Project GLAD€¦ · Web viewOceans will get too warm, ... He used to park his boat on one of our pristine beaches, now he staggers and stumbles over rubble and bleached coral to

Project GLADOUR IMPACT ON EARTH – GLOBAL WARMING

Causes and Effects of Global WarmingLevel 4

IDEA PAGES

I. UNIT THEME- Earth is constantly changing as a result of human activity Causes of global warming

o Effects of global warming on land and life on Earth Earth’s land is constantly changing through natural processes as well as by

human impact Understanding Global Warming’s impact on planet Earth Cross-cultural theme:

o The effects of global warming differs with each country/cultureo People around the world are affected by global warmingo Culture and economics have an impact on how people contribute to

global warmingo Culture and economics have an impact on how respond to global

warming.

II. FOCUS/MOTIVATION Cognitive Content Dictionary with Signal Word Scientist Awards Read Alouds Inquiry chart Big Book Realia- blanket, ice, cup, chalk, vinegar Poetry and Chants Guest speaker- Environmentalist

III. CLOSURE Process all charts and learnings Personal explorations Student-made big books Evaluation of week, letter home to parents On-going assessment- logs Action Plan

IV. CONCEPTS The Earth is constantly changed by processes that occur on and within its

crust, in its atmosphere, and on and within its waters. Causes of increased levels of CO2 cause global warming that affect all life

on Earth

Our Impact on Earth, Level 4, CA 1Jeff Linder and Echo Lee – Rio School District (3/2011)

IDEA PAGESPAGE 2

V. SCIENCE- Grade 4 California StandardsLife Science2.0 All organisms need energy and matter to live and grow. As a basis for understanding this concept:a. Students know plants are the primary source of matter and energy entering most food chainsb. Students know producers and consumers (herbivores, carnivores, omnivores, and decomposers) are related in food chains and food webs and compete with each other for resources in an ecosystemc. Students know decomposers, including many fungi, insects, and microorganisms, recycle matter from dead plants and animals3.0 Living organisms depend on one another and on their environment for survival. As a basis for understanding this concept:a. Students know ecosystems can be characterized by their living and nonliving componentsb. Students know that in any particular environment, some kinds of plants and animals survive well, some survive less well, and some cannot survive at allc. Students know many plants depend on animals for pollination and seed dispersal, and animals depend on plants for food and shelterd. Students know that most microorganisms do not cause disease and that many are beneficial Earth Science5.0 Waves, wind, water, and ice shape and reshape Earth's land surface. As a basis for understanding this concept: a. Students know some changes in the earth are due to slow processes, such as erosion, and some changes are due to rapid processes, such as landslides, volcanic eruptions, and earthquakes. b. Students know natural processes, including freezing and thawing and the growth of roots, cause rocks to break down into smaller pieces. c. Students know moving water erodes landforms, reshaping the land by taking it away from some places and depositing it as pebbles, sand, silt, and mud in other places (weathering, transport, and deposition).Investigation and Experimentation 6.0 Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. a. Differentiate observation from inference (interpretation) and know scientists' explanations come partly from what they observe and partly from how they interpret their observations.c. Formulate and justify predictions based on cause-and-effect relationships.f. Follow a set of written instructions for a scientific investigation.

Our Impact on Earth, Level 4, CAJeff Linder and Echo Lee – Rio School District (3/2011)

2

IDEA PAGESPAGE 3

HISTORY/ SOCIAL SCIENCE- Grade 4 California Standards4.1 Students demonstrate an understanding of the physical and human geographic features that define places and regions in California. 1. Explain and use the coordinate grid system of latitude and longitude to determine the absolute locations of places in California and on Earth.2. Distinguish between the North and South poles; the equator and the prime meridian; the tropics; and the hemispheres using coordinates to plot locations.3. Identify the state capital and describe the various regions of California, including how their characteristics and physical environments affect human activity.4. Identify the locations of the Pacific Ocean, rivers, valleys, and mountain passes and explain their effects on the growth of towns.5. Use maps, charts and pictures to describe how communities in California vary in land use, vegetation, wildlife, climate, population density, architecture, services, and transportation

VI. ENGLISH LANGUAGE ARTS STANDARDS- Grade 4 Standards

READING1.0 Word Analysis, Fluency and Systematic Vocabulary Development

Word Recognition1.1 Read narrative and expository text aloud with grade-appropriate fluency and accuracy and with appropriate spacing, intonation, and expression.Vocabulary and Concept Development1.2 Apply knowledge of word origins, derivations, synonyms, antonyms, and idioms to determine the meaning of words and phrases.1.3 Use knowledge of root words to determine the meaning of unknown words within a passage.1.4 Know common roots and affixes derived from Greek and Latin and use this knowledge to analyze the meaning of complex words.1.5 Use a thesaurus to determine related words and concepts.1.6 Distinguish and interpret words with multiple meanings.

2.0 Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed.Structural Features of Informational Materials2.1 Identify structural patterns found in informational textComprehension and Analysis of Grade-Level-Appropriate Text2.2 Use appropriate strategies when reading for different purposes.2.3 Make and confirm predictions about text by using prior knowledge and ideas presented in the text itself, including illustrations, titles, topic sentences, important words, and foreshadowing clues.


3

IDEA PAGESPAGE 4

2.4 Evaluate new information and hypotheses by testing them against known information and ideas.2.5 Compare and contrast information on the same topic after reading several passages or articles.2.6 Distinguish between cause and effect and between fact and opinion in expository text.2.7 Follow multiple-step instructions in a basic technical manual.

3.0 Literary Responses and Analysis:Structural Features of Literature3.1 Describe the structural differences of various imaginative forms of literature, including fantasies, fables, myths, legends, and fairy tales.Narrative Analysis of Grade-Level-Appropriate Text3.2 Identify the main events of the plot, their causes, and the influence of each event on future actions.3.3 Use knowledge of the situation and setting and of a character’s traits and motivations to determine the causes for the character’s actions.3.4 Compare and contrast tales from different cultures by tracing the exploits of one character type and develop theories to account for similar tales in diverse cultures.3.5 Define figurative language and identify its use in literary works.

WRITING1.0 Writing Strategies

Organization and Focus1.1 Select a focus, an organizational structure, and a point of view based upon purpose, audience, length, and format requirements.1.2 Create multiple-paragraph compositions: 1.3 Use traditional structures for conveying information.Research and Technology1.5 Quote or paraphrase information sources, citing them appropriately.1.6 Locate information in reference texts by using organizational features.1.7 Use various reference materials as an aid to writing.1.8 Understand the organization of almanacs, newspapers, and periodicals and how to use those print materials.Evaluation and Revision1.10 Edit and revise selected drafts to improve coherence and progression by adding, deleting, consolidating, and rearranging text.

2.0 Writing Applications (Genres and Their Characteristics)2.1 Write narratives2.2 Write Responses to literature2.3 Write information reports2.4 Write summaries that contain the main ideas of the reading selection and the most significant details.


