Name _____ Global Warming Webquest by 37qe73H

VIEWS: 40 PAGES: 7

									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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