1. Impacts of Climate Change on Physical Systems
Lesson Plan 4 – Day 2
[These slides are the station resource cards. They may be helpful to project during your debrief of the station activity so that students can refer to specific points of evidence.]
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2. Graph 1: Temperature Global Ocean and Atmosphere
Temperature Difference From Normal (°C)
Annual Average
5-year Running Average
What is the difference between the blue dots and the red line?
- How much has temperature changed since 1880?
- do you think this is enough to affect anything?
Year
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3. Graph 2: Temperature
Mean Surface Temperature Difference from the Temperatures Recorded from (in °C)
Global Mean = .53
60° N
Europe
North America
Asia
30° N
Africa 0°
South America
This picture shows a map of the world and whether the temperatures were different than normal over a 5 year period.
- Which areas were colder than normal?
- Which areas were hotter than normal?
What is the significance of a Global Mean = .53
Australia
30° S
60° S
Antarctica
90° W 0°
90° E
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Gray indicates no data.
J. Hansen et al., PNAS 103: ( 2006)

4. Graph 3: Sea Level
IPCC, 2007: Summary for Policymakers. In: Climate Change 2007: The Physical Science Basis. Contribution of Working Group I to the Fourth Assessment Report of the Intergovernmental Panel on Climate Change [Solomon, S., D. Qin, M. Manning, Z. Chen, M. Marquis, K.B. Averyt, M.Tignor and H.L. Miller (eds.)]. Cambridge University Press, Cambridge, United Kingdom and New York, NY, USA.
Figure SPM.3. Observed changes in (a) global average surface temperature, (b) global average sea level from tide gauge (blue) and satellite (red) data. All changes are relative to corresponding averages for the period 1961–1990. Smoothed curves represent decadal average values while circles show yearly values. The shaded areas are the uncertainty intervals estimated from a comprehensive analysis of known uncertainties (a and b) {FAQ 3.1, Figure 1, Figure 4.2, Figure 5.13}
What is the purpose of these graphs?
What relationships do the graphs show?
How is this related to climate change? If we had to make a concept map relating the findings in these graph to climate change, what would it look like?
- From 3000 years ago to the start of the 1800’s, sea level was almost constant, rising at .1 to .2 mm/year. (you may want to stop and ask students how big a millimeter is). Since 1900, the level has risen at 1-2 mm/year; That is ten times as much as before.
Since 1992, satellite measurements indicate a rate of about 3 mm/yr.
This line is 50 mm (5 cm) (.05 m) long.
Observed changes in (a) global average surface temperature, (b) global average sea level from tide gauge (blue) and satellite (red) data. All changes are relative to corresponding averages for the period 1961–1990. Smoothed curves represent decadal average values while circles show yearly values. The shaded areas are the uncertainty intervals estimated from a comprehensive analysis of known uncertainties.
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5. Graph 4: Sea Level
The map on the right shows the eastern United States and its height above sea level.
How do you know how high a place is above sea level?
Which places have the lowest height above sea level?
The graph on the right shows different possible projections of sea level rise over the next 90 years. Each line represents a different prediction. If the blue line prediction occurs, will any regions be affected by 2100?
Projected global sea level change. The colored lines represent different models, based on global observations.
1 m = 100 cm = 1000 mm
This map is designed to emphasize regions of the Eastern United States and Caribbean that are near sea level.
Rahmstorf et al., 2007; Science
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6. Graph 5: Glacier Thinning
New Zealand is under this symbol
What does the scale mean at the bottom of the figure?
What is this graph trying to show?
What conclusions can you draw about climate change? What is your evidence?
This sample of mountain glaciers excludes the primary ice sheets of Greenland and Antarctica.
It should be acknowledged that glacier sampling is heavily biased towards North America and Europe. Substantial unsampled mountain glaciers exist in South America, Asia and the margins of Antarctica. However, the glacier distriution is also not uniform. Africa has only a handful of glaciers and continental Australia has none. Despite their relative importance, none of the marginal Antarctic glaciers have had their mass balance sampled at least 5 times since 1970.
These estimates of ice sheet thinning do not include glacier mass lost due to iceberg calving. Such calving is not significant for most mountain glaciers since only a small proportion of these glaciers terminate in large bodies of water.
The time scale for this glacial thinning is unavailable.
Thickening
Thinning
The map shows the average annual rate of thinning since 1970 for the 173 glaciers that have been measured at least 5 times between 1970 and 2004 (Dyurgerov and Meier 2005). Larger changes are plotted as larger circles. This does not include the ice sheets of Greenland or Antarctica.
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7. Graph 6: Glacier Cover Portage Glacier, Alaska
Pasterze Glacier, Austria
What do the pictures show? Were they taken at the same location?
Is there a relationship to climate change? What is your evidence? What evidence would you need to make your claim stronger?
Since 1980, glacier retreat has threatened the existence of many of the biggest glaciers in the world. This process has increased a great deal since 1995.
**Ask students: What effect could this claim about snow and glacier cover have on you? Even if it is happening far away.
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8. Very Heavy Precipitation is defined as the heaviest 1% of all events.
Graph 7: Severe Weather
Very Heavy Precipitation is defined as the heaviest 1% of all events.
What is the time scale?
What do the different colors mean?
What conclusions can you draw about the relationship between climate change and severe weather events?
How convincing is this relationship?
The frequency of storms won’t go up, but the intensity will go up.
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9. Graph 8: Severe Weather Events per Year What is the time scale?
What do the different colored lines mean?
What conclusions can you draw about the relationship between climate change and the frequency of severe weather events?
How convincing is this relationship? Does this strengthen or weaken your conclusions from the previous slide?
- The number of severe weather disasters due to climate (like floods and cyclones) are increasing in comparison to natural disasters (like earthquakes).
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10. Climate Change in Biological Systems
Lesson Plan 5 – Day 2

11. Graph 9: Impact of Climate Change on Natural Ecosystems
Coastal Wetland: low lying, marsh, swamp Alpine: cold mountaintops
Coral Reefs: ridge of coral near water (marine) Arctic: near north pole
Boreal Forests: northern forests (sub-arctic) Hotspots: rain forests
Image from:

12. Graph 10: Predicted Impact of Climate Change on Agricultural Productivity
Image:

13. Graph 11: Impact of Climate Change on Crop Yield (Food Production)
Image:

14. Graph 12: Fire on Wildland

15. Graph 13: Impact of Climate Change on Mortality

16. Diagram 14: Impact of Climate Change on Asthma
Human Industrial Activities
CO2 in the atmosphere
Temperature
(warmer)
Earlier Pollen Season
Length of Pollen Season (longer)
Plant Growth and Pollen Quality
Allergens in
the Air
Asthma (effects more)
means increasing