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Transcript
Character Education Science FCAT Warm-up
Cooperation – Middle School – September 2008
Activity 1: Build your Ultimate Town
Goal: To understand the definition, types, and origins of the major greenhouse gases.
Objective: Students will:
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Create a town with all the elements to sustain human life.
Discuss how the activities of the people in the town may create greenhouse gases.
Make a connection between small unrelated activities and their cumulative effects on
emissions of greenhouse gases (GHG).
Materials (For a class of 32):
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8 sets of crayons or markers (1 per group)
Tape for displaying created towns
Scissors
8 rolls of Parchment paper
Time required: 45-60 minute class period.
Procedure:
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Draw 8 very simple ecosystems with a mountainous area, small stream and large river
on roll of parchment paper (about 4 feet per group).
Arrange these sections around the room on separate tables with markers at each
station.
Instruct the students that they are owners of this land. They have unlimited supplies and
resources to create their ultimate town. The only requirements are that the town must
have a way of providing food and shelter and energy for its people.
Tell students to think of all the things they like to have in their life and make sure that it
will be provided for them within their town.
Explain to the students that they have 30 minutes to create their ultimate town.
Tape the towns to the walls around the classroom. Have each group explain their town.
Research background information on greenhouse gas emissions and possible sources
of GHGs.
Ask students to now go back to their town and identify where and what type of GHGs
their town may be emitting.
Have each town present their findings.
Lead a discussion about which of the GHGs are anthropogenic (caused
by humans) and which are natural.
Sunshine State Standards: LA.6-8.5.2, LA.6-8.6.2, SC.B.1.3, SC.B.2.3, SC.D.1.3, SC.D.2.3, SC.G.1.3,
SC.G.2.3
Source: http://www.keystonecurriculum.org/middleschool/too_cool_for_school.html
Activity 2: Impact of Climate Change on Flora and Fauna
Goal: Students use everyday items and link how changes in the climate could affect those
items.
Objectives: Students will:

Research the effects of climate change. Link those effects to specific items.
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Relate how climate change affects their lives.
Research and Report: Find information on the history and current status of the Florida
panther, American alligator, and the Florida coral reef ecosystems.
Affecting Me - Student Sheet
Name: ____________________
Directions: Answer the following questions using complete sentences.
What major events do experts predict will happen due to global climate change?
List how the Florida panther, American alligator, and the coral reefs are going to be affected by
each of the events you noted in question 1.
Brainstorm and list at least five additional plants, animals, or ecosystems around the world that
will be affected by each of the events you noted in question 1.
Writing Assignment: Have students write two paragraphs on how Global Climate Change
will impact their everyday lives. Discuss and compare answers as a class.
Sunshine State Standards: LA.6-8.5.2, LA.6-8.6.2, SC.B.1.3, SC.B.2.3, SC.D.1.3, SC.D.2.3, SC.G.1.3,
SC.G.2.3
Source: http://www.keystonecurriculum.org/middleschool/potential_effects.html
FCAT Preparation Questions:
1. Our climate is predicted to _________ over the next few decades.
A. Slow down in its rate of change
B. Stay virtually the same
C. Change at an increasingly rapid rate
2. Climate change is caused by human activities, which are significantly increasing the
concentrations of _______ in the atmosphere.
A. Sand debris
B. Greenhouse gas emissions
C. Fluorescent Light
D. High Grade Mercury
Answers:
1. C
2. B