meecs climate change unit introduction€¦ · · 2016-02-262 climate change introduction...

Michigan Environmental Education Curriculum Support Introduction Climate Change 1

MEECS Climate Change Unit Introduction

Climate Change: Science and Impacts is the newest unit in the Michigan Department of Environmental Quality MEECS Project. The unit was developed with funding from the United States Environmental Protection Agency through the Great Lakes Restoration Initiative. The goal of the Climate Change Unit is to expand the MEECS project to bring issues associated with climate change and Great Lakes sustainability to Michigan teachers and students.

As with all MEECS units, Climate Change: Science and Impacts is science-based, Michigan specific, and tries to help students develop an information-based assessment of a complex issue. MEECS units try to provide students with the understanding they need to make decisions, not to tell them which decisions to make.

Climate change is an especially difficult topic to teach because so much of the data is not directly observable. In addition, measuring climate change is difficult because change happens over relatively long time spans, is caused by a range of natural and human factors, and is characterized by high levels of year to year and place to place variability. These same factors make climate change an important and useful topic for helping students grapple with the complexity of understanding global environmental issues. In an attempt to frame this topic an interagency group, led by the National Oceanic and Atmospheric Administration (NOAA) developed Climate Literacy: The Essential Principles of Climate Science to promote greater climate science literacy. The principles are:

Climate Literacy: The Essential Principles of Climate Science

1. The Sun is the primary source of energy for Earth’s climate system. 2. Climate is regulated by complex interactions among components of the Earth system. 3. Life on Earth depends on, is shaped by, and affects climate. 4. Climate varies over space and time through both natural and man-made processes. 5. Our understanding of the climate system is improved through observations, theoretical studies,

and modeling. 6. Human activities are impacting the climate system. 7. Climate change will have consequences for the Earth system and human lives.

To which they add the belief that humans can take actions to reduce climate change and its impacts. These principles, along with the Michigan Grade Level and High School Content Expectations, helped guide the development of the Michigan Environmental Education Curriculum Support (MEECS) climate change unit. A core concept of these content expectations is that predicting and mitigating the potential impact of global climate change requires an understanding of the mechanisms of Earth’s climate, studies of past climates, measurements of current interactions of Earth’s systems and the construction of climate change models. Additionally, the Climate Change: A Wisconsin Activity Guide developed by Wisconsin Department of Natural Resources served as a model for this unit and lessons were adapted with permission from this publication.

2 Climate Change Introduction Michigan Environmental Education Curriculum Support

The Climate Change: Science and Impacts provides an interdisciplinary approach to climate change concepts using Michigan examples. Lessons are designed for use in earth science, physical science, life science, and social studies. The first part of the unit focuses on climate science and the second part focuses on the potential impacts of climate change in Michigan and the Great Lakes. The two parts can be used independently or together.

Part 1: Climate Science is an attempt to provide teachers with a relatively compact overview of climate science, emphasizing data relative to Michigan and the Great Lakes. The lesson sequence begins with distinguishing between weather, climate, and climate variability. Students then gain a basic understanding of the natural mechanisms of climate change through exploration of the Earth’s energy balance, the greenhouse effect, and the carbon cycle (sources and sinks). This is followed by a look at climate forcing and uncertainty, evidence of change, and climate models. Climate Science includes the following lessons:

1. What is climate?2. Earth’s Energy Balance3. Greenhouse Effect4. Carbon Cycle5. Climate Forcings and Uncertainty6. Evidence of Change7. Climate Models

Climate Science presents the scientific perspectives, data and understanding which make the overwhelming majority of scientists believe that the climate is changing rapidly and that change is largely a result of human activity. The unit also tries to help students understand there is always uncertainty when making predictions about the future, and scientists try to include variability and uncertainty into their predictions.

Part 2: Climate Impacts on Michigan and the Great Lakes begins where Climate Science ends, with a review of the indicators of climate change, and then focuses on the potential impacts of changes in Michigan. Three lessons focus on the social science perspective and on the decisions which might confront citizens of Michigan in the future. The lessons are:

1. Climate Change Indicators2. Plant and Animal Phenology3. Ecosystem Relationships4. Water balance in the Great Lakes5. What Can I do?6. Community Conversations7. Climate Change in the News.


Ess

enti

al Q

uest

ions

Cor

e Le

sson

Ext

ensi

ons

Wha

t is w

eath

er?

Wha

t is

clim

ate?

Do

our c

limat

e re

cord

s ind

icat

e cl

imat

e ch

ange

?

1. W

hat i

s Clim

ate

– St

uden

ts a

re in

trodu

ced

to th

e di

stin

ctio

n be

twee

n w

eath

er a

nd c

limat

e. T

hey

will

th

en e

xam

ine

and

grap

h te

mpe

ratu

re a

nd p

reci

pita

tion

clim

ate

reco

rds a

t the

loca

l, st

ate,

and

nat

iona

l lev

el to

dr

aw c

oncl

usio

ns a

bout

clim

ate

chan

ge tr

ends

.

- C

limat

e Acr

oss t

he U

nite

d St

ates

- N

CD

C W

ebqu

est

How

doe

s the

sun

heat

th

e Ea

rth?

How

doe

s the

at

mos

pher

e he

lp b

alan

ce

the

ener

gy re

ceiv

ed?

2. E

nerg

y B

alan

ce –

Stu

dent

s will

wor

k th

roug

h an

ex

ampl

e of

wha

t hap

pens

to th

e en

ergy

from

the

sun

and

how

it b

alan

ces (

radi

ativ

e eq

uilib

rium

) to

keep

th

e Ea

rth w

arm

.

