Earth Weather and Climate
Climate Changes and Our Infrastructures Unit
NGSS
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ESS2.A: Earth Materials and Systems
ESS2.C: The Roles of Water in Earth's Processes
ESS2.D: Weather and Climate
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Student outcomes
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Specific Learning
Objectives
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Overview
Instructional Tasks
Instructional Strategies
& Resources
To ask question regarding the differences in types of bridges that exist today
To obtain, evaluate, and communicate information that explain how greenhouse
gases are responsible for our severe changes in climate
To plan an investigation that determine a way to build bridges that can withstand
the severe changes in our climate
To develop and create a scale model or prototype of a bridge that is better able to
withstand a heavier load//weight
Compare and Contrast Bridge Types
Work Cooperatively with in Teams
Design or Sketch a picture of Popsicle Bridge Structure that is better able to hold a
load
Look for patterns, while conducting research on the History and facts on their
selected Bridge
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This lesson is about the weather, and or climate changes that have been
occurring over the past decade and its effects on our countries infrastructures
Engage in the activities, like a of Scientist and or, Civil Engineering and related fields by
asking questions, researching, and contributing information regarding solutions for our
failing Infrastructures , due to climate changes
Round Table( You tube Video) https://www.youtube.com/watch?v=uNHeD5i0Teg
Global Warming and the Greenhouse effect
Global Warming and the Greenhouse effect
http://www.global-greenhouse-warming.com/
Global Warming http://environment.nationalgeographic.com/environment/globalwarming/gw-overview-interactive/
Popsicle Bridges http://tryengineering.org/
Climate Changes and Failing Bridges
NSB News, http://www.nbcnews.com/video/nightly-news/52257935/#52257935
PowerPoint –Failing Bridges
History of Bridges http://www.historyofbridges.com/facts-about-bridges/cles:
Climate Change Adaptation – Climate change impact on buildings and construction
http://en.klimatilpasning.dk/sectors/buildings/climate-change-impact-on-buildings.aspx#
Climate and Our Transportation
http://www.epa.gov/climatechange/impacts-adaptation/transportation-adaptation.html
Vocabulary
Students Do
Bell Ringer/Do now
Warm up
Climate, infrastructures, truss, cantilever, beam, cable-stayed, suspension, arch and , global
warming,
Round Table– (Kagan) Teacher will ask students -.
1. Open up the review what is meant by the term global warming, and climate change, and
2.
how has it affected the Earth. Each design team will be given a question that should be
answered by its members. These questions are basically review questions.
Next, the student‘s will complete the warm-up activity entitled Which Bridge???
Again, this activity is for review. The design teams will be asked to collaborate
match each type of bridge with a picture and a list of basic characteristics. of the
types of bridges that are used throughout this countries and the design teams Match the Picture of the bridge with its Name and definition/facts
Teacher Says
Teacher Explain the following: - Content
Scientific understanding of global warming has been increasing. In its fifth assessment
(AR5) in 2014 the Intergovernmental Panel on Climate Change (IPCC) reported that
scientists were more than 95% certain that most of global warming is caused by increasing
concentrations of greenhouse gases, such as carbon dixiode and nitrogen and other
Earth Weather and Climate
Climate Changes and Our Infrastructures Unit
human (anthropogenic) activities
Future climate change and associated impacts will be different from region to region
around the globe. The effects of an increase in global temperature include a rise in sea
levels and a change in the amount and pattern of precipitation, as well as a probable
expansion of subtropical deserts. Warming is expected to be strongest in the Arctic, with
the continuing retreat of glaciers, permafrost and sea ice. Other likely effects of the
warming include more frequent extreme weather events including heat waves, droughts,
heavy rainfall, and heavy snowfall; ocean acidification; and species extinctions due to
shifting temperature regimes. Effects significant to humans include the threat to
fooClimate is the long-term average of the weather of an area. This would refer more to
the type of weather you could expect at different times of the year. Normally, the northern
U.S. can expect snow and below-freezing temperatures in winter and warm summers with
some humidity. These expected weather patterns together with other factors make up our
climate, which generally remains unchanged over the span of a human lifetime.
