Download H3 Evidence and impacts of climate change.

H: Climate change - Transforming Resources Interpretive plan
29 July 2017
Module Big Idea: The way that we exploit natural resources to meet our needs and wants
impacts our climate.
Module Core messages:
1) Human activity contributes to climate change.
2) Impacts of climate change can be seen, heard and experienced today.
3) Scientists use climate proxies to learn about climate change.
H Climate change
H L1 Module Title: Climate Change
H L1 Module text: The way that we exploit natural resources to meet our needs and wants
impacts our climate.
Key quote (as wall writing): “Carbon dioxide is the most important anthropogenic greenhouse
gas. […] The primary source of the increased atmospheric concentration of carbon dioxide since
the pre-industrial period results from fossil fuel use.” Intergovernmental Panel on Climate
Change
Climate Change has been caused many different factors but the most recent has been
human-induced which has resulted in global warming.
H1 Graphic Chemical elements  Natural resources  Materials  Products with
disruptive arrows pointing to Impact (Climate change)
H1 L2 text (This is an exhibition team/corporation statement)- : We are using ‘climate change’ to
specifically refer to anthropogenic climate change which is attributed to human activity - which
is in addition to natural climate variability.
Visitor experience:
H1 Introduction to climate change. Located outside of the immersive glacier,
this pod provides visitors with basic information that they need to understand climate change.
Accessibility considerations.
Physical Accessibility - Assure appropriate reach range and clear knee space. Assure 70%
contrast.
Sensory Accessibility - Provide port for alternative input/output device.
Intellectual Accessibility - Choose easily understandable icons and minimal, simple text. Text
shall be written for language skill of about Grade 6 level reading comprehension. Use short
sentences and avoid words that represent complex concepts.
Accessibility exemptions
Programming and Outreach opportunities.
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This experience could exist as an online portal, with nation-wide and in museum results being
combined.
H1-1 Climate change basics
H1-1 L2 title: Earth’s changing temperatures
H1-1-1 L3 title (under the above statement): Natural climate changes
H1-1-1 L3 text:
H1-1 L2 text: The Earth's climate has changed throughout its history long before human activity
could have played a role. For example, the planet has swung between cold glacial periods or "ice
ages", and warm interglacial periods over the last few million years.
Natural causes of climate change:
Output of the Sun
Changes in volcanic activity
Alterations of solar radiation reaching the Earth due to changes in the Earth’s orbit
Ocean variations (El Nino, La Nina)
Naturally emitted greenhouse gases (e.g. water vapour)
H1-1-2 Anthropogenic causes of climate change:
- Emissions of greenhouse gases from industrial and agricultural human activities.
H1-1-3 graph: How much is the temperature increasing?
H1-1-3 Graphic2
H1-1-3 Graphic2 title: How much is the temperature increasing?
https://earthobservatory.nasa.gov/IOTD/view.php?id=80167
H1-1-3 Graphic caption: Based on evidence collected since 1880, climate researchers around
the world have shown that the Earth’s average temperature has increased. Two-thirds of the
warming has occurred since 1975, at a rate of roughly 0.15-0.20 degrees Celsius per decade.
H1-1-3 Industrial revolution call out text
H1-1-4 What are greenhouse gases?
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Carbon dioxide (CO2) – 90% of emissions
Methane
SF6
Nitrous oxide
H1-2 L2 title: Why do greenhouse gases cause the Earth to warm? (Combination of the two
graphics below) (50 words label, title, caption)
H1-2 Graphic:
H1-2 Graphic caption: See text in graphic below.
http://thehigherlearning.com/2014/10/13/nasa-confirms-that-huge-methane-cloud-in-u-ssouthwest-is-real-deal/
http://climate.nasa.gov/system/content_pages/main_images/1_normPage-3.jpg
H1-3 L2 title: Why is there an increase of greenhouse gases in the atmosphere? (50 words)
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H1-3 L2 text:
Whether at home, work or play, we all make choices which add greenhouse gases – especially
CO2 - to the atmosphere. Other choices we make, slow the removal of these gases.
H 1-3-1 Graphic representation of the GHG emissions by sector with icons that point to our
choices. See the text grid for labels.