4

IDEA PAGESPAGE 5

WRITTEN and ORAL ENGLISH LANGUAGE CONVENTIONS1.0 Written and Oral English Language Conventions

Sentence Structure1.1 Use simple and compound sentences in writing and speaking.1.2 Combine short, related sentences with appositives, participial phrases, adjectives, adverbs, and prepositional phrases.Grammar1.3 Identify and use regular and irregular verbs, adverbs, prepositions, and coordinating conjunctions in writing and speaking.Punctuation1.4 Use parentheses, commas in direct quotations, and apostrophes in the possessive case of nouns and in contractions.1.5 Use underlining, quotation marks, or italics to identify titles of documents.Capitalization1.6 Capitalize names of magazines, newspapers, works of art, musical compositions, organizations, and the first words in quotations when appropriate.Spelling1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions.

LISTENING and SPEAKING1.0 Listening and Speaking Strategies

Comprehension1.1 Ask thoughtful questions and respond to relevant questions with appropriate elaboration in oral settings.1.2 Summarize major ideas and supporting evidence presented in spoken messages and formal presentations.1.3 Identify how language usage reflect regions and cultures.1.4 Give precise directions and instructions.Organization and Delivery of Oral Communication1.5 Present effective introductions and conclusions that guide and inform the listener’s understanding of important ideas and evidence.1.6 Use traditional structures for conveying information.1.7 Emphasize points in a way that help the listener or viewer to follow important ideas and concepts.1.8 Use details, examples, anecdotes, or experiences to explain or clarify information.1.9 Use volume, pitch, phrasing, pace, modulation, and gestures appropriately to enhance meaning.Analysis and Evaluation of Oral Media Communication1.10 Evaluate the role of the media in focusing attention on events and in forming opinions on issues.


5

IDEA PAGESPAGE 6

2.0 Speaking Applications (Genres and Their Characteristics)2.1 Make narrative presentations2.2 Make informational presentations2.3 Deliver oral summaries of articles and books that contain the main ideas of the event or article and the most significant details.2.4 Recite brief poems, soliloquies, or dramatic dialogues, using clear diction, tempo, volume, and phrasing.

Listening and Speaking (Grades 3-5 ELD Standards)

ComprehensionB: Speak with few words/sentences

Answer simple questions with one/two word responseRetell familiar stories/participate in short conversations/using

gesturesEI: Ask/answer questions using phrases/simple sentences

Restate/execute multi step oral directionsI: Ask/answer questions using support elements

Identify key details from stories/informationEA: Identify main points/support details from content areasA: Identify main points/support details from stories & subject areas

Respond to & use idiomatic expressions appropriately

Comprehension, Organization & Delivery of Oral CommunicationB: Uses common social greetingsEI: Identify main points of simple conversations/stories

Communicate basic needsRecite rhymes/songs/simple stories

I: Speak with Standard English grammatical forms/soundsParticipate in social conversations by asking/answering questionsRetell stories/share school activities using vocabulary, descriptivewords / paraphrasing

EA: Retell stories including characters, setting, plot, summary, analysisUse Standard English grammatical forms/sounds/intonation/pitchInitiate social conversations by asking & answering

questions/restating & soliciting informationAppropriate speaking based on purpose, audience, subject matterAsk/answer instructional questionsUse figurative language & idiomatic expressions

A: Question/restate/paraphrase in social conversationsSpeak/write based on purpose, audience, & subject matterIdentify main idea, point of view, & fact/fiction in broadcast & print mediaUse Standard English grammatical forms/sounds/intonation/pitch


6

IDEA PAGESPAGE 7

Reading - Word Analysis (Grades 3-5 ELD Standards)

Concepts about Print, Phonemic Awareness, Decoding & Word Recognition

B: Recognize familiar phonemesRecognize sound/symbol relationships in own writing

EI: Read orally recognizing/producing phonemes not in primary language

Recognize morphemes in phrases/simple sentencesI: Read aloud with correct pronunciation of most phonemes Use common morphemes in oral & silent readingEA: Use knowledge of morphemes to derive meaning from

literature/texts in content areasA: Use roots & affixes to derive meaning

Reading - Fluency & Systematic Vocabulary Development (Grades 3-5 ELD Standards)

Vocabulary & Concept DevelopmentB: Read aloud simple words in stories/games

Respond to social & academic interactionsDemonstrate comprehension of simple vocabulary with actionRetell simple stories with drawings, words, phrasesUses phrases/single word to communicate basic needs

EI: Use content vocabulary in discussions/readingRead simple vocabulary, phrases & sentences independentlyUse morphemes, phonics, syntax to decode & comprehend wordsRecognize & correct grammar, usage, word choice in

speaking or reading aloudRead own narrative & expository text aloud with pacing, intonation, expression

I: Create dictionary of frequently used wordsDecode/comprehend meaning of unfamiliar words in textsRecognize & correct grammar, usage, word choice in speaking or reading aloudRead grade level narrative/expository text aloud with pacing, intonation, expressionUse content vocabulary in discussions/readingRecognize common roots & affixes

EA: Use morphemes, phonics, syntax to decode/comprehend wordsRecognize multiple meaning words in content literature & texts Use common roots & affixesUse standard dictionary to find meaningsRecognize analogies & metaphors in content literature & textsUse skills/knowledge to achieve independent reading


7

IDEA PAGESPAGE 8

Use idioms in discussions & readingRead complex narrative & expository texts aloud with pacing, intonation, expression

A: Apply common roots & affixes knowledge to vocabularyRecognize multiple meaning words Apply academic & social vocabulary to achieve independent read.Use idioms, analogies & metaphors in discussion & readingUse standard dictionary to find meaningsRead narrative & expository text aloud with pacing, intonation

Reading ComprehensionB: Answer fact questions using one/two word response

Connect simple test read aloud to personal experienceUnderstand & follow one-step directionsSequence events from stories read aloud using key words/phraseIdentify main idea using key words/phrasesIdentify text features: title/table of contents/chapter headings

EI: Use simple sentences to give details from simple storiesConnect text to personal experienceFollow simple two-step directionsIdentify sequence of text using simple sentencesRead & identify main ideas to draw inferencesIdentify text features: title, table of contents, chapter headingsIdentify fact/opinion in grade level text read aloud to students

I: Orally respond to comprehension questions about written textRead text features: titles, table of contents, headings, diagrams,

charts, glossaries, indexesIdentify main idea to make predictions & support detailsOrally describe connections between text & personal experienceFollow multi-step directions for classroom activitiesIdentify examples of fact/opinion & cause/effect in

literature/content textsEA: Give main idea with supporting detail from grade level text

Generate & respond to text-related comprehension questionsDescribe relationships between text & personal experienceIdentify function of text features: format/diagrams/charts/glossaryDraw conclusions & make inferences using text resourcesFind examples of fact, opinion, inference, & cause/effect in textIdentify organizational patterns in text: sequence, chronology

A: Make inferences/generalizations, draw conclusions from grade level text resourcesDescribe main ideas with support detail from textIdentify patterns in text: compare/contrast, sequence/ cause/effect


8

IDEA PAGESPAGE 9

Writing Strategies and Applications (Grade 3-5 ELD Standards)

Penmanship, Organization & FocusB: Write alphabet

Label key parts of common objectCreate simple sentences/phrasesWrite brief narratives/stories using few standard grammatical

formsEI: Write narratives that include setting and character

Respond to literature using simple sentences, drawings, lists, chartWrite paragraphs of at least four sentencesWrite words/simple sentences in content areasWrite friendly letterProduce independent writing