- C

hang

es in

Ear

th’s

Ene

rgy

Bal

ance

- In

vest

igat

ing

Earth

’s E

nerg

y B

alan

ce

Wha

t is t

he g

reen

hous

e ef

fect

? Th

e en

hanc

ed

gree

nhou

se e

ffect

? W

hat

are

the

mai

n gr

eenh

ouse

ga

ses a

nd so

urce

s, an

d ho

w d

o th

eir h

eat t

rapp

ing

mec

hani

sms v

ary?

3. T

he G

reen

hous

e E

ffec

t – S

tude

nts d

evel

op a

n un

ders

tand

ing

of th

e gr

eenh

ouse

effe

ct a

nd th

e en

hanc

ed g

reen

hous

e ef

fect

(glo

bal w

arm

ing)

as i

t re

late

s to

the

Earth

’s e

nerg

y ba

lanc

e th

roug

h a

serie

s of

act

iviti

es, r

eadi

ngs a

nd d

iagr

ams.

- Ex

tens

ion

Less

on: M

odel

ing

Gre

enho

use

Gas

es-

Inve

stig

atin

g G

reen

hous

e G

ases

Act

ivity

Wha

t is t

he C

arbo

n C

ycle

?

How

do

hum

an a

ctio

ns (i

n M

ichi

gan)

affe

ct th

e C

arbo

n C

ycle

?

4. T

he C

arbo

n C

ycle

– S

tude

nts e

xam

ine

the

carb

on

cycl

e, a

nd id

entif

y so

urce

s and

sink

s with

in th

e en

viro

nmen

t. St

uden

ts re

late

this

info

rmat

ion

to

gree

nhou

se g

as e

mis

sion

s of c

arbo

n di

oxid

e in

the

cont

ext o

f gre

enho

use

gas e

mis

sion

s in

Mic

higa

n.

- Ex

plor

e th

e po

tent

ial o

f car

bon

sequ

estra

tion

in M

ichi

gan

- O

utdo

or c

arbo

n hi

ke-

Cre

ate

a ca

rbon

cyc

le g

ame

Wha

t are

the

maj

or fa

ctor

s w

hich

can

influ

ence

clim

ate

chan

ge?

Why

is m

akin

g cl

imat

e pr

edic

tion

so h

ard?

5. C

limat

e Fo

rcin

g an

d U

ncer

tain

ty –

Stu

dent

s id

entif

y th

e fa

ctor

s whi

ch c

an in

fluen

ce c

limat

e ch

ange

and

iden

tify

reas

ons f

or u

ncer

tain

ty.

How

are

atm

osph

eric

ca

rbon

dio

xide

and

te

mpe

ratu

re re

late

d, a

nd

wha

t is t

he p

redi

cted

glo

bal

tem

pera

ture

incr

ease

in

2100

? W

hat o

ther

evi

denc

e su

gges

ts c

limat

e ch

ange

?

6. E

vide

nce

of C

hang

e –

Stud

ents

exp

lore

the

evid

ence

an

d im

pact

s of c

limat

e ch

ange

. The

stud

ents

gra

ph

atm

osph

eric

car

bon

diox

ide,

em

issi

ons o

f car

bon

diox

ide,

and

tem

pera

ture

thro

ugho

ut th

e ye

ars a

nd

com

pare

the

trend

s. T

hey

expl

ore

mod

els o

f fut

ure

clim

ate

proj

ectio

ns a

nd im

pact

s of c

limat

e ch

ange

.

- R

ead

Freq

uent

ly A

sked

Que

stio

ns a

bout

Glo

bal W

arm

ing

and

Clim

ate

Cha

nge

- U

se th

e G

athe

ring

the

Evid

ence

stud

ent a

ctiv

ity-

Des

ign

a m

etho

d fo

r det

erm

inin

g Ea

rth’s

ave

rage

te

mpe

ratu

re.

- V

iew

NA

SA’s

ani

mat

ions

How

do

scie

ntis

ts m

odel

the

clim

ate

syst

em?

Wha

t do

the

mod

els p

redi

ct?

7. C

limat

e M

odel

s – S

tude

nts e

xplo

re th

e ba

sis o

f m

odel

s whi

ch p

roje

ct c

limat

e ch

ange

- U

se T

he E

duca

tiona

l Glo

bal C

limat

e M

odel

ing

Suite

- R

un G

reat

Lak

es C

limat

e Sc

enar

ios

- U

se C

limat

e W

izar

d-

Show

Clim

ate

Mod

els a

nd C

limat

e in

a B

ox v

ideo

s

Climate Science Overview

1 2 3 4 5 6 7


Ess

enti

al Q

uest

ions

Cor

e Le

sson

Ext

ensi

ons

Wha

t are

som

e in

dica

tors

of

clim

ate

chan

ge?

Wha

t are

the

expe

cted

regi

onal

impa

cts?

8.

Clim

ate

Cha

nge

Indi

cato

rs –

Stu

dent

s syn

thes

ize

evid

ence

abo

ut c

limat

e ch

ange

, spe

cific

ally

in th

e G

reat

Lak

es re

gion

, and

exp

lore

pot

entia

l im

pact

s.

- C

limat

e R

eady

Gre

at L

akes

Tra

inin

g M

odul

e 1

- Ex

plor

e You

r Eco

-Reg

ion

- C

ompa

ring

proj

ectio

ns fr

om a

var

iety

of w

ebsi

tes

Wha

t is p

heno

logy

and

wha

t ar

e po

ssib

le im

plic

atio

ns o

f ph

enol

ogic

al c

hang

es to

the

stat

e ec

onom

y? W

hat i

mpa

cts c

ould

th

ese

chan

ges h

ave

on M

ichi

gan

agric

ultu

re?

