You are on page 1of 6

CLIMATE CHANGE PBL TIMELINE

DAY

Question Cluster & Objectives

Activities/Resources

Product/Assessment

WEEK 1: What is Climate Change? What is Happening?


Day 1

Describe initial knowledge and


attitudes about climate change
Define climate change and
distinguish it from global warming
and weather

Entry Event: Video clips and Classroom Discussion


Climate Change in 60 sec
http://youtu.be/n4e5UPu1co0
Climate Change: The State of the Science: http://youtu.be/_EWOrZQ3L-c
Closing Video: What is possible: https://www.youtube.com/watch?
v=8YQIaOldDU8

Classroom Discussion
Knowledge & Attitude
Survey

Day 2

Determine factors that influence


weather.
Compare and contrast climate
and weather

Weather v Climate and Climate Change


http://www.weatherwizkids.com/weather-climate.htm
http://www.ecy.wa.gov/climatechange/whatis.htm
Create Google Drive Folder: CC project

Weather vs Climate Quiz

Day 3-5

Why does climate change


matter?

RAFT and Team Project planning student grouping, final project rubric,
Project planning checklists, sample projects
Top 10 Climate Change Questions: What you need to know
http://www.usatoday.com/story/news/nation/2014/02/27/climate-change-q-and-aguide/5861621/

Project planning
checklist and graphic
organizer
Final Project Rubric

Team Planning Meetings and Conferences: Planning I checklist completed;


Graphic Organizer with project timeline and assignments

Planning checklist
Timeline Organizer

What is climate change?

Collaborate to devise a group


plan for the project
Day 4-5

Week 2: What is happening and how do we know this? What does the data say about Climate Change?
Day 6-8
Climate
Data

How do scientists study


climate?
Describe sources of data used to
measure climate change
Analyze relevant information on
different types of weather and
climate maps
Explain how data is used to
construct and test climate
change models
Use scientific tools to study

Climate Data Jigsaw - sources of data, comparing climate and weather maps
Reading weather and climate maps
https://www.climate.gov/maps-data/primer/climate-data-primer
Climate Systems
http://nas-sites.org/climatemodeling/
What types of trends are we observing?
Climate Models: https://www.youtube.com/watch?
v=PN3Nr_43mvg&index=17&list=PL7F1CA66A69B5E629
http://www.ncdc.noaa.gov/climate-information/climate-change-and-variability

Differentiated Site
https://www3.epa.gov/climatechange/kids/

Climate Data Jigsaw in


shared classroom google
doc with oral report on day
8
(Mini-presentation rubric)

Day 9-10

current and historical climate


data
Evaluate the evidence of climate
change

NASA Climate Wizard


http://climate.nasa.gov/effects/
http://climate.nasa.gov/climate_resource_center/interactives

What are the ecological


impacts of climate change?

Phenology, Range shift and Biodiversity


Phenology, Range shifts, threats to biodiversity- video introduction and science
articles in LMS

Define phenology and range shift


Relate climate change to altered
ecology, and species survival.

Phenology and Range


shift exit slip: Use a
specific example to
describe how a mismatch
in two species' phenology
or range shifts might affect
both species in an
ecological relationship (like
predator-prey; pollinatorplant, seed dispersalanimal, etc.). (Day 10)

Week 3: How can we contribute climate change data?


Day 11-12

Explain the role of consistent


protocols in data collection
Access information in scientific
databases
Correlate information from two
different sources

Phenology and Climate Project


http://www.globe.gov/web/phenology-and-climate/overview
Review historic climate data for our area (NOAA)
http://www.ncdc.noaa.gov/temp-and-precip/state-temps/
Access GLOBE Database http://www.globe.gov/web/phenology-andclimate/overview
Review GLOBE protocols
http://www.globe.gov/documents/356823/2538681/earth_prot_budburst.pdf

Individual reflection:
What are the limits and
value of citizen science?

Day 13-14

Follow established protocols to


select site and collect local data

Select study sites & implement GLOBE budburst protocol with data sheet
http://www.globe.gov/documents/356823/2538262/earth_ds_budburst.pdf

Budburst data sheet

Day 15

How will we reach our


audience?

Team Conferences progress check: Review timeline and assignments;


Digital tools explored and selection made for final project; reflect on process

Digital tool selected;


timeline current

Week 4: What are the human factors in climate change?


Day 16-18

GHE, PhET simulation and the Carbon Cycle


What is the relationship
between atmospheric carbon http://environment.nationalgeographic.com/environment/global-warming/gwoverview-interactive/

GHE, Phet exploration


and POGIL completed
GHE exit slip, Carbon

dioxide and the earth's


climate?
Explain the importance of the
greenhouse effect (GHE) to life
earth
Relate increased CO2 to
increased temperatures
Relate greenhouse effect to
climate and observed changes
by distinguishing between natural
GHE and enhanced GHE
Identify sources and sinks of
carbon

https://www.youtube.com/watch?v=gGZmuMYixuc
http://climate.nasa.gov/causes/
Earth's Atmosphere And The Greenhouse Effect
PhET simulation study relationship between GH gasses and temp
Carbon Biogeochemical Cycle - POGIL group activity

Cycle Quiz

Day 17

Collect Phenology Budburst Data

Day 17-18

Team Conferences Check Rough Outlines: Review Mock-up of project;


compare to final project rubric; reflect on process

Project mock-up
completed
Final Project Rubric

Evidence linking humans and CC:


https://www.youtube.com/watch?
v=PN3Nr_43mvg&index=17&list=PL7F1CA66A69B5E629 (30 min)
ALT Video - Climate Science: What you need to know.
https://www.youtube.com/watch?v=ffjIyms1BX4
Human Cause Evidence:
http://climate.nasa.gov/evidence/
http://www.ncdc.noaa.gov/indicators/
http://www.ucsusa.org/global_warming/science_and_impacts/science/humancontribution-to-gw-faq.html#.VP0EpOFLBq8
More on Ice Core Data
http://earththeoperatorsmanual.com/segment/5
https://www.youtube.com/watch?v=NENZ6TSc1fo&feature=youtu.be