Atmosphere Effects
There are many factors that can influence the climate of a region. One of the main things that
determine the climate of an area is the circulation of air in the atmosphere. The atmosphere is the
blanket of air that surrounds the Earth. The atmosphere circulates air in patterns or in a band caused
by the heating of the Earth by the sun and the Earth's rotation. Air near the tropical regions rises as
it gets heated, while cooler air near the poles sinks. Warmer air has more energy and is less dense
than cooler air, which causes this rising and sinking action. However, the Earth's rotation also has
an effect on this movement of air by breaking the rising and sinking action of air into six distinct
sections. These bands alternate the direction of wind flow, much like the bands that are seen on
Jupiter.
For instance, near the equator, the prevailing winds move from east to west and are known as the
trade winds, shown in yellow and brown on the map. Next, the blue arrows show the bands of air
that travel west to east - the dominant wind pattern for the United States - and are known as the
prevailing westerly’s. This difference can be seen any time a hurricane gets close to us and we
begin tracking it. As the storm forms in the Atlantic, it moves from east to west, caught up in the
trade winds. As it moves north near North America, its direction will begin to shift back to the east
as it moves into a band of air moving in the opposite direction.
Another effect on climate can come from the composition of the atmosphere itself. The
Greenhouse Effect is when gases naturally trap heat in the atmosphere, moderating the earth's
temperature. These gases include carbon dioxide, methane and water vapor. If the percentage of
these gases changes over time due to natural or man-made effects, then the amount of heat held in
can change also. This is the concern with global warming - that we are adding too much carbon
dioxide to the atmosphere, warming the planet.
Climate Change and Our transportation systems
In the United States, transportation systems are designed to withstand local weather and
climate. Transportation engineers typically refer to historical records of climate, especially
extreme weather events, when designing transportation systems. For example, bridges
are often designed to withstand storms that have a probability of occurring only once or
twice every 100 years. [1] However, due to climate change, historical climate is no longer a
reliable predictor of future impacts.
Climate change is projected to increase the frequency and intensity of extreme weather
events. Specifically, heat waves will likely be more severe, sea level rise could amplify
storm surges in coastal areas, and storms will likely be more intense. These changes
could increase the risk of delays, disruptions, damage, and failure across our land-based,
air, and marine transportation systems. Most transportation infrastructure being built now
is expected to last for 50 years or longer. [1] Therefore, it is important to understand how
Earth Weather and Climate
Climate Changes and Our Infrastructures Unit
future climate might affect these investments in the coming decades.
Climate change impact on buildings and constructions
Buildings and roads etc. must be designed for future climate conditions.
Wetter winters and sudden, heavy downpours make it even more important to direct
rainwater and meltwater away from houses, paved areas, roads etc.
A milder climate will reduce the durability of building materials and affect the indoor climate
of buildings. Warmer summers will introduce a greater need for cooling.
Higher groundwater levels, higher water levels in streams and watercourses, and greater
risk of storm surges along the coastline, make it pertinent to safeguard buildings against
seepage and flooding.
Buildings
Buildings can be vulnerable to climate change. In the future there may be an increase in
the risk of collapse, declining health and significant loss of value as a result of more
storms, snow or subsidence damage, water encroachment, deteriorating indoor climate
and reduced building lifetime. In the short term stronger storms are the greatest
challenge.
Storms will constitute a safety risk in those parts of existing buildings that do not meet the
building code's safety requirements. In the longer term, more and longer-lasting heat
waves could have health-related consequences, especially for the elderly and weak, in
nursing homes, for example.
