Warm-Up
2/16/16: SWBAT describe climate change.
Tell me what you know about climate change.
Yes, we will talk about how things went with the sub. Yes, we will talk
about what we will be doing for the next couple of weeks.
Video – The mechanism of climate change
• https://www.youtube.com/watch?v=i7VxRPJO5vA
• Watch the video, do not take notes during the video, just watch and
listen.
• After the video, write everything you can remember from the video. If
you can quote the video word for word, great! If not, write as much
as you can remember.
• We will watch the video at least 3 times. After the first time, you can
skip the first minute and ten seconds to get the good stuff. 
Warm-Up
2/17/16: SWBAT know the final grade for the species interactions.
• For today’s warm-up, briefly describe how your overall grade is
calculated in this class.
• How many assessments do you need to select?
• Which assessments go in your portfolio?
• Briefly describe the procedure for assessment day.
You must put ALL
assessments in your
portfolio! Even the
ones you don’t
choose.
Overall grade
• 25% Practice
• “Practice”
includes warmups, cool-downs,
notes,
worksheets, class
discussions,
participation, etc.
• 75% Performance
• Assessments
count as
“Performance.” I
will give you a
checklist every
unit of the
assessments for
the unit.
On your assessment checklist…
• Write down the grade you got
next to each assessment, on the
assessment checklist.
• If you did not do it, put a zero.
• Put a star next to the four
assessments that you believe are
the four strongest pieces of
evidence that you understand
concept.
Assessment
Due Date
Grade
Word Bank Summary
2/5
95%
Elevator Summary
2/5
85%
Mini Presentation
2/9
70%
Test
2/5
100%
Blog Post
2/4
0
Discussion Essay
2/11
95%
Student Choice
optional
0
Copyright Cmassengale
8
On the colored sheet of paper…
• On your colored piece of paper, write down the objective for the
unit, in the middle of the paper, and put a box around it. In the
four corners of the paper, you will write the names of the four
assessments you are choosing to represent your final grade for the
unit.
• Learning Goal: Compare the symbiotic and competitive
relationships in organisms within an ecosystem (e.g.,
lichen, mistletoe/tree, clownfish/sea anemone,
native/non-native species).
Reflection Paragraph
• What went well during
the earth science unit?
Meaning, what would
you do the same next
time?
• What can be improved
for the next unit?
• Why did you pick the
assessments you did as
your strongest pieces of
evidence for learning?
Put the
following
in this
order,
then
paper clip
it!
• Learning goal, with four
pieces of evidence identified
on the colored paper.
• Assessment Checklist with
grades for all assignments
and stars next to the best 4.
• Your Reflection Paragraph
• All assessments, even the
ones you don’t choose.
•
•
•
•
Test
Word Bank Summary
Elevator Summary
Discussion Essay
Cool-down
• Are you doing all of the assessments so that you have
the most to choose from on assessment day?
• Which types of assessments do you like best?
• Are there any types of assessments that do not work
as well for you? Why? (If it is simply computer access,
why not use the library?)
Warm-up
• 2/18/16: SWBAT describe some effects of climate change.
• Did you submit ALL assessments to your portfolio?
• Did you put all of the papers in the right order?
• Did you put those papers IN FRONT OF the old ones?
• If you answered no to any of these questions then your lowest two
grades will NOT be dropped.
Videos 2/18
• Climate Change 101 with Bill Nye
• https://www.youtube.com/watch?v=EtW2rrLHs08
• The Destructive Effects of Climate Change [MyHero Festival Winner!]
• https://www.youtube.com/watch?v=o4FDuLbMqnQ
• Climate Change Animation Shows Devastating Effects
• https://www.youtube.com/watch?v=S7jpMG5DS4Q
Warm-Up
• 2/19/16: SWBAT describe the effects of climate change.
• You have already heard some of the effects of climate change, list
them.
• We will talk about what you will be doing next week when I am gone.
• You will only be allowed to leave the room if it is an emergency. Come
prepared, meaning use the restroom before class.
• You will be allowed to listen to music as you work.
Videos 2/19
•
•
•
•
•
•
•
•
•
What Happens If All The World’s Ice Melts?
https://www.youtube.com/watch?v=S0I4re0XUXU
NASA | Earth Science Week: Climate Change & The Global Ocean
https://www.youtube.com/watch?v=BLR-DtxfHPY
Ocean Acidification
https://www.youtube.com/watch?v=Wo-bHt1bOsw
Boiling water to ice
https://www.youtube.com/watch?v=0zdS1Ld6r2o
Hydrofluorocarbons (HFC) contribute to ozone depletion and global
warming (We did not watch this one in class- ran out of time)
• https://www.youtube.com/watch?v=IdABdb7oRKA
Additional resource on the effects of climate
change:
• http://www3.epa.gov/climatechange/kids/impacts/signs/weather.ht
ml
Warm-Up 2/22
2/22/16: SWBAT summarize their favorite article from Science World Magazine.
