Name ____________________ Introduction Global Warming Webquest. Use the following links answer the questions below: Link: http://epa.gov/climatechange/kids/gw.html What is the Greenhouse effect? What are greenhouse gasses? What are their effects on our atmosphere? What is the difference between climate change and global warming? Link: http://epa.gov/climatechange/kids/climateweather.html Please discuss the difference between weather and climate. Link: http://epa.gov/climatechange/kids/detectives.html Identify and discuss the SIX ways scientists can track temperature fluctuations. Link: http://epa.gov/climatechange/kids/change.html Identify the major anthropogenic sources of greenhouse gases. List ten things that you do over the course of the day that contributes to the emissions of greenhouse gasses. Analyze and list the five steps in which plants remove carbon from out atmosphere. Which step do you think is the most important? Explain you reasoning. Link: http://epa.gov/climatechange/kids/animations.html Using the link above visit the animation labeled ” Lets learn about global warming” then summarize the accompanying six scenes. Using the link above visit the animation labeled ”the carbon cycle movie” then summarize the accompanying five scenes. o Where are the seven places you find carbon? o Label the diagram below using the second scene. o What is so different about scene five? Link: http://epa.gov/climatechange/kids/bigdeal.html As our global temperature increase how does the affect humans? Link: http://www.pewclimate.org/global-warming-basics/kidspage.cfm#individuals What are eight things you can do to stop global warming? Link: http://www.ypte.org.uk/environmental/global-warming/11 What are some other things you can do to stop global warming? Effects of Global warming on various Ecosystems: PART 1 In your own opinion, Please rank the following effects of global warming in the order of least to most dangerous then provide a rationale. Polar ice caps melting Warmer waters and more hurricanes Spread of disease Increased probability and intensity of droughts and heat waves Economic consequences Effects Rationale 5 4 3 2 1 Link: http://www.environmentalgraffiti.com/sciencetech/5-deadliest-effects-of-global- warming/276 Visit the link above, identify which topics do you agree or disagree with the author. PART 2: As a “soon to be” environmental expert it is your responsibility to research the past effects global warming has had on various ecosystems around the world. Please visit the following locations and describe the major changes that have occurred and are occurring, please include all major biotic and abiotic interactions. Remember floral and fauna can be affected. Example for the topic of The North American ecosystem Site: http://www.audubon.org/globalwarming/ImpactsBirdsWildlife.php After reading the article you should be able to discuss the following: 1. How does global warming affect birds, other wildlife, and their habitats? 2. Is wildlife already being affected by global warming? 3. Can global warming cause extinctions? 4. What are some specific impacts on birds? Examples Examples of Readings The Larsen B ice http://www.sciencedaily.com/releases/2008/02/080210100441.htm Greenland's ice http://www.cnn.com/2007/TECH/science/10/23/greenland.melting sheet Grinnell glacier http://www.edf.org/page.cfm?tagid=54285 Himalayan Gangotri http://www.global-greenhouse-warming.com/himalayan-gangotri- Glacier glacier.html Polar ice caps http://www.global-greenhouse-warming.com/polar-caps.html Tundra http://www.ciel.org/Climate/Climate_Arctic.html Sea levels http://www.global-greenhouse-warming.com/sea-level.html Ocean Life http://www.global-greenhouse-warming.com/oceans.html Coastal Areas http://www.climatehotmap.org/impacts/coastalareas.html Permafrost of the http://www.sciencedaily.com/releases/2008/09/080903134309.htm Northern Hemisphere Freshwater fish and http://www.unisci.com/stories/20021/0213021.htm phytoplankton Coral reefs http://news.nationalgeographic.com/news/2006/05/warming- coral.html Alaskan Vegetation http://www.eoearth.org/article/Impacts_of_global_warming_in_Alaska US Forests http://www.climatehotmap.org/impacts/forests.html US agriculture http://www.climatehotmap.org/impacts/agriculture.html Tropical Rain http://globalwarming.house.gov/impactzones/amazon forests Now that you are familiar with the global ecosystems look throughout our local ecosystem and identify varies effects that can be attributed to global warming. Once completed, write a one page paper showing the interconnectedness between three of the above ecosystems and our own. Background: At the Mahopac high school I teach two highly different levels of Living Environment which both end in the students taking the same NYS Living Environment Regents exam. Both classes are comprised of students within comparable