Download Step 3: Lecture: Climate Change

Task 1, Lesson 2: Climate Change
AP Topics
The Atmosphere
(Composition; structure; weather and climate; atmospheric circulation and the
Coriolis Effect; atmosphere-ocean interactions)
Global Warming
(Greenhouse gases and the greenhouse effect; impacts and consequences of global
warming; reducing climate change; relevant laws and treaties)
Stratospheric Ozone
(Formation of stratospheric ozone; ultraviolet radiation; causes of ozone depletion;
effects of ozone depletion; strategies for reducing ozone depletion; relevant laws and
treaties)
Learning Objectives
Students will understand the structure and function of Earth’s atmosphere and how human
activities impact the Earth’s atmosphere.
Students will understand the drivers of Earth’s climate system and how scientists study and
understand the climate system.
Students will learn about the causes and impacts of climate change and the range of
responses to it.
Lesson Steps in Brief
Pacing
5
1: Framing In
2: Discussion: Climate Change-Current
Understanding
3: Lecture: Climate Change-Causes and
Evidence
4: Homework (Optional)
15
30-40
--
Total time: 50-70 min.
Materials:

GCS_T1_L2_ClimateChangeCauses.pptx
Optional Material


GCS_T1_L2_Optional Climate Change Lessons.docx
GCS_T1_L2_Data Set Analysis.docx
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Optional Video
 An Inconvenient Truth –discusses evidence of climate change and need to do
something (97 min.)
Associated FRQs


2010, Q4: Sea Level Rise
2006, Q2: CO2-Temp Graph
Teacher Background and Planning Notes:
This lesson begins with trying to understand what your students know about climate and
climate change. The lesson is designed around a power point on climate change, however
there are many more options for additional instruction. We will discuss the consequences
of climate change next lesson after students are assigned a country so they can research
what might be the impact of climate change on their nations. You can utilize the FRQs as
homework or formative assessment tools.
Lessons in Detail
Step 1: Framing
Yesterday we talked the Global Energy Summit we are preparing for and what it
took to combat the ozone hole, another global environmental, atmospheric
problem. Today we will start by finding out what you know about climate and
climate change and then discuss the scientific evidence for climate change.
Step 2: Climate Change-Current Understanding
CHALK TALK (10 minutes): Start the class with a rapid “Chalk Talk” intended
to get down students’ basic ideas (and misconceptions) about climate and
climate change. Using large pieces of butcher paper, create approximately 8
major questions to post around the room. Ask students to spend roughly 10
minutes total moving from poster to poster writing down their own answers to
the questions. They should write an answer to every question, spending about 1
minute per poster. If they see something else they agree with or disagree with
already written up, they can’t just say “ditto” or “I agree”. They need to
elaborate on it, modify it, or otherwise explain their agreement/disagreement.
Examples of questions used by APES teachers in the past:
 What is climate?
 What controls weather patterns on Earth?
 What maintains Earth’s temperature?
 What non-human factors control or impact climate?
 What impact do humans have on climate?
 What impact does climate have on humans?
 What impact does climate have on non-human life?
 What kinds of data do we collect to understand climate?
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As they speed around the room answering these questions, you should be
assessing their initial thoughts by also moving around and reading what they
are writing. This information will help you plan for your instruction later today
and over the next several days. After 10 minutes gather them together,
summarize responses and transition to climate change lecture.
Step 3: Lecture: Climate Change-Causes and Evidence
If during your chalk talk it appears students do not have a strong understanding
of how climate works and what impacts it naturally. Have them read material in
their textbook or add the information to the lecture.
This slide set covers the scientific evidence for human caused climate change,
provided as part of the NSF National Center for Case Study in Teaching Science.
It provides multiple graphs and tables with climate change data of various types
that you will need to help your students interpret. It uses “clicker” questions to
actively engage students, but you can just have students raise hands. There are
also free clicker apps that turn cell phones or laptops into clicker (ex. socrative
and webclicker).
Students will temporarily assume the role of an intern working for a U.S.
senator and consider how to advise the Senator on climate change. Review the
ppt before you use it for the first time.
GCS_T1_L2_ClimateChangeCauses.pptx.
Because climate change can be a contentious topic in the media, you may want
to continue with an in class discussion to understand student’s beliefs and
understanding.
Optional Materials. There are several options for further instruction, a variety
of lessons can be found in Optional Climate Change Lessons. Primary data
analysis information can be found in the Data Set Analysis document and there
are also optional film, An Inconvenient Truth
GCS_T1_L2_Optional Climate Change Lessons.docx
GCS_T1_L2_Data Set Analysis.docx
Step 4: Assign Homework
You will need to decide how much input students have on choosing which
country they represent. Next lesson they will need to be assigned a country, if
you want their input have them list their top 3 countries they would like to
represent that are a part of the United Nations. Be sure to review a suggested
list countries to have a wide representation of different constraints
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GCS_T1_L3_Countries Required.docx
Teacher Notes on this lesson:
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