I divide the students into groups of 4-5, giving each group a choice of one of the Climate Change articles.* If students do not know the origin or geographic location of their selected ecosystem, I help them to find it on our classroom world map, and allow them to take a few minutes to research the area online and/or using an atlas. Next, I have students take turns reading aloud sections of their article to the rest of the group. After reading the entire article, I have them reread, highlighting information that describes the potential effects of climate change on their given species.
After completing the reading and highlighting, each group discusses the impact/s described in their articles, and then plans a short skit to illustrate this information for their classmates. (The skits should be 2 to 5 minutes long at most.)
I only give the students about 10-15 minutes to plan their skits, stressing to them that I do not expect Oscar worthy performances with elaborate costumes and props, but rather to focus on the message and the information they are trying to convey.
*Each of the 9 articles vary in reading level, so you may select them for the groups as a way to differentiate for reading ability. See my reflection for more information.
Global Climate Change Activity
Group 1 - Your group represents members of the city council for your community. Your community is located in a coastal location in Alaska near Point Barrow (in the northern part of Alaska). The community depends heavily on fishing, hunting and some tourism. The community has a population of about 1000. There is only one minor road leading to your community, and most travel is by air.
Group 2 - Your group represents members of the city council for your community. Your community is located in a coastal location in Bangladesh. The community depends on light industry as well as fishing and farming. It is trying to support the rapidly increasing technology component of its economy. The community has a population of about 1,000,000.
Group 3 - Your group represents members of the city council for your community. Your community is located in a coastal location in South Carolina. The community depends heavily on fishing and tourism. The community has a population of about 5,000. Located nearby (and upwind) is a large city of nearly 100,000 people.
Group 4 - Your group represents members of the city council for your community. Your community is located in central Oklahoma. The community depends heavily on farming and ranching. The community uses surface water from a local reservoir for crop irrigation and livestock watering. The community has a population of about 2,000, and is located approximately 100 miles from an urban center of 50,000 people.
Group 5 - Your group represents members of the city council for your community. Your community is located in a coastal location in the Maldives. The community depends heavily on fishing, and it also depends on tourism. Many excursions are taken to sensitive and beautiful aquatic and wetland habitats for wildlife viewing and snorkeling. The community has a population of about 1,000.
Group 6 - Your group represents members of the city council for your community. Your community is located in Venice, Italy. This is a metropolitan community that also depends heavily on tourism. The community has a population of about 270,000.
Group 7 - Your group represents members of the city council for your community. Your community is located in Alexandria, Egypt. This is a metropolitan community that depends on tourism, but is also highly agricultural, with farming on the Nile delta.
Make sure you include an overview of your community!
Complete an assessment of impacts and describe what might happen to your community if there were a sudden increase in global temperatures (over a 25 year period).
Include information on
- local/regional climate changes including temperature and precipitation patterns;
- impacts to the food supply, changes to crop yields;
- impacts to fresh water supply;
- regional ecological changes (plant and animal communities);
- health concerns, including insect borne diseases and other concerns;
- impacts to the local/regional economy;
- concerns with power supply;
- and any other societal concerns.
Based on this information, devise a plan for your community to adapt to these changes. (This does not mean providing suggestions to reduce atmospheric temperatures.)
For example: You may state: “Based on the impacts to _(describe area of concern)___ which include ___(give information on the impacts)____, we propose that our community needs to do the following: _(describe plan for adaptation in this area)__”
Your group will have or online space (See the Groups section on left hand course menu)to work on your plan. You will present your findings by posting a powerpoint or trifold pdf pamphlet by the due date. Group members are required to participate so make sure you document the division of work under your online shared space (multiple tools under the GROUPS tool)
You must provide references in APA format for your group project and individual complete papers, in the form of a “works cited” section that includes the following 2 sources and at least 3 other reliable sources, at a minimum:
http://epa.gov/climatechange/index.html (this site is in the process of being "updated" by the current administration - information has been deleted.)
**Each person will need to write their own individual paper covering all of the above, so make sure you carefully look at the grading rubric to see what is needed! You can share info among the group projects but NOT WITH YOUR PAPERS OR IT IS CONSIDERED PLAGARISM!
- Global Change
The impacts of climate change are evident across the country and around the world. Scroll down to see how climate change affects your region of the United States and to learn about key climate-related topics like extreme events, the carbon cycle, adaptation, impacts on human health, and the science of global change. Check back in the coming months for more topic pages, and to find more detailed information, explore the 2014 National Climate Assessment.