Name ______________________________________________________
Earth Science 300—Mrs. Geithner-Marron
Date ___________
Period _________
“Evidence for Climate Change" Project
Everyone is affected by climate, although few people actually realize what climate entails, how it is different
from weather, how we learn about it, how we predict it, what affects it, and how it affects other aspects of
our lives and planet. One of the most complicated areas of study is climate change.
Task: You and your group have been hired by the U.S. government to educate the public (a.k.a. our class)
about a specific type of evidence for climate change which you will be assigned from/choose from a list we
generate together. Your goal is to create an educational and informative PowerPoint presentation which will
be presented to the class. You can obtain information from your textbook, encyclopedias, non-fiction books,
reputable internet sources (ex. government, university, research institution, etc.), or any other approved
source.
1. Students: Complete the "K" (know) and "W" (want to know) sections of the K-W-L Chart on
Climate/Climate Change
2. Teacher: Compiles "K" & "W" lists into one master list and shares with class.
3. Teacher: Provides notes on information related to climate basics.
1. This will be done in two parts...
o Before students research evidence (ex. What is climate? How is climate different from
weather? What affects climate in a location? What are climate drivers? What are climate
feedbacks?)
o After students research evidence (ex. What are the effects of climate change? What actions
can be taken to mitigate/lessen climate change?)
4. Together: Brainstorming Session on Evidence for Climate Change (As each one is discussed, the teacher
will circle any ideas that are ACTUAL forms of evidence... either direct or indirect.):
1. more intense/extreme weather events (Said, Olivia B)
2. snow & ice melting (sea ice, ice caps over land… Antarctica & Greenland, mountain/alpine glaciers)
(Violet, Nathaniel, Alex)
3. air (atmospheric) temperature data (Megan, Elizabeth)
4. sea surface temperature & sea level change (Olivia G., Carter)
5. ice core data (ex. gas composition of atmosphere, temperature, volcanic eruptions, etc.) (Stephen,
Connor)
6. species health (extinctions, coral bleaching) (Ford, Jack)
7. species distribution/habitat ranges (ex. mosquitos/insects, birds, growing season/locations for certain
crops) (Kyle, Kendra)
8. tree ring data (Lilly, Zoe)
9. phonological trends (ex. bud burst & blossoming/leaf unfolding, leaf fall, etc.) (Ashley, Sam)
Name ______________________________________________________
Earth Science 300—Mrs. Geithner-Marron
Date ___________
Period _________
5. Together: Discuss "What else (not listed above) can be considered evidence for climate change?" &
record. (Additional lines of evidence may need to be given by teacher if students get "stuck".)
See from 6 above
Add these to the others that you wrote on the separate piece of paper!
Presentation Requirements:
* Submit an electronic & hard copies to me before/on the due date by the start of class!
PowerPoint
1. You must have at least 8 slides:
a. 5 CONTENT slides.
i.
Show how data from this area/this line of evidence supports the claim that climate is changing.
ii.
Give specific examples.
2. You must also have a slides for each of the following:
a. title stating name of evidence/name/class period/teacher/due date
b. suggested links
a. citations
2. Choose an appropriate background/theme for your slides.
3. You must include at least 3 visuals including pictures, diagrams, and charts relevant to your topic.
a. Don’t just use 3 different pictures; you should have a variety of different types of visuals.
4. Organize your slides so that they are easy to read & don’t have too much text (ex. use bullet points).
a. Summarize the information you find; DON’T just “cut and paste” from a website.
5. You must cite (in MLA format) any information you get from a source.
a. Make a separate slide for your citation list. (You can number your list and use those numbers on the
other slides to correspond to you citation list.)
i. For pictures, diagrams, hyperlinks, etc., you can just give the link, otherwise use MLA format.
6. Include at least 1 appropriate hyperlinks, video clips, animations/visualization, model, etc. that will
enhance your presentation and make it more interesting.
7. You must include a slide with at least 3 suggested websites that your classmates could visit if they wanted
to learn more about the topic.
Name ______________________________________________________
Earth Science 300—Mrs. Geithner-Marron
Date ___________
Period _________
In-class Presentation
8. Do NOT read directly from the PowerPoint!!!
a. You can have a copy of it or some notes to glance at, but you should NOT be focused on your
notes/PowerPoint the whole time.
9. Divide up the presentation & take turns presenting… Don’t just have one person do all the talking.
a. This is a group project…everyone must contribute equally (otherwise it will affect your grade).
