1. ENVIRONMENTAL SCIENCE Catalyst 5/27/14 1.Take a textbook and read page 503. 2.Go on the class website http://aofscience.weebly.comhttp://aofscience.weebly.com 3.Answer the questions online and press submit. (Don’t have a computer? Grab a CATALYST SHEET IN THE BACK and answer the questions below. 4.When are you are done with #1 - #3, use pages 504 through 506 of your textbook to help you fill out pages 14 and 15 in your note packet. CONFUSED? Wait patiently for further clarification and raise your hand.

2. What can we do to offset our carbon emissions?

3. Use and Production of Electricity Carbon footprint: The amount of carbon dioxide for which an individual or group is responsible 70% of electricity in the U.S. is generated by burning fossil fuels. Reducing electricity use reduces carbon footprints. Ways to reduce electricity use: Use energy-efficient technologies, which lessen the electricity needed to do a job. Reduce the use of electrical devices and appliances.

4. Alternate Sources of Electricity* Alternative Sources of Electricity Nuclear power Solar power Wind power Hydroelectric power Geothermal power Wind turbines

5. Advances in Vehicle Technology Transportation is the second largest source of greenhouse gas emissions in the United States, second only to electricity.

6. Alternatives to fuel-only cars include: Gasoline-electric hybrid vehicles http://www.youtube.com/watch?v=LV2W36fPWng Vehicles that use alternative fuels such as compressed natural gas Vehicles that use hydrogen fuel cells.*

7. Reducing Dependence on Cars Biking, walking, and using public transportation are all ways to reduce fossil fuel use. Many communities lack good public transportation. Did You Know? The average American family makes 10 trips by car each day.

8. How else can we reduce greenhouse gas emission?

9. Strategies for Reducing Greenhouse Gases Agriculture / forestry: Reduce soil erosion and replace cut trees, to curb CO 2 emissions Cap-and-Trade: System of emission allowances that can be sold or traded, gives companies incentive to reduce emissions* Carbon tax: A tax per unit on emissions Carbon offsets: Instead of directly reducing emissions, companies can make a voluntary payment to a group that reduces or curbs greenhouse gases. Carbon sequestration: Technology is used to trap and store carbon dioxide emissions.

10. Agenda 5/27/14 Extended Catalyst Responding to Climate Change Discussion Announcements Benchmark dates – June 10 and June 11. Verbal Drill Factors Affecting Climate Discussion Exit Slip Reminders

12. WE HAVE NINE (9) DAYS TO GET THROUGH NEW MATERIAL. WE WILL NOW SPEED UP 3x. Confused? Come to after school tutoring. Otherwise, it is a personal problem.

14. Evidence for Climate Change https://www.youtube.com/watch?v=qEPVyrS WfQE https://www.youtube.com/watch?v=qEPVyrS WfQE As we watch the videos, write down at LEAST four main pieces of evidence of global climate change on the blank sheet of paper provided.

15. GLOBAL CLIMATE CHANGE http://www.epa.gov/climatechange/kids/in dex.html http://www.epa.gov/climatechange/kids/in dex.html

16. Environmental Science Gpoints P6: 37 (on time, neat room, focused) P10: 38 (on time, focused, neat room) Your class can earn class points if: everyone in class: Comes to class quietly and on time Stays focused and on task during class Leaves classroom neat and organized Students are teaching other students Majority of class participates Follows all classroom expectations and procedures And more…

17. Environmental Science Verbal Drill You must answer if the toy is passed to you. (Points deducted from your weekly participation grade if you refuse.) If you don’t know the answer, look it up in your notes or discuss it with a classmate. (i.e. don’t just ask for the answer) If the class reaches 25 points, extra points will be given on the next unit exam. The class will have 3 minutes to earn as many points as possible.

18. Period 6: 48pts Period 10: 43pts Environmental Science Verbal drill points

19. Objective(s) We will be able to 1.Describe the evidence for climate change. 

20. #4.15 Aim: How do scientists study climate change? Agenda QOD (5) Activity: graphing climate trends (15) Lesson: studying climate change (15) Summary Share (5) HW #2 Share: What trends did you notice? How can you explain them?

21. #4.15 Aim: How do scientists study climate change? Agenda QOD (5) Activity: graphing climate trends (15) Lesson: studying climate change (15) Summary Share (5) HW #2 Weather vs. Climate Weather: short-term atmospheric conditions Increased amounts of greenhouse gases in our atmosphere are contributing to global climate change. Climate: long-term atmospheric conditions (temperature, precipitation, storm intensity and frequency)

22. #4.15 Aim: How do scientists study climate change? Agenda QOD (5) Activity: graphing climate trends (15) Lesson: studying climate change (15) Summary Share (5) HW #2 Increased amounts of greenhouse gases in our atmosphere are contributing to global climate change.