demographic and age. For most of their education they have received similar instruction with the exception of their previous year. In eight grade there is an educational divide between the students. In eighth grade my current living environment students had taken a general science course while the others follow an advanced honors Earth Science tract. This group of accelerated students is the core population for the AP Environmental Science class. These students will take the AP exam in May as well as the Living Environment in June. This web quest was used with the previously mentioned Living Environment class as there is a slower pace and a better final assessment will be possible. Time Frame: Utilizing eleven forty-two minute periods Wednesday Day 1: Introduction to Global warming Thursday Day 2: Effects on the various cycles Friday Day 3 (lab period utilized): Two periods for watching “An Inconvenient truth” Over the week end students were to begin Part 2 Monday Day 4+5: Use of computer lab time to continue research and discuss global ramifications Tuesday Day 6: (lab period utilized) Discussions and nature walk through our wetlands and wooded grove of trees to discuss the effects to our local ecology. Begin discussing other ecoystem tie-ins Wednesday Day 7: Completion of discussions Thursday Day 8: Corrective actions and Environmental legislation. Friday Day 9: Webquest portfolio and In class exam. Learning Outcomes: 1. What is Global warming and climate change? 2. How are humans exacerbating global warming? 3. What are the major global changes that occur due to climate change? 4. How does an increase in Greenhouse gasses affect biotic and abiotic factors in the ecosystem? 5. What actions can individuals take in their daily lives to make wise choices in the use and conservation of resources? Assessment: Wednesday Day 1: Verbal discussion of the previous nights webquest home work and the written completion of a labeling worksheet. Thursday Day 2: Verbal discussion of the previous nights webquest “cycle diagrams” and the written completion of a labeling worksheet of the effects on the various cycles. Friday Day 3 (lab period utilized): Students will provide a list of 25 facts taken from the video. Monday Day 4+5: Question and answers while in the computer lab Tuesday Day 6: (lab period utilized) Verbal discussions applying their knowledge to the real local wetlands and wooded grove. Wednesday Day 7: Completion of verbal discussions Thursday Day 8: Completion of a corrective actions and environmental legislation worksheet (quiz). Friday Day 9: Submission of Web quest portfolio and In class exam. Looking back over the scope of this activity I found it most helpful in dispelling some of the past inconsistencies about global warming. Even scientific professionals seem to have differing opinions and I found that helpful to show my students how these scientists in the field differ in their beliefs and how data can be misconstrued. At first I thought it would be difficult to discuss the various forms of pollution contributing to global warming and expecting students to be able to remember their source but I was pleasantly surprised by their retention of the information. I attribute this to the students being able read, see and apply their knowledge in a real life scenario. When discussing the anthropogenic sources of pollution it was easy to integrate other facets of pollution as they act as inputs to global warming. It was rewarding to see students having the ability to formulate sources and sinks based on prior knowledge. This activity acted as a wonderful resource for reviewing at the end of my school year. After the completion of this activity much can be learned and some still should be revised. While the use of the internet is a reliable resource when students are guided through out the lesson, still some students seem to seek answers from different sources i.e. standard search engines. In discussing why some students took this approach many felt apprehensive to type in the provided hyperlinks as they were too long. While others simply gave up after the second time it didn’t work for them. Yet some lazily admitted they thought it would be easier if they did it on her own. This was easily rectified as the word document was uploaded to my webpage or emailed to homes thus activating the hyperlinks. By utilizing the high schools server documents can be stored in a student common share file which also allows for the live hyperlinks to be easily activated. The final assessment seemed most difficult for the students to compete. Showing the interconnectedness between three of the ecosystems and relating them to their own town was very difficult. I still feel that this is an integral part of the portfolio as it was also used as a method assessment.
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