I: Narrate sequence of eventsProduce independent writingUse variety of genres in writingCreate paragraph developing central idea using grammatical formUse complex vocabulary & sentences in all content areasWrite a letter with detailed sentences

EA: Write detailed summary of storyArrange compositions with organizational patternsIndependently write responses to literatureUse complex vocabulary & sentences in all content areasWrite a persuasive letter with relevant evidenceWrite multi-paragraph narrative & expository for content areas

A: Write short narrative for all content areasWrite persuasive compositionWrite narratives that describe setting, character, objects, eventsWrite multi-paragraph narrative & expository compositionsIndependently use all steps of writing process

Writing ConventionsB: Begin own name and sentences with capital letter

Use period at end of sentence EI: Begin proper nouns & sentences with capital letter

Use period at end of sentence/use some commasEdit for basic conventions

I: Produce independent writingUse standard word order

EA: Produce independent writing with correct capitals, punctuation, spelling

Use standard word orderEdit for basic conventions


9

IDEA PAGESPAGE 10

A: Use complete sentences and correct orderUse correct parts of speechEdit for punctuation, capitalization, spellingProduce writing with command of standard conventions

Reading Literary Response and Analysis (Grades 3-5 ELD Standards)

Narrative Analysis of Grade-Level Appropriate TextB: One/two-word oral responses to factual comprehension questions

Word/phrase oral response identifying characters and settingsDistinguish between fiction & non-fictionIdentify fairy tales, folk tale, myth, legend using lists, charts, tables

EI: Orally answer factual questions using simple sentencesOrally identify main events in plotRecite simple poemsOrally describe setting of literature pieceOrally distinguish among poetry, drama, short storyOrally describe character of a selection

I: Paraphrase response to text using expanded vocabularyApply knowledge of language to derive meaning from text

EA: Describe figurative language Distinguish literary connotations from culture to cultureIdentify motives of charactersDescribe themes stated directlyIdentify speaker/narrator in textIdentify main problem of plot and how it is resolvedRecognize first & third person in literary text

A: Describe characteristics of poetry, drama, fiction & non-fictionEvaluate author’s use of techniques to influence readerDescribe directly stated & implied themes Compare & contrast motives of characters in work of fiction


10

IDEA PAGESPAGE 11

VII. VOCABULARY

carbon cycle carbon footprint

carbon dioxide carbon sink albedo effect circumpolar

equilibrium fossil fuel global warming green greenhouse gas

organism

permafrost polar ice cap

sediment long-wave energy

short-wave energy

stratification

symbiotic water vapor

emissions ecology environment deforestation

erosion climate weathering temperature migrate consumersproducers food

chainslandforms resources decomposers recycle

ecosystems species atmosphere glaciers evaporation methanesolar radiation

thermal radiation

conservation disposal organic transportation

endangered monsoon hurricane flooding glacier preservationconservation pollution generate alternative waste renewableenergy change environmentalist ultraviolet infrared photosynthesisconsequences convection temperature thermostat shortage population

VIII. MATH/SCIENCE/SOCIAL SCIENCE SKILLS Line, bar graphs, record data Introduce intersections and coordinates on grid Classify objects Observe and collect data Scientific thinking processes: observing, communicating, comparing, ordering,

categorizing, relating, inferring, applying Participation and study skills

IX. RESOURCES AND MATERIALS

Rio School District Adopted CurriculumLanguage Arts- Houghton Mifflin (K-6)- McDougal Little (7-8)ELD - Avenues (K-5)Intervention- Language (3-5)- Milestones (6-8)- Keystone (6-8)- Triumphs (6-8)


11

IDEA PAGESPAGE 12

Mathematics- Scott Foresman (K-5)- Glencoe (6-8)Science- Scott Foresman (K-5)- Glencoe (6-8)Social Science- Scott Foresman (K-3)\- Houghton Mifflin (4-6)- McDougal Little (7-8)

Nonfiction Cherry, Lynne, et al, How We Know What We Know about Our Changing Climate:

Scientists and Kids Explore Global WarmingDavid, Laurie and Gordon, Cambria, The Down-to-Earth Guide to Global WarmingGore, Al, An Inconvenient TruthGore, Al, Our Choice: How We Can Solve the Climate Crisis Hall, Julie and Sarah Lane, A Hot Planet Needs Cool Kids: Understanding Climate

Change and What You Can Do About ItKaye, Cathryn Berger, A Kids' Guide to Climate Change & Global Warming: How to

Take Action!Maze/O’Neill Grace, I Want to Be An Environmentalist McDougall, Dan, “Lost to the Sea”Rogers, Elizabeth and Kostigen, Thomas M. The Green BookRutty, Gregory, Help Your Parents Save the Planet – 50 Simple Ways to Go Green

Now!Simon, Seymour, Global WarmingThornhill, Jan, This is My Planet- The Kid’s Guide to Global WarmingWoodward, John, Climate Change (DK Eyewitness Books)

FictionBergen, Lara and Vincent Nguyen, The Polar Bears' Home: A Story About Global

Warming Inches, Alison, The Adventures of a Plastic Bottle

RESOURCES AND MATERIALS- Poetry

RESOURCES AND MATERIALS- MaterialsRealia: Ice, cup, blanket, Experiment: chalk, vinegar


12

IDEA PAGESPAGE 13

RESOURCES AND MATERIALS- Community ResourcesRecycling center LandfillLowe’s Hardware

RESOURCES AND MATERIALS- Websiteswww.climatecrisis.netwww.weathervane.rff.orgwww.environet.policy.netwww.climateark.orgwww.gcrio.orgwww.ucsusa.org/global_warmingkids.earth.nasa.govwww.stopglobalwarming.orgwww.ncdc.noaa.gov National Climate Data Centerwww.nature.org The Nature Conservancywww.worldwildlife.org World Wildlife Fundwww.adventureecology.comwww.planetfriendly.comwww.nrdc.orgwww.scholastic.com/downtoearthguidewww.epa.gov/climatechange/kids/www.koshland-science-museum.org/exhibitgcc/index.jspwww.epa.gov/climatechange/index.htmlwww.empowermentinstitute.net/lcd/index.html

RESOURCES AND MATERIALS- VideosGore, Al, An Inconvenient Truthhttp://www.discoveryeducation.com/ Search Grades 3-5 “Global Warming”www.storyofstuff.com


13

http://www.storyofstuff.com/

http://www.discoveryeducation.com/

http://www.empowermentinstitute.net/lcd/index.html

http://www.epa.gov/climatechange/index.html

http://www.koshland-science-museum.org/exhibitgcc/index.jsp

http://www.epa.gov/climatechange/kids/

http://www.scholastic.com/downtoearthguide

http://www.nrdc.org/

http://www.planetfriendly.com/

http://www.adventureecology.com/

http://www.worldwildlife.org/

http://www.nature.org/

http://www.ncdc.noaa.gov/

http://www.stopglobalwarming.org/

http://kids.earth.nasa.gov/

http://www.ucsusa.org/global_warming

http://www.gcrio.org/

http://www.climateark.org/

http://www.environet.policy.net/

http://www.weathervane.rff.org/

http://www.climatecrisis.net/

OUR IMPACT ON EARTH – GLOBAL WARMING (Level 4)UNIT PLANNING PAGES

I. FOCUS/MOTIVATION Cognitive Content Dictionary with Signal Word Super Scientist Awards Read aloud Inquiry chart Chants Big Book Observation Charts Field trip to recycling center / landfill / Lowe’s Hardware Guest speakers: environmentalist, ecologist, meteorologist

