Increasing Global Warming Awareness in Younger Generations
In an attempt to increase awareness of the issue of global warming, we developed a project to educate young Girl Scouts on the causes and effects of global warming.
Tag Words: “Global Warming”, “Climate Change”, “Deforestation”, “Girl Scouts of America”, “Merit Badges”, “Greenhouse Gasses”, “Carbon Dioxide”
Authors: Sean Collins, Kaycee Coleman, Charles Massry with Julie M. Fagan, Ph.D.
Summary
Global warming has become a huge problem that will have devastating effects on our planet. Since the time of the industrial revolution, the levels of greenhouse gasses in our atmosphere have been increasing at a dramatic rate. Unless we start acting now, it may soon be too late to undo the damage we have done. It has become evident that one of the major issues surrounding global climate change is that many people are unaware of its existence, causes, and effects. In an attempt to combat this issue, three Rutgers University students have set forth to educate middle school girl scouts on the topic, as well as teach them what they can do to make a difference. The group launched an educational seminar for the Girl Scouts of America on April 17, 2010 where the girls we able to ask questions and interact with the students in a classroom setting, followed by a nature walk to integrate ideas.
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(image located at http://theweza.wordpress.com/2009/04/28/our-call-to-stop-global-warming/)
Background and Causes: (Sean Collins) Since the start of the industrial revolution, an increase in the usage of fossils fuels by humans has greatly increased the amount of greenhouse gases in the atmosphere. Greenhouses gasses are chemical compounds such as carbon dioxide, methane, nitrous oxide, hydroflurocarbons, perflourocarbons, and sulfur hexafluoride that allow the sun’s rays to penetrate into our atmosphere, but do not let them escape (http://tonto.eia.doe.gov). As a result, the earth surface temperatures have been steadily rising each year. Comparisons from graphs that depict CO2 levels throughout earth’s history show that the level of CO2 in the Earth’s atmosphere has been rising exponentially.
Greenhouse gasses are mainly composed of carbon dioxide. It has been determined that 40% of these gases come from power plants, 33% come from automobiles, and 3.5% are released from aircrafts (globalwarming.com). In addition, 80% of the carbon dioxide that is released into the environment will become a greenhouse gas. This problem is further complicated by the rapid deforestation that is taking place today. Trees will naturally convert carbon dioxide to oxygen through the process of photosynthesis. As a result of these increased greenhouse gases, the earth is slowly heating up due to the inability of heat to penetrate them, and leave earth. It is projected
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that the earth’s average surface temperature could increase by 3.2 to 7.2 degrees Fahrenheit by the end of this century (globalwarming.com). These changes in our atmosphere are having a ripple effect throughout much of our environment. The evidence is particularly evident through the aquatic ecosystem.
Effects on Ocean: (Charles Massry) Global warming is caused by an increase in greenhouse gases. A side effect from this is the increase in carbon dioxide. The ocean absorbs about one-fourth of the carbon dioxide added to the atmosphere due to human activities. Carbon dioxide lowers the pH level of the water, making it more acidic. This is because in the ocean, carbon dioxide dissolves in the sea to form carbonic acid. This would damage coral reefs because of reduced calcification, which is when the calcium does not harden. Coral reefs are built by calcification, eventually destroying coral reefs. This also affects different types of mollusks as it hampers them from producing their shells.
Over the past 250 years, the ocean's acidity rose 30 percent. Before which the ocean's acidity remained stable. This has been since coal and oil production has been used which is known to create carbon dioxide emissions. Parts of the ocean are projected to be corrosive by 2050, which will eventually extinct coral reefs. Coral reefs are projected to become extinct before 2100. Coral reefs are home to approximately 25% of marine life, which, if coral reefs become extinct, will likely follow suit. About 20% of coral reefs are already gone, half of which were in the Mediterranean Sea.
Increasing ocean temperatures will cause coral bleaching for the coral reefs as they depend on photosynthetic algae, because of their symbiotic relationship. The bleaching process is the release their symbiotic algae because temperatures are too high for survival, or the algae are photoinhibited. Coral reefs can return to normal after bleaching but it is a rare and time- consuming process.
