the oceans help reduce climate change by storing one-‐fifth to one-‐third of the carbon dioxide that human activities emit into the atmosphere, 1 increasing levels of dissolved carbon are changing the chemistry of seawater and making it more acidic.

Why does it matter?

Changes in ocean temperatures and currents brought about by climate change will lead to alterations in climate patterns around the world. For example, warmer waters may promote the development of stronger storms in the tropics, which can cause property damage and loss of life. Other impacts come from increased ocean acidity, which reduces the availability of some types of minerals, thus making it harder for certain organisms, such as corals and shellfish, to build their skeletons and shells. These effects, in turn, could substantially alter the biodiversity and productivity of ocean ecosystems.

Changes in ocean systems generally occur over much longer time periods than in the atmosphere, where storms can form and dissipate in a single day. Interactions between the oceans and atmosphere occur slowly over many years, and so does the movement of water within the oceans, including the mixing of deep and shallow waters. Thus, trends can persist for decades, centuries, or longer. For this reason, even if greenhouse gas emissions are stabilized tomorrow, it will take many more years—decades to centuries—for the oceans to adjust to changes in the atmosphere and the climate that have already occurred.

o Explore the indicators of ocean changes:

! Make a short note about each: heat, surface temp, sea level, acidification http://www.epa.gov/climate/climatechange/science/indicators/oceans/index.html

! Impact of Climate Change on Nature (Ct’d) o Explore the Top Ten Places to Save from Climate Change & the National Wildlife Federations Report on Climate Change http://www.endangered.org/its-‐getting-‐hot-‐out-‐there/ http://www.nwf.org/Wildlife/Threats-‐to-‐Wildlife/Global-‐Warming.aspx ! Note: impact on 3 specific species and 3 ecosystems.


! Impact of Climate Change on Humans o Explore the interactive map on Energy.Gov http://www.energy.gov/science-‐innovation/climate-‐change

! Impact on Energy Sector (consider rising prices and fossil fuel shortages) Your notes should include:

• General impacts due to o Increasing Temperatures o Decreasing Water o Increasing storms, flooding and sea level rise

• At least 3 specific examples

o Watch the Following Clips Tuvalu: http://media.adelaidenow.com.au/multimedia/2008/10/tuvalu/tuvalu-‐perthnow.html Island President Trailer: http://theislandpresident.com/ (watch the trailer) Climate Change Impact on Japan: https://www.natureasia.com/ja-‐jp/advertising/sponsors/climate-‐change/agriculture ! Impact on growing

• General issues related to growing food and climate change (soil salinity, flooding, etc.) • Specific example

! Impact on culture and living conditions

• General issues related to cultural practices and living conditions • Specific example

! Impact on immigration

• General issue of “climate refugees” • Specific example


Education

Power passport hybrid final