10. Involve the audience (your classmates) by asking questions, eliciting feedback, taking a poll, etc.
Some suggested websites:
10. www.earthscienceweek.org
11. http://climate.nasa.gov
12. http://www.climatescience.gov/Library/Literacy/default.php
13. http://www.noaa.gov/climate.html
14. http://www.climate.org/
15. http://www.ipcc.ch/
16. www.windows.ucar.edu
17. www.weather.com
18. National Weather Service: http://w1.weather.gov/
19. NASA GISS (Goddard Institute for Space Studies): http://www.giss.nasa.gov/
20. http://climate.nasa.gov/evidence/
21. http://www.meted.ucar.edu/broadcastmet/climate/content/sec02_01a.htm
22. http://epa.gov/climatechange/kids/basics/past.html
23. http://www.nature.com/scitable/knowledge/library/introduction-to-the-basic-drivers-of-climate-13368032
24. http://www2.sunysuffolk.edu/mandias/global_warming/modern_day_climate_change.html
25. NASA GISS: Taking the Measure of the Greenhouse Effect
An article by Dr. Gavin Schmidt about the mechanism and scope of the greenhouse effect.
http://www.giss.nasa.gov/research/briefs/schmidt_05/
26. NASA: Climate and Earth‚ Energy Budget
This article, part of NASA‚ Earth Observatory site, explains the concept of radiative equilibrium, the many variables at that affect
Earth‚ energy balance, and the response of the climate system. Illustrated with many maps and diagrams.
http://earthobservatory.nasa.gov/Features/EnergyBalance/
27. UCSD: Global Energy Balance
A short, animated slide show that explains the concept of global energy balance.
http://earthguide.ucsd.edu/earthguide/diagrams/energybalance/
28. AMNH Science Bulletins: Weather and Climate Events
An animated timeline of Earth‚ atmosphere from January 2009 to the present, generated from NOAA weather satellite data.
Name ______________________________________________________
Earth Science 300—Mrs. Geithner-Marron
Date ___________
Period _________
Significant weather and climate events are highlighted, as are diurnal and large-scale wind patterns.
http://www.amnh.org/sciencebulletins/climate/
29. NOAA: The Earth-Atmosphere Energy Balance
This section of the National Weather Service‚ education site explains the Earth-Atmosphere Energy balance.
http://www.srh.noaa.gov/jetstream//atmos/energy.htm
30. NOAA: The Ozone Layer
An introduction from NOAA‚ Office of Oceanic and Atmospheric Research to what we know about the ozone layer and how we
know it, with links to related research programs and data centers.
http://www.research.noaa.gov/climate/t_ozonelayer.html
31. NOAA: The Ocean
The National Weather Service's education site explains how the ocean's ability to store, move, and release heat shapes global
climate across many timescales. Includes review questions and a link to lesson plans across the site.
http://www.srh.noaa.gov/jetstream//ocean/ocean_intro.htm
32. NASA: Ocean Motion and Surface Currents
NASA's Ocean Motion website uses a timeline of ocean explorers and discoveries to inspire investigation of ocean surface
current patterns and their relation to navigation, weather/climate, natural hazards and marine resources. Rich text and
multimedia resources for teachers and students (grades 9-12). http://oceanmotion.org/
33. NOAA: The Global Conveyor Belt
Text, images, and animations explain the physics and function of the massive system of ocean currents known as the 'global
conveyor belt.' http://oceanservice.noaa.gov/education/kits/currents/06conveyor.html
34. Teachers Domain: The Role of the Ocean in Global Climate
This short WGBH video explores the Arctic's role in Earth's global climate system. Animations illustrate how ocean currents that
circulate around the planet redistribute heat and moderate climate.
http://www.teachersdomain.org/resource/ean08.sci.ess.earthsys.climatesys/
35. EPA: Past Climate Change
This Environmental Protection Agency site places climate change in a historical context. Extensive links to other sites and
studies. http://www.epa.gov/climatechange/science/pastcc.html
36. IPCC: Human and Natural Drivers of Climate Change
The 2007 report from the Intergovernmental Panel on Climate Change that sets out the physical science basis for its conclusions
about human and natural drivers.
http://www.ipcc.ch/publications_and_data/ar4/wg1/en/spmsspm-human-and.html
37. NASA: Volcanoes and Climate Change
This NASA site describes the ways in which large volcanic eruptions affect Earth‚ climate, and how scientists model the effects.
http://earthobservatory.nasa.gov/Features/Volcano/
Name ______________________________________________________
Earth Science 300—Mrs. Geithner-Marron
Date ___________
Period _________
38. Drivers of 20th Century Climate Change
NOAA‚Earth System Research laboratory breaks down the contribution of trace gases (including methane, nitrous oxide, CFCs,
and ozone) to the greenhouse effect, and explains the implications of this data and where uncertainties remain.
http://www.esrl.noaa.gov/research/themes/forcing/
39. NOAA: Greenhouse Gases and Aerosols
This site explains how NOAA monitors and studies trace gases and small particles in the atmosphere.
http://www.research.noaa.gov/climate/t_greenhouse.html
40. Scripps CO2 Program
The website of the Scripps] CO2 Program the home of the Keeling Curve. Includes a detailed history of the program, a biography
of Dave Keeling, graphics and photo galleries, and FAQ about atmospheric CO2.
