Wendy Roberts
Alaska Lesson Plan
Lesson Plan: Global Climate Change – Changes in Latitudes, Changes in Attitudes
Lesson Plan Outline
1. Lesson Description:
This lesson is designed to increase students’ understanding of Global Climate Change and its
implications for local, regional, and global ecosystems with a special emphasis on climate change in
Alaska. Climate change continues to serve as a somewhat controversial socioscientific issue with some
students having polarized preconceptions about the topic. This lesson will first present the basic
science behind climate change and then situate the topics in real settings to provide a cross-cultural
connection for students. Its intended audience is for Advanced Placement Environmental Science but
may be easily adapted to other levels or classes.
2. Introduction:
The lesson will use a variety of techniques to help students explore the science and implications of
climate change in greater depth. It will utilize brief PowerPoints, Web Activities, Inquiry, and a
student-created video documentary to address the topic.
Initially, the students will take a Pre-Test on Climate Change before starting the Unit. This will assess
students’ prior knowledge and possible misconceptions regarding the idea of Climate Change. This will
be followed by a teacher-created PowerPoint documenting Climate Change in Denali National Park and
the southern Alaska Coast. Web Activity #1 investigates the science and implications of Climate Change
in general and then focuses on the state of Alaska. Students will then complete the Global Warming
Jar Inquiry and Greenhouse Gas Concentrations Simulation. This will be followed by a deeper
investigation into the process of Ocean Acidification through another Web Activity. Students will
complete the unit with a culminating “Documentary” on Climate Change with each student playing a
different role as an actor, actress, Director, or Producer of the film. A post-test will follow the
completion of the Unit.
3. Concepts:
Science is a process.
Science is a method of learning more about the world.
Science constantly changes the way we understand the world.
Humans alter natural systems.
Humans have had an impact on the environment for millions of years.
Technology and population growth have enabled humans to increase both the rate and scale of their
impact on the environment.
Environmental problems have a cultural and social context.
Understanding the role of cultural, social and economic factors is vital to the development of solutions.
Human survival depends on developing practices that will achieve sustainable systems.
A suitable combination of conservation and development is required.
Management of common resources is essential.
4.
Content Standards – all standards refer to AP Environmental Science standards developed by the
College Board:
I. Earth Systems and Resources
B. The Atmosphere (Composition; structure; weather and climate; atmospheric circulation and the
Coriolis Effect; atmosphere–ocean interactions; ENSO)
C. Global Water Resources and Use (Freshwater/saltwater; ocean circulation;
agricultural, industrial, and domestic use; surface and groundwater issues; global
problems; conservation)
VII. Global Change
B. Global Warming (Greenhouse gases and the greenhouse effect; impacts and
consequences of global warming; reducing climate change; relevant laws and treaties)
C. Loss of Biodiversity
1. Habitat loss; overuse; pollution; introduced species; endangered and extinct species
2. Maintenance through conservation
3. Relevant laws and treaties
5. Objectives:
1. The students will understand the science behind climate change.
2. The student will explain the implications of climate change for regional ecosystems.
3. The students will analyze the potential for increased ocean acidification due to climate
change.
4. The students will use inquiry and data to understand the many variables that influence
climate change.
5. The student will explain different perspectives in climate change.
6. Time Required & Instructions:
Activity 1: (15 minutes) – Complete the Global Climate Change Pre-Test.
Activity 2: (30 minutes) – Teacher-led Discussion/PowerPoint on Climate Change in Alaska .
Activity 3: (45 minutes) – Web Activity – The Science Behind Climate Change
Activty 4: (55 minutes) – Inquiry Activity – Global Warming in a Jar
Activity 5: (45 minutes) – Greenhouse Gases Concentration Simulation
Activity 6: (50 minutes) – Ocean Acidification Data Web Activity
Activity 7: (90 minutes) – Changes in Latitudes, Changes in Attitudes Documentary Creation
Activity 8: (30 minutes) – Complete the Global Climate Change Post-Test.
7. Materials (may be found in the appendices):
Global Climate Change Pre-Test (Appendix One)
Global Climate Change in Alaska Powerpoint (Attachment One)
Web Activity – The Science Behind Climate Change (Appendix Two)
Global Warming in a Jar (Appendix Three)
Greenhouse Gases Concentration Simulation (Appendix Four)
Ocean Acidification Data Web Activity (Appendix Five)
Changes in Latitudes, Changes in Attitudes Documentary (Appendix Six)
8. Activities:
All assignments for the lesson plan are student-centered except for the PowerPoint which is teachercentered.
