Student Summary Worksheet
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1 Climate Connections – Summary Worksheet Name: Click here to enter text. 1. Introduction - Explore your own personal choices and the effects they may have on global climate change and use this to develop a hypothesis about the relationship between personal choices and the extent of climate change we can expect in the future. a. Use the personal choice game sheet and options to make basic decisions about what you want in your life. Record your choices on the game sheet (see pp. 6-7 of this document). b. Run the Ecological footprint calculator using your own lifestyle i. I consume approximately Click here to enter text. Earths for my current lifestyle ii. I emit Click here to enter text. tons CO2 per year (British tons) iii. Explore the different suggestions and list three personal solutions you could make and define the reduced resource consumption you could achieve: 1. Idea #1: Click here to enter text. 2. Idea #2: Click here to enter text. 3. Idea 3#: Click here to enter text. c. Question: How will the choices people make today, affect our world’s tomorrow? i. Re-Write the question in your own words: Click here to enter text. ii. Your Hypothesis & Explanation: Click here to enter text. Project Module prepared for the Project-Based Global Climate Change Education Project, funded by NASA NICE Copyright © 2011, Office of educational Partnerships, Clarkson University, Potsdam NY http://www.clarkson.edu/highschool/Climate_Change_Education/index.html 2 Climate Connections – Summary Worksheet Name: Click here to enter text. 2. Role play a. Role Description & Name (your “character”): Click here to enter text. b. Work within your group to brainstorm about each of your characters and their lifestyles. Complete the questions on the role play worksheet. c. What are some key descriptions of your character that suggests how he/she may affect our Earth: Click here to enter text. d. Where (in general – continent, country) does your persona live? Click here to enter text. e. Use the personal choice game board and options to make basic decisions for your character. Record your choices on the game sheet. f. Run the Ecological footprint calculator for your persona. i. Your character’s Footprint score: Click here to enter text. Earths ii. CO2 emissions: Click here to enter text. tons CO2 per year (British tons) g. From your role-play activity identify the specific place on earth for your character. i. Review the locations on the map within the continent and country you specified above. Choose a location that has many years of average temperature data. ii. Location Name & Exact Coordinates: 1. Continent, Country, City: Click here to enter text. 2. Latitude: Click here to enter text. 3. Longitude: Click here to enter text. iii. Population: Click here to enter text. iv. Years of Temperature Data: Click here to enter text. h. Find an image of the environment in the area (internet search required): Copy and Paste URL: Click here to enter text. i. From the images that you could see, how might a change in temperature affect the way people in your character’s area live? Write 1-2 sentences describing the image and 1-2 sentences predicting how it might change. Click here to enter text. Project Module prepared for the Project-Based Global Climate Change Education Project, funded by NASA NICE Copyright © 2011, Office of educational Partnerships, Clarkson University, Potsdam NY http://www.clarkson.edu/highschool/Climate_Change_Education/index.html 3 Climate Connections – Summary Worksheet Name: Click here to enter text. 3. Analysis of historical changes in temperature Find the historical annual temperature for your character’s region using the NASA GISS web tool. A tutorial for this tool is available to provide more in-depth instruction. Historical temperature changes for my character’s home a. Following instructions in the tutorial, create a graph of historical annual temperature for your character’s home region i. Copy the image and paste the image in the text box to the right: ii. What does the graph describe? Click here to enter text. iii. Identify the independent, x (you do not control), dependent, y (values depend on the independent) variables and the Units for each of the variables. 1. Independent Variable and units Click here to enter text. 2. Dependent Variable and units Click here to enter text. iv. What are the highs and lows in the data, why might these have occurred? Click here to enter text. v. Describe the trend that you see in the data Click here to enter text. b. Repeat the above steps to create a graph of historical temperature for your home region: i. Closest location name & Coordinates: 1. State, City: Click here to enter text. 2. Latitude: Click here to enter text. 3. Longitude: Click here to enter text. Historical temperature changes for my home ii. Copy the image and paste the image in the text box to the right: iii. What does the graph describe? Click here to enter text. iv. What are the highs and lows in the data, why might these have occurred? Click here to enter text. v. Describe the trend that you see in the data Click here to enter text. c. Compare the actual average temperatures and historical changes in temperature between your home and your character’s home. Discuss any implications this may have had on your lives. Click here to enter text. Project Module prepared for the Project-Based Global Climate Change Education Project, funded by NASA NICE Copyright © 2011, Office of educational Partnerships, Clarkson University, Potsdam NY http://www.clarkson.edu/highschool/Climate_Change_Education/index.html 4 Climate Connections – Summary Worksheet Name: Click here to enter text. 4. Modeling future temperature changes: Use the information collected in this project to determine the most likely emission scenario for yourself and your character. Assuming that most people in the world live with these attributes, use global circulation model results to estimate what our global temperatures will be in the year 2100. a. Define the greenhouse gas emission scenario for you and your character. i. Using the Personal Choice selections you identified for yourself and your character (parts 1 and 2), use the scoring sheet provided <link> to