Adapting buildings to climate change
Adaptation in Denmark may be with regard to limiting snow-load and storm damage as
well as controlling indoor climate in particular. With respect to strengthening existing
buildings, however, autonomous adaptation will be limited if owners are not familiar with
weaknesses in the bearing elements of their buildings. Adaptation will only occur in new
constructions if standards are enhanced. As for counteracting consequences of heat
waves, installation of air conditioning in existing buildings could be expected, along with a
demand for buildings with more efficient indoor climate control.
In Denmark, it is the responsibility of individual building owners to see that applicable
regulations are complied with, and it is also they who will seek solutions for satisfactory
indoor climate. I n the short term there will be no changes in the laws pertaining to
building safety under extreme weather conditions. For countering heat waves, the new
regulations regarding the energy framework in the building code represent a step towards
promoting solar screening and heat-deflecting windows, which will make it easier to
regulate indoor climate.
For the time being, no measures are recommended for building extensions or renovation.
Earth Weather and Climate
Climate Changes and Our Infrastructures Unit
In the future, there may be a need to inform owners of existing buildings of the typical
weaknesses in the bearing elements, with corresponding instructions on how to remedy
them. In the same manner, there may be a need for instructions on new building solutions
to reduce indoor temperature extremes during heat waves, especially for vulnerable
buildings. Finally, there may be a need to inform construction technicians of recommended
future-oriented design parameters, for example, concerning maximum snow load and wind
speed, temperatures and durations of future heat waves and the maximum precipitation
intensity a building should withstand.
The roads of the future
New roads must be designed in accordance with future requirements. Investigations have
therefore been launched to clarify how to update current guidelines for planning,
constructing and managing roads.
Rain the biggest risk factor
For existing roads, the risk of more rain poses the greatest challenge. Surface water must
be directed away from roads in order to ensure their durability, avoid aquaplaning and
reduced passability for road users. Danish road authorities are therefore currently looking
at how road drainage systems may be adapted to future climate, both with regard to new
construction and when managing existing infrastructure.
Traffic reports during extreme weather events
During extreme weather events such as heavy downpours, storms etc., traffic reports play
a central role for road users. They can continuously receive fresh traffic and weather
reports, e.g. via the radio, mobile phone, or GPS, as well as via traffic management
systems.
Research in roads and climate
Both in Denmark and internationally, research is being carried out into roads and the
climate. This research provides new knowledge to road authorities on how to best carry
out future construction and management of Danish roads, vis-à-vis the consequences of
climate change for society.
Adapting railways to climate change
Powerful storms and increased wind speeds could have financial and traffic-related
consequences for electric railways, e.g. because overhead wires are vulnerable to higher
wind speeds.
An increase in the groundwater level could lead to increased risk of erosion of railway
cuttings. Heavier showers could pose problems for the railway drainage system, and the
risk of erosion could become greater where watercourses intersect the railway line.
Rail Net Denmark's adaptation to climate change
Rail Net Denmark, which manages the Danish railway infrastructure, is preparing for how
to cope with greater volumes of precipitation, including especially heavy downpours. Rail
Net Denmark has already implemented routines for intensified inspection and control of
problematic embankments and dikes in the event of continuous large volumes of rain, and
Earth Weather and Climate
Climate Changes and Our Infrastructures Unit
is also securing well-functioning drainage systems for ditches along the railway.
Rail Net Denmark is also investigating drainage systems at railway stations. Focus is on
railway stations where drainage problems have been observed which e.g. have caused
unintended track movement.
Furthermore, Rail Net Denmark is establishing a cooling plant that is to protect the
interlocking system against increases in temperature, and they are felling and trimming
trees to reduce the risk of falling trees.
Early warning system
To prevent accidents on the railway following heavy downpours, Rail Net Denmark has
introduced a new early warning procedure which can shut down the train service in the
event of problems.
Bridges and tunnels
The construction of the two large Danish bridges, the Great Belt bridge and the Oresund
bridge, took into account future climate change.