Slices of the pie chart will include following icons:
Oil and gas – barrel of oil, big truck, derrick
Transportation - car, truck, tractor trailer, airplane, ATV
Mining, processing, manufacturing – factory, industrial processes and shaft, diamond/mineral, cell phone,
Electricity – lightbulb, washer/dryer, toaster, transmission tower, video console/computer
Agriculture - cow, corn, tractor
Buildings – house, hospital, skyscraper, school
Waste and others – tree with axe, construction, waste incinerator
H1-3-1 Graph caption: Canada’s greenhouse gas emissions include individual choices and
industrial operations. H1-3-1 Source: graph based on Environment Canada data
H1-4 Climate change and the Bathtub metaphor.
Graphic or 3D bathtub: How is CO2 build-up warming the planet? Perhaps we need to reinforce
this point (https://climateinteractive.files.wordpress.com/2009/11/ngbathtub.jpg) 100 words
total including labels and caption.
H1-4 L2 text to inform graphic: The Earth is naturally able to uptake CO2 from the atmosphere.
When the amount of CO2 entering the atmosphere exceeds the amount being removed, we
have a build-up of CO2, which is contributing to the warming of the planet.
Content for graphic: Input of CO2 (faucet)
-
Combustion of fossil fuels (coal, oil, natural gas)
o Electricity
o Transportation
o Industrial processes
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Land use changes
o Deforestation
o Agricultural Soils
o Livestock
Output (drain)
- Trees/Plants
- Oceans
- Remains in atmosphere (time)
- Rocks (< 1%)
H1-4-1-1 to H1-4-1-7 Selection of images that depict causes of climate change. See text grid and
Google Drive
H1-4-1-1
Pcap Transportation
H1-4-1-1
Pcred ssuaphoto
H1-4-1-2
Pcap Industrial processes
H1-4-1-2
Pcred Ian Britton
H1-4-1-3
Pcap Deforestation
H1-4-1-3
Pcred Tero Laakso
H1-4-1-4
Pcap Agricultural practices
H1-4-1-4
Pcred Naserke
H1-4-1-5
Pcap Livestock
H1-4-1-5
Pcred CAFNR
H1-4-1-6
Pcap Electricity
H1-4-1-6
Pcred David Thomas
H1-4-1-7
Pcap How does the world’s increasing population affect the carbon balance?
It’s like filling the tub with billions of faucets. (with graphic of bathtub overflowing with many
faucets contributing)
H1-4-1-7
Pcred James Cridland
H1-1-5 T3 title: Climate change and global warming – what’s the difference?
H1-1-5 L3 text: Both terms refer to anthropogenic warming of the planet, but climate change is
more than just temperature.
Global warming is the long-term trend of rising average global temperature. Climate change
includes all of the changes in the global climate such as changes in precipitation, wind, snowfall
etc., which are a result of the increasing global temperature.
H1-6. History of climate change. (We are suggesting this as a combination of a
timeline, with graphs on same time scale. Perhaps this would be a counter panel which runs
along the bottom of the text of H1, H3, potentially culminating in a large thermometer?).
H1-6 L2 title: Climate change from 1775 to today.
H1-6-1 Graph #1: Human population (indirect contributor to climate change)
See graph at bottom of world population counter:
http://www.worldometers.info/world-population/
(Significant milestones - potentially highlighted on graph):
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1800 – World population reaches one billion.
1930 – Human population reaches two billion.
1960 – Human population reaches three billion.
1975 – Human population reaches four billion.
1987 – Human population reaches five billion.
1999 – Human population reaches six billion.
2011 – Human population reaches seven billion.
Global carbon emissions with global population graph
http://lh3.googleusercontent.com/-ZujuSsjFKc0/VXx3jstmgI/AAAAAAAAb1U/RiBJQNz7nic/Carbon%252520emissions%252520and%252520human%25252
0population%2525201751-2013%25255B5%25255D.png?imgmax=800
H1-6-2 Graph #2: Atmospheric CO2 concentration
https://www.bas.ac.uk/wp-content/uploads/2015/04/002.jpg
(Significant milestone potentially highlighted on graph)
2016 – Global levels of CO2 passed 400 parts per million. The safe level of CO2 in the
atmosphere is 350 parts per million.