9.

Plan

t and

Ani

mal

Phe

nolo

gy –

In th

is tw

o-pa

rt le

sson

, stu

dent

s firs

t exp

lore

cha

nges

thro

ugh

an a

naly

sis o

f phe

nolo

gica

l obs

erva

tions

. In

part

two

stud

ents

exa

min

e th

e ef

fect

s of s

easo

ns w

ith

long

er d

egre

e da

ys a

nd sp

ring

free

ze, a

nd c

onsi

der

proj

ectio

ns in

to th

e fu

ture

, foc

usin

g th

eir e

fforts

on

tart

cher

ry p

rodu

ctio

n in

Mic

higa

n.

- G

oing

Out

door

s with

Phe

nolo

gy-

Dis

cuss

ing

Reg

iona

l diff

eren

ces

- Sa

nd C

ount

ry A

lman

ac c

lass

read

ing

- V

ideo

clip

s: ta

rt ch

erry

indu

stry

, hon

ey b

ees.

Wha

t is t

he g

eogr

aphi

c ra

nge

of a

pla

nt o

r ani

mal

spec

ies?

H

ow d

o sp

ecie

s ada

pt to

clim

ate

chan

ge?

10. E

cosy

stem

Rel

atio

nshi

ps –

The

geo

grap

hic

rang

e of

a p

lant

or a

nim

al sp

ecie

s is a

n in

dica

tion

of it

s en

viro

nmen

tal “

pref

eren

ces,”

the

cond

ition

s tha

t it

finds

idea

l, ac

cept

able

, or i

ntol

erab

le.

If th

e cl

imat

e ch

ange

s, th

eref

ore,

it is

reas

onab

le to

exp

ect t

hat p

lant

an

d an

imal

spec

ies m

ight

“m

ove”

to o

ccup

y di

ffere

nt

plac

es. T

he b

ig q

uest

ion

is: “

Wha

t spe

cies

will

mov

e,

and

whe

re w

ill th

ey g

o?”

In th

is le

sson

, stu

dent

s ap

proa

ch th

is q

uest

ion

thro

ugh

thre

e ac

tiviti

es.

- M

ixed

Pin

e Ec

osys

tem

of M

ichi

gan

- A

ltern

ativ

e M

odel

Pro

ject

ions

- U

sing

DN

R P

oste

rs-

Mea

surin

g ca

rbon

stor

age

of sc

hool

-yar

d tre

es.

Wha

t is w

ater

bal

ance

and

how

do

es it

affe

ct la

ke le

vels

in th

e G

reat

Lak

es?

How

doe

s clim

ate

chan

ge a

ffect

the

Gre

at L

akes

re

gion

?

11. W

ater

Bal

ance

– C

limag

raph

s can

tell

us a

bout

the

seas

onal

shift

s in

clim

ate

due

to c

limat

e ch

ange

. C

hang

es in

gro

win

g se

ason

and

wat

er b

alan

ce in

the

Gre

at L

akes

regi

on w

ill h

ave

econ

omic

impa

cts.

- M

akin

g a

Clim

agra

ph to

show

wat

er b

alan

ce

Wha

t can

be

done

to h

elp

miti

gate

clim

ate

chan

ge?

Wha

t ca

n on

e pe

rson

do?

12. W

hat C

an I

Do

– St

uden

ts w

ill re

view

pot

entia

l im

pact

s of c

limat

e ch

ange

on

Mic

higa

n an

d de

term

ine

both

ada

ptiv

e an

d in

divi

dual

miti

gatio

n st

rate

gies

. Th

roug

h an

opt

iona

l ser

vice

lear

ning

pro

ject

, the

y w

ill

get t

he w

ord

out a

bout

clim

ate

chan

ge a

nd th

at a

ctio

ns

can

be ta

ken

to re

duce

em

issi

ons o

f gre

enho

use

gase

s.

- Pl

ay T

he G

loba

l Clim

ate

Gam

e-

Hos

t a C

omm

unity

Con

vers

atio

n-

Dis

cuss

the

Car

sey

Inst

itute

Rep

ort

- W

hat a

re c

omm

uniti

es a

nd c

ompa

nies

in M

ichi

gan

doin

g ab

out s

usta

inab

ility

and

clim

ate

chan

ge?

Wha

t are

the

soci

al, e

cono

mic

, an

d en

viro

nmen

tal i

mpa

cts o

f cl

imat

e ch

ange

in M

ichi

gan?

H

ow c

ould

clim

ate

chan

ge a

ffect

M

ichi

gan

citiz

ens d

iffer

ently

?

13. C

omm

unity

Con

vers

atio

n –

Stud

ents

par

ticip

ate

in

a cl

ass w

ide

dial

ogue

afte

r con

duct

ing

rese

arch

on

one

of m

any

Mic

higa

n pe

rson

as o

n th

eir v

iew

s and

so

lutio

ns to

clim

ate

chan

ge.

- Pl

ay T

he G

loba

l Clim

ate

Gam

e-

Hos

t a C

omm

unity

Con

vers

atio

n-

Dis

cuss

the

Car

sey

Inst

itute

Rep

ort

- W

hat a

re c

omm

uniti

es a

nd c

ompa

nies

in M

ichi

gan

doin

g ab

out s

usta

inab

ility

and

clim

ate

chan

ge?

How

is c

limat

e ch

ange

re

pres

ente

d in

the

new

s?

Wha

t kin

d of

rese

arch

is b

eing

co

nduc

ted

abou

t clim

ate

chan

ge?