II. INPUT World Map: Changing Earth Pictorial input- Climate and Temperature Pictorial input – Carbon Cycle 10/2 lecture with primary Comparative Input- CO2 Concentration vs. Temperature Time Line Realia: Blanket, ice, cup, water, chalk, vinegar Narrative – Tuvalu Read aloud – The Important Book Read aloud – Fortunately

III. GUIDED ORAL PRACTICE Expert Groups Process grid T-graph for social skills; team points Personal interactions Exploration Report- Picture file cards Sentence Patterning Chart- Earth Science explorations- Blanket, erosion, melting ice Poetry Picture file cards Brainstorming: mind mapping Oral Book Sharing

IV. READING/WRITINGA. Total Class

Found Poetry Poetry Frame Expository paragraphs DRTA


PLANNING PAGESPAGE 2

B. Small Groups- (anything modeled by the teacher) Team Tasks Ear-to-ear reading Story mapping Cooperative strip paragraphs Expert groups Flexible Groups

- ELD Group Frame- Clunkers and Links- At or Above- Skills- Struggling/Emergent

Focused Reading

C. Individual - Portfolios Learning logs Interactive Journals Individual Tasks- anything practiced in teams Poetry Booklet Reading/Writing Choice Time Add to the Walls Personal Explorations

D. Writer’s Workshop Mini-lesson Write Conference Author’s Chair Publishing

V. EXTENDED ACTIVITIES FOR INTEGRATION Poetry and Chants Songs Art lesson- watercolors, crayons Science explorations- Build a model of the changing Earth Dioramas for living wall

VI. CLOSURE Process inquiry chart Jeopardy Game Share Big Books/personal explorations Process charts Evaluate week/portfolios


15

OUR IMPACT ON EARTH – GLOBAL WARMING (Level 4)SAMPLE DAILY LESSON PLAN

DAY 1:

FOCUS/MOTIVATION 3 Standards / Environmentalist Awards Cognitive Content Dictionary (CCD) – signal word Observation Charts Inquiry Chart- What do you know about global warming? Big Book – Fortunately Portfolios

INPUT Graphic Organizer - World Map: Changing Earth

o 10/2 lecture, primary language groupso Learning Log – ELD Review

GUIDED ORAL PRACTICE T-graph - cooperation Picture File Cards: observation, free exploration, open sort, categorizing,

list/group/label Exploration Report

FOCUS/MOTIVATION Poetry, chanting

INPUT Pictorial Input- Climate and Temperature

o 10/2 lecture, primary language groupso Learning Logo ELD review

WRITER’S WORKSHOP Mini-Lesson Write Author’s Chair

CLOSURE Interactive Journal writing Home/School Connection


SAMPLE DAILY LESSON PLAN PAGE 2

DAY 2:

FOCUS/MOTIVATION 3 Standards / Environmentalist Awards Cognitive Content Dictionary (CCD) – signal word Process Home/School Connection Review Input Charts with Word Cards Poetry: highlight, sketch, add pictures Read Aloud

INPUT Narrative: Tuvalu

o 10/2 lecture

GUIDED ORAL PRACTICE/READING/WRITING T-graph processing Expert Groups – Flexible group reading Team Tasks

WRITERS WORKSHOP Mini-lesson Write Author’s chair

CLOSURE Interactive Journal Writing Add to charts Home/School Connection

DAY 3:

FOCUS/MOTIVATION 3 Standards / Environmentalist Awards Cognitive Content Dictionary (CCD) – signal word Process Home/School Connection Narrative - review with word cards and conversation bubbles

INPUT Input- Carbon Cycle


17


GUIDED ORAL PRACTICE Flexible Groups- Experts T- Graph processing Team Tasks Sentence Patterning Chart

o Read, tradeo Flip Chant

Mind Map Process Grid

READING/WRITING Co-op Strip Paragraph

o respondo reviseo edit

Writer’s Workshopo Minilessono Writing (and individual conferencing)o Author’s Chair

CLOSURE Team sharing - process cooperation Chant Home/School Connection

DAY 4:

FOCUS/MOTIVATION 3 Standards / Environmentalist Awards Process Home/School Connection Cognitive Content Dictionary (CCD) – Self-selected Vocabulary Review Narrative with Story Map Poetry Read Aloud

GUIDED ORAL PRACTICE Poetry/songs Personal interaction


18


READING/WRITING Flexible Group Reading - Team Tasks

o ELD Group Frameo Clunkers and Links (at or above grade level)

Team Taskso Oral Evaluation

Found Poetry

CLOSURE Process charts Home/School Connection Team presentations

DAY 5:

FOCUS/MOTIVATION 3 Standards / Environmentalist Awards Process Home/School Connection Cognitive Content Dictionary (CCD) – Self-selected Vocabulary Read aloud Poetry and Chants Strip Book

GUIDED ORAL PRACTICE Team Tasks

o Team evaluation, team presentation Team Action Plan

READING/WRITING Flexible Group Reading

o Cooperative Strip Paragraph (struggling/emergent readers) Ear-to-Ear Reading Listen and Sketch Focused Reading with Cognitive Content Dictionary DRTA


19

CLOSURE Big Book - teams

o watercolorso write

Process all charts Interactive Journal Writing Evaluate week/Letter home


20

The Important Thing About Global WarmingBy Jeff Linder and Echo Lee

The important thing about the Earth is that humans have an impact. Humans began burning fossil fuels in the 1750’s. Innovation and created jobs and prosperity. Thomas Edison’s invention of the

light bulb brought the demand for electricity into every home. Scientists discovered that the CO2 levels today are 27% higher than in the ancient

atmosphere and this had occurred in a rapid 17 years. The average yearly temperature has increased 1.4 degrees F.

The important thing about the Earth is that humans have an impact. Polar ice caps are a natural cooling system to the Earth and reflect the sun’s rays

back to space, called the albedo effect. Glaciers and ice sheets have begun to melt causing lower albedo leading to further

warming and so on. Melting ice and warmer water temperatures have caused sea levels to rise 8

inches. If the large ice sheets of Greenland and/or Antarctica melt, sea levels may rise up

to 21 feet.But the important thing about the Earth is that humans have an impact.

The important thing about the Earth is that humans have an impact. The ocean holds most of the world’s carbon, therefore is referred to as a “carbon

sink”. The problem now is that with so much CO2 in our atmosphere from burning fossil

fuels, the oceans, like our air, are getting warmer. Warmer oceans are less able to dissolve CO2. These changes could cause food shortages for sea life and people, too. Warming oceans contribute to more severe storms, like hurricanes, typhoons and

monsoons.But the important thing about the Earth is that humans have an impact.

The important thing about the Earth is that humans have an impact. Forests help keep our atmosphere in balance by taking carbon dioxide out of the

atmosphere and storing carbon in leaves, roots and in the soils below. This is why plants and forests are also referred to as “carbon sinks”. We have cut burned or cleared 80% of our original forests. This process is called

deforestation. Deforestation not only means there are less trees to remove CO2 from the

atmosphere but it also releases large amounts of CO2 into the air that have been stored in the leaves, roots and soil.

But the important thing about the Earth is that humans have an impact.