H1-6-2 Callout text: More people means more emissions as we meet our needs and wants.
H1-6-3 Graph #3: Global temperature
http://earthobservatory.nasa.gov/Features/GlobalWarming/page3.php
http://ete.cet.edu/gcc/style/images/uploads/Global_temps_anom-annual-5_yr_1.png
(Potential Significant milestones to indicate on graph):
2000-2016 – 15 of the first 16 years of this millennia have been the warmest on record.
H1-6-4 TIMELINE CONTENT (to be depicted as a fourth line, running parallel to the three
graphs above) (10 words per date)
H1-6-4-1 to H1-6-4-24 correspond to entries for dates below. See Text grid for specifics.
Late 1700s to first half of 1800s – The industrial revolution: the mechanization of production,
high increase in use of coal (railways, factories and heating), iron and chemicals.
1824 – Physicist Joseph Fourier describes the Earth’s natural “greenhouse effect”.
1861 – Physicist John Tyndall shows that water vapour and certain gases create the greenhouse
effect.
1886 – Karl Benz unveils the Motorwagen, regarded as the first internal combustion automobile.
1896 – Chemist Svante Arrhenius uses the concept of “man-made greenhouse” while concluding
that industrial-age coal burning will enhance the natural greenhouse effect.
1908 – Henry Ford develops the first automobile that can be mass manufactured and used by
many middle class citizens.
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1938 – Using records from 147 weather stations around the world, British engineer Guy
Callendar shows that temperatures had risen over the previous century. He also highlights that
CO2 concentrations had increased over that same period, suggesting that this caused the
warming.
1957 – Roger Revelle and chemist Hans Suess demonstrate that seawater is not able to absorb
all of the additional CO2 entering the atmosphere. “Human beings are now carrying out a large
scale geophysical experiment…”
1958 – Charles David Keeling designs systematic measurements of atmospheric CO2 at Mauna
Loa in Hawaii and in Antarctica. Within four years, the project – which continues today –
provides the first unequivocal proof that CO2 concentrations are rising.
1965 – A US President’s Advisory Committee panel warns that the greenhouse effect is a matter
of “real concern”.
1972 – First UN environment conference. Climate change is hardly mentioned.
1975 – US scientist Wallace Broecker puts the term “global warming” into public domain in the
title of a scientific paper.
1987 – Montreal Protocol signed. This protocol international treaty restricted the use of
chemicals that damage the ozone layer. Although not the goal at the time, looking back, this
treaty has had a major impact on greenhouse gas emissions (Chlorofluocarbons (CFCs) to be
specific), exceeding even the impacts of the later Kyoto Protocol.
1990 – IPCC produces First Assessment Report. Conclusions: temperatures have risen by 0.30.6C over the last century; humanity’s emissions are adding to the atmosphere’s natural
complement of greenhouse gases which is expected to result in warming.
1992 –Earth Summit in Rio de Janeiro. Governments agree to the United Framework Convention
on Climate Change whose key objective is to stabilize greenhouse gas concentrations in the
atmosphere at a level that would prevent dangerous anthropogenic interference with the
climate system. Developed countries agree to return their emissions to 1990 standards.
1995 – The first definitive statement that humans are responsible for climate change. The IPCC
Second Assessment Report concludes that the balance of evidence suggests “a discernible
human influence” on the Earth’s climate.
1997 – Kyoto Protocol signed. Developed nations pledge to reduce emissions by an average of
5% by the period 2008-12, with wide variations on targets for individual countries. US Senate
immediately declares it will not ratify the treaty.
2003 – Numerous observations raise concern that collapse of ice sheets (West Antarctica,
Greenland) can raise sea levels faster than most had believed.
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2006 – The Stern Review concludes that climate change could cause severe economic damage –
reducing gross domestic product (GDP) by up to 20% if left unchecked – but curbing it would
cost about 1% of global GDP.
2007 – The IPCC and former US vice-president Al Gore receive the Nobel Peace Prize for
spreading knowledge about climate change and for laying the foundations for the measures that
are needed to counteract such change.