14. C

limat

e C

hang

e In

the

New

s – S

tude

nts e

xam

ine

new

s sou

rces

and

com

pare

the

type

of c

over

age

clim

ate

chan

ge re

ceiv

es a

s wel

l as t

he o

bjec

tivity

of

the

sour

ces.

- M

eet t

he R

esea

rche

r-

Plan

a c

limat

e ch

ange

sym

posi

um-

Com

pare

new

s rep

orts

from

the

past

Climate Impacts Overview

8 9 10 11 12 13 14


Michigan Grade Level Content Expectations for Climate Science

1

• Analyze information from data tables and graphs to answer scientific questions. S.IA.06.11,S.IA.07.11• Compare and contrast the difference and relationship between climate and weather. E.ES.07.71• Describe the difference between weather and climate. E4.p2B• Construct and analyze climate graphs for two locations at different latitudes and elevations in the region to answer

geographic questions and make predictions based on patterns. 6-G3.1.1

2

• Describe natural processes in which heat transfer in the Earth occurs by conduction, convection, and radiation. E2.2C

• Identify the main sources of energy to the climate system. E2.2D• Describe natural mechanism that could result in significant changes in climate. E5.4B• Recognize that, and describe how human beings are part of Earth’s ecosystems. Note that human activities can

deliberately or inadvertently alter the equilibrium in ecosystems. L3.p4A• Describe the environmental effects of human action on the atmosphere, biosphere, lithosphere and hydrosphere.

6-G5.1.17-G5.1.1

3

• Describe the origins of pollution in the atmosphere, geosphere, and hydrosphere (car exhaust, industrial emissions, acid rain and natural sources) and how pollution impacts habitats, climatic change, threatens or endangers species. E.ES.07.42

• Describe the atmosphere as a mixture of gases. E.FE.07.11• Explain the natural mechanism of the greenhouse effect, including comparisons of the major greenhouse gases (water

vapor, carbon dioxide, methane, nitrous oxide, and ozone). E5.4A• Compare and contrast the heat-trapping mechanisms of the major greenhouse gases resulting from emissions (carbon

dioxide, methane, nitrous oxide, fluorocarbons) as well as their abundance and heat- trapping capacity. E5.4g• Describe the greenhouse effect and list possible causes. B3.4d

4

• Describe the origins of pollution in the atmosphere, geosphere, and hydrosphere (car exhaust, industrial emissions, acid rain and natural sources) and how pollution impacts habitats, climatic change, threatens or endangers species. E.ES.07.42

• Explain how carbon exists in different forms such as limestone (rock), carbon dioxide (gas), carbonic acid (water), and animals (life) within Earth systems and how those forms can be beneficial or harmful to humans. E2.3A

• Explain how carbon moves through the Earth system (including the geosphere) and how it may benefit (e.g., improve soils for agriculture) or harm (e.g., act as a pollutant) society. E2.3d

• Compare and contrast the heat-trapping mechanisms of the major greenhouse gases resulting from emissions (carbon dioxide, methane, nitrous oxide, fluorocarbons) as well as their abundance and heat- trapping capacity. E5.4g

5

• Describe the origins of pollution in the atmosphere, geosphere, and hydrosphere (car exhaust, industrial emissions, acid rain, and natural sources) and how pollution impacts habitats, climatic change, threatens or endangers species.E.ES.07.42

• Analyze the empirical relationship between the emissions of carbon dioxide, atmospheric carbon dioxide levels, and the average global temperature over the past 150 years. E5.4C

• List the possible causes and consequences of global warming. B3.4e

6

• Develop an understanding of a scientific concept by accessing information from multiple sources. Evaluate the scientific accuracy and significance of the information. E1.2C


• Predict the global temperature increase by 2100, given data on the annual trends of CO2 concentration increase.

E5.r4j

7

• Describe the origins of pollution in the atmosphere, geosphere, and hydrosphere (car exhaust, industrial emissions, acid rain, and natural sources) and how pollution impacts habitats, climatic change, threatens or endangers species. E.ES.07.42

• Develop an understanding of a scientific concept by accessing information from multiple sources. Evaluate the scientific accuracy and significance of the information. E1.2C


• Predict the global temperature increase by 2100, given data on the annual trends of CO2 concentration increase. E5.r4j

• List the possible causes and consequences of global warming. B3.4e


Michigan Grade Level Content Expectations for Climate Impacts

8

• Describe the origins of pollution in the atmosphere, geosphere, and hydrosphere (car exhaust, industrial emissions, acid rain and natural sources) and how pollution impacts habitats, climatic change, threatens or endangers species.E.ES.07.42

• Based on evidence of observable changes in recent history and climate change models, explain the consequences of warmer oceans and changing climatic zones.E5.4D

• Examine the negative impact of human activities B3.4C• List the possible causes and consequences of global warming.B3.4e• Describe the environmental effects of human action on the atmosphere, biosphere, lithosphere and hydrosphere.6-G5.1.1• Describe the effects that a change in the physical environment could have on human activities and the choices people would

have to make in adjusting to the change.6–G5.2.1• Describe the environmental effects of human action on the atmosphere, biosphere, lithosphere and hydrosphere.7-G5.1.1• Describe the effects that a change in the physical environment could have on human activities and the choices people would

have to make in adjusting to the change. 7–G5.2.1

9

• Identify the factors in an ecosystem that influence changes in population size.L.EC.06.32• Based on evidence of observable changes in recent history and climate change models, explain the consequences of warmer

oceans and changing climatic zones.E5.4D• Describe common ecological relationships between and among species and their environments (competition, territory,

carrying capacity, natural balance, L3.p2Bpopulation, dependence, survival, and other biotic and abiotic factors). (prerequisite)