The important thing about the Earth is that humans have an impact. Healthy ecosystems are made up of all kinds of plants and animals that interact in

different ways. A small change in climate can affect the way ecosystems work. As the climate warms, many plants and animals are moving towards the poles,

seeking cooler temperatures. Animal species may not be able to adapt to this rapid climate change or to move

fast enough to more suitable areas. Global warming could cause up to one quarter of all plant and animal species to

be at risk by the year 2050.But the important thing about the Earth is that humans have an impact.

The important thing about the Earth is that humans have an impact. If every kid in America swapped one regular bulb for a compact fluorescent, we

could prevent more than 30 billion pounds of green house gas emissions. Unplug all chargers and electronics when they are not being used. Reduce your carbon footprint and save trees by using reusable canvas bags when

you shop. Reduce, reuse, and recycle when it comes to paper Become an activist for global warming and teach ways we can reduce our carbon

footprint. But the important thing about the Earth is that humans have an impact.


22

FortunatelyBy Jeff Linder and Echo Lee

Fortunately, the Sun and atmosphere keep our Earth at an average temperature of 58 degrees Fahrenheit.

Unfortunately, our Earth is warming rapidly because of human use of fossil fuels for transportation, electricity, and manufacturing goods.

Fortunately, the Earth is protected by a thin layer of gas called the atmosphere.

Unfortunately, our human activity is adding more gases, such as methane, carbon dioxide, and nitrous oxide into the atmosphere, causing the atmosphere to thicken and the Earth to get warmer.

Fortunately, the ocean is a carbon sink that soaks up carbon dioxide from the air through a process called diffusion.

Unfortunately, the ocean is also warming causing it to be a less effective carbon sink. Colder water absorbs much more carbon dioxide from the air than warmer water.

Fortunately, plants around the world also soak up carbon dioxide from the air through photosynthesis.

Unfortunately, people are cutting down or burning trees, a process known as deforestation.

Fortunately, plants and animals can adapt to environmental changes.

Unfortunately, the warming is happening so quickly that many species will become extinct.


23

Fortunately, humans have the knowledge and technology to change our activities that are causing an increase of greenhouse gases.

Unfortunately, some countries and people are resistant to change.

Fortunately, there are simple changes that individuals can do to erase their own carbon footprint and stop global warming.


24

QuickTime™ and a decompressor

are needed to see this picture.

Email the authors if these images do not appear and you’d like them.


Background Information

Greenhouse Effect The sun’s energy enters the atmosphere in the form of ultraviolet light rays and heats up the earth. Some of the rays are reflected by the clouds but most hit the surface of the earth. Some of that energy is absorbed by the Earth and most is radiated back into space in the form of infrared waves. A portion of the infrared waves are naturally trapped in the atmosphere and keeps the earth at a comfortable temperature that supports life.

The atmosphere is a thin layer of gases that protects life on earth by absorbing infrared radiation. It keeps the temperature from rising too high in the daytime or too cold in the night time. It acts as a blanket.

The atmosphere is made of a series of gases (greenhouse gases). - Carbon Dioxide (CO2) 82%- which comes from volcanoes, breathing, electricity,

transportation, heating, and factories.- Methane (CH4) – 9%- which comes from the ocean, termites, belching cows, and

landfills.- Nitrous Oxide (N2O) 5%- which comes from bacteria in the ocean, fertilizer, animal

manure- Other 4%

The problem is the thin layer of the atmosphere is being thickened by huge quantities of human caused greenhouse gases. As the atmosphere thickens, it traps a lot of the infrared radiation that would have escaped the atmosphere. As a result, the temperature of the Earth’s atmosphere and oceans are rising. Think of the atmosphere as a blanket. The thicker the blanket the more it traps your body heat under it and the warmer you stay. If you get too hot you take off your blanket. Earth cannot do that.

The greenhouse effect is the process of the Earth’s surface to be warmer than it would be if we had no atmosphere. This is easier to understand when you compare it to other planets. Greenhouse gases on Venus are so thick that the average temperature is 900 degrees Fahrenheit. Mars is just the opposite. On Mars the greenhouses gases are almost non-existent so that temperatures are about -58 degrees.

The greenhouse effect can cause the temperature on Earth to rise a few degrees. Think of a popsicle. At 32 degrees a popsicle is frozen solid. At 33 degrees a popsicle will melt and fall off the stick. Other changes that will occur with Earth’s average temperature increasing a few degrees include:

- Glaciers will melt- Oceans will get too warm, causing fiercer hurricanes- Animals and plants might die because they can’t adapt to the change in temperature


26

- Changes in the weather patterns. More flooding, more droughts, more rainfall in places that receive snow.

- Changes in land as sea levels rise. Some countries will literally disappear off the map.

Albedo Effect – Measure of the amount of the sun’s energy is reflected back into space. High Albedo – ice, snow, clouds, and sand. Low Albedo – water, plants, rocks. The problem is as the polar ice caps melt there is less ice to reflect the sun’s energy and more water to soak it up. This has a compound effect on increasing the temperature of the oceans and the atmospheres and the melting of the polar ice caps.

The Carbon CycleIt is important to know about the carbon cycle in order to understand the effects that humans have on the earth and global warming. Carbon is everywhere. It’s in air, water, soil, fossil fuels, rocks, and in all living things. Carbon is constantly moving.

PlantsPlants and trees take in carbon dioxide from the atmosphere through photosynthesis. Plants store carbon as they grow. A small amount of carbon is then released back into the atmosphere by the plants and trees through respiration. From there one of two things eventually happen to the plants. One, the plants are eaten by humans or animals. Animals and humans us the carbon found in the plants we consume, in our own bodies. Two, the plants eventually die and decompose. The plants become part of the soil. Over time some of this matter is transformed into fossil fuels such as coal or oil.

WaterThrough a process of diffusion carbon gases move between oceans and the atmosphere. The ocean absorbs about half of the CO2 emissions that are in our atmosphere. Plants in the ocean then use carbon through photosynthesis as mentioned above. In addition rocks and shells that are formed in the ocean also take carbon from the water.

AnimalsAnimals participate in the carbon cycle by eating plants. When a rabbit eats a plant it uses the plants carbon in its own body. That process is called consumption. When a fox eats a rabbit, it takes the carbon from the rabbit. Animals release carbon into the air when they breathe, and into the earth when they expel waste. They also release carbon into the air and land when they die and decompose.


27

Human The human participate in the carbon cycle the same way as animals. They eat plants and animals and consume their carbon. They also release carbon through breathing, expelling waste, and by decomposing. The big difference from animals is that humans are also releasing so much carbon through our modern lifestyles. We extract fossil fuels, such as coal or oil, from the ground and burn them for transportation, electricity, and manufacturing goods. We are releasing the carbon that has been naturally stored in the earth, into the earth’s atmosphere. Humans are also releasing carbon through deforestation. We are either burning forests and releasing the carbon directly into the atmosphere or cutting down the forests. The trees that are being destroyed can no longer remove carbon dioxide from the air. We are making the carbon cycle out of balance by taking carbon that is naturally stored in the earth and releasing it into the atmosphere, therefore thickening the atmosphere and contributing to global warming.

