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Activity 1: What do you know about climate change? SummaryThisfirstbrainstormingactivityisdesignedtoencouragestudentstoactivatetheirpriorknowledgeofclimatechangefromanobjectivepointofviewandtogetabetterunderstandingoftheoverallknowledgesharedbythegroup.Itisimportanttorememberthatwhilemorethan97%ofscientistswhopublishworkinacademicjournalsagreethatitishighlylikelythathumanactivityisresponsibleforglobalwarming(andthisnumbercontinuestorise),therewillalwaysbeskepticsandthosewhodenythisreality.Toseealistofscientificgroupsthatagreethathumansarecontributingtoglobalwarming,visittheNASA’sclimatechangewebsiteathttps://climate.nasa.gov/scientific-consensus/.Duration:60minutesLearningoutcomes
• Describethevariouswaysthathumanactivityandtechnologyimpactbothbalanceandinteractionsintheenvironment
• Describetheeffectofhumanactivityongreenhousegas(GHG)emissions
• Definethevocabularyassociatedwithclimatechange
Competencyoutcomes
• Criticalthinking• Research• Communication• Collaboration
Material:q 3packsofstickynotesin3differentcolours(e.g.4green,4yellowand4redperstudent)q “Sharpie”stylemarkers(1perstudent)q Climatechangeinfographicq AdaptingtoourChangingClimateinCanadaposter(alsoavailableontheNaturalResourcesCanada
website>Climatechangepublications,athttp://www.nrcan.gc.ca/sites/www.nrcan.gc.ca/files/earthsciences/images/assess/2016/adaptation_poster_e.jpg)
q ComputerwithInternetaccessandprojectorq Internetaccessforstudents(optional)q CopiesoftheStudentBLM:WhatareGreenhouseGases(GHG)andwhatdotheydo?
Whattodo:
1. Inordertohelpstudentsthinkobjectively,askthemthefollowingquestion:
Overthelastseveralyears,we’veseenthatwhiletherearemanypeoplewhoareconcernedaboutthealarmingeffectsof climatechangeand its impactonourenvironment,others stillargue thatclimatechangeisanexaggeratedphenomenonandthatthereisnoreasontopanic.Whatdoyouthinkaboutthis?
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2. Inordertoanswerthisquestionindetail,studentsmustfirstanswerthequestion:Whatdoyouknowabout climate change? (It is important that they give their personal interpretations regardingwhattheyhaveseenorheardthemselves).
3. Handout3to4stickynotesineachcolourtothestudentssothattheycannotedowneverythingthattheyhaveseenorheardaboutclimatechange.Theymaynotedownasmanystatementsaboutclimatechangeastheylike,butjustonestatementperstickynote:
• Greenstickynotes:“factual”statements(withexplanationsastowhytheyhavenodoubtsabouttheirveracity);
• Yellow sticky notes: statements that they are not sure about or which are unproven (withexplanations);and
• Redstickynotes:statementsaboutthingstheyhaveseenorheardwhichtheybelievetobefalse(withexplanations).
4. Dividethetableorwallintothreedistinctsections(columns:thegreencolumnshouldcontain"factualstatements", the yellow column "unproven statements" and the red column "false statements").ExplaintothestudentsthattheycancomeupandsticktheirStickynotes intheappropriatecolumnoncethey’vefinishedwritingtheirclimatechangestatement.
5. Onceallstudentshavefinishedwritingdowntheirstatementsandhavestuckthestickynotes intheappropriate columns, take a look at the distribution of the colours on the table orwall and ask thestudentswhattheirfirstimpressionsare.
• Aretheremoreyellow,greenorrednotes?• Whatdoyounotice?
6. With the students, try to create new categories for more sticky notes (e.g. causes, effects,
consequences,actions).Assignafewstickynotestogroupsoftwostudentsandaskthemtoputthosenotesintodifferentcategories.
7. Askthemtotakeitinturnstoreadsomeoftheexplanationsgivenfortheclimatechangestatementsand initiateaclassdiscussionregarding thevariousexplanations that theclasshascomeupwith foreachcategory(green,red,yellowstatements).
8. In order to connect the students’ explanations to current information on climate change, hand outstudentnotebookstoeachstudent.Askthemtoeachnotedown1to2statements ineachcategorythattheywouldliketolearnmoreabout.
9. Tohelpthemwiththeirresearch,showthem:
• Thecollectionofinfographicsincludedinthiskit
• TheAdaptingtoourChangingClimateinCanadaposter(alsoavailableontheNaturalResourcesCanadawebsite>Climatechangepublications,athttp://www.nrcan.gc.ca/sites/www.nrcan.gc.ca/files/earthsciences/images/assess/2016/adaptation_poster_e.jpg)
• Avideoillustratingwhatclimatechangeis,suchasHowdoesclimatechangeaffectbiodiversity?(CaliforniaAcademyofSciences)https://www.youtube.com/watch?v=XFmovUAWQUQ
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• ThewebsiteSkepticalScience(https://skepticalscience.com)whichexplorestheconceptsthatpeopleareskepticalabout.
• CopiesoftheStudentBLM:WhatareGreenhouseGases(GHG)andwhatdotheydo?
10. Finally,askstudentsthefollowing:Basedonyourobservationsandexplanations,whatconclusionscanwecometo?
Howarefalsehoodsspread?TheSerengetiStrategy
Inthesamewaythatagrouplionswillattempttoisolateazebraontheoutskirtsofitsgroupsothatthey can capture it more easily, a scientist may be targeted by individuals who mobilize theirresourcestoattackandweakenhimorher.Thefighttodefendthemselveswill takeupa lotofthescientist’senergyandresources.Thestrategysucceedsnotonlyinisolatingascientistfromhisorhercolleagues(easiertoattackanindividualthantoattackagroup),butalsoservesasawarningtootherscientistsseekingtomaketheirstudiespublic.ThisstrategyhasbeenusedtodiscreditRachelCarson(effectsofDDTontheenvironment)aswellasthescientistswhorevealedthetruthabouttheharmfuleffectsoftobaccoconsumption.
Mann,M.E.(2015).TheSerengetistrategy:Howspecialintereststrytointimidatescientists,andhowbesttofightback.BulletinoftheAtomicScientists,71(1),33-45.http://www.meteo.psu.edu/holocene/public_html/Mann/articles/articles/MannBullAtomSci15.pdf
Activity developed with Beyond the Blackboard Educational Consulting © 2017
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Activity1–StudentBLM:WhatareGreenhouseGases(GHG)andwhatdotheydo?
a) Look at the picture above. In your own words, describe the role played bygreenhousegasesontheEarth.
b) AreGHGsgoodforlifeonEarthornot?Explain.
c) Researchthefollowinggreenhousegasesandnotewheretheycomefrom.
Naturalsources Man-made/anthropogenicsources(causedbyhumans)
Carbondioxide(CO2)
Methane(CH4)
Watervapour
Nitrousoxide(N20)
Chlorofluorocarbon(CFC)
Name:_________________________________________ Date:________________________