• Explain how two organisms can be mutually beneficial and how that can lead to interdependency. (prerequisite)L3.p2D• Explain how stability is challenged by changing physical, chemical, and environmental conditions as well as the presence of

disease agents.B2.3C• List the possible causes and consequences of global warming.B3.4e• Describe the effects that a change in the physical environment could have on human activities and the choices people would

have to make in adjusting to the change.6–G5.2.1• Describe the effects that a change in the physical environment could have on human activities and the choices people would


10

• Predict how changes in one population might affect other populations based upon their relationships in the food web. L.EC.06.23

• Identify the factors in an ecosystem that influence changes in population size.L.EC.06.32• Based on evidence of observable changes in recent history and climate change models, explain the consequences of warmer

oceans and changing climatic zones.E5.4D• Describe common ecological relationships between and among species and their environments (competition, territory,

carrying capacity, natural balance, population, dependence, survival, and other biotic and abiotic factors). L3.p2B• Explain how stability is challenged by changing physical, chemical, and environmental conditions as well as the presence of

disease agents.B2.3C• List the possible causes and consequences of global warming.B3.4e

11

• Predict how changes in one population might affect other populations based upon their relationships in the food web. L.EC.06.23

• Based on evidence of observable changes in recent history and climate change models, explain the consequences of warmer oceans and changing climatic zones.E5.4D

• List the possible causes and consequences of global warming.B3.4e• Describe the environmental effects of human action on the atmosphere, biosphere, lithosphere and hydrosphere.6-G5.1.1• Describe the effects that a change in the physical environment could have on human activities and the choices people would

have to make in adjusting to the change.6–G5.2.1• Describe the environmental effects of human action on the atmosphere, biosphere, lithosphere and hydrosphere.7-G5.1.1• Describe the effects that a change in the physical environment could have on human activities and the choices people would



12

• Describe renewable and nonrenewable sources of energy for human consumption (electricity, fuels), compare their effects on the environment, and include overall costs and benefits.E2.4A

• Examine the negative impact of human activities B3.4C• Conduct and research on contemporary global topics and issues, compose persuasive essay, and develop a plan for action 6

–G6.1.1 • Clearly state an issue as a question or public policy, trace the origins of an issue, analyze various perspectives, and generate

and evaluate alternative resolutions. Deeply examine policy issues in group discussions and debates to make reasoned and informed decisions. Write persuasive/argumentative essays expressing and justifying decision on public policy, report the results, and evaluate effectiveness. 6–P3.1.1

• Demonstrate knowledge of how, when, and where individuals would plan and conduct activities intended to advance views in in matters of public policy, report the results, and evaluate effectiveness. 6–P4.2.1

• Participate in projects to help or inform others. 6–P4.2.3• Clearly state an issue as a question or public policy, trace the origins of an issue, analyze various perspectives, and generate


• Demonstrate knowledge of how, when, and where individuals would plan and conduct activities intended to advance views in in matters of public policy, report the results, and evaluate effectiveness.7–P4.2.1

• Participate in projects to help or inform others7–P4.2.3. • Clearly state an issue as a question or public policy, trace the origins of an issue, analyze various perspectives, and generate


• Demonstrate knowledge of how, when, and where individuals would plan and conduct activities intended to advance views in in matters of public policy, report the results, and evaluate effectiveness. 8–P4.2.1

• Participate in projects to help or inform others. 8–P4.2.3

13

• Evaluate data, claims, and personal knowledge through collaborative science discourse.S.IA.06.12• Describe the origins of pollution in the atmosphere, geosphere, and hydrosphere (car exhaust, industrial emissions, acid rain

and natural sources) and how pollution impacts habitats, climatic change, threatens or endangers species.E.ES.07.42• Based on evidence of observable changes in recent history and climate change models, explain the consequences of warmer

oceans and changing climatic zones.E5.4D• Recognize that, and describe how, human beings are part of Earth’s ecosystems. Note that human activities can deliberately

or inadvertently alter the equilibrium in ecosystems (prerequisite)L3.p4A• Examine the negative impact of human activities B3.4C

14

• Evaluate data, claims, and personal knowledge through collaborative science discourse. S.IA.06.12,S.IA.07.12• Evaluate the strengths and weaknesses of claims, arguments, and data. S.RS.06.11,S.RS.07.12• Develop an understanding of a scientific concept by accessing information from multiple sources. Evaluate the scientific

accuracy and significance of the information. E1.2C• Evaluate the future career and occupational prospects of science fields. E1.2E• Analyze how science and society interact from a historical, political, economic, or social perspectiveE1.2k• Identify the point of view (perspective of the author) and context when reading and discussing primary and secondary

sources.6-H1.2.3,7-H1.2.3


Climate Science Master Materials List(*on MEECS Climate Change Resource DVD)

Lesson 1: What is Climate?Reproducible Materials

per class• Weather or Climate (answer key)• Midland Precipitation (answer key)• Climagraph Example (transparency master)• Making a Climagraph (answer key)• Climates and Places (answer key)• Michigan Temperature Variability and Midland Precipitation

(transparency masters)• What is the Difference? (transparency master)

per pair• Weather or Climate Cards (student activity)• Weather or Climate (student activity)

per student• Midland Precipitation (student resource) • Midland Precipitation (student activity) • Making a Climagraph (student activity)• Climates and Places (student activity) optional