Evidence linking humans


and CC Assignment

Day 19-20

What evidence links climate


change to human activities?
Identify causes Of Increasing
Atmospheric Carbon
Interpret data from the keeling
curve and ice core studies
Evaluate the evidence of climate
change
Evaluate the connection between
human activities and observed
patterns.
Use scientific tools to study
current and historical climate
data

Day 20

Collect Phenology Budburst Data

Week 5: What does our community think about Climate Change?


Day 21-22

How is climate change

The Climate Change controversy

Individual reflection on

perceived by the public?


Analyze Yale Six Americas
Report data to identify 6 general
attitudes towards Climate
Change
Examine how climate change is
presented in the media
Day 22
Day 23-24

http://hdgc.epp.cmu.edu/teachersguide/teachersguide.htm#topten
6 Americas Intro Video https://www.youtube.com/watch?v=2I5u9rfUSLA
Take Quiz to find own Climate Profile
http://uw.kqed.org/climatesurvey/index-kqed.php
Climate Change and the Media - compare scientific vs political presentations

CC controversy: How
does has the political
nature of climate change
affected public perceptions
and actions?

Collect Phenology Budburst Data


Use information from Yale
studies to create and promote a
survey to determine local
audience knowledge and
attitudes

Yale study: Changes in Behavior


http://climatecommunication.yale.edu/publications/analysis-of-a-119-countrysurvey-predicts-global-climate-change-awareness/
Generate Google Form survey to assess community knowledge and
attitudes

Google Survey (Example)

Day 25

Team Conferences progress check Project elements show work progress;


refer to final project rubric; reflect on process

Work progress check; at


least half done; Timeline
Organizer current

Day 25

Collect Phenology Budburst Data

Week 6: What is the future of Climate Change


Day 26-27

What are the ecological


impacts of climate change?
Define ecosystem services
relate climate change to altered
ecological services
Explain why reducing climate
change is economically
responsible
Compare individual and class
ecofootprint to others in the world
Brainstorm ideas to reduce
footprint

Day 27
Day 28

Ecosystem Services and Ecofootprints


Ecosystem services video: Econ 120 Ecosystem Service
Watch the video Ecological Footprint overview: Ecological Footprint Video
Calculate own ecofootprint
(http://footprintnetwork.org/en/index.php/GFN/page/calculators/ ) and class
ecofootprint using shared Google spreadsheet.; What do they mean? How do
they compare to others around the globe?

Individual reflection on
US, classroom and
individual use of
resources: Why Is
reducing climate change
the responsible
economical, societal, and
environmental decision for
Americans? Do you think it
is feasible? Why or why
not?

Collect Phenology Budburst Data

How will people be affected


by climate change?

Climate Change Impacts on People

Human responses exit


slip: How will climate

Describe how climate change will


affect food production,
redistribution of populations, and
human health
Explain why some populations
will be more adversely affected

change affect food


production, population
distribution, and human
health?

Day 29

Collect Phenology Budburst Data

Day 29-30

Team Conferences progress check : Project elements show significant work


progress and detail; Timeline reviewed and reorganized if necessary

Work progress check; at


least done; Timeline
Organizer current

5B.1 Climate Wizard Modeling climate outcomes based on three different


scenarios
Mitigate and adapt to Climate Change: what needs to be done?
https://www3.epa.gov/climatechange/kids/
http://www3.epa.gov/climatechange/students/solutions/index.html

Venn diagram of strategies


Mitigation vs Adaptation

Day 29-30

What can we do about


climate change?
Use current observations and
data driven models to predict
future impacts
Justify the need for global
strategies and cooperation
Identify constructive local and
individual actions

Week 7: Finish Project for Peer and Instructor Review


Day 31

What should our community Analyze data from Google Surveys


know about climate change?
Identify and characterize the
community to better tailor final
project

Day 32

Collect Phenology Budburst Data

Day 32-34

Team Meetings and Conferences progress check: Final project in last


stages of initial revisions

Day 32-34

Students effectively
communicate their knowledge
and foster positive actions

Finalize Projects for peer review

Work progress check;


Should be in revision
stages; Final to-do list
created

Day 35

Collect Phenology Budburst Data

Day 35

Projects Peer Reviewed - each group peer reviews for one half of class period,
and presents project for one half (~12-15 min each small group presentation)
Every project reviewed by at least two other teams scoring with final project
rubric
Students self score project.
Instructor also scores projects on rubric and provides feedback

Final Project Rubric

Week 8: Revise Project for Final Submission


Day 36Day 38

Work on Project Revisions based on feedback from self, peer and instructor
Due at end of Week

Final Project Rubric

Day 37

Collect Phenology Budburst Data; Organize data and submit

Final Data Report


Individual Reflection
Question:
What types challenges will
species face in the future
as the climate continues to
change?

Day 39

FINAL Projects presented in class

Day 40

Retake initial knowledge and attitude survey


Complete BIE Self-reflection Checklist
Self-score project on final rubric

Final Projects Shared at IF Earth Day (4th Sat in April)


Day 41

Group reflections and schedule projects for Earth Day Booth (each class will
have 2 hour block)

Knowledge & Attitude


Survey
BIE project reflection
sheet