According to a study done by Jacob Silverman of the Carnegie Institution of Science in Washington, “A global map produced on the basis of these calculations shows that all coral reefs are expected to stop their growth and start to disintegrate when atmosphere CO2 reaches 560 parts per million – double its pre-industrial level – which is expected by the end of the 21st- century.”
Reduction of Global Warming: (Kaycee Coleman) Global warming is a very serious and large problem, but fortunately there are little things that we can all do to help reduce our own carbon footprint. One such way is to conserve energy. This can be accomplished by turning down your AC and heating system. This proves to be particularly effective in the spring or fall when temperatures are fairly mild. The addition of insulation in your home will also help to conserve heat or cold are when you are using it. Recently energy efficient light bulbs have come about. Light in our homes make up 20% of the energy bill, and fluorescent light bulbs use 75% less energy than incandescent. Although they are a little more expensive, they do last 10% longer and the cost is offset over time (www.energystar.gov 2008). Also, when it is not being used, unplug electrical equipment. As previously stated, 33% of CO2 emissions are from automobiles. You can do your part by driving less and carpooling or walking/biking when possible. Additionally we can reduce our food miles
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(how far our food has to travel before reaching our plate) by buying local and eating less red meat since the process takes more energy to make. We can also stop using plastic disposable water bottles and switch to reusable water bottles to cut down on waste and energy used to make that plastic. An interesting fact from Lisa Zyga is that one third of energy consumption in the USA is used to produce bottled water. In 2007 alone 32-54 million barrels of oil were used to produce 33 billion liters of bottled water (Zyga 2009). If people started drinking filtered tap water instead we can cut that energy consumed.
Lately there has been a large emphasis on switching to renewable energies. Examples of such energies include, but are not limited to, geothermal, wind, solar, hydro, tidal, and a form of biomass power. A combination of all these methods will greatly reduce your carbon footprint and help fight global warming.
Awareness (Sean Collins): The issue of global warming is a problem that is affecting all of us. However, the problem is further complicated by a lack of awareness among the general public. If people are unaware of the problem, then it will be impossible to create a unanimous effort to stop it. Aside from lack of awareness there are many myths associated with global warming. One such myth is that there is too much uncertainty among scientists about global warming. This however is wrong, scientists for the most part are in agreement that global warming is occurring and is a man made problem (http://www.edf.org). A second myth that is commonly brought up in discussion is that global warming is part of a natural cycle. In fact, there is nothing natural about the cycle at all; global warming is being caused primarily by humans burning fossil fuels (http://www.edf.org). If we are able to increase awareness of global warming, it is likely that the issue will gain more support, and we can all work towards a solution to the problem.
The Service Project: Awareness
As mentioned above, global warming is a rather large and intricate issue that is further complicated by pages of legislature and heavy debate. As a college student it is often frustrating when attempting to deal with such an issue, because we cannot simple go out and build wind turbines on every farm, or design and develop the perfect hybrid car to decrease fuel consumption. However, through our experiences it has become evident that many people do not even know global warming exists, and many of those who do, simply believe it is a fairytale employed by the Democratic Party to capture voters. Additionally, as a group, none of our members were able to recall learning about global warming as high school students. As disheartening as this may be, we have decided to target the issue of global warming awareness to do our part in the fight.
In order to generate more awareness on the topic of global warming, it seems beneficial to start by teaching the younger generations about the issue. By teaching middle school students, we hoped to inspire interest in the topic, as well as a good foundation on the issue. Furthermore, it seems likely that these young students will share the information with their family and friends. Our overall hope is that one day some of the girls will end up doing work in a field to help fight this global issue. To carry out this goal, we reached out to The Girl Scouts of America and held an information session, combined with a nature hike, to integrate the concepts taught in the
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classroom with real life examples. In addition to teaching the girls about the topic of global warming, we worked with the group leaders to develop and carry out a lesson that also works along with their scout books, and the girls were able to earn merit badges for attending our program.