The bridges and their shore-based installations are directly exposed during events with
high water levels. The shore-based installations are therefore protected by dykes.
However, the accessibility of these installations could be affected by more frequent
storms.
Tunnels
Railway traffic across the Great Belt is via a tunnel, and the link across Oresund also
includes a tunnel, just as its shore-based installation is below sea level. The tunnels are
therefore vulnerable to rising sea levels.
Continuous control of dykes
Dykes protect the installations against water impacts. There is ongoing control of the state
of the dykes. This control is carried out as annual routine inspections and as inspections
after events such as storms, extreme water levels, ice winters etc.
Regular risk analyses
Regular risk analyses are carried, mapping future risks of flooding of installations on the
basis of developments seen in the previous five to ten years.
Increasing water levels due to climate change will happen over a period of many years,
but as the installations are also expected to have long-term durability, constant focus is on
appropriate and adequate dyke protection and efficient emergency measures in the event
of extreme weather.
Students Do
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Inquiry Lab – ( 20min) – Building a Popsicle Bridge
Orally Read Weekly Lesson /Make a Chart of Important facts/concepts and vocabulary
to share with the class
Try Engineering – Popsicle Bridge
http://tryengineering.org/lesson-plans/filtration-investigation
Earth Weather and Climate
Climate Changes and Our Infrastructures Unit
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Materials
Weekly Assessment – Lesson Quiz
 . Photos of Six different Types of Bridges
 History of Bridge – Research
http://www.historyofbridges.com/facts-about-bridges/
 Popsicle Bridge Project Worksheets
 200 Popsicle Sticks and Glue and Glue gun
SAFETY NOTE:
None
Accom/Modifications
1. D. Mapp
2. A. Lopez
3. J. Britton
4. K Rucker
■ Increase the allowable length of time to complete an assessment or assignment
and perhaps change the way
Assessment given
Maximize the student's potential for success by providing a balance
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of visual and auditory (Videos, Models, etc., with lectures,) stimuli in your
teaching.
When working with groups , utilize study buddies technique (Pair
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and regular education student with a Diverse leaning student)
Allow students to complete activities, assignments, and
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assessments in different ways or to solve or organize problems using some type
of assistive device or organizer
Provide multiple opportunities for practice in different formats. (
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Vocab, practice for test, using games)
Tests read aloud to student, verbal response acceptable in lieu of
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written response, fewer multiple choice responses (2 instead of 4), multiple choice response instead of fill -in -the -blank or short answer/essay, word banks
provided for fill in the blank questions
Accom/Modification
1, T. Barnes
2. M Ford
3. T. Brown
4. C. Arrington
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Allow students to complete activities, assignments, and assessments in
different ways , with teachers aid, peer buddy, or to solve or organize
problems using some type of assistive device or organizer
■
Tests read aloud to student, ( Teacher Aid) verbal response acceptable
in lieu of written response, fewer multiple choice responses (2 instead
Earth Weather and Climate
Climate Changes and Our Infrastructures Unit
of 4), multiple -choice response instead of fill -in -the -blank or short
answer/essay, word banks provided for fill in the blank questions
■
When working with groups , utilize study buddies technique (Pair and
regular education student with a Diverse leaning student)
■
Maximize the student's potential for success by providing a balance of
visual and auditory (Videos, Models, etc., with lectures,) stimuli in your
teaching.
■
Tests read aloud to student, verbal response acceptable in lieu of
written response, fewer multiple choice responses (2 instead of 4),
multiple -choice response instead of fill -in -the -blank or short
answer/essay, word banks provided for fill in the blank questions
Check for
understanding
Formative Assessment
Exit Slips, Thumbs Up for understanding, Thumbs Down if you need more clarity
Observation, Questioning, Graphic Organizers, or Outlines, Presentation , Argumentative
Statements/Responses, Weekly Assessments , Site Analysis /Survey Form, Kagan
Grouping Techniques
Bridge Type
Match the Drawing/Picture
Strengths/Weaknesses
Earth Weather and Climate
Climate Changes and Our Infrastructures Unit
Arch
Beam
Suspension
Cable-Stayed
Truss
Cantilever
Now Play the Bridge game. Which Bridge would best fit in each location?