9. Assessment:
A Pre-Post Test Analysis will serve as the Assessment for this unit. A rubric will be used to assess
student knowledge on the documentary.
10. Extensions:
Students will conduct a “Man on the Street” poll of students at school to determine whether they
understand the science behind Global Climate Change and its implications. Students will do a
statistical analysis to determine whether there are differences related to year in school, political
affiliation, or sex of participants.
Students will write a 2-page scenario of what their life could be like 60 years from now if steps are not
taken to reduce projected climate change.
Students will become Roger Ebert for a day to critique “An Inconvenient Truth.” Students will review
the documentary to devise ways to improve it to reduce its polarizing effect with the general populace.
Students will read The Whale and the Supercomputer: On the Northern Front of Climate Change by
Charles Wohlforth. They will then construct their own triptych regarding the Traditional Ecological
Knowledge regarding climate of senior citizens who have grown up in their respective neighborhoods.
11. Interdisciplinary Features:
History/Social Studies –Students will explore the socioscientific issues that can lead to public
disagreement. Students will learn the steps involved in developing public policy.
Math – Students will conduct data analysis through scientific inquiry.
Communicative Arts – Students will utilize video production and editing, script writing, and directing
skills through their documentary development.
Appendix 1:
Climate Pre/Post Test
True/False
1. The majority of the scientific community disagrees on whether global climate change is occurring.
2. Climate change involves declining average temperatures, changing precipitation, and severe drought.
3. Warmer temperatures increase evaporation and speed up the water cycle.
4. Climate change is beneficial for migratory birds as they no longer have to travel south for the winter.
5. Changes in air temperature affect the formation of hurricanes.
6. Melting sea ice affects krill and the organisms that feed on them
7. Climate change often causes some regions to become warmer and wetter, increasing the potential for
dangerous diseases.
Multiple Choice
8. Changing precipitation means
a. Increased rain & snow worldwide
b. Decreased rain & snow worldwide
c. More rain at the equator, but less rain & snow at the Polar Regions.
d. Less rain at the equator, but more rain & snow at the Polar Regions.
9. Climate change is affecting storms by making them
a. Less frequent.
b. Less severe.
c. More frequent & more severe.
d. Less frequent & less severe.
10. Scientists predict that Earth will
a. Warm 20 degrees or more by the next century.
b. Cool at least 5 degrees by the next century.
c. Maintain the same average temperature for the next century.
d. Warm several degrees by the next century.
11. Many old homes in northern Alaska had doors on their second stories. This might have been to allow
people to leave when the snow blocked the regular front door. Using your knowledge of climate
change, would this kind of door be useful today?
a. Yes, precipitation in northern areas is increasing.
b. No, precipitation in northern areas is decreasing.
c. No, precipitation in northern areas is increasing, but it will be mostly rain and not snow.
d. Yes, some regions have experienced record snowfall.
12. “Drunken forests” in Alaska are a result of
a. Too many migratory birds remaining in Alaska.
b. Melting glaciers sliding into trees and knocking them down.
c. Trees growing at strange angles due to storms.
d. Quickly thawing permafrost causing the soil to shift and trees to fall over.
13. Climate change is affecting the New England maple syrup industry
a. Negatively with warmer winters.
b. Positively with warmer growing seasons.
c. Positively with both warmer winters & longer growing seasons.
d. Negatively with both warmer winters & longer growing seasons.
14. When there is less carbon dioxide in the atmosphere, the oceans:
a. Absorb the carbon dioxide more quickly.
b. Release carbon dioxide.
c. Release nitrous oxide.
d. Create a heat sink to cool down Earth.
15. Anthropogenic nitrous oxide is a result of
a. Burning fossil fuels.
b. Plant decomposition.
c. Human-made industrial chemicals.
d. Vehicle exhaust.
16. The most common type of anthropogenic gas is
a. Carbon dioxide
b. Methane
c. Nitrous oxide
d. Halocarbons
Short Answer
17. How is precipitation changing in Earth’s Polar Regions?
18. You are an architect for housing developments. You plan to build a housing development along the
coast of Alaska in the next few years. Given your knowledge of climate change, answer the following
questions:
a. What climate changes would affect the region you plan to build in?
b. What changes to the design of the homes would you consider?
c. What other factors would you take into consideration?