1.
2.
3.
4.
Read the magazine.
Pick your favorite article.
Summarize that article.
If you finish early, be productive! Work silently and independently on
homework, reading, or drawing.
• You may only leave to go to the bathroom if it is an emergency.
• You are allowed to listen to music as you work.
Warm-Up 2/23
2/23/16: SWBAT write the word bank summary for the climate change unit.
Word List
Visible light
Infrared light
Greenhouse gases
Carbon dioxide
Methane
Asymmetric
Industrial revolution
Fossil fuels
Renewable energy
Climate change
Warming
Ocean
Economy
Ocean Acidification
Food Security
Ice sheets
Glaciers
Sea Level
Flooding
Extreme Weather
Rain and Snow Patterns
Natural Disasters
Droughts
Higher Temperatures
Permafrost
In your word bank summary (not elevator) you should include as many numbers as possible. For example, 30%, 50%, 1750, 4x greater,
tripled, 40%, 0.3%, 7.5 km, 200 feet, 24 feet, 50F
You may only leave to go to the bathroom if it is an emergency.
You are allowed to listen to music as you work.
Warm-Up 2/24
2/24/16: SWBAT write the elevator summary for the climate change unit.
Word List
Visible light
Infrared light
Greenhouse gases
Carbon dioxide
Methane
Asymmetric
Industrial revolution
Fossil fuels
Renewable energy
Climate change
Warming
Ocean
Economy
Ocean Acidification
Food Security
Ice sheets
Glaciers
Sea Level
You may only leave to go to the bathroom if it is an emergency.
You are allowed to listen to music as you work.
Flooding
Extreme Weather
Rain and Snow Patterns
Natural Disasters
Droughts
Higher Temperatures
Permafrost
Warm-Up
2/29/16: SWBAT respond to misconceptions about climate change.
Please describe how last week went.
1. What went well?
2. What could you improve?
3. Concerns?
4. Do you think you won? Which day?
5. Why or why not?
Review
• http://www3.epa.gov/climatechange/kids/impacts/signs/weather.ht
ml
Misconceptions
Misconception
Target Conception
Global warming is caused by the ozone hole
because the hole lets in more radiation.
(Ozone hole created by chemicals like hair
spray.)
Global warming is caused by increased
greenhouse gases in the atmosphere. These
The ozone layer protects the planet from the sun’s harmful radiation. A depletion of ozone allows more UV light to
gases include carbon dioxide and water vapor, reach the surface, but is not an important factor leading to increased temperature on Earth. Banning CFCs from
which trap infrared radiation from the warmed spray cans has caused the ozone hole to stop growing.
surface of the Earth.
Climate is simply long-term weather and
therefore can’t be predicted.
The atmosphere is large and small amounts
of carbon dioxide or a few degrees of
temperature change can’t make much
difference.
Climate is the statistical analysis of weather.
Relevant Science Concepts
There are significant differences between weather and climate processes and how they are studied and forecast.
Weather is the atmospheric conditions at any given time or place. Climate is understood as the atmospheric
conditions averaged over a long period of time and over a large area.
Relatively small increases in amounts of greenhouse gases can magnify the greenhouse effect. Greenhouse gases
Small changes in the atmosphere’s composition
trap heat. Several types of human activities lead to significant emissions of greenhouse gases, such as burning fossil
or temperature can have a large effect.
fuels.
Weather involves phenomena that last a short
period of time. Climate can be thought of as the
Weather anomalies can be used as evidence
average weather for a region. There is a link
An important source of evidence for climate change comes from observations that average weather has changed
for or against climate change.
between climate change and weather, but any for a region.
particular weather “event” cannot “prove” that
climate change is happening.
Carbon is destroyed when fossil fuels are
burned and CO2 is released in to the
atmosphere. Carbon released from
combustion doesn’t have an impact on the
climate system.
Burning is a chemical process that follows the law of conservation of matter. The process of combustion combines
Carbon stored by plants and fossilized into oil or oxygen with carbon, releasing the greenhouse gas, CO2. The observed increase in global average temperatures
coal does not disappear when it burns.
since the latter part of the 20th century is very likely due to documented increases in human-induced greenhouse
gas concentrations, primarily from the burning of fossil fuels.
Happy Leap Day!!
Wait, What is a leap day?
• https://www.youtube.com/watch?v=xX96xng7sAE