estimate a personal choice score. Enter the score on your game sheet and in the table below. ii. Review the SRES scenario table and lengthier descriptions to categorize yourself and your character in terms of SRES scenario (A2(high), A1B (moderate), B1(low)) and level of emissions (low, medium or high) Yourself Your character Name Click here to enter text. Click here to enter text. Location Click here to enter text. Click here to enter text. Personal Choice score Click here to enter text. Click here to enter text. SRES scenario Click here to enter text. Click here to enter text. Level of Emissions Click here to enter text. Click here to enter text. Temperature change by 2100 (°C) Click here to enter text. Click here to enter text. b. Estimate the change in the regional and average global temperature anomalies (January and July) for your scenario and your character’s. i. (middle school students) Review the temperature change contour maps to interpret possible temperature changes and record in the table above. ii. (high school students) Use the IPCC DDC database of GCM model results to select model results for your scenarios (see detailed instructions) and record expected temperature changes in the table above. c. Discuss the implications for your results and address the following questions? i. Are there differences in the extent of temperature change between your two locations? ii. How might these changes affect you or your character’s life? Are you concerned? Should your character be? iii. What are the positive aspects of your personal choices or your character’s that help to keep the temperature from changing too much? iv. Do you think that different personal decisions could be made by you or your character to reduce the expected extent of climate change? Click here to enter text. Project Module prepared for the Project-Based Global Climate Change Education Project, funded by NASA NICE Copyright © 2011, Office of educational Partnerships, Clarkson University, Potsdam NY http://www.clarkson.edu/highschool/Climate_Change_Education/index.html 5 Climate Connections – Summary Worksheet Name: Click here to enter text. 5. Create Google Earth pushpins to display final results from the information you have collected for yourself and the character in your role play. 1. Open the Google Earth file (see example – clarksonuniversity.kmz) (which will zoom in to northern New York region). The details for opening and using Google Earth are available in a tutorial. 2. Use the “+” and “-“ bar on the upper right to zoom out (move bar towards the “-“) to see an expanded view of the New York, the United States or a continent. 3. Use the hand tool to move the image to find the general area that you want to explore (e.g., your home town) and get the region of interest into the middle of the image. 4. Zoom in to find the specific location (your home) for your pushpin. 5. Follow directions included in this tutorial to create a pushpin for both yourself and your role play character. 6. Name your pushpin (you name or your character’s name) and describe the region and the expected changes that might occur in this region, and how the culture or geography might change with climate change. 7. Repeat steps 2-6 for your role play character. Click here to enter text. Paste an image of your GoogleEarth file here: Project Module prepared for the Project-Based Global Climate Change Education Project, funded by NASA NICE Copyright © 2011, Office of educational Partnerships, Clarkson University, Potsdam NY http://www.clarkson.edu/highschool/Climate_Change_Education/index.html 6 Personal Choice Game Sheet Who are YOU? What will your future be? DIRECTIONS: You have made some choices about the lifestyle you are leading. In the spaces below, fill in your choices. Once you have done that, use the Choice Points sheet to determine your overall Choice Points score. Your name: Click here to enter text. Role play character name: Click here to enter text. Home (country, province, state, etc.) Click here to enter text. Lifestyle Element You Choice Point Value Your Character Choice Point Value Home (s) Click here to enter text. Click here to enter text. Click here to enter text. Click here to enter text. Autos/Vehicles(s) Click here to enter text. Click here to enter text. Click here to enter text. Click here to enter text. Entertainment Click here to enter text. Click here to enter text. Click here to enter text. Click here to enter text. Clothing Click here to enter text. Click here to enter text. Click here to enter text. Click here to enter text. Food Click here to enter text. Click here to enter text. Click here to enter text. Click here to enter text. Vacation(s) Click here to enter text. Click here to enter text. Click here to enter text. Click here to enter text. Laws & Regulations Click here to enter text. Click here to enter text. Click here to enter text. Click here to enter text. Total Point Value Click here to enter text. Project Module prepared for the Project-Based Global Climate Change Education Project, funded by NASA NICE Copyright © 2011, Office of educational Partnerships, Clarkson University, Potsdam NY http://www.clarkson.edu/highschool/Climate_Change_Education/index.html Click here to enter text. 7 Cards for selecting lifestyle choices Personal Choice options Home (s) Trailer or smaller. Apartment Medium sized house. Mansion 5,000 sq.ft. Autos/Vehicles(s) Walk/Bicycle/ Public Transportation Hybrid- Toyota Prius Full size pick- up truck luxury SUV Entertainment Board games Large Screen TV Hot tub Jet ski and 4-wheeler Clothing Thrift store Fair Trade/Union Made MegaMart/Mall Gucci/ Brooks Brothers Food Self-sufficient (garden, farm, hunt, fish) Fair trade Locally grown Premium and Expensive Vacation(s) None Camping Laws & Regulations Int’l cooperation and monitoring Regional air and water pollution regs. (print and cut for each student or use electronically) Project Module prepared for the Project-Based Global Climate Change Education Project, funded by NASA NICE Copyright © 2011, Office of educational Partnerships, Clarkson University, Potsdam NY http://www.clarkson.edu/highschool/Climate_Change_Education/index.html Industrial Agribusiness Cheap international trips Limited regs. for regional development Disney World No regulations
