Climate Change PBL Project Overview
Introduction: Climate change and its ecological and economic impacts are
in the news regularly, but there exists a significant disparity between the
knowledge and opinions of the general public and those of climate change
scientists. Despite a scientific consensus regarding the positive
correlation between human activities and climate changes, much of the American public remains uninformed and unengaged with this ecological threat. Scientists continue to gather data, to develop
increasingly complex climate models and to test alternative theories in pursuit
of clarity about what is occurring and why. Similarly, scientists are using
these tools to predict imminent trends and how human responses may influence
these futures.
Teacher: Wendi Straub
Grade Level: 10-12 Subject/Course: High School Biology, Ecology or Environmental Science Duration: 6 weeks Project Idea: Students will interact with digital databases, climate models, published articles, and The Globe Program citizen science to explore factors that have contributed to climate change, anticipated consequences of climate change and potential solutions. After students conduct and analyze a survey of their audience, they will develop a multimedia project to raise knowledge and awareness in their community. |
|
Driving Question: How can we help our community understand and respond to climate change?
- What is climate change? How is it different than global warming? How is it different than weather?
- Why does climate change matter? What changes are we currently observing in climate patterns?
- How do scientists study climate? What types of data and tools are used by climate change scientists? How do they collect data now and from the past? How do they use models to predict future impacts?
- What is the relationship between atmospheric carbon dioxide and the earth's climate? How is carbon cycled through the biosphere? How is the greenhouse effect related to the earth’s climate? How have carbon dioxide levels in the atmosphere changed over time? How has the earth’s energy and temperatures changed over time?
- What evidence links climate change to human activities? How are human activities related to changes in greenhouse gases in the atmosphere? Why have alternative hypotheses been rejected?
- What are the ecological impacts of climate change? How will climate change affect ecosystems and ecosystem services? How does climate change interfere with phenology (timing of life cycle events), range shifts and other interactions between organisms? Why will many organisms be unlikely to adapt to the anticipated changes?
- How will people be affected by climate change? Which communities face the greatest risks and why? How will our community, in particular, be impacted?
- What can we do about climate change? What are global strategies to mitigate and adapt to climate change? What can our local community do? What can we do as individuals?
- How is climate change perceived by the public? How is it presented by popular media? Does the public debate about climate change accurately represent our scientific knowledge? How can we help our community distinguish credible information from biased posturing?
- What should our community know about climate change? Which elements that we have studied are most important to convey to our audience? Which elements will have the most impact on our audience? How will we ensure accurate representation of the science?
- How will we reach our audience? Which tools and products will help us best reach our target audiences?
Content, Core and 21st Century Standards
Biology Content Standards: Next Generation Science Standards
HS Matter and Energy in Organisms and Ecosystems
Biology Content Standards: Idaho Department of Education
Goal 1.2: Understand Concepts and Processes of Evidence, Models, and Explanations
6-12 CCSS Reading for Literacy Science and Technical Subjects: Idaho Department of Education
Reading
HS Matter and Energy in Organisms and Ecosystems
- HS-LS2-5. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.
- HS-LS2-1.Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
- HS-LS2-2.Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
- HS-LS2-6. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
- HS-LS2-7.Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
Biology Content Standards: Idaho Department of Education
Goal 1.2: Understand Concepts and Processes of Evidence, Models, and Explanations
- 9-10.B.1.1.2 Apply the concepts of order and organization to a given system. (648.01a)
- 9-10.B.1.2.1 Use observations and data as evidence on which to base scientific explanations. (648.02a)
- 9-10.B.1.2.3 Develop scientific explanations based on knowledge, logic and analysis. (648.02c)
- 9-10.B.1.3.2 Analyze changes that can occur in and among systems. (648.03b)
- 9-10.B.1.6.1 Identify questions and concepts that guide scientific investigations. (649.01a)
- 9-10.B.1.6.4 Formulate scientific explanations and models using logic and evidence. (649.01d)
- 9-10.B.1.6.5 Analyze alternative explanations and models. (649.01e)
- 9-10.B.1.6.6 Communicate and defend a scientific argument. (649.01f)
- 9-10.B.1.6.7 Explain the differences among observations, hypotheses, and theories. (649.01g)
- 9-10.B.1.8.1 Analyze technical writing, graphs, charts, and diagrams. (658.02a)
- 9-10.B.5.1.1 Analyze environmental issues such as water and air quality, hazardous waste, forest health, and agricultural production. (656.01a)
- 9-10.B.5.2.1 Explain how science advances technology. (655.01a)
- 9-10.B.5.2.2 Explain how technology advances science. (655.01a)
- 9-10.B.5.3.1 Describe the difference between renewable and nonrenewable resources. (656.03a)
6-12 CCSS Reading for Literacy Science and Technical Subjects: Idaho Department of Education
Reading
- CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
- CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
- CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
- CCRA.R.6 Assess how point of view or purpose shapes the content and style of a text.
- CCRA.R.10 Read and comprehend complex literary and informational texts in dependently and proficiently.
- CCRA.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
- CCRA.W.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
- CCRA.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
- CCRA.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- CCRA.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
- CCRA.W.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
- CCRA.W.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
- CCRA.W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
- CCRA.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
- CCRA.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
- CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others‟ ideas and expressing their own clearly and persuasively.
- CCRA.SL.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
- CCRA.SL.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
- CCRA.SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
- CCRA.SL.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
- CCRA.SL.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
- CCRA.L.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
- CCRA.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
- CCRA.L.6 Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
21st Century Skills - Throughout the project students are expected to engage in the 4C's: critical thinking, collaboration, communication and creativity using multimedia and web-based platforms.
This PBL Project site is adapted from the BIE.org Project Overview Form.