On April 17, 2010 we planned our event, which was to take place at 1:00 pm. At approximately 11:30 am we arrive at the Hillsborough Girl Scout camp and set up our presentation in the activities center for the camp. In an attempt to keep the girls interested in the program, we wanted to make our presentation as far from the typical school setting as possible. As a result there were no PowerPoint presentations, no worksheets or assignments. In addition, attempts were made to involve the girls in discussion as much as possible; rather than lecture them, we tried to guide them to their own conclusions about the topic. The program began with brief introductions to break the ice with the girls, and make them feel as comfortable as possible with their instructors. Immediately after, the girls were asked what they know about pollution and together the class brainstormed possible causes of pollution. Next the girls were asked if they had ever heard of global warming. Two girls raised their hands, but neither were able to tell us what global warming was. At that time we followed up with a discussion on global warming, its causes, effects, and preventative measures to avoid worsening the problem. In order to present the topics in an interesting manner, posters and pictures were used as aids in explaining the topics.
At the request of the organization, the program was tailored to focus more specifically air pollution and its role in global warming. In order to elaborate on this area, we focused on air pollution, deforestation, greenhouses gasses, purchasing local foods to cut down on food miles, hybrid cars, alternative energies, and the effect that pollution has on local species, particularly Lichens. These topics were all correlated back to global warming in one way or another as either a cause, effect or partial solution.
Perhaps the most rewarding part of the presentation was when a student raised her hand and pleaded that they were too young to develop things such as alternative energy or purchase hybrid cars, almost as if she knew where the presentation was going. This served as an excellent transition into the next segment of the talk, “the little things you can do to help fight global warming. We explained to the girls the benefits of changing over to florescent light bulbs in the house, recycling, composting, buying local, reusing plastic products, sealing off windows and doors, and turning off unused lights and appliances.
The presentation then took its way out to the trails of the camp, where the girls, their group leaders, and the instructors embarked on a nature walk down one of the trails. As part of their merit badge, the girls were instructed to pay special attention to the smells and sounds on the trail. To record these thoughts, they were each given a pad of recycled paper to jot down any ideas. In addition, the girls successfully identified a species of Lichens, which are often used as an indicator species for air pollution, and have links to global warming through the nitrogen cycle. Extra effort was given in an attempt to integrate the topics we went over in the classroom, to things of the walk. For example, the girls stopped and we discussed the importance of trees in recycling carbon dioxide (a common greenhouse gas), and the negative impact logging and
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deforestation is having on this process. The girls were encouraged to plant trees, and even have an event where they go out and plant trees in their community.
The walk not only reinforced topics discussed in the classroom, but it also shed light on other issues associated with some of the causes of global warming. This was also rewarding in that it allowed each of us to use our specific knowledge and extensive educational background in such areas to explain what was going on to not only the girl scouts, but their group leaders as well. A prime example of such an instance came when someone asked why all the roots of the trees in one area were exposed. We promptly responded that we were actually climbing a hill and that runoff had eroded the soil from around the roots. This idea was then correlated to clear cutting in California and how it often leads to devastating mudslides due to lack of support for the soil. After a bit more discussion, the walk concluded and the group head back to the classroom for a follow up discussion.
When we arrived back in the room, we realized that we were running out of time, but the girls were still filled with questions about what they had seen, and even questions on some topics we didn’t cover. It became evident, as we ran a half hour over the time limit, that the girls were in fact very interested in the topics that were presented. Following this discussion, the girls and group leaders were all given evaluation forms to fill out on the presentation.
The experience overall was very rewarding. As a group, we all felt like we were doing something that would one day have a major contribution to the issue. The evaluations all came back very positive, and the group leaders informed us they thought it was a very worthwhile presentation. Following this, the director of the Girl Scout camp asked us if we would be willing to come back and do more presentations on global warming in the future, to which we responded yes. For the first time in college, we were able to see how the knowledge we learn in the classroom can be applied to a better cause, and helping others. Being able to establish an ongoing program, and continue to volunteer our time long after grades have been submitted, is something we all very proud of, and look forward to.
Future work will be done on May 1st for Brownies learning about water, Juniors learning about alternitive energy, and Seniors learning about soil and farming. If all programs receive positive feedback than Girl Scouts can use there programs in the future to help girls learn about global warming and to help the environment.