CO 2 vs. Temperature Comparative Input Chart Paleoclimatologists dig core drills down into the ice extracting long cylinders filled with ice that was formed year by year over many centuries. Ice cores have distinct yearly layers that scientists can count, the same way that tree rings can be counted. In Antarctica, measurements of CO2 concentrations and temperature go back 650,000 years. Paleoclimatologists examine the tiny bubbles of air trapped in the snow in the year that it fell. They can measure how much CO2 and other greenhouse gases were in the earth atmosphere year by year. Temperature of the atmosphere can be measured year by year by measuring the isotopes of oxygen found in the tiny bubbles in the ice, which provides a highly accurate thermometer.

The graph shows the relationship between CO2 and temperature for 650,000 years. The relationship is complicated but the most important part is that when there is more CO2 in the atmosphere, the temperature increases because more heat from the Sun is trapped inside. The graph is referred to as the Hockey Stick Graph because over thousands of years the temperature has been up and down but relatively constant. In the last 100 years the temperature and CO2 levels have had a drastic increase, like the curve of a hockey stick.

At no point in the last 650,000 years before the preindustiral era the CO2 concentration go above 300 parts per million. Today we are well over 300 ppm. In 2050 scientists, with the help of supercomputers, predict that the CO2 levels will be over 600 ppm if we do not make dramatic changes quickly.

Looking at the temperature line, the bottom of each section is an ice age. This graph shows 7 ice ages over the past 650,000 years each followed by a period of warming. Out earth has a pattern of warming and cooling, but none of the warming periods have been as rapid or as severe. That rapid change is what scientist are calling global warming.


28

QuickTime™ and a decompressor

are needed to see this picture.



Narrative InputTuvaluBy Jeff Linder and Echo Lee

1. My name is Nisha Tusitalla. I am 10 years old and live in the small island nation of Tuvalu. I live with my mom, dad, and brother in the capital city of Funafuti. My older brother Iakopo works in Tuvalu’s reserve Navy. (Picture of 10 year old)

2. My family has lived in Tuvalu for many generations. Our county is the 4th smallest in the world with 12,600 residents. It is located in the Pacific Ocean, half way between Hawaii and Australia, just below the equator. Tuvalu is an island formed on a coral reef. (Picture of Tuvalu)

3. The residents of Tuvalu are the most environmentally aware people on earth – our daily lives determined by tides and the greasy sea water that gathers around our feet everyday. Scientists say that our country will be the first to disappear due to the rising ocean caused by increased levels of carbon dioxide in our atmosphere. Depending on different forecasts, we have between 10 and 30 years before our homes are completely submerged underwater because of global warming. (Picture of house with rising tides)

4. My dad is a fisherman, as are many of the other grown-ups on Tuvalu. He used to park his boat on one of our pristine beaches, now he staggers and stumbles over rubble and bleached coral to his battered craft. Most of the beaches are gone, replaced by broken stones and dark, sinister-looking water that shadows the islanders every move. (Picture of boat parked on the beach)

5. Every day I skip to school in the spray of the ocean salt that burns my dark skin. I am in the fifth grade at Nauti Primary School. “The teachers ask us to draw pictures to capture our feelings. I drew a turtle rescuing me from my home, taking me out to see to a safer place. (Picture of students at school holding up their pictures and picture of school house)


6. Everyday, sea water bubbles up through parts of the porous coral ground on high tides, forcing us to wade through water on our way to and from class. My teacher Ms. Leiteni tells us about the rising seas and that there will not be time for us to raise children and grandchildren on Tuvalu. She said, “It is the industrial nations that have caused the problems. This generation will have to pay the price.” (Picture of tides in the street)

7. My brother Iakopo agrees with Ms. Leiteni. He blames the British, the Americans, and the rest of the developing world. He said, “This is your fault. We hardly have any cars or electricity. We have the world’s most insignificant carbon footprint and yet we will be the first population to go, the first victims of global warming.” (Picture of Lakopo)

8. It is hard to watch my home disappear under the sea. I know that my family will have to move to New Zealand one day like the 3,000 others that have already left. We will build a new life there and have the opportunity to be reunited with our friends and family that have already been relocated under an immigration arrangement called the Pacific Access Category. “We see the sea threaten us everyday but I feel it is part of me.” I will miss Tuvalu. (Picture of boat leaving the island of Tuvalu)

Information and quotes taken from “Lost to the sea” by Dan McDonald 3/22/09 All information is factual except the characters in this story were put together into a fictional family.


32

Humans Here, Humans There

Humans here, humans there,Humans, humans everywhere.

Striving humans burning rapidly,Unintentional humans contributing massively,Conscientious humans reducing purposely,And ingenious humans solving cleverly.

Humans in their fuel-burning cars,Humans among deforested land,Humans beneath a thickening atmosphere, And humans around the warming globe.

Humans here, humans there,Humans, humans everywhere!Humans! Humans! Humans!

By Echo Lee and Jeff Linder


33

I’m a Fossil Fuel(to the tune I’m a Nut)

I’m a fossil fuel, buried deepFor millions of years without a peepDiscovered, mined, burned for fuelNatural gas, coal, petroleum oil

Fossil FuelFossil Fuel

Electricity and transportationWith fossil fuels there’s no limitationJobs, convenience, prosperityBurning resources in mass quantities


Our atmosphere began to reflectYears of abuse and earthly neglectWarming climate caused by CO2

Forcing humans to change what we do


Renewable energy is a solutionPlanting trees and stop pollutionReduce, recycle and reuseGreenhouse gases must reduce




34

Carbon Sink---Yes, Ma’amBy Echo Lee and Jeff Linder

Is this a carbon sink? Yes, Ma’am.Is this a carbon sink? Yes, Ma’am.How do you know? I absorb CO2 from the air.How do you know? I can be natural or man-made.Give me some examples. Forests and the ocean.Give me some examples. Carbon storage and landfills.

Is this a warming ocean? Yes, Ma’am.Is this a warming ocean? Yes, Ma’am.How do you know? I am melting and rising.How do you know? Sea life species are dying.Give me some examples. Polar bears and plankton.Give me some examples. Bleached coral reefs.

Is this deforestation? Yes, Ma’am.Is this deforestation? Yes, Ma’am.How do you know? I’ve been slashed and burned.How do you know? I’m carbon releasing instead of storing.Give me some examples. Temperate and Boreal.Give me more examples. Tropical rainforests.


35

I’m an Environmentalist

I’m an environmentalist and I’m here to say The earth is getting hotter everyday,Glaciers are melting, oceans getting warmer tooPlants and animals will die while humans suffer too.

Transportation, pollution cause too much CO2

Doing the global warming, Bugaloo!

Using a screensaver and leaving on the light,Driving to and from school all add to the plight,Your carbon footprint represents the amount of CO2,You add to the atmosphere with the things you do.



Humans still require heat and light to surviveSo alternate solutions are needed for Earth to thrive,It may seem inconvenient but with human ingenuity,New sources are being captured to use for our energy.





36

The Stop Global Warming Cadence

We just know what we’ve been toldSaving Earth is worth more than gold!Change is challenging, this is true,There are simple things to do.

Sound off Go carbon neutralSound off Use renewable energySound off 1-2-3-4 Stop global warming!

Fossil fuels have helped us grow,It’s the biggest contributor we now know.Lower emissions must be the goal,Alternate energy to power the world

Sound off Solar PowerSound off Wind PowerSound off 1-2-3-4 Stop global warming!