23. http://www.nasa.gov/multimedia/nasatv/on_demand_video.html?param=http://a non.nasa-global.edgesuite.net/anon.nasa- global/ccvideos/GSFC_20100121_GlobalTempAvg.asx&_id=221087&_title=Global%2 0Temperature%20Increase&_tnimage=418330_main_1_418330mainenus_2008temp1 00x75.jpg

24. Climate Crisis http://www.pbs.org/now/shows/548/index. html http://www.pbs.org/now/shows/548/index. html

25. Lesson 16.1 Our Dynamic Climate Without greenhouse gases, Earth would be too cold to support life.

26. Greenhouse Effect The greenhouse effect is a natural process in which certain gases keep heat near Earth and prevent it from radiating into space. The main greenhouse gases are: 1.Water vapor 2.Carbon dioxide 3.Tropospheric Ozone 4.Nitrous Oxide 5.Methane

27. The Greenhouse Effect A natural process in which greenhouse gases absorb heat and release it slowly back into the atmosphere Greenhouse gases do not trap energy that has been converted to heat at Earth’s surface. Did You Know? Greenhouse gases absorb heat and release it slowly, while an actual greenhouse traps warm air inside a structure.

28. The Effect of Latitude Latitude is a measure of a place’s distance from the equator. In general, the greater the latitude, the cooler a location’s overall climate will be. The seasons are also caused by the changing angles at which sunlight strikes Earth.

29. #4.15 Aim: How do scientists study climate change? Agenda QOD (5) Activity: graphing climate trends (15) Lesson: studying climate change (15) Summary Share (5) HW #2

30. Wind Patterns in the Atmosphere Caused by convection currents resulting from rising warm air and falling cool air Transports moisture and heat Global wind patterns move warm air away from equator, toward poles. Cold air moves from poles toward equator. Winds pick up moisture and can carry it for long distances until it falls as precipitation.

32. Check For Understanding 1. What are convection currents? 2. Cold air normally travels from where to where? 3. Warm air normally travels from where to where?

33. The Oceans and Climate Ocean currents, which are caused by a combination of unequal heating of water and unequal salinity, affect climate by transporting heat. El Niño and La Niña are disruptions to normal climate patterns caused by variations in the typical interactions between the ocean and the atmosphere. Did You Know? The ocean absorbs a lot of carbon dioxide, causing a global cooling effect. The ocean can hold 50 times more CO 2 than is found in the atmosphere.

34. El Niño NORMALLY = prevailing winds travel from EAST to WEST along the equator El Niño is a disruption to normal climate patterns caused by variations in the typical interactions between the ocean and the atmosphere. https://www.youtube.com/watch?v=7FVZrw7bk 1w

36. Other Factors That Affect Climate

37. TOPOGRAPHY Topography describes the surface characteristics of the area, including its altitude (how high) and features such as mountains, rivers, and lakes. Higher altitudes have cooler temperatures; mountain ranges affect rainfall patterns..

38. Gases and particles can temporarily block sunlight, causing air to cool. VOLCANOES

39. Vegetation: Plant life promotes cloud formation and absorbs carbon dioxide. Earth’s orbit: Changes in Earth’s orbit and the tilt of Earth’s axis affect the distribution of solar radiation

40. SOCRATIVE EXIT SLIP Go to http://m.socrative.comhttp://m.socrative.com Join Room# 66355 In the space provided, answer the question below: 1. How do scientists know that global climate change is occurring?

41. REMINDERS DO NOT FORGET YOUR STAMPS. You will get stamps every day even if we don’t use the note packet.

42. Global Climate Change Documentary https://www.youtube.com/watch?v=AsPyDW ipSsE https://www.youtube.com/watch?v=AsPyDW ipSsE

43. Small Group Exploration Time Go to the website below: http://www.epa.gov/climatechange/kids/index.html http://www.epa.gov/climatechange/kids/index.html The LINK IS ON THE CLASSWEBSITE. Go to the assignments and projects link. READ and DISCUSS with the person next to you what you’ve learned in the “Learn the Basics” section. With a partner, create an outline of all the main ideas on your computer. (Or write it in your notebook if your computer isn’t working.)

44. Koshland Global Warming WebQuest Honors https://www.koshland-science- museum.org/explore/global-warming- webquest-student-page#.U3mF2-ZdV0L https://www.koshland-science- museum.org/explore/global-warming- webquest-student-page#.U3mF2-ZdV0L 1.Group Activity Worksheet due at the end of the period (GROUP effort) 2.Individual Roles: answers to questions must be typed in a MS Word Document (INDIVIDUAL EFFORT) 3.Final Group Activity: Summary Activity typed up report OR infographic (GROUP EFFORT)