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References
Alternative Energy <http://www.alternative-energy-news.info/> April 2010 Benefits of Trees in Urban Areas <http://www.coloradotrees.org/benefits.htm> April 2010
Comparison of Atmospheric Temperature with CO2 Over The Last 400,000 Years <http://www.geocraft.com/WVFossils/last_400k_yrs.html> April 2010
Coral Bleaching <http://www.marinebiology.org/coralbleaching.htm> April 2010
Engergy and Environment Explained: Greenhouse Gases <http://tonto.eia.doe.gov/energyexplained/index.cfm?page=environment_about_ghg> April 2010
EPA http://www.epa.gov/climatechange/basicinfo.html> April 2010
Frequently asked questions, information on compact fluorescent light bulbs (CFL’s) and Mercury (July 2008) <www.energy.gov> April 2010
Global Warming <http://globalwarming.com/> April 2010
Our Call to Stop Global Warming http://theweza.wordpress.com/2009/04/28/our-call-to-stop- global-warming/>April 2010
Reducing Carbon Dioxide Emission http://files.asme.org/asmeorg/NewsPublicPolicy/GovRelations/PositionStatements/17971 .pdf> April 2010
Zyga, L (2009) How Much Energy Goes Into Making a Bottle of Water? <http://www.physorg.com/news156506896.html> April 2010
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Editorials Rutgers College Students Team up to Help Fight Global Warming
By: Sean Collins
Three college students at Rutgers University have teamed up to help in the fight against global warming. The three students, along with much of the scientific community, have acknowledged that global warming is a problem that must be stopped. However, there is much disagreement as to how to solve this ongoing problem. This is no easy task, as it has many complex issues surrounding it.
Despite this, the three have devised a way to do their part and help in the fight. They recognized the fact that many people are not aware of global warming. In fact, many people still question the truth in the theory. The college students hope that by raising awareness, they can help create a larger, unified group of supporters that will also do their part.
The trio is planning to target younger students in the grades k-12 as their primary targets. The hope is that by educating a younger generation about the negative effects of global warming, they can inspire a generation of future advocates for the cause. This information session will be on April 17, 2010 at the Girl Scouts of America camp in Hillsborough New Jersey. The goal of the information session is to educate the group leaders and younger girl scouts on global warming. In turn, the leaders will now be more qualified to educate and distribute information to the girl scouts on global warming.
This program seeks to educate a younger generation on the impacts of global warming. By educating the girls the group hopes to inspire them to help change this ongoing problem. With a younger generation going into more fields related to alternative energy and sustainability, we will come another step closer to reducing global warming. The date and time of the information session has not yet been determined, but this information will be released when available.
(This editorial was sent into the star ledger to be published) ______________________________________________________________________________
Appendices
Global Warming Lesson Plan Teaching Youths the Dangers of Global Warming
By: Charles Massry
Three students at Rutgers University, Charles Massry, Sean Collins, and Kaycee Coleman, have created a lesson plan for students in grades K-12 to inform them of what global warming is, its dangers, and how to prevent it. The lesson plans will be sent to schools across America and will be integrated into the curriculum and enhance the knowledge of global warming in order to raise awareness and prevent it in the future.
The lesson plans will differentiate based on grade level with the most advanced being taught to high school students. This will make all students have an informative, fun, learning experience. The reasoning behind this is to make the students better prepared when entering higher education because global warming is a serious issue but is not taught in schools as such.
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The early learning version will focus on for the young children and will progressively become more informative as the children come of age while the high school students will be tested on it at the culmination of the lesson. Charles Massry is a Communication major at Rutgers University. ____________________________________________________________________________
Global Warming Program By: Kaycee Coleman
Recently global warming has become a common phrase, yet most children do not learn about what it is until high school or even college. Lack of awareness is one of the causes fueling the problem. For my ethics in science service project two of my fellow Rutgers students and I will be educating younger Girl Scouts about global warming. We will be educating Brownies, Juniors, Cadettes, Seniors, and their leaders about the causes and effects of global warming focusing on water, air pollution, buying local, and alternative energy. Different programs and activities have been set up so that each age level understands part of the problem. Brownies are focusing on water, Juniors are focusing on energy conservation, Cadettes on air, and Seniors on buying food locally and soil. The goal is to bring awareness to younger generations so that they might better understand what is happening to their changing world and how to help. According to the Girl Scout website (www.girlscouts.org), “Girl Scouting builds girls of courage, confidence, and character, who make the world a better place.” In order to make the world a better place you also need to understand ways to help the environment, and that is what we have set out to do. Programs and trainings will be held in April and May on Fridays and Saturdays, please email lcoleman@gshnj.org for more information or if you are interested in attending. If your Girl Scouts would like to become aware, participate in activities and take steps to become part of the solution to our global warming, please come to our program on April 17th. This program will take your scouts through the first part of their environmental journey, earning them the first of their awards.
