Impacts of Climate Change
Part 1: Global Impacts of Climate Change
Part 2: How has the climate in Colorado changed?
Part 3: What are future projections for Colorado and how will they affect me?
Part 1:
Lesson 6: Making Climate Change Connections (adapted from Facing the Future)
Goal:
Students consider the impacts of climate change on different environments and people around
the world and explore connections among these changes.
Hook:
Mini Lesson
Practice
Pair-share: How is climate change affecting places around the world?
Brainstorm impacts you have heard about.
Divide students into pairs, give them one scenario
Explain questions that need to be answered and conversation format
Student Handout
Read the text and create a conversation between yourself and the
person in your scenario. (2 minutes) Include the following information:
 Where? Describe the environment.
 What species (plant or animal) are mentioned? How are they
affected by climate change?
 How are humans using the environment? How have these
activities been affected by climate change?
 Is the eyewitness doing anything to reduce the impacts of
climate change?
Practice (whole class) Modification is that students will act out their information in a
conversation – if time is limited, split class in half and have students
present to one half with a second teacher
In addition to presenting, students should write the name of their place
and summary of the impact and post it on a world map.
Make a large concept web on the board with the impacts and
connections of impacts. Students should also create their own concept
map
Debrief
Discuss reflection questions, 1-4, 6,
In journals, students answer 7 and how do you see any of these
changes affecting you?
Extension
Students can choose their own impact of interest from a few websites.
http://www.panda.org/climatewitness
http://www.npr.org/news/specials/climate/interactive
Resources
World map (for posting impacts) could project a map on the wall
Student Handout including concept map
Computers for the extension activity
readings
Name:
Date:
Making Climate Change Connections
Read the text and create a conversation between yourself and the person in your scenario. (2
minutes) Include the following information:
 Where? Describe the environment.
 What species (plant or animal) are mentioned? How are they affected by climate
change?
 How are humans using the environment? How have these activities been affected by
climate change?
 Is the eyewitness doing anything to reduce the impacts of climate change?
On a notecard, write the location of your eyewitness and one sentence or phrase describing the
impact.
In your journal, create a concept map that explains how impacts affect each other.
Answer question 7.
Day 2: Adapted from http://learnmoreaboutclimate.colorado.edu/model-lessons/evidence-ofclimate-change
Goal: Students will understand how climate is changing in Colorado.
Students will understand that multiple sources of data are needed to show change and not all
changes are represented in Colorado.
Hook:
How is the climate in Colorado changing? (show some headlines)
http://www.cgd.ucar.edu/cas/ or http://www.dailyclimate.org/
Mini Lesson
What do you think? What evidence would you use to support your
hypothesis?
(Do a think pair share and have kids report out)
Let’s look at climate changes and impacts in Colorado
Explain table, impacts, what and who it will impact
Watch hotter, drier, Colorado – record impacts (if possible, who it
affects) (first 5:45 min show impacts)
1. Model how to fill out the Part A: Individual and Group
Observation sheet with the class
2. Divide each class into 8 groups and assign them one of the
following topics:
1. Snow Pack
2. Type of Precipitation
3. Yearly Precipitation
4. Average Yearly Temperature
5. Frequency of Forest Fires
6. Peak River Flow Date
7. Glaciers
8. Bird distribution
Practice
3. In groups have students fill in the topic and their hypothesis on
the Part A: Individual and Group Observation sheet
4. Then have students analyze the data and fill in the rest of the
Part A: Group Data Analysis sheet
5. Assign a recorder, a presenter, facilitator, time keeper within the
group
6. Give students time to prepare their presentations
7. Hand out the chart: Summary of Findings about Colorado
Climate
8. Have each group present; at the conclusion of each
presentation have students fill in the appropriate part of the
chart
Debrief
9. Summarize all of the findings with the class. Ask students to
make connections to eyewitness impacts.
10. Show future projections.
11. Hand out conclusion worksheet and have students write a news
article or an eyewitness report incorporating the class findings.
How will climate change affect you? What would tell others?
12. What can we do? (show rest of video) and Show from 7:40 on
colorado and a warming planet
Resources
Climate change in Colorado by Colorado Water Conservation Board 2008
Headlines
Boulder and St. Vrain creeks closed to tubers because of high water
By Laura Snider, Camera Staff Writer
Posted: 06/07/2010 10:32:02 AM MDT
http://www.dailycamera.com/ci_15243974
Will Boulder’s Water Supply Stand Up to Climate Change?