19. Explain how melting sea ice is threatening the survival of polar bears.
20. Explain how climate change is affecting the migration of birds such as the summer tanager.
21. Explain the effects of warmer winters on the puffin population in Alaska.
22. Predict the effect of melting sea ice on climate change.
23. Explain how warmer sea water leads to more hurricanes.
24. List 4 greenhouse gases that are a result of human activities. Then, choose one of these gases &
describe how humans are releasing it.
Appendix Two:
Global Climate Change Web Activity
http://nas-sites.org/americasclimatechoices/more-resources-on-climate-change/climate-change-lines-ofevidence-booklet/ (download the Climate Change pdf)
1. How much has Earth’s average temperature increased over the past 100 years?
2. Name 4 greenhouse gases.
3. Name 3 places Carbon can be stored in the planet.
4. How many ppm of Carbon are typically in the atmosphere?
5. How do scientists know that the Carbon that is released now is from fossil fuels & not from current
natural processes?
6. Which forcing agents have the ability to cool the atmosphere?
7. How much is the net effect of human activity on warming?
8. What is the general trend for average global temperatures during ENSO years?
9. How much has Arctic sea ice decreased per decade since 1978?
10. How much has sea level risen since 1870?
11. What has caused the increase in intensity of precipitation events in the U.S.?
12. When did the PETM occur?
13. By the end of the century, how many additional days per year is the central part of the U.S. expected to
have heat indices above 100 degrees Fahrenheit?
14. Why is Antarctic sea ice expanding?
15. What has caused the relocation of several individuals along the Alaskan coastline?
16. Why do scientists predict fewer phytoplankton due to climate change?
17. How could higher temperatures lead to lower crop yields?
18. Describe 3 ways of reducing CO2 levels.
19. How does industrialized agriculture contribute to climate change?
http://nca2014.globalchange.gov/highlights/regions/alaska
20. Describe 3 consequences of Arctic sea ice melting near Alaska.
21. Describe 3 consequences of shrinking Alaskan glaciers.
22. Describe 3 consequences of melting Alaskan permafrost.
23. What is the average annual increase in winter temperatures in Alaska?
24. What problems will Alaska face with shorter ice-road days?
25. Describe the positive feedback system that occurs with melting sea ice in Alaska.
http://warmingworld.newscientistapps.com/
26. What is the annual average temperature difference for Denali National Park for 2013 compared to the
1951 – 1990 average?
Appendix Three
Global Climate Change Inquiry Activity
Your group will pick one of the Problem Choices to investigate. You will devise a hypothesis and procedure
to be reviewed by Mrs. Roberts before you start your investigation. Once approved, you may start your
experiment. Be sure to include the data table in your experiment and a well-supported conclusion after
completing your experiment.
Problem Choices - Global Warming in a Jar
1. Will the air heat up faster over snow-covered plains or newly plowed fields?
2.
Will air over the ocean or air over land heat up faster?
3.
Does the presence of plants affect the rate of warming?
4.
How does the amount of moisture in the soil affect the rate of warming?
5.
Does the temperature of the land affect the temperature of the air above it?
Include in your lab report:
1. Problem
2. Hypothesis
3. Procedure
4. Results (data table & line graph)
5. Conclusion (minimum of 3 paragraphs)
Materials:
3 jars – all of same size, color,
makeup
3 thermometers
plastic wrap
soil
plant matter
paint
ice cubes
sod
water
TEMPERATURE OBSERVATIONS
Time
Before going
outdoors
When first placed in
sun
+ 2 minutes
+ 4 minutes
+ 6 minutes
+ 8 minutes
+ 10 minutes
Temperature
Jar 1
Jar 2
Jar 3
Appendix Four
Earth’s Greenhouse Gases Simulation
Earth’s atmosphere is a mixture of gases. About 99 percent of the atmosphere is made up of
nitrogen and oxygen. Certain other gases present in smaller amounts are critical to Earth
processes. Water vapor and carbon dioxide gas are important in regulating the amount of
energy absorbed by the atmosphere. Ozone gas helps control the amount of ultraviolet
radiation that reaches Earth’s surface. Scientists are particularly interested in measuring
changes in the amounts of greenhouse gases, including water vapor, carbon dioxide, methane,
and nitrous oxide. These gases occur in such small amounts in the atmosphere that scientists
describe their concentration in units of parts per million (ppm), or even parts per billion (ppb).