2011 – Canada withdraws from Kyoto Protocol
2013 – The first part of the IPCC’s fifth assessment report summarizes that humans are the
dominant cause of global warming since the 1950s.
2015 – COP21 in Paris where 195 countries agreed to keep global warming to well below 2
degrees C.
2016 – COP22 in Marrakesh
H2 Immersive glacier. Visitors can enter into an immersive space where they
hear the voices of people telling their first-hand accounts of their experience with climate
change. The quotes will also be projected onto the wall. The first-hand accounts will be chosen
to represent people from coast to coast to coast. The inclusion of a few changes that have been
made to combat climate change can be incorporated.
Accessibility considerations.
Physical Accessibility – Assure appropriate entrance clearance and turn radius within glacier.
Assure 70% contrast. Assure seating inside has appropriate arm rests and backs.
Sensory Accessibility – Assure clear recording, and appropriate translation. Assure
appropriate volume. Gabrielle to confirm with Council of Canadians with Disabilities what is
the best way to provide alternatives for sound scape.
Intellectual Accessibility – Choose quotes that use language with a skill of about Grade 6
comprehension.
Accessibility exemptions:
Programming and Outreach opportunities.
Potential to have online portal where visitors can hear the voices and sounds of climate
change which are featured in the immersive glacier.
H2 Immersive glacier.
Visitor experience:
H2 L2 Title: Voices of climate change.
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H2 L2 text: Come inside our glacier to hear the first-hand accounts of those affected by climate
change and take a moment to contemplate.
Credits for the quotations will need to be placed somewhere on the glacier. See Text grid for
details.
H2-1 L2 title: Why are glaciers important? (30 words)
H2-1 L2 text: Glaciers are made of water, with small amounts of chemical elements in the ice
and snow. Glaciers feed rivers and provide freshwater for people, animals and plants. Melting
glaciers are one of the important indicators of global warming and climate change. The melting
of glaciers causes sea levels to rise. As the ice melts, the white, reflective surface of glaciers is
reduced, increasing the amount of the Sun’s heat which is absorbed by the Earth.
H2-1 L2 text (shout out): What are glaciers made of?
-
Large: H2O (water)
Smaller cubes: Elemental cubes with single words (10) Sodium (Na), Chlorine (Cl),
Magnesium (Mg), Potassiuim (K), Calcium (Ca), Iron (Fe), Aluminum (Al)
H2-2Aud: Audio to be incorporated within the glacier. (16 quotes, average 50 words each)
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Audio tracks of quotes of Inuit people and others (e.g. Coastal) that have been affected
by climate change. (See backgrounder for examples).
o English, French, Inuktitut
Atmospheric soundscapes of melting, displacing glaciers etc.
o Dr. Shawn Marshall – sound a glacier makes when it’s melting
https://geog.ucalgary.ca/manageprofile/profiles/shawn-marshall
http://bgs.ucalgary.ca/profiles/shawn-marshall
o Laura Thompson: https://cryospheric.org/people/laura-thomson/ Connection of
David Pantalony’s that works in the Arctic that has offered to take recordings of
sounds of glaciers in spring 2017. Could connect with her with specific asks
before she leaves.
o Dr. Erin Pettit: Sound of glacier melting:
http://glaciers.gi.alaska.edu/people/pettit
o Potential melting glaciers soundcloud links:
 https://soundcloud.com/rchesney/chesney-melting-glacierunderwater?utm_source=soundcloud&utm_campaign=share&utm_me
dium=email
 https://soundcloud.com/enchantedduo/cheers-for-the-glaciers
Other potential sources of individual’s quotes:
- Farmer’s, people in Alberta (Fort McMurray?), oyster farmer’s on west coast? People
affected by Red tides?
H2_L2 Text: Projected onto wall (English, French; Inuktitut if predominant language)
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To be confirmed with Council of Canadians with Disabilities about what is
appropriate way to improve accessibility.
H3 Evidence and impacts of climate change. Visitors learn
about the difference between weather and climate, see artifacts showing how scientists
measure weather and past climates, and see images which depict the impacts of climate change.
Accessibility considerations.
Physical Accessibility - This has a potential to be a touch screen experience – is there an
alternative input method? Assure appropriate reach range and clear knee space. Assure 70%
contrast. Assure close approach to artifacts.
