Download Create possible solutions to the global climate problem. Consider

Unit K: Global Change
Standards Addressed
During Unit
Overview
Students extend their understanding of environmental science as they learn about Internal and external
conditions on the Earth and in the solar system contribute toward global climate change. Students
understand and practice safe research practices in the classroom as they are engaged in laboratory
investigations.
Fundamental Skills:
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Highlighted Nature of
Science Standards
SC.912.L.17.16
SC.912.N.1.1
SC.912.E.7.7
SC.912.N.4.1
SC.912.E.7.8
SC.912.N.3.1
SC.912.E.7.9
SC.912.N.1.4
Background information earths systems and their interactions
Familiarity with environmental atmospheric concerns such as ozone depletion
Science laboratory safety practices
Coherence
Students discuss ozone depletion and its impacts on human health. Students should also understand acid deposition and its impact on the environment.
Additional Resources:
Environmental Science by FASA
https://itunes.apple.com/us/course/environmental-science/id1043696664
Unit K: Global Change
Unit K: Global Change
Unit Essential Question: In what ways have humans made a global impact on the atmosphere?
SC.912.L.17.16 Discuss the large-scale environmental impacts resulting from human activity, including waste spills, oil spills, runoff, greenhouse gases, ozone depletion, and
surface and groundwater pollution.
SC.912.E.7.9 Cite evidence that the ocean has had a significant influence on climate change by absorbing, storing, and moving heat, carbon, and water.
Understand
“Essential understandings,” or generalizations, represent ideas that are transferable to other contexts.
Internal and external conditions on the Earth and in the solar system contribute toward global climate change.
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Know
Do
Declarative knowledge: Facts, vocabulary, information
Procedural knowledge: Skills, strategies & processes that are transferrable to
other contexts.
Conditions on the Earth and in the solar system contribute toward
global climate change.
Loss of biodiversity is due to catastrophic events precipitated by
human activities.
Environmental scientists are necessary to advise the policy makers.
Technology can both help and harm the environment.
Due to the inability to control variables, environmental science it may
be dismissed as pseudoscience.
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Identify, analyze, and relate the internal (Earth system)
and external (astronomical) conditions that contribute
to global climate change.
Recognize the consequences of the losses of
biodiversity due to catastrophic events, climate
changes, human activity, and the introduction of
invasive, non-native species.
Discuss the need for adequate monitoring of
environmental parameters when making policy
decisions.
Discuss the effects of technology on environmental
quality.
Identify what is science, what is clearly not science, and
what superficially resembles science
Performance Task:
You are a reporter for an on-line newspaper and you have been given an assignment to write a feature article for Earth
Day. Your managing editor wants you to report on why people are confused about climate change and how humans are contributing to climate
change. Your editor would also like you to put a positive spin on the article and emphasize that every human can take action regarding Earth’s
future climate.
After researching articles in newspapers and the Internet, write an Earth Day feature article that argues the causes of climate change and
explains the effects of climate change on earth. Support your discussion with evidence from your readings. Your article should address the
following:
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How technology (i.e., burning of fossil fuels) has an impact on society (i.e., climate change)
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The effect of the sun on Earth’s climate and weather
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Why people confuse the terms, “global warming”, “greenhouse effect”, and “climate change”
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Provide evidence from the readings to support human impact on climate change
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Actions that humans can take to reduce climate change on Earth
Your article should address the following:
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How technology (i.e., burning of fossil fuels) has an impact on society (i.e., climate change)
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The effect of the sun on Earth’s climate and weather
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Why people confuse the terms, “global warming”, “greenhouse effect”, and “climate change”
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Provide evidence from the readings to support human impact on climate change
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Actions that humans can take to reduce climate change on Earth
Learning Goals
Sample Scale
Score 4.0
In addition to 3.0, in-depth inferences and applications that go beyond
what was taught,
I can:
Sample Performance Tasks
Create possible solutions to the global climate problem. Consider political,
environmental and social aspects.