Please come and make the world a better place. Cost - $8.00. Minimum 10 girls, Maximum 50 per level.
Editoral was sent to Girl Scout Counsel received by Lori Coleman (Volunteer Training Manager) and Alicia Lazorisak (Camp DeWitt Property Manager and Camp Director), and was used to form advertisements for the program.
Advertising in the Girl Scout Newsletter (Kaycee Coleman)
ENVIRONMENTAL CADETTE – IT’S YOUR PLANET-LOVE IT! – BREATHE (Program for 6th, 7th, and 8th Graders)
Breathe calls on Cadettes across the country and around the world to use their leadership skills and values to protect the air of Planet Earth. Let’s engage our minds and hearts as we explore air with all of our senses. Fresh air is something to seek out, protect and cherish.
Sean and Kaycee with our presentation materials.
Sean and Lori Coleman talking about the Ozone.
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Sean and Kaycee with the girls and leaders who attended the event.
Sean and Kaycee with the girls on the hike.
Advertising and guidelines for our future events on May 1st (Kaycee Coleman)
ENVIRONMENTAL SENIORS – IT’S YOUR PLANET-LOVE IT! – SOW WHAT? (Program for 9th and 10th Graders)
Sow What? Invites girls on a journey through some big food issues: how and where food is grown, processed, distributed, consumed – and so often wasted. Food is energy. And that energy is part of a vast network that stretches, often for thousands of miles, from the sun and soil through a multitude of people and places before reaching our plates to nourish us. Let’s help you adjust your food foot print and cultivate sustainable food (and people) networks.
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Guidelines on what we will do during this event: 1. Introduce yourself: Talk about Rutgers and the agricultural department. Share what you have learned. Advertise Rutgers Garden’s Farmers Market.
2. What kind of challenges do farmers face? (Let them answer) Weather, selling to market, getting it there on time before it spoils and who will buy them.
3. What is grown locally here in New Jersey? Tomatoes, cranberries, (Field trip to watch the berries beaten from the bushes) corn, pumpkins … (check what else is grown here) Also, Bison and Cheese come from New Jersey.
ACTIVITY: Plant local plants – environmental containers, soil and seeds. Talk about zones and what will grow here.
4. What is cycling of crops?
5. Discuss food prints – Red meat – where does it come from?
Slow food movement – buy local: Note – restaurant in Princeton Terra Petro (sp?) that only serves local foods. Or, take time out to prepare food with your family.
6. What is global warming? How does global warming effect crops?
7. Discuss the future –hydroponics (in water), Aquaponics (fish), Have you heard of or seen anything else?
8. Silly break – How many songs do you know about food? Give me two lines.
Offer web sites and books as added resources
Any questions?
After the event: Make plans to conduct community food forage. Conduct field work to scope out how their community grows, buys and uses food; what is
available to whom; and the costs and convenience Meet/find anyone who might become part of their Harvest network Compare soil samples Then Take Action - Possible Projects: Have the school host a farmer’s market Buy locally – make posters – become an advocate – speak at the leader’s meeting to
encourage local buying Make pest control without chemicals (On Page 62 in the girl’s book) Reduce your food print Tray less Tuesday – students bring their own food Cook with and for people
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Clean unused pumpkins – redistribute pumpkins and donate with recipe cards Eliminate food waste in the cafeteria, restaurants and private households Get local restaurants, grocers to carry local produce – at least sometimes – or hold special
monthly events. Design and plant a garden at school
ENVIRONMENTAL JUNIORS – GET MOVING – IT’S YOUR PLANET-LOVE IT! (For girls in 4th and 5th grades)
Let’s safeguard Earth’s precious energy resources by using your leadership skills – your ability to energize yourself and others, and your ability to investigate and innovate. Ultimately, you will educate and inspire others to use energy more efficiently, too!
Today we are focusing on global warming and energy conservation. What are the causes and effects of global warming? What can we do about it? By the end of this program you will have the answers to these questions.