Additional Materials on the Resource DVD

Lesson Materials• What is Climate PPT

Adaptations/Extensions/Enhancement• Climate Across the United States Word

Document• NCDC webquest Word Document

Lesson 2: Energy BalanceReproducible Materials

per class• Electromagnetic Spectrum (transparency master)• Radiation from the Sun and Earth (answer key)• Earth’s Energy Budget Parts 1-4 (transparency masters)• Earth’s Energy Budget Parts 1-4 (answer key and PowerPoint Notes)

per student• Radiation from the Sun and Earth (student activity)• *Earth’s Energy Budget Parts 1-4 (student activity)


Lesson Materials• Earth’s Energy Budget PPT• Electromagnetic Spectrum Transparency PPT• Earth’s Energy Balance QuickTime Movie• Radiation from the Sun and Earth (QuickTime

Movie – 2:17 minutes)• Energy Budget Activities

Adaptations.Extensions.Enhancements• Investigating Energy Balance• Changes in the Earth’s Energy Balance

Lesson 3: Greenhouse EffectReproducible Materials

per class• Earth’s Greenhouse Effect (answer key)• Michigan Greenhouse Gases per Sector in Michigan (transparency mas-

ter)• Sources of Greenhouse Gases (answer key)

per student• Greenhouse Gases (student reading)• Earth’s Greenhouse Effect (student activity)• Sources of Greenhouse Gases (student activity)


Lesson Materials• The Greenhouse Effect PPT• Earth’s Greenhouse Effect (QuickTime

Movie -3:29 minutes)

Adaptations/Extensions/Enhancements• Extension Lesson: Modeling Greenhouse

Gases


Lesson 4: The Carbon CycleReproducible Materials

per class• Carbon Cycle (transparency master)• Explore the Carbon Cycle (answer key)• Michigan Land, Air, and Water (answer key)

per group• Michigan Land, Air, and Water Placemats

per student• Explore the Carbon Cycle (student activity)• Michigan Land, Air, and Water (student activity)


Lesson Materials• Carbon Cycle PPT• Carbon Cycle QuickT ime Movie• Keeping Up with Carbon MP4 video

Lesson 5: Climate Forcing and UncertaintyReproducible Materials

per class• Changes in Earth’s Energy Balance (answer key)• Feedback Cycles (transparency master)

per student• Radiative Forcing (student resource)• Changes in Earth’s Energy Balance (student reading)• Changes in Earth’s Energy Balance (student activity)


Lesson Materials• Climate Forcing and Uncertainty PPT

Lesson 6: Evidence of ChangeReproducible Materials

per student• Graphing Temperature and carbon dioxide in the 20th century

(student activity)• Graphing temperature and carbon dioxide over the last 450,000 years

(student activity)


Lesson Materials• Evidence of Change PPT• Temperature Puzzle MP4 video

Adaptations.Extensions.Enhancements:• Gathering the Evidence teacher resource and

student activity• Taking the Earth’s Temperature Windows

Media Video• Frequently Asked Questions• More NASA Videos

Other Materials• Global Warming – Thomas Karl


Lesson 7: Climate ModelsReproducible Materials

per class• Modeling the Climate System (transparency master)• Evolution of Climate Models (transparency master)• Relationships in a Climate Model (answer key)• How Much and When (answer key)• Climate Scenarios (transparency master)

per small group:• Computer

per student• Relationships in a Climate Model (student activity)• A Very, Very Simple Climate Model (student activity)• How Climate Models are Developed and Tested (student resource)• How Much and When? (student activity)


Lesson Materials• Climate Model Transparencies PPT

Adaptations.Extensions.Enhancements• Climate Models QuickTime Movie• Climate in a Box MP4 video


Climate Impacts Master Materials List(*on MEECS Climate Change Resource DVD)

Lesson 8: Climate Change IndicatorsReproducible Materials

per class• Describing Trends and Writing Hypotheses about Causes

(possible answers)• Climate Indicators for Michigan (answer key)• Potential Climate Change Impacts (transparency master)

per student• Describing Trends and Writing Hypotheses about Causes

(student activity set)• Climate Indicators in Michigan (student activity)


Lesson Materials• Climate Change Impacts Instructional PPT• Climate Change in the Great Lakes video, script, and

time-summary

Adaptations/Extensions/Enhancement• Climate Change Indicators• Climate Ready Great Lakes PPT

Other Materials• Additional Lines of Evidence• GLISA: Climate Change in the Great Lakes Region

Lesson 9: Plant and Animal Phenology

Reproducible Materials

per class• Comparing Phenological Observations (answer key)• *Michigan Cherries and Climate Change (answer key)

per studentPhenology Over Time (student resource) • Comparing Phenological Observations (student activity)• *Michigan Cherries and Climate Change (student booklet)


Lesson Materials• Plant and Animal Phenology Instructional PPT • Michigan Cherries and Climate Change (student booklet)• Michigan Cherries and Climate Change (answer key)

Adaptations/Extensions/Enhancement• Extension Lesson: Going Outdoors with Phenology• Honey Bees

Other Materials• Plant Hardiness Zones• Agriculture and Climate Change (teacher resource)

Lesson 10: Ecosystems RelationshipsReproducible Materials

per class• *Ecological Habitat Diagrams transparency• *Predicting the Future Ranges of Important Tree Species

(transparencu masters)• Matching Tree Species with Ecological Habitat Diagrams

and Predicting the Future Ranges of Important Tree Species (answer key)

• Model Projections (answer key)

per student• Matching Tree Species with Ecological Habitat Diagrams

(student activity)• Background about Tree Species in the Eastern United

States (student resource)• Predicting the Future Ranges of Important Tree Species

(student activity)

per pair• Model Projections (student activity)


Lesson Materials• Ecosystem Relationships Instructional PPT• Lesson 10 Transparencies