Concept:
SC.912.L.17.16 Discuss the large-scale environmental impacts resulting from human activity, including waste spills, oil spills, runoff, greenhouse gases, ozone
depletion, and surface and groundwater pollution.
Sample Scale
Score 4.0
In addition to 3.0, in-depth inferences and applications that go beyond
what was taught,
I can:

Sample Performance Tasks
Create possible solutions to the global climate problem. Consider political,
environmental and social aspects.
Identify, analyze, and relate the internal (Earth system)
and external (astronomical) conditions that contribute to
global climate change.
Score 3.0
I can:
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Score 2.0
Recognize the consequences of the losses of biodiversity
due to catastrophic events, climate changes, human
activity, and the introduction of invasive, non-native
species.
Discuss the need for adequate monitoring of
environmental parameters when making policy
decisions.
I can:
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Discuss the effects of technology on environmental
quality.
Analyze the impact of land use on global water resources.
Describe how climate is contributing to flooding and other natural disasters.
Cite evidence.
Describe the chemical process that created the thinning of the ozone layer.
Explain how acid deposition destroys entire forests? Lakes?
Identify the chemical composition of the ozone and the chemicals that were
responsible for its depletion.
List the known and probable effects of climate change on the environment.
There are no major errors or omission regarding the simpler details and
processes; however, the student exhibits major errors or omissions
regarding the more complex ideas and processes as stated in Score 3.
Score 1.0
I can:
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Use rain data to color a map showing change in rainfall patterns.
Identify what is science, what is clearly not science, and
what superficially resembles science
With help, the student has a partial understanding of some of the
simpler details and processes and some of the more complex ideas and
processes stated in score 3.
Give examples of pseudoscience.
Key Learning: Internal and external conditions on the Earth and in the solar system contribute toward global climate change.
Concept 1: Global Warming
Benchmark(s):
Driving Questions:
Hw does an object’s state of matter
SC.912.E.7.7 Identify, analyze, and relate the internal (Earth system) What are the causes of global warming?
and external (astronomical) conditions that contribute to global climate
change.
SC.912.E.7.8 Explain how various atmospheric, oceanic, and
hydrologic conditions in Florida have influenced and can influence
human behavior, both individually and collectively.
SC.912.E.7.9 Cite evidence that the ocean has had a significant
influence on climate change by absorbing, storing, and moving heat,
carbon, and water.
SC.912.N.3.1
Student Investigations:
Global Climate Change Lab
Climate Change is Here
http://www.nationalgeographic.com/climatechange/special-issue/
Vice: Our Rising Oceans (PG-13)
Explain that a scientific theory is the culmination of many scientific
investigations drawing together all the current evidence concerning a
substantial range of phenomena; thus, a scientific theory represents
the most powerful explanation scientists have to offer.
Vocabulary
CO2, Fossil Fuels, Greenhouse effect, Methane, Water
Vapor
https://www.youtube.com/watch?v=Kp6_sDiup6U
Vice Greenland Is Melting (PG-13)
https://www.youtube.com/watch?v=7Yq-sfWSWLg
Sample Formative Assessment Task:
Compare the benefits and drawbacks of the
greenhouse effect.
Suppose you had a friend who did not
believe global warming was really happening
now. Explain the three best pieces of
evidence you would use to demonstrate to
your friend that global warming is really
happening today.
Predict some of the ways climate change may
affect vegetation in the future. Explain why
these effects may occur.