Guidelines for this program: 1. First, let’s brainstorm energy. Let’s list five things we use every day that uses energy. (Small pads – they write them down) We share – whoever wants to talk.
How about using your own energy instead of TV, computers, video games, etc.
Name your unique personal energy?
2. Discuss energy efficiency. (Explain) Ask for any other examples – light bulbs for example.
3. What is the difference between Kinetic Energy and Potential Energy? (Explain)
ACTIVITY 20-minutes - Build with objects i.e. dominos, wood, tinker toys, balls, rubber bands, ball bearing, flyswatters, and other objects to create a cause-reaction of Kinetic energy and potential energy.
4. What is global warming?
5. Sound Energy - break the group in half. Half go outside and play “Scream and Shout” the other half creates a sound wave experiment (noise pollution). They can make it – make a scientific guess – then pound on a pan with a wooden spoon to see if the rice will jump just from noise. Switch groups. (20 minutes)
6. Carbon footprint (Explain what it is). How many of you like hamburgers? How far does food travel to get to your plate? Red meat – more energy to process it. Goto Kids Carbon Calculator: <www.zerofootprintkids.com> Print out test – check it out.
7. Make an energy pledge to reduce their energy use in one or more ways – I will save energy by:
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OTHER TAKE ACTION IDEAS: Unplug things when not in use (avoid Vampire Power). Investigate Light Pollution. (Educate) Have you ever tried to view the stars through a
telescope, but it was too bright because of the street lights? Ideas about improving the way people get from here to there (transportation) Energy use in buildings Light bulbs – what are they using? Ride a bike instead of using a car. Suggest Dad or Mom car pool. Investigate alternative energy – solar energy. More ideas for later:
Make recycled paper Assess the waste involved in excess packaging Energy challenge – no electricity for 24 hours – what will you do? Make beads from recycled paper Check out how other people are tackling energy issues.
BROWNIES – WOW - WONDERS OF WATER JOURNEY Girls in 2nd and 3rd grade
Pre-Activity – Coloring pages and blank paper to draw their favorite water place. (15 minutes)
Questions about water (10 minutes)
Bring Pictures of polluted water or posters to show when appropriate.
What do you love about water? (They answer)
Where is your favorite water place? (They answer)
Raise hands: Is it salt water? Fresh water? Is it safe to drink? Have you ever heard of parasites? (Educate them)
Mention hazards: What about dead animals – what if they died in the stream that you like. Oil in the water Lead pipes Garbage – other pollution
Activity: (20 minutes) Create your own polluted water: Give them Container, water, dirt (sediment), garbage, Styrofoam, food coloring and oil (representing oil spills or motor oil). What other things might we find in our water? Pesticides. (Small Tootsie rolls to represent stool-haha) Stir it up. Can you drink it? Can we clean it up? How can we clean it up? (Let them answer)
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Hand out small stuffed animal and put them in the polluted water – talk about it. Dawn soap cleans real animals seals and
birds when there are oil spills. Give them paper towels and cotton balls to try and clean it up. (Give them a few minutes). Well, how does the water look? Can you drink it now?
Lesson learned? What can you do to protect water? What can we do to stop garbage from going into the sewer on your block? Answer: Secure garbage on recycle day. Don’t put anything down into a sewer. Bring the motor oil to auto service centers that recycle oil. Sewers are not the same as water run-off grates.
What is Water conservation? (Educate them) Hand out 4 poster boards to four groups and markers. Brainstorm other ways to protect Earth’s water. Write them down on posters. If several groups – break them up, an adult at each location to help them create their posters. Share answers – Take action project will be for them to follow through on one or more of them.
Some possible answers: Turn off water when brushing your teeth Low bath or take showers No hose to clean off the walk way – sweep instead. Water the lawn in late afternoon/early evening so the water does not evaporate. If you hear a leaky toilet – tell Dad. Better yet, get a low flow toilet – saves 1,000
gallons a year Use environmentally safe soaps. Get rid of plastic bags. Get rid of plastic water bottles – Use a reusable bottle for water.
Environmental Game if time
Would you like more for you to do to protect the environment? Brownie Try-Its: Earth Is Our Home; Water Everywhere; or Eco-Explorer. Or, visit this web site - Water Cycle: www.epa.gov/safewater/kids/games&activities.hml
Go home and make a promise to protect water.
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