Carbon dioxide is rising each yearCarbon sinks can’t clean the atmosphereDeforestation imbalancePhotosynthesis gives Earth a chance

Sound off Plant TreesSound off Recycle, reduce, reuseSound off 1-2-3-4 Stop Global Warming!

Warm oceans have devastating effects,Severe weather you can expect.Rising seas because warm water expands,Ice melting in Antarctica and Greenland.

Sound off Reduce PollutionSound off Protect habitatsSound off 1-2-3-4 Stop Global Warming!


37

Project GLADOur Impact on Earth

HOME/SCHOOL CONNECTION #1

Discuss with your family how you adapt to the coldest days of winter and the warmest days of summer. Explain or sketch what you and your family do differently on these days.

Students Name: ____________________Parent Signature:________________________


38

Proyecto GLADNuestro Impacto en el Mundo

Coneccion Entre Hogar/Escuela #1

Charla con tu familia sobre cómo se adaptan a los días más fríos del invierno y los más calientes del verano. Explica o dibuja lo que tú y tu familia hacen diferente en esos días.

Firma del estudiante: ________________Firma del padre: ________________________


39



Discuss Global Warming with your family. Sketch or write at least two questions or comments.

Students Name: ____________________Parent Signature: ________________________


40



Discute el Calentamiento Global con tu familia. Escribe por lo menos dos preguntas y/o comentarios.



41



Tell your family about the story you heard today. Write or sketch their ideas about the story.



42



Cuenta a tu familia sobre la historia que escuchaste hoy. Escribe o dibuja sus ideas sobre la historia.



43



Write down at least three ways your family is currently being environmentally friendly. Then list two more ways you will commit to decreasing your carbon footprint.



44



Escribe por lo menos tres maneras en que tu familia está tratando de proteger la tierra. Luego, escribe dos maneras más en que prometes a bajar tu impacto de carbono.



45

VegetationExpert Group

CausesForests help keep our atmosphere in balance by taking carbon dioxide out of the

atmosphere and converting it back to carbon in leaves and roots and in the soil below. As human population increases, our demand for wood and land for development, crops, and cattle increase. We have already cut, burned or cleared 80% of our original primary forests, called deforestation. Because plants are a “carbon sink” that trap and store carbon, when forests are cleared, less CO2 is being absorbed and more CO2 is being released from the roots and soil.

Current EffectsEvery second, a chunk of forest the size of a football field is cut down or burned.

Many fertile lands have become barren desert. All over the world wildfires have been increasing in frequency, expanse and strength. These fires cause massive plant loss and release huge amounts of CO2 into the atmosphere.

Future Affects on HumansMany scientists believe that we’re already in the middle of a mass extinction

event- mostly caused by habitat destruction. With the changes caused by global warming, up to one quarter of all plant species could be at risk by the year 2050. Future droughts will dry up the land so much that they can change a forest to a desert. As carbon dioxide levels rise many plants produce much more pollen, triggering allergies and worsening asthma.


46

SolutionsPlants and trees absorb CO2 as they grow, removing carbon naturally. Planting

one tree can absorb the amount of CO2 released by an average car that has been driving for 4,000 miles. Increasing forestlands and making changes to the way we farm could increase the amount of carbon we're storing. By eliminating tropical deforestation – we preserve endangered animals and plants, and protect the global climate. Reducing, recycling and/or reusing all materials also save energy and save forests, a natural “carbon sink”.

Interesting FactsA third of all land species are found in the Amazon rainforest. Alpine plants are

actually moving upwards to cooler climates, but they can’t move higher than a mountain’s peak. Last year, one major paper product company used more than 2.7 million tons of timber to make tissues, toilet paper, and paper towels, and destroyed hundreds of acres of Canada’s ancient boreal forest in the process.


47

AnimalsExpert Group

CausesChanges in climate are now affecting physical and biological systems on every

continent. Many species of animals are threatened because they cannot adapt fast enough to the changes caused by increased greenhouse gases. Scientists predict that in just 50 years, more than one million species will be doomed to extinction because of global warming.

Current EffectsGlobal warming is melting the sea ice, and the algae that normally live on the

underside of the sea ice are simply disappearing because there is not enough area for them to breed in. This affects everything above them in the food web. Melting ice is also threatening the homes of many animals, like walruses, penguins, and polar bears who depend on it. Wildlife research scientists have found that with less ice on which to live and fish for food, polar bears have gotten considerably skinnier. They fear that if sea ice disappears, the polar bears will as well. Many butterflies, foxes, and alpine plants have moved farther north or to higher, cooler areas. However, some are unable to relocate. One third of amphibians are at risk of extinction because they can’t survive in the warmer temperatures.

Future Affects on HumansAs ecosystems change—some species will move farther north and others

won’t be able to move and could become extinct. Many birds have changed the timing of their migration to better sync up with a warming climate. Some hibernating animals are ending their slumbers earlier each year, perhaps due to warmer spring temperatures. As wildlife species go their separate ways, humans can also feel the impact. It is not only the habitat loss and spread of diseases that may cause animal extinction, it is also the availability of food and water for animals that will likely be made more scarce as a result of global warming. Because humans are dependent on animals for food, any upset to the


48

food chain could have devastating effects on human animal consumption as a food source.

Solutions

Affected wildlife populations can sometimes move into new spaces and continue to thrive. But human population growth means that many land areas that might be suitable for such “refugee wildlife” are already taken and cluttered with residential and industrial development. A recent report suggests creating “transitional habitats” or “corridors” that help migrating species by linking natural areas that are otherwise separated by human settlement.

Interesting FactsScientists are finding one fifth the number of Krill as they did 30 years ago. This

means trouble for the many fish, birds, and whales that eat them. Several species, including marmots, chipmunks, and brown bears, have all been seen to either reduce their hibernation period or not hibernate at all due to warming weather. This can cause starvation and, possibly, increased numbers of some animals being eaten by predators.


49

LandExpert Group

CausesAn increase in global temperature will cause sea levels to rise and will change the

amount and pattern of precipitation, probably including expansion of subtropical deserts. Warming is expected to be strongest in the Arctic and would cause the continuing retreat of glaciers, permafrost and sea ice. Other likely effects include changes in the frequency and intensity of extreme weather events, species extinctions, and changes in agricultural yields. Though trees take in a lot of carbon, which is good, they are dark colored, and the more of them there are in this area, the less albedo effect the area has.

Current EffectsWarming and related changes will vary from region to region around the globe.

The patterns of wind, temperature, ice and currents have been changing in the North. Stronger winds, permafrost thawing and a longer ice-free season have caused a sharp increase in erosion. Melting permafrost is also reducing the amount of pale lichen that reflects the sun’s energy. The tree-line is also creeping northward onto the tundra.

Glaciers, including the ice sheets of Greenland and Antarctica, are rivers of ice that slowly flow under their own weight. Every year, they gain ice from compressed snow, and lose ice when some of it melts. A billion people around the world depend in some way on mountain glacier melt water. But now, in many places, more glacier ice is melting in the summer than is being replaced in the winter. Everywhere in the world, glaciers are shrinking.