By Caitlyn Kennedy - NOAA Climate Program Office
June 3, 2011
Climate Change Tempers Good News About Colorado River Basin Water Supply
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Published: July 13th, 2011 in Impacts, Trends, Projections, Climate, Extremes, Drought,
Water, Snow & Ice, Society, States of Change, United States, Southwest, West
http://www.climatecentral.org/news/category/show/extremes
Behold the incredible shrinking Colorado River
Experts: Even worse water shortages possible due to warming, population
Msnbc
http://www.msnbc.msn.com/id/17276693/ns/us_news-environment/t/behold-incredibleshrinking-colorado-river/
Show video from http://learnmoreaboutclimate.colorado.edu/
Colorado and a Warming Planet addresses more dramatic global impacts and discusses increase in CO2
and how it relates to past climate at that time, focuses on poles melting (could use this to relate global
impacts and connection to student, emphasizes how a global effort is needed and how it is much
different from change in the past (7:40 talks about impact on Colorado) ends on an optimistic note
Hotter, drier Colorado focuses on water in colorado
Name:
Date:
CLIMATE CHANGE IN COLORADO
How would we know if Colorado’s climate is changing? How will it affect us?
Problem: Does your data show evidence of climate change? Our topic __________________.
Hypothesis:
Materials: Data packet for topic
Procedure:
1. Read data packet. Does your evidence support climate change? Why or why not ?
Record ideas in table 1. This should take about 5 minutes.
2. Join your group. Share your thoughts. Be sure to listen to the ideas of others. Record
your group’s observations in table 2.
3. Did you all agree? If not, keep this discussion going. Try to resolve your differences
and reach a consensus. Record final results in results section.
4. Be prepared to present your findings to the class. State your consensus. Each member
should be able to give the class a reason why you agreed.
Observations:
Table 1 (your individual thoughts)
Does the evidence support? (yes or no)
Why or why not?
Table 2 (group ideas)
Name
Support?
Why or why not?
Results:
1. What was your final consensus? Did your data support climate change?
2. Explain at least two reasons why your group reached this consensus.
3. Describe at least two areas where your group struggled with the data. Was it confusing?
Were trends hard to find?
Data type
Yearly
Precipitation
Average Yearly
Temperature
Snow Pack
Frequency of
Forest Fires
Peak River
Flow Days
Glaciers
Bird Distribution
Data source
Impact and Evidence
How will this affect you?
Hitting Home: Climate Change in Colorado?
Analysis & Conclusion
Now think about how each piece of evidence relates to the two possible outcomes for climate
change in Colorado.
Snow Pack
Type of Precipitation
Yearly Precipitation
Climate
Change is
occurring in
Colorado
Average Yearly
Temperature
Frequency of Forest
Fires
Peak River Flow Date
Glaciers
Climate
Change is not
occurring in
Colorado
Bird distribution
Conclusion:
Write a news article informing the public of our class findings. The article should include:




Your original hypothesis regarding climate change in Colorado
The data that we analyzed and a brief description of its relevance to climate change
The class consensus on climate change in Colorado
Why should the community care about this issue? What predictions can you make for
Colorado based on your conclusion?
Or
Write an eyewitness report describing how the changes in the data have affected you or might
affect you in the future. Include:



The data that we analyzed and a brief description of its relevance to climate change
Why should the community care about this issue?
The steps you might take to reduce your carbon footprint.
Part 3: Future projections and Impacts in Colorado.
What does the future look like in Colorado? What impacts will this have?
Goals:
Students will analyze future projections of climate change in Colorado.
Students will analyze the impacts of such changes on themselves and their families.
Hook:
Now that you know how Colorado is changing, what do you predict the
Front Range or the mountains will be likein 50-100 years? How will the
change affect you?