Imagine pouring one can of soda into a large swimming pool, and you are thinking on the order
of parts per million. If you can imagine adding one pinch of salt to 10 tons of potato chips,
you’re thinking on the order of parts per billion.
In this activity, you will dilute a substance to extremely small concentrations. After
calculating these concentrations, you will relate the data to the concentration of important
gases in Earth’s atmosphere.
Procedure
1. Use the marker to number the outside of each section of the ice cube tray from 1 to 10.
Each section is a “cell” in which you will create a solution with a certain concentration
2. Fill the three plastic cups about half full with water. The water will be used for cleaning the
eyedropper or pipette during the experiment
3. Put 10 drops of food coloring in cell #1. The concentration of this substance is 1 million
parts per million. It represents a pure substance. Write the concentration of this substance
as a fraction. Examine how this data has been recorded in Table 1
TABLE 1: FOOD COLORING CONCENTRATION
Food Coloring Concentration
Cell Number
(parts per million)
1
1,000,000
2
100,000
3
4
5
6
7
8
9
10
4. Take one drop of food coloring from cell #1 and add it to cell #2. Rinse the dropper in one of
the plastic cups until all traces of food coloring are removed. Add 9 drops of clean water to
cell #2 and stir. The mixture is now diluted to 1/10 the concentration of the original
substance. The concentration of the new substance is 100,000 parts of food coloring per
million parts of solution. Write the concentration of the substance as a fraction. Examine
how this data has been recorded in Table 1.
5. Take one drop from cell #2 and add it to cell #3. Rinse the dropper completely. Add 9 drops
of clean water to cell #3 and stir. How has the food coloring concentration changed? Record
the food coloring concentration of cell #3 in Table 1.
6. Repeat this procedure for cells 4 through 10. Record the concentration of each cell in Table
1.
7. Greenhouse gases affect the temperature of Earth’s atmosphere. Table 2 shows the
concentrations of these gases. Use the information given, as well as the data from Table 1,
to determine which of the food coloring cells is closest in concentration to the
concentration of each greenhouse gas.
TABLE 2: CONCENTRATION OF GREENHOUSES GASES IN EARTH’S ATMOSPHERE
Gas
Concentration
Cell Number
Carbon dioxide
355 ppm
Methane
1.7 ppm
Nitrous oxide
0.3 ppm
Chlorofluorocarbon-12
0.0005 ppm
Chlorofluorocarbon-11
0.0003 ppm
Analysis & Conclusions
1. What changes did you notice in the color of the solutions you created as you moved from
cell #1 to cell #10?
2. Some of the solutions created were colorless. Was there any food coloring in those cells?
How do you know?
3. Imagine that the food coloring in the experiment represents carbon dioxide. What do the
water drops added to each cell represent?
4. How does the concentration of the greenhouse gases compare to the concentration of
oxygen & nitrogen?
5. How can gases such as carbon dioxide & methane, with their small concentrations, have
such a large effect on our atmosphere?
6. STATE WHETHER THE FOLLOWING CONCENTRATIONS ARE IN PPM, PPB, OR PPT.
1. _____1 postage stamp/area the size of Dallas, Texas
2. _____1 square foot/36 square miles
3. _____1 12 oz. can of soda/30-meter swimming pool
4. _____1 flea/360,000,000 elephants
5. _____1 bad apple / 1,000,000 barrels of apples
6. _____1 square inch/250 square miles
7. _____1 3 oz. chocolate bar/football field
8. _____1 pinch of salt / 10 tons of potato chips
9. _____1 bogey / 3,500 golf tournaments
Appendix Five
Ocean Acidification Activity - http://www.dataintheclassroom.org/content/oa/level1.html
1. What does “alkaline” mean?
2. What is the normal pH of seawater?
3. What was the pH of the ocean off the coast of Miami in January of 2008?
4. Record your answer to “Check your Understanding” here.
5. Go to “make your own graph.” Choose “pH” as your parameter. Choose “Aug 2010” as your
date. Keep everything else the same. What is the pH for Key West, Florida (24 degrees North,
81 degrees west)?
6. Now make a time series graph for pH for this area. Use January 2008 – January 2009 for the
dates. Use 24 degrees north for the latitude & 81 & 82 degrees west for your longitude. What
is the general trend for pH throughout the year?