Sensory Accessibility - Provide port for described audio and alternative input/output device.
Intellectual Accessibility - Text shall be written for language skill of about Grade 6 level
reading comprehension. Use short sentences and avoid words that represent complex
concepts.
Accessibility exemptions:
Programming and Outreach opportunities.
In line with our call to action (compelling visions of a sustainable tomorrow, the museum
would become a hub for many of these conversations e.g. town halls, speakers, or showcase
initiatives (i.e. One Earth).
Visitor experience:
H3-1 Evidence: Weather, climate. Visitors see artifacts displayed ‘in
action’ (i.e. fake snow at base of snow ruler, rain gauge with fake water) showing how scientists
measure weather and past climates alongside information presented on climate proxies.
H3-1 L2 title. How do we know the climate is changing?
H3-1 L2 text: (30 words) Scientists gather records of past weather and climates.H3-1 artifact
group caption: Measuring weather. These tools allow scientists to record and measure different
parameters of weather, which over time increase our understanding of climate change. The
consistent measurement of the sun’s radiation and length of time, temperature, snow and
rainfall amounts, and wind all allow us to model climate change.
H3-1-1 to H3-1-9 artifact tombstones and captions. See Text grid
What is being measured?
Sun
Instrument.
Sunshine Recorder
Casella
London, England
1958
Artifact no. 1966.0225
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Sun’s radiation
Pyrheliometer
Eppley Laboratory Inc.
Newport, Rhode Island, USA
Around 1971
Artifact no. 2004.0347
Temperature
Thermometer
Short & Mason
London, England
Artifact no. 1996.0500
Thermograph
Circa 1900
Artifact no. 1987.0620
Snow
Snow Ruler
DOT Meteorological Branch/MSC
1961-1965
Artifact no. 2004.0331
Rain
Rain gauge/pluviometer
Meteorological Service of
Canada/Environment CA
Canada
Between 1960-1970
Artifact no. 2013.0063
Graduate
Meteorological Service of
Canada/Environment CA
Canada
1970-1973
Artifact no. 2004.0334
Wind
Anemometer
Young, R.M. Co.
Traverse City, Michigan, USA
Between 1990-2004
Artifact no. 2004.0353
- Claire satellite suspended above?
In same case, but slightly separate from the others:
Temperature
Thermometer
Spiridion Scientific Instruments
Llantrisant Wales
1985 (replica of 1657 model)
Artifact no. 1993.0007
Artifact caption: In the past, the tools
developed to measure air temperature,
such as this alcohol thermometer, were
often not precise. It is only since 1880s
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that we are able to record accurate
measurements of changes in weather (in
climate?)
H3-2 L3 Callout: What is the difference between weather and climate?
H3-2-1 L2 title: Assessing past climates
H3-2-1 L2 text: Proxies. We haven’t always had technologies able to consistently measure
weather, which means we need a different way to learn about past climates. Climate proxies
help climate scientists establish a record of the climate before modern tools were available.
These proxies include ice cores, tree rings, coral, sediment cores etc. (for each of below:
Caption + some labeling – 40 words each)
H3-2-1-1 L3 title: Ice cores
H3-2-1-1 L3 text: (40 words) Long scale graphic of ice core – with a bit of texture to it – with a
human beside it for scale, showing the longest ice core to date and helping to explain the
continuous record of past climate and CO2 which is available. The longest core to date is from
Dome C in Antarctica, it is called EDC99 and was drilled in 1999 to the depth of 3200 meters
retrieving 740,000 years of climate data. Rather than show how long it is (which would involve
elevations), let’s show the depth of drilling and the date.
Data from the British Antarctic Survey: Antarctic ice cores show us that the concentration of
CO2 was stable over the last millennium until the early 19th century. It then started to rise, and
its concentration is now nearly 40% higher than it was before the industrial revolution (see Fig. 2
overleaf). Other measurements (e.g. isotopic data) confirm that the increase must be due to
emissions of CO2 from fossil fuel usage and deforestation. Measurements from older ice cores
(discussed below) confirm that both the magnitude and rate of the recent increase are almost
certainly unprecedented over the last 800,000 years.