(Do a think pair share and have kids report out)
Mini Lesson
Review changes that have occurred in Colorado
Show ppt with future projections (jigsaw with a share out or teacher
directed instruction with a note catcher for students)
Introduce project, including stakeholders
Brainstorm how these changes might affect your stakeholder, pairshare
Students begin research using guided note handout
Students share results with others with same topic
Teacher checks research for accuracy
Practice
Debrief
Resources for student research on future impacts
Colorado water resources (including drought potential, decreased snowpack, time of snowmelt, flash
increased runoff and flashfloods, mudslides)
http://learnmoreaboutclimate.colorado.edu/blog/view/id/79/researchers-see-unusually-rapid-declinein-water-source-for-western-rivers
Denver Post, January 6th 2011 (Big Winter Springs Concern)
http://learnmoreaboutclimate.colorado.edu/blog/view/id/79/researchers-see-unusually-rapid-declinein-water-source-for-western-rivers
p. 19 in Climate Change in Colorado report 2008 has a Boulder case study focused on water
www.globalchange.gov (southwest impacts)



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Water supplies will become increasingly scarce, calling for trade-offs among competing uses,
and potentially leading to conflict.
Increasing temperature, drought, wildfire, and invasive species will accelerate transformation of
the landscape.
Increased frequency and altered timing of flooding will increase risks to people, ecosystems, and
infrastructure.
Unique tourism and recreation opportunities are likely to suffer.
Cities and agriculture face increasing risks from a changing climate.
Carbon negative feedback loop of dying trees (advanced)
http://cires.colorado.edu/science/spheres/ecology/noHelpFromTrees.html
West Nile (historical maps of distribution of incidences)
http://diseasemaps.usgs.gov/wnv_historical.html
also see ppt of change in West Nile over time
Lyme disease (increase in US)
http://www.cdc.gov/lyme/stats/chartstables/casesbyyear.html
Pika: http://cires.colorado.edu/science/spheres/ecology/pikas.html
Pine Beetle:
http://wwa.colorado.edu/ecology/beetle/mpb_symposiumApr2011.html
Beetle damage maps from the USDA Forest Service:
http://www.fs.usda.gov/wps/portal/fsinternet/!ut/p/c4/04_SB8K8xLLM9MSSzPy8xBz9CP0os3gjAwhwtD
Dw9_AI8zPwhQoY6BdkOyoCAPkATlA!/?ss=110299&navtype=BROWSEBYSUBJECT&cid=FSE_003853&na
vid=091000000000000&pnavid=null&position=BROWSEBYSUBJECT&ttype=main&pname=Rocky%20Mtn
.%20Bark%20Beetle-%20Home
Climate Change and extremes images: http://www.cgd.ucar.edu/ccr/climate_change_gallery_test/
(future projections on a national level, includes heat waves, temp, precip, warm nights, frost days and
more)
This is a USGS portal for fire management
http://frames.nbii.gov/portal/server.pt?open=512&objID=205&PageID=0&cached=true&mode=2
Bird report
http://web4.audubon.org/news/pressroom/bacc/pdfs/Birds%20and%20Climate%20Report.pdf
Impact on Climate Change Communication
Introduction:
In Colorado temperatures have increased approximately 2 ®F between 1977 and 2006. Increasing
temperatures will affect the state’s water resources. (Climate Change in Colorado Report, 2008) It is
important that the future changes are communicated to others so that appropriate planning can occur
and action be taken.
Task:
Choose one of the impacts below to research. You may choose to present your information from the
perspective of one of the stakeholders below or from your own perspective. Provides a clear and
accurate description of climate change that is causing the impact (i.e. increasing temperature, decrease
in snowpack). You must describe the current or potential future impact (either environmental, social, or
economic) and include 1-2 strategies that would reduce the impact or 1-2 strategies that would allow
people to live with the impact.
How will these changes impact:
 bird distribution
 disease vector distribution (West Nile, Hanta virus)
 Pika habitat (general shift of mountain habitat to higher elevation)
 Energy use
 Fishing
 Ski industry
 Water recreation (rafting, kayaking)
 Pine beetle infestation
 Pollen and allergies – need to find info on this
Stakeholders:
Fish and Wildlife Biologist
US Forest Service Ranger
Ski resort owner
Rafting company owner
Trout fisherman
Homeowner in town or in the mountains
Student who likes to …
Farmer
Local government official
Boulder Water
Energy company
Impact:
Stakeholder perspective:
Climate change causing impact:
Impact (What will change?)
Who will it affect and how? Or How will it affect you?
Mitigation: (What can be done to reduce the impact?)
Adaptation (What can people do to live with the impact?)