http://scrippsco2.ucsd.edu/
41. UCSD: The (Ralph) Keeling Curve
This site was produced by the Scripps Institution of Oceanography for the 50th anniversary of the Keeling Curve. Click on the
video link in the sidebar, explaining its scientific importance and how it inspired a legion of younger scientists, including Keeling‚
son Ralph. http://explorations.ucsd.edu/Features/Keeling_Curve/
42. UCSD: Lessons for Long-Term Earth Observations
This section of the Scripps CO2 Program website explains why Keeling‚ Mauna Loa record is, almost certainly the best-known
icon illustrating the impact of humanity on the planet as a whole.
http://scrippsco2.ucsd.edu/program_history/keeling_curve_lessons.html
43. ELC: Climate Forcing and Feedback
The Environmental Literacy Council explains the role of forcings and feedbacks in the climate system, and how they two
interact. Includes links to recommended resources and data.
http://www.enviroliteracy.org/article.php/678.html
44. NASA: Unresolved Questions About Earth's Climate
An explanation from NASA's Eyes on the Earth program of 9 important climate change uncertainties, categorized as forcings or
feedbacks, and how such changes might affect humans.
http://climate.nasa.gov/uncertainties/
45. NASA: The Albedo Feedback Loop
This website from Teacher's Domain includes animations and visualizations exploring the albedo feedback loop.
http://www.teachersdomain.org/assets/wgbh/ipy07/ipy07_int_albedo/ipy07_int_albedo.html
46. NOAA: The Global Carbon Cycle
An introduction from NOAA Office of Oceanic and Atmospheric Research to the importance of the global carbon cycle. Includes
links to marine and land-based NOAA programs and other entities conducting climate-related research.
http://www.research.noaa.gov/climate/t_carboncycle.html
47. NASA: The Carbon Cycle
This section of NASA Earth Observatory site explains the carbon cycle in geological and biological/physical terms, the role of
Name ______________________________________________________
Earth Science 300—Mrs. Geithner-Marron
Date ___________
Period _________
human activity, and relevant NASA missions.
http://earthobservatory.nasa.gov/Features/CarbonCycle/
48. NGS: Big Idea: The Carbon Bathtub
National Geographic uses clear schematics and the concept of the C bathtub to explain the consequences of CO 2 build-up in the
atmosphere. http://ngm.nationalgeographic.com/big-idea/05/carbon-bath
49. EPOCA: Polar Ocean Acidification
Created by the European Project on Ocean Acidification (EPOCA), this essay explores ocean acidification at the poles. NOTE: A
PDF AUTOMATICALLY DOWNLOADS WHEN YOU CLICK THIS LINK.
http://www.epoca-project.eu/index.php/restricted-area/documents/doc_download/795-ocean-acidification-the-other-co2problem-how-far-will-life-resist-a-quest-hi-res.html
50. USCB: Hofmann Laboratory
The website of the Hofmann Laboratory describes how Hofmann and her colleagues are investigating the ways in which marine
organisms are evolving and adapting to a changing ocean. http://hofmannlab.msi.ucsb.edu
51. Stanford: Virtual Urchin
Prepared by scientists at Stanford University's Hopkins Marine Station, these 8 interactive tutorials enable teachers and
students alike to observe sea urchin fertilization, cell division and embryonic development.
http://virtualurchin.stanford.edu
52. EPOCA: FAQs About Ocean Acidification
Frequently asked questions about ocean acidification, answered by the international climate-science research community.
Topics range from why it's called ocean acidification to the effects on various marine ecosystems and the role of policymakers.
http://www.epoca-project.eu/index.php/FAQ.html
53. http://www.usanpn.org/participate/observe
54. http://www.uctv.tv/shows/Climate-Change-The-Evidence-and-Our-Options-Keeling-Lecture-Perspectives-on-Ocean-Science20913
55. http://nas-sites.org/americasclimatechoices/more-resources-on-climate-change/climate-change-lines-of-evidence-booklet/
56. http://nas-sites.org/americasclimatechoices/videos-multimedia/climate-change-lines-of-evidence-videos/
57. http://www.ucsusa.org/global_warming/science_and_impacts/science/weight-of-the-evidence.html#meetthescientists
58. http://www.exploratorium.edu/climate/index.html
59. http://nsidc.org/data/seaice_index/
60. http://www.epa.gov/climatechange/science/indicators/snow-ice/snow-cover.html
61. http://serc.carleton.edu/microbelife/topics/proxies/paleoclimate.html
62. http://www1.ncdc.noaa.gov/pub/data/cmb/bams-sotc/2009/bams-sotc-2009-brochure-lo-rez.pdf
63. http://ccir.ciesin.columbia.edu/nyc/pdf/q1c.pdf
64. http://researchnews.osu.edu/archive/TBA--LTonly.pdf
65. http://epa.gov/climatechange/kids/impacts/signs/index.html