H3-2-1-1 Graph showing data from ice core retrieved at Vostok Station, Antarctica:
http://climate.nasa.gov/climate_resources/24/ (this goes back 400,000 years)
https://scripps.ucsd.edu/programs/keelingcurve/wp-content/plugins/siobluemoon/graphs/co2_800k.png (this goes back 800,000 years, but not as clear as the Vostok
core data)
In addition to the text, H3-2-1-1 will include images of air bubbles captured in an ice core, a
mock-up or an image of an ice core,
H3-2-1-2 L3 title: Cave speleothem
H3-2-1-2 L3 text: (40 words) This is an authentic cave sample used to assess past climates with
arrows pointing to information gathered from the different deposition layers.
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H3-2-1 Prop: a mock-up of a speleothem based on the images from Dr. Paul Williams. The prop
could be backlit to make the rings more visible.
H3-2-1-3 T3 title: Coral
H3-2-1-3 L3 text: (40 words)
As it grows over a few hundred years, coral records changes in temperature, rainfall, and water
clarity in preserving sensitive climate record. Scientists study and compare chemical make-up of
each band in a coral sample. Specifically they look at the ratio of heavy and light oxygen isotopes
(or varieties) and balance between strontium (Sr) and calcium (Ca). Using these data, scientists
can put together a very detailed picture of climate in tropical regions. This is important because
much of Earth’s weather is impacted by conditions in the Tropics.
In addition to the text, this section includes a coral prop, and an x-ray image of a coral
H3-2-1-4 L2 title: Tree rings
H3-2-1-4L2 text: Trees that live for hundreds or even thousands years keep record of
weather year by year in their trunks. Scientists study tree rings to learn about past
climates. They can tell when the weather was warm and rainy – and the tree ring grew
wider, when it was cold and dry – and the tree ring grew thinner, or when the tree was
under stress from drought and its ring grew almost not at all. In addition to the text, this
section includes a prop tree ring.
On the tree ring, we identify growth as per NSAS graphic:
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H3-2 Human Impacts.
29 July 2017
The way that we exploit natural resources to meet
our needs and wants impacts our climate. Visitors can use a virtual portal (NASA) to compare
before and after images alongside select print photos showcasing the impacts of climate change.
Image captions provide further evidence on the impacts.
H3-2 Photo diary.
H3-2 L2 title: Impacts of climate change
H3-2 image group caption: We are already beginning to see the impacts of climate change. Have
you seen any of these indicators? (15 words max per image caption)
H3-2 “Tell us what you think” Interactive. This is a simple interactive that allows visitors to move
a slider to indicate how much they think the temperature has already changed since the 1880: 2 C(it’s getting colder), 0 C (it stays the same), up to +2 C (it’s getting warmer). The scale would
be by 0.1 degree C. The actual change in temperature is now at 0.85 degree C.
H3-2 callout: have you experienced\seen these changes
H3-2-1 to H3-2-10 Selection of images showing effects of climate change:
H3-2-1 PCap Our changing climate affects the Earth. As climate changes, glaciers melt. The
retreat of Pedersen Glacier, Alaska. On left, glacier in summer 1917. On right, glacier in summer
2005.
H3-2-1 Pcred (1917 photo) Louis H. Pedersen
(2005 photo) taken by Bruce F. Molnia.
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Source: The Glacier Photograph Collection, National Snow and Ice Data Center/World Data
Center for Glaciology. (NASA)
H3-2-2 Pcap Our changing climate affects forests. In addition to other factors such as humans
and forest management practices, warmer temperatures lead to increased evaporation and less
snow making forests susceptible to fire. This image shows a forest fire in For McMurray, Alberta,
2016.
H3-2-2 Pcred Cameron Strandberg
H3-2-3 Pcap Our changing climate affects the Earth and humans. As the permafrost thaws,
the ground becomes unstable – or even collapses. This leads to problems with house
foundations and means that some communities need to relocate.
H3-2-3 Pcred Credit TBD
http://alaska.usgs.gov/science/interdisciplinary_science/cae/arctic_coastal_plain.php
US Geological Survey (most likely allowed to use)
H3-2-4 Pcap Our changing climate affects humans. As the snow and ice peak on Chacaltaya
Glacier (Bolivia) melts, people are no longer able to ski and participate in winter sports.