LOCATION
A 5,000 foot span across the ocean bay
A 120 foot span across a highway
BEST BRIDGE TYPE
Earth Weather and Climate
Climate Changes and Our Infrastructures Unit
A 1,000 foot span across a river busy with barge traffic
A 700 foot span across a deep canyon gorge
A 1,500 span usually supported only by one end
A bridge formed by connected elements that form triangular
units
Earth Weather and Climate
Climate Changes and Our Infrastructures Unit
Bridge Type
Match the Drawing/Picture
Strengths/Weaknesses
Arch
Beam
Suspension
Cable-Stayed
Now Play the Bridge game. Which Bridge would best fit in each location?
LOCATION
A 5,000 foot span across the ocean bay
A 120 foot span across a highway
A 1,000 foot span across a river busy with barge traffic
A 700 foot span across a deep canyon gorge
Modified Version
BEST BRIDGE TYPE
Earth Weather and Climate
Climate Changes and Our Infrastructures Unit
Global Warming and Climate Changes (Explore) –
Warm up
1. What is global warming?
2. What is meant by the term the Greenhouse Effect?
3. Give a brief list of the changes in climate the Earth has
experienced over the past several years?
4. What are some of the things, we as humans can do to
combat the greenhouse gases from warming up Earth’s
atmosphere?
5. Name a few ways we could improve our infrastructures (i.e.
Highway, roads and bridges), due to global warming.
6. Name all six of type of bridges
7. What does a Civil Engineer do?
8. Name some of the practices that Scientist and Engineers do?
(Hint: Observe)
9. Name some effects of Global Warming ( hint: Forest Fires)
Earth Weather and Climate
Climate Changes and Our Infrastructures Unit
Building a Bridge Lab Sheet – Engage in Research
Direction: Use the internet to research information regarding your selected bridge.
Work with your design team to complete the following questions about your
proposed bridge design and prototype.
1. Name the type of Bridge your engineering design team decides to build?
_______________________ (5 pts)
2. What is the History of your Bridge? (20 pts)
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
______________-__
3. Tell us some Interesting Facts about your Bridge please include the bridge Strengths and
Weakness (25 pt.)
Fact #1 _______________________________________________________________________
Fact #2________________________________________________________________________
Fact #3________________________________________________________________________
Fact #4 ______________________________________________________________________
Fact#5________________________________________________________________________
4. Explain why your team chose this type of Bridge, and explain how this type of bridge is
better for the changes in climate (i.e. storms, earthquakes, hurricanes, or warmer
weather.)__________________________________________________________________
___________________________________________________________________
(15 pts)
5. Tell us what the best materials to use for your selected bridge, as well as the best location
to build your bridge. (10 pts)
Earth Weather and Climate
Climate Changes and Our Infrastructures Unit
A> Materials:
1. What are the advantages and disadvantages of the materials that you want to use for you
bridge construction.
B> Location ( What city, over a river, lake, highway, oceans, etc.) for your team Bridge
6. Using the Chart Paper, make a sketch of your proposed Popsicle Bridge – 200 popsicle
sticks maximum (25pts
Suggested Research Websites
http://www.historyofbridges.com/facts-about-bridges/
http://www.epa.gov/climatechange/impacts-adaptation/transportation-adaptation.html
Extension Activities
Play Games using Jeopardy on Vocabulary and Weather Terms
http://science.pppst.com/weather/jeopardy.html
Assessment = Factors that Influence Climate
http://www.sandi.net/cms/lib/CA01001235/Centricity/Domain/7724/Test%206%20factors%20that%20aff
ect%20climate.pdf
Alternative Assessment
Popsicle Bridge Project -