Future Affects on HumansThe global warming effects have a potential to be so disastrous that many

terrestrial and marine ecosystems and habitats around the planet may, at best, be severely


50

damaged, and at worst, disappear altogether. Coastal ecosystems such as wetlands, salt marshes and mangrove swamps, are the most vulnerable ones. One billion people live on or near a coast and will be affected by rising sea levels that are caused by land-based ice melting into the sea and warm water expansion. Further increase in global sea level is expected due to the melting of ice cover including Greenland and Antarctica. Loss of glaciers will hamper the water supply for millions. The salt water from oceans could flow into riverbeds thus making the river water unusable.

Scientists also fear that melting peat bogs that have been frozen since the last Ice Age, may suddenly release massive quantities of carbon into the atmosphere, worsening Global Warming.

SolutionsSome solutions include reducing energy use by reducing, recycling and/or reusing

all materials and using sustainable energy (solar, wind, tidal, waves, hydro, geothermal). Planting trees absorb CO2 as they grow, "sequestering" carbon naturally. Also protecting coastlands from development and erosion will allow these ecosystems to provide natural barriers.


51

Interesting FactsUN Environmental Programme (UNEP) 2002 report suggests that 40% of the

world’s total population live in coastal areas less than 60 km from the shore. These populations and their environmental support systems are without doubt the most vulnerable groups at risk of climate change consequences. There is a real fear among some small island inhabitants that their lands may totally disappear under water because of rising sea levels caused by global warming.


52

OceanExpert Group

CausesOver the past 200 years, our oceans have absorbed about half of the CO2

emissions that are in our atmosphere from the burning of fossil fuels. This is an enormous amount showing how important the oceans are to our natural carbon cycle. The oceans also absorb excess heat and solar radiation from the atmosphere and this makes the water warmer. Evidence shows that other human activities, including intense fishing, coastal development and pollution from shipping around the world, are altering ocean ecosystems beyond their natural state.

Current EffectsMini-plants called phytoplankton, the first link in the ocean food chain, become

less productive in warm waters causing their numbers to decrease and in turn, affect all living things all the way up the ocean food chain. Warming waters are encouraging some species to move to territories they have never been before affecting current ecosystems. According to numerous scientific studies, fish, shellfish, and other important species are declining in many places. These changes are impairing the ocean’s capacity to provide food, protect livelihoods, maintain clean water, and recover from environmental stresses like severe storms. Increased CO2 in the oceans have made the oceans more acidic and have also caused faster sea level rise over the last century.


53

Future Affects on HumansIf CO2 emissions continue to rise, the oceans will simply be too warm to take up

as much CO2 as they have been. This will mean more CO2 in the atmosphere causing further warming becoming a vicious cycle. Warming waters will have further consequences on humans. For example, storms such as hurricanes and typhoons will become more severe. There are three specific events that scientists describe as especially worrisome: widespread coral bleaching that could damage the world's fisheries within three decades; dramatic sea level rise by the end of the century; and, within 200 years, a shutdown of the ocean current that moderates temperatures in northern Europe.

SolutionsIt is expected that as the oceans warm, sea life will migrate to cooler waters. To

allow these animals to travel safely, fishing-free zones need to be established. Slowing development on coasts around the world will allow the natural coastal environments to protect inland areas from flooding. Turbines will soon be used to turn ocean energy into electricity.

Interesting Facts Corals are colonies of small animals, called polyps, that live together with tiny

algae. The algae help corals get food and are responsible for the amazing colors of healthy corals. When corals get too warm, they expel the algae and lose their colors, or “bleach”. Some scientists are growing coral colonies in nurseries and then using glue to transplant these corals to damaged reefs.


54

Glaciologist's estimate that if melting of glaciers at the present rate continues, around 20 percent of Bangladesh will get submerged in the sea by 2020. Countries like Maldives, with the highest point of 2.4 meters above mean sea level, will get submerged if the sea water levels rise by 3 meters.


55

Mind MapOur Impact on Earth


Type of Change

Causes

Current Effects

Future Affects on Humans

Solutions Interesting Facts

Process Grid (Our Impact on Earth) (4)


57

Type of Change

Causes

Current Effects

Future Affects on Humans

Solutions Interesting Facts

Climate and Atmosphere

Natural cycle of climate change

Burning fossil fuels Deforestation Population

Average yearly temp. for Earth has increased by 1 degree

Melting glaciers Extreme weather Plants and animals

moving farther north and reproducing earlier

More extreme weather- flooding, hurricanes, drought

Water resources depleted or contaminated

Land submerged from rising sea

Mass plant and animal extinction

Human health – disease, breathing, heat

Renewable energy Energy efficiency Plant trees Slow development

and stop deforestation

Reduce, reuse, and/or recycle all materials

Increase carbon storage

Reduce your own carbon footprint

2005 was the hottest year on record

Levels of CO2 emissions has increased by 31%

400,000 square mile of Arctic sea ice has melted

US is ranked #1 among all countries in CO2 emissions

US opted not to sign the Kyoto Treaty in 1997

Vegetation

land development deforestation less CO2 absorption warmer

temperatures

Habitat destruction More CO2 being

released during deforestation

More wildfires Insects booming and

destroying forests Forests becoming

deserts

Mass extinction of plant species

Severe drought Forests becoming

deserts making land unable to support plant life

More and earlier pollen release worsening asthma and allergies

Plant trees Slow development




Increase forestlands

1/3 of all plant species live in the rainforest

Plants are moving upward

Paper company used 2.7 tons of timber last year

Animals

Climate warming Increased

greenhouse gases Ecosystem

disruption due to development

Melting sea ice reducing algae

Threatened homes Animals moving

farther north Some species

extinction because can’t adapt

Migration of animals to cooler climates

Ecosystems torn apart because adapt to change differently

Animals unable to adapt to rapid changes

Animal extinction



Creating transitional habitats or corridors for migrating species

Wildlife protection

1/5 the number of Krill

Animals reducing hibernation period

Golden toad is extinct due to global warming


58

Scarce food and water

Land

Temperature rising Extreme weather

causing erosion and damage

Glaciers and sea ice melting

Warm water expansion

Melting permafrost Less albedo effect Land erosion Glaciers melting Sea levels rising More desert land

Loss of coastal ecosystems due to erosion

Further increase in sea level causing coastal land to be submerged

Meting peat bogs releasing massive amounts of CO2

Plant trees Slow development



Protect coastland that act as natural barriers to rising seas

Man-made barriers

40% of the population live in coastal areas

20% of Bangledesh will be submerged by 2020

Countries like the Maldives will be submerged if sea level rises 3 meters

Ocean Absorbs less CO2

when warm Absorbs heat and

solar radiation Intense fishing Pollution Coastal development

Warm water changing ocean ecosystems

Decrease in phytoplankton affecting all living things up the food chain

Some species have moved to new territories affecting the other ocean species

Ocean is more acidic Sea level is rising Sea life is declining

Sea level will rise further

Glaciers and sea ice will melt from Greenland and Antarctica

Too warm to take up as much CO2 (positive feedback)

Causing severe storms

Shutdown of ocean currents

Corral bleaching



Fishing free zones to protect sea life

Use ocean currents for hydropower

Some scientists are growing corral colonies

Turbines will be used to turn ocean energy to electricity

Process Grid (Our Impact on Earth) (4)


59

Documents

Project GLAD€¦ · Web viewOceans will get too warm, ... He used to park his boat on one of our pristine beaches, now he staggers and stumbles over rubble and bleached coral to