H3-2-4 Pcred NASA https://www.giss.nasa.gov/research/briefs/rosenzweig_02/
https://www.giss.nasa.gov/research/briefs/rosenzweig_02/figure1.jpg
H3-2-5 Pcap Our changing climate affects the Earth. Water levels are changing due to
increased intensity and frequency of extreme heat and drought. This image shows decreased
water levels in California during a drought in 2014.
H3-2-5 Pcred Credit TBD
Justin Sullivan, Getty Images. http://cbsnews1.cbsistatic.com/hub/i/2015/04/02/8d630ce184a6-4ec6-a376-a8b087cf0343/californias-droughtreutersgetty453834006.jpg
or Taken by Rene Rivers, Don Pedro Lake, March 2015 (Flickr, CC)
H3-2-6 Pcap Our changing climate affects people, causing them to relocate. The islands of
Tuvalu, located in the South Pacific Ocean, are severely affected by rising sea levels. People from
these islands are likely to represent some of the first climate refugees.
H3-2-6 Pcred Credit TBD
http://theverb.org/does-climate-change-cause-migration/
https://www.pinterest.com/johnburch/climate-refugees/
Photos seem to be screenshot from Climate Refugees documentary
H3-2-7 Pcap Our changing climate affects animals, changing their habitat, their geographic
range and access to food. Polar bears have only ever lived in cold climates and can only survive
for up to 220 days without ice. They rely on sea ice to travel, hunt and breed. As the sea ice
habitat declines, the polar bears are severely affected.
H3-2-7 Pcred Jaime de la Vega Merino
H3-2-8 Pcap Our changing climate affects plants and insects. For example, climate change
has improved the overwintering ability and increased the range of the Mountain Pine Beetle,
leading to a severe outbreak which in turn, led to the death of the majority of lodgepole pine
trees on the west coast of Canada and the US.
H3-2-8 Pcred US Geological Survey
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H3-2-9 Pcap Our changing climate affects the Earth. Water levels are changing due to
increased intensity and frequency of extreme weather and flooding.
H3-2-9 Pcred Martin Katerberg
H3-2-10Pcap Our changing climate affects animals and humans. As caribou habitat is
disappearing, Indigenous peoples have noticed a change in migration patterns and decrease in
meat quality.
H3-2-10Pcred Peupleloup
H3-2 interactive: TBD Images of change, NASA visualization http://climate.nasa.gov/images-ofchange Source (NASA) - is this available in French? Also, climate time machine:
http://climate.nasa.gov/interactives/climate-time-machine
H3-2 instructional copy: slide to compare before and after images.
H3-3 Call to action – Superheroes of climate
change. Visitors can contribute their creative input to envisioning the world of the
future with fewer CO2 emissions. (100 words) To be developed further.
H3-3- L2 title: Climate change adaptation and mitigation
H3-3 L2 text: Mitigation, adaptation is necessary, here are some strategies. E.g. walk, bike; eat
less meat; recycling; fuel efficient vehicles; painting your roof white;
Call to action:
Imagining the future. One Earth initiative – Compelling visions of a sustainable tomorrow
H3-3-1 Superheroes of climate change
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Ken Devine - quotes
Showcase cultural changes
People’s everyday lives
Nominate someone to be a superhero of climate change (PA?)
Household
Amber?
Company
Youth council
Canadian farmers
What are you doing to be a climate change hero or villain?
H3-3-2 Triodetic multipoint foundations: Canadian innovation that helps communities to adapt
to changing climate.
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H: Climate change - Transforming Resources Interpretive plan
29 July 2017
As permafrost melts, buildings constructed on permafrost shift, their foundation cracks causing
structural damage. The effects are sometime so severe that communities may need to relocate.
Portable and easy to assemble multipoint foundations developed by Triodetic allows to raise
houses built on permafrost and place them on a platform that adjusts to the movement of
towing and freezing soil. It keeps houses leveled and safe.
H3-3-2-1 Image of a community housing in Nunavut.
H3-3-2-2 prop: sample of the multipoint foundation structure that visitors can touch.
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