Adaptations/Extensions/Enhancement• Materials for Alternate Projections• Extension Lesson: Mixed Pine Ecosystem of Michigan

To be provided by the teacher• Computer with internet access


Lesson 11: Water Balance in the Great LakesReproducible Materials

per class• Climagraph of Detroit and Climagraph of Detroit, redesigned (transparency master)• Level of Lake Michigan (transparency master)

per student• How Climate Change Can Alter the Water Balance (student

activity)• Water Level in Lake Michigan (student activity)• Climate Change and the Great Lakes (student resource)• Effects of Climate Change on the Great Lakes (student

activity)


Lesson Materials• Water Balance and the Great Lakes Instructional PPT

Adaptations,Extensions• Making Climagraph 2 Solve Water Balance PPT

Lesson 12: What Can I Do?Reproducible Materials

per class• Six Reasons Why We Should Prepare for Climate Change in

Michigan transparency master• Michigan’s Greenhouse Gas Emissions by Sector

(transparency master)• Guiding Principle for Informed Climate Decisions (teacher

resource)• Template for DOT Tree Leaves (Teacher Resource)

per group• Climate Change Review (student activity)• Education Campaign Preparation (student activity)• Campaign Follow-Up (student activity)

per student• Adaptation or Mitigation (student activity)• Climate Change Check Sheet (student resource)


Lesson Materials• What Can I Do Instructional PPT

Adaptations,Extensions• EPA’s Emissions Calculator• Climate Literacy Principles

To be supplied by the teacher (optional activity)• Poster board• Materials to create education materials• Paper or access to computer spreadsheet• Access to computer

Lesson 13: Community Conversation


per class• *Student Participation Rubric (teacher resource)• Some Effects of Climate Change in Michigan (teacher

resource)

per student• Before-the-Conversation (student activity)• After-the-Conversation (student activity)• *Community Conversation Cards (student activity)• What’s the Impact? (student activity)


Lesson Materials• Dialogue Preparation: Dialogue, Debate, & Careful

Listening (student resource)• Community Conversation Cards• Revolving Conversation Guidelines (Teacher Resource)• Student Participation Rubric

Adaptations,Extensions• The Global Climate Game • Carsey Report Climate-Change-2011

Other Materials• Lesson 13 References


Lesson 14: Climate Change in the News


per class• Three Prong Approach to Climate Change Research

(transparency master)

per group• Climate Change Headlines (student activity)

per student• Making Sense of Climate Change (student resource)• News Analysis (student activity)• * Newspaper Research (student activity)


Lesson Materials• Three Prong Approach to Climate Change Research

(transparency master)• Newspaper Research (student activity)

Adaptations/Extensions/Enhancements• Natural Inquirer• Scientist Profiles• Meet the Researcher (student activity)


Mic

higa

n G

rade

Lev

el C

onte

nt E

xpec

tati

ons

ME

EC

S C

limat

e S

cien

ce

(Les

sons

1-7

)

X =

Add

ress

es/S

uppo

rts

1. What is Climate?

2. Earth’s Energy Balance3. The Greenhouse Effect4. The Carbon Cycle5. Climate Forcing and Uncertainty6. Evidence of Change

7. Climate Models

Science 6-7

S.IA.06.11

Ana

lyze

info

rmat

ion

from

dat

a ta

bles

and

gra

phs t

o an

swer

scie

ntifi

c qu

estio

ns.

X

E.ES.07.42

Des

crib

e th

e or

igin

s of p

ollu

tion

in th

e at

mos

pher

e, g

eosp

here

, and

hyd

rosp

here

(car

exh

aust

, ind

ustri

al

emis

sion

s, ac

id ra

in a

nd n

atur

al so

urce

s) a

nd h

ow p

ollu

tion

impa

cts h

abita

ts, c

limat

ic c

hang

e, th

reat

ens o

r end

ange

rs

spec

ies.

XX

XX

E.ES.07.71

Com

pare

and

con

trast

the

diffe

renc

e an

d re

latio

nshi

p be

twee

n w

eath

er a

nd c

limat

e.X

E.FE.07.11D

escr

ibe

the

atm

osph

ere

as a

mix

ture

of g

ases

.X

Science High School

E1.2C

Dev

elop

an

unde

rsta

ndin

g of

a sc

ient

ific

conc

ept b

y ac

cess

ing

info

rmat

ion

from

mul

tiple

sour

ces.

Eval

uate

the

scie

ntifi

c ac

cura

cy a

nd si

gnifi

canc

e of

the

info

rmat

ion.

XX

E2.2C

Des

crib

e na

tura

l pro

cess

es in

whi

ch h

eat t

rans

fer i

n th

e Ea

rth o

ccur

s by

cond

uctio

n, c

onve

ctio

n, a

nd ra

diat

ion.

XE2.2D

Iden

tify

the

mai

n so

urce

s of e

nerg

y to

the

clim

ate

syst

em.

XE2.3A

Exp

lain

how

car

bon

exis

ts in

diff

eren

t for

ms s

uch

as li

mes

tone

(roc

k), c

arbo

n di

oxid

e (g

as),

carb

onic

aci

d (w

ater

), an

d an

imal

s (lif

e) w

ithin

Ear

th sy

stem

s and

how

thos

e fo

rms c

an b

e be

nefic

ial o

r har

mfu

l to

hum

ans.

X

E2.3dE

xpla

in h

ow c

arbo

n m

oves

thro

ugh

the

Earth

syst

em (i

nclu

ding

the

geos

pher

e) a

nd h

ow it

may

ben

efit (

e.g.

, im

prov

e so

ils fo

r agr

icul

ture

) or h

arm

(e.g

., ac

t as a

pol

luta

nt) s

ocie

ty.

