Joanne Abramson (Royal Sunset High School, SLZUSD), Lauren Bishop (Butler Academic Center, ACOE) How Will Climate Change Affect Health in the Bay Area? Essential Question/Problem Learning Objectives (Science Standards) Grade 9-12: Life Science 6b. Students analyze and describe changes in an ecosystem resulting from changes in climate and human activity. Grade 9-12: Earth Sciences 4c. Students describe how the electromagnetic spectrum reaches the Earth and how it is reflected back. Additionally, students classify atmospheric gases with respect to their absorption of infrared radiation and analyze how this causes the greenhouse effect. 8a. Students graph the composition of the atmosphere, including the greenhouse gasses. Grade 9-12: Physical Science 3a. Students know heat flow and work are two forms of energy transfer between systems. Grade 9-10: ELA (Reading) 2.4. Students synthesize content from several sources, paraphrase ideas and connect them to other sources Students extend ideas in secondary sources through analysis, evaluation and elaboration. Integrated Health Standards 21 st Century Skills Communication and collaboration Forming logical explanations Problem solving Data analysis Health and information literacy Scientific Investigation in 2 Phases What is the atmosphere composed of? How is the composition of the atmosphere changing over time? What are greenhouse gases? What is the electromagnetic spectrum and how is it involved in global climate change? The second phase of the project involves student groups exploring health issues that are increasing with global warming: Why is this problem related to global warming? Who is affected and how can they help themselves? How is this condition affecting the human body? What can they do to decrease the contributing factors? Probable Health Impacts to the Bay Area Possibly fatal responses to heat waves, especially in urban areas Research-Based Instructional Strategies Interactive journals Anticipation guides for each lecture Note taking strategies Graphic organizers and sentence stems. Capstone Project/Investigation and Assessments The summative assessment of student groups will be a rubric based on their written, oral and visual products. The written product is an individual essay on their topic including the causes, potential remediation on a personal and global level, and interrelation to other health topics. The visual element is a group poster with pictorial, graphic and written components. The 21 st century skills are assessed with an oral presentation of the poster and a demonstration pertaining to their topic. Implementation Plan and Next Steps We need to work out a reliable version of the greenhouse gas lab that does not use glassware to accommodate unique security requirements. Group demonstrations need additional development. Resources Graphs of Change (NASA) Earth Observatory Global Maps The Greenhouse Effect (plus diagram) Electromagnetic Spectrum tml Greenhouse Effect Animation house/ KQED Quest: CA at the Tipping Point california-at-the-tipping-point-part-one Playing with Prisms Mini-lab (Adapted from prisms.html) prisms.html Carbon Cycle Game n_cycle.html n_cycle.html The Very, Very Simple Climate Model del.html del.html Smog in Oakland Global warming is changing our climate resulting in a variety of alterations to atmospheric, plant and animal cycles. What impacts to the health of people in the Bay Area can be anticipated as a result of these changes? Increase in intensity and scope of mosquito vectored disease Increase in natural disasters which may affect air quality Increase in production of smog and ozone, changes in pollen levels and/or fungal pathogens leading to respiratory problems Malnutrition due to rising food costs and declining availability The first phase focuses on the physical and environmental factors that lead to global warming including: Photo Credits blog.altuse.com/2010_04_01_archive.html healthguide.howstuffworks.com