7. Why would pH change in the summer?
8. Now make a time series graph for sea surface temperature for this area using all of the same
parameters. What is the relationship between SST & pH?
9. Now change the time to include the period from January 1988 to January 2010. What has
happened to pH in this time period?
10. Do the same thing for SST? What has happened to temperatures in this time period?
11. Move to Level 2. Name 3 places carbon can be stored.
12. What is formed when carbon dioxide reacts with water?
13. What happens to this product in seawater?
14. Record your answer to “Check your Understanding” here.
15. Go to “make your own graph.” Choose “pCO2sw” as your parameter. Choose “Aug 2010”
as your date. Keep everything else the same. What is the reading for Key West, Florida (24
degrees North, 81 degrees west)?
16. Give the latitude & longitude for the area with the lowest reading. What city is here?
17. Move to Level 3. Watch the video to answer the following questions. How much CO2 is
absorbed by oceans?
18. What did she add to the water to make it change color?
19. Run the carbonate simulation. Set the CO2 for 100 ppm, change the time to 50 years,
change the water temp to ∆ .5 degrees Celsius. Click “play.” What is the trend for ocean pH &
carbonate levels?
20. Reset & click “play” again. What happens to the coral growth & fish populations?
21. Which has a greater effect on pH, change in temperature or change in CO2 levels?
22. Move to Level 4. How do increased CO2 levels in the atmosphere make it difficult for coral,
mollusks & other organisms to make their shells?
23. What is aragonite?
24. Record your answer to “Check your understanding” here.
25. Watch the video to answer the following questions. What made the bubbles in the
beakers?
26. What happened to the pteropod shell that was left in ocean water for 45 days?
27. How much has ocean acidification increased since the Industrial Revolution?
28. What is limiting the ocean’s ability to absorb CO2?
29. Go to “get data.” Check the aragonite levels for Key West for August 2010. Are these
levels considered optimal for coral formation?
30. Move to Level 5. How does warmer ocean water hurt coral reefs?
31. What is “coral bleaching”?
32. Answer the following research questions using “get data”: What is the relationship
between bicarbonate ion formation and carbonate ion concentration?
33. What is the relationship between bicarbonate ion formation & aragonite saturation in sea
water?
Appendix Six
Changes in Latitudes, Changes in Attitudes Documentary Instructions
In our documentary, each person will be assigned a role to play. Your job is to investigate the
role’s perspective in climate change and then participate in a 2-minute interview in the firstperson perspective. You will need to utilize photos, data, and anecdotal evidence to support
your ideas. Use these websites to research your position:
http://nca2014.globalchange.gov/
http://www.epa.gov/climatechange/
Students will share the roles of Cameraman, Interviewer/Narrator, and Editor. The list of roles
is below accompanied by the topic for the interview:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Farmer in Iowa (Crop yields and effects on agriculture)
Tourist in Alaska (Effects on Glacier Sight-seeing, Tourist Activities)
Oil Rig Worker (Effects of Climate Change Public Policy Initiatives)
Colorado Ski Resort Operators (Winter Snow Pack & Summer Beetle Infestations)
Puerto Rico Dive Operator (Changes in Coral Reefs)
Climate Scientist (Science Behind Climate Change)
Ornithologist (Bird Migrations, Adele & Chinstrap Penguin Populations)
Power Plant Operator (Effects of Climate Change Public Policy Initiatives)
Cargo Ship Captain (Summer Arctic Sea Ice)
General Physician (Effects from Pollen/Heat Waves/Mosquitoes)
Ice Road Trucker (Effects on Industry)
Massachusetts Agricultural Commissioner (Effects on Cranberries & Maple Syrup
Production)
13. Salmon Fisherman from the Pacific Northwest (Effects on Fishing)
14. Yellowstone National Park Ranger (Effects on Animal Populations, especially Pikas)
15. Peace Corps Volunteer serving in the South Pacific (Effects of Rising Sea Levels on LowLying Islands)
16. Fireman in American Southwest (Increased Fire Risk)
17. Alaskan Dog Musher (Change in Winter Conditions & Snow Pack)
18. CEO of Tar Sands Fuel Industry in Canada (Effects of Climate Change Public Policy
Initiatives)
19. Weather Reporter from Tampa, Florida (Effects of Climate Change on Storm Activity,
Flooding)
20. Texas Cattle Rancher (Changing Weather Conditions, Industry’s Role)