Global Warming Module 2
SCI 230
Dr. Friese
Goals and Objectives
• Goal:
– The ultimate goal is for students to view the “big
picture.”
– Students should learn how seemingly separate issues
actually relate through “feedback loops.”
• Objectives: The Students will
– Create a diagram that shows the various relationships
possible among the terms given.
– Identify that there are multiple ways to connect these
terms and how almost all can be affected by just one
change in the environment.
Pre-Class Assignment
• Students should locate and read two
articles: “Color Blindness” and “The
Hottest Spot”
• Both articles available through Audubon:
http://magazine.audubon.org/content/con
tent0312.html
In Class
• Break students into groups of 3-4
• Give each group a set of laminated printed
cards with selected terms and arrows
In Class Continued
• Ask each group to explore potential
linkages between the words on the cards
and global warming
• Students should then arrange the cards in
a logical sequence, showing how one
word/concept affects the next…
• Was your group able to use all of the
terms/concepts? Why or why not?
In Class Continued
• The instructor will circulate around the
room providing guidance as students try
to find a functioning and flowing diagram
• When students are satisfied with their
diagram, they should write it down on a
piece of paper
In Class Discussion
• The instructor will select 2-3 groups with
contrasting diagrams to display their
models for the class.
• A comparison of the diagrams will be used
to stimulate class-wide discussion on the
biological ramifications of global warming.
Reflection Homework
• After class, students will write a reflection paper
• Approximately 3 pages in length.
• Students should clearly explain what concepts
•
they learned in class.
Students should also explain their thoughts
when forming their own diagram and what they
may do differently now with their diagram.
Why? Draw a new flow chart if needed.
Correlated and related with
Ohio Academic Science Standards
K-2 Science Benchmarks
• Explain that living things cause changes on
Earth. (Earth and Space Sciences)
• Explain how organisms function and interact
with their physical environment. (Life
Sciences)
• Explain why people, when building or making
something, need to determine what it will be
made of and how it will affect other people
and the environment. (Science and
Technology)
Correlated and related with
Ohio Academic Science Standards
3-5 Science Benchmarks
• Compare changes in an organism's
ecosystem/habitat that affect its
survival. (Life Sciences)
• Explain the importance of keeping
records of observations and
investigations that are accurate and
understandable. (Ways of knowing)
Correlated and related with
Ohio Academic Science Standards
6-8 Science Benchmarks
• Explain how energy entering the
•
ecosystems as sunlight supports the life of
organisms through photosynthesis and the
transfer of energy through the interactions
of organisms and the environment. (Life
Sciences)
Give examples of how technological
advances, influenced by scientific
knowledge, affect the quality of life.
(Science and Technology)
Correlated and related with
Ohio Academic Science Standards
Science Benchmarks 9-10
• Explain that many processes occur in
patterns within the Earth's
systems.(Earth and Space Sciences)
• Explain the flow of energy and the
cycling of matter through biological
and ecological systems (cellular,
organism and ecological). (Life
Sciences)
Science Benchmarks 9-10
• Explain the structure and function of
ecosystems and relate how
ecosystems change over time. (ORC
Resources) (Life Sciences)
• Describe how human activities can
impact the status of natural
systems.(Life Sciences)