X

E4.p2BD

escr

ibe

the

diffe

renc

e be

twee

n w

eath

er a

nd c

limat

e. (p

rere

quis

ite)

XE5.4A

Exp

lain

the

natu

ral m

echa

nism

of t

he g

reen

hous

e ef

fect

, inc

ludi

ng c

ompa

rison

s of t

he m

ajor

gre

enho

use

gase

s.X

E5.4B

Des

crib

e na

tura

l mec

hani

sms t

hat c

ould

resu

lt in

sign

ifica

nt c

hang

es in

clim

ate.

XE5.4C

Ana

lyze

the

empi

rical

rela

tions

hip

betw

een

the

emis

sion

of c

arbo

n di

oxid

e, a

tmos

pher

ic c

arbo

n di

oxid

e le

vels

, and

th

e av

erag

e gl

obal

tem

pera

ture

ove

r the

pas

t 150

yea

rs.

XX

X

E5.4g

Com

pare

and

con

trast

the

heat

-trap

ping

mec

hani

sms o

f the

maj

or g

reen

hous

e ga

ses r

esul

ting

from

em

issi

ons

(car

bon

diox

ide,

met

hane

, nitr

ous o

xide

, fluo

roca

rbon

s) a

s wel

l as t

heir

abun

danc

e an

d he

at-tr

appi

ng c

apac

ity.

XX

E5.r4j P

redi

ct th

e gl

obal

tem

pera

ture

incr

ease

by

2100

, giv

en d

ata

on th

e an

nual

tren

ds o

f CO

2 co

ncen

tratio

n in

crea

se

(rec

omm

ende

d)X

X

L3.p4A

Rec

ogni

ze th

at, a

nd d

escr

ibe

how,

hum

an b

eing

s are

par

t of E

arth

’s e

cosy

stem

s. N

ote

that

hum

an a

ctiv

ities

can

de

liber

atel

y or

inad

verte

ntly

alte

r the

equ

ilibr

ium

in e

cosy

stem

s (pr

ereq

uisi

te)

X

B3.4d

Des

crib

e th

e gr

eenh

ouse

effe

ct a

nd li

st it

s pos

sibl

e ca

uses

XB3.4e

Lis

t the

pos

sibl

e ca

uses

and

con

sequ

ence

s of g

loba

l war

min

g.X

X

Social Studies

6–G3.1.1

Con

stru

ct a

nd a

naly

ze c

limat

e gr

aphs

for t

wo

loca

tions

at d

iffer

ent l

atitu

des a

nd e

leva

tions

in th

e re

gion

to

answ

er g

eogr

aphi

c qu

estio

ns a

nd m

ake

pred

ictio

ns b

ased

on

patte

rns.

(e.g

., co

mpa

re a

nd c

ontra

st B

ueno

s Aire

s and

La

Paz;

Mex

ico

City

and

Gua

tem

ala

City

; Edm

onto

n an

d To

ront

o).

X

6-G

5.1.1

Des

crib

e th

e en

viro

nmen

tal e

ffect

s of h

uman

act

ion

on th

e at

mos

pher

e, b

iosp

here

, lith

osph

ere

and

hydr

osph

ere.

X7-G

5.1.1

Des

crib

e th

e en

viro

nmen

tal e

ffect

s of h

uman

act

ion

on th

e at

mos

pher

e, b

iosp

here

, lith

osph

ere

and

hydr

osph

ere.

X

Climate Science


Clim

ate

Lite

racy

Pri

ncip

les

Alig

nmen

t M

EE

CS

Clim

ate

Sci

ence

(L

esso

ns 1

-7)

X =

Add

ress

es/S

uppo

rts

1. What is Climate?

2. Earth’s Energy Balance3. The Greenhouse Effect4. The Carbon Cycle5. Climate Forcing and Uncertainty

6. Evidence of Change

7. Climate Models

1. T

he su

n is

the

prim

ary

sour

ce o

f ene

rgy

for e

arth

’s c

limat

e sy

stem

.X

2. C

limat

e is

regu

late

d by

com

plex

inte

ract

ions

am

ong

com

pone

nts o

f the

ear

th sy

stem

. X

XX

3. L

ife o

n ea

rth d

epen

ds o

n, is

shap

ed b

y, a

nd a

ffect

s clim

ate.

XX

4. C

limat

e va

ries o

ver s

pace

and

tim

e th

roug

h bo

th n

atur

al a

nd m

an-m

ade

proc

esse

s. X

XX

XX

X

5.

Our

und

erst

andi

ng o

f the

clim

ate

syst

em is

impr

oved

thro

ugh

obse

rvat

ions

, the

oret

ical

stud

ies,

and

mod

elin

g.

XX

XX

6. H

uman

act

iviti

es a

re im

pact

ing

the

clim

ate

syst

em.

XX

XX

X

7. C

limat

e ch

ange

will

hav

e co

nseq

uenc

es fo

r the

ear

th sy

stem

and

hum

an li

ves.


Mic

higa

n G

rade

Lev

el C

onte

nt E

xpec

tati

ons

ME

EC

S C

limat

e Im

pact

s (L

esso

ns 8

-14)

X =

Add

ress

es/S

uppo

rts

8. Climate Change Indicators9. Plant and Animal Phenology10. Ecosystem Relationships11. Water Balance and the Great Lakes

12. What Can I Do?13. Community Conversation14. Climate Change in the News

6th - 7th Grade Science

S.IA.06.12

Eva

luat

e da

ta, c

laim

s, an

d pe

rson

al k

now

ledg

e th

roug

h co

llabo

rativ

e sc

ienc

e di

scou