Resources
Student Text:
Textbook and other complex text
sources
Pearson Chapter 16
Student Misconceptions:
http://pasco.weatherstem.com/emc
Earth’s Changing Climate
The Great Thaw
http://www.washingtonpost.com/sf/nati
onal/2015/11/26/iceworlds/?hpid=hp_hp-top-tablemain_iceworlds910am%3Ahomepage%2Fstory
ABC News Global Warming Debate
https://www.learner.org/courses/envsci/su https://www.youtube.com/playlist?list=PL53461CD7E94DBFD4
pport/guide_unit12.pdf
Global Experiment
Articles
Deeper Learning Opportunities:
https://www.learner.org/courses/envsci/su
pport/guide_unit13.pdf
Earth’s Changing Climate
https://www.learner.org/courses/envsci/unit/text.php?unit=12&s
ecNum=0
Our Global Experiment
https://www.learner.org/courses/envsci/unit/text.php?unit=13&s
ecNum=0
Concept 2: Ozone Depletion
Benchmark(s):
Driving Questions:
What are the causes of ozone depletion?
SC.912.L.17.16 Discuss the large-scale environmental impacts
resulting from human activity, including waste spills, oil spills, runoff,
greenhouse gases, ozone depletion, and surface and groundwater
pollution.
SC.912.N.4.1 Explain how scientific knowledge and reasoning
provide an empirically based perspective to inform society's decision
making.
SC.912.N.1.4 Identify sources of information and assess their
reliability according to the strict standards of scientific investigation.
Vocabulary
Ozone, CFC's, CFC's, UV light, Health issues
Student Investigations:
NASA Ozone Hole Watch: Images and Data
http://ozonewatch.gsfc.nasa.gov/education/SH.ht
ml
Sample Formative Assessment Task:
Was the Montreal Protocol a success?
Explain
Resources
Student Text:
Student Misconceptions:
Deeper Learning Opportunities:
Textbook and other complex text
sources
Earth’s Changing Climate
Pearson Chapter 16
https://www.learner.org/courses/envsci/su https://www.learner.org/courses/envsci/unit/text.php?unit=12&s
pport/guide_unit12.pdf
ecNum=0
Articles
Global Experiment
http://pasco.weatherstem.com/emc
Earth’s Changing Climate
Our Global Experiment
https://www.learner.org/courses/envsci/su https://www.learner.org/courses/envsci/unit/text.php?unit=13&s
pport/guide_unit13.pdf
ecNum=0
https://www.washingtonpost.com/news
/energyenvironment/wp/2015/11/23/why-areso-many-americans-skeptical-aboutclimate-change-a-study-offers-asurprising-answer/
E
Concept 3: Acid Deposition
Benchmark(s):
Driving Questions:
attepend on its kinetic energy?
SC.912.L.17.16 Discuss the large-scale environmental What are the causes of acid rain?
impacts resulting from human activity, including waste
spills, oil spills, runoff, greenhouse gases, ozone
depletion, and surface and groundwater pollution.
Vocabulary
SO2, NO2, Fossil fuels, pH, Car Exhaust,
Secondary pollutants, Defoliation
Devise a plan for you and your family to
follow in order to reduce your carbon
footprint.
What are the effects of acid deposition?
Evaluate the Kyoto Protocol based on its
strengths and weaknesses.
SC.912.E.7.9 Cite evidence that the ocean has had a
significant influence on climate change by absorbing,
storing, and moving heat, carbon, and water.
Sample Formative Assessment Task:
Student Investigations:
Do we need to wear a rain hat? Acid Rain: Causes, Effects,
Possible Solutions
http://www.yale.edu/ynhti/curriculum/units/2003/5/03.05.01
.x.html
Ocean Acidification: In this hands-on activity, students
simulate the effects of decreasing pH caused by rising levels
of atmospheric carbon dioxide.
https://www.hhmi.org/biointeractive/ocean-acidification
Coral Bleaching
https://www.hhmi.org/biointeractive/coral-bleaching-activity
Resources
Student Text:
Textbook and other complex text
sources
Pearson Chapter 16
Student Misconceptions:
Deeper Learning Opportunities:
http://pasco.weatherstem.com/emc
Earth’s Changing Climate
https://www.learner.org/courses/envsci/unit/text.php?unit=12&s
ecNum=0
Our Global Experiment
https://www.learner.org/courses/envsci/unit/text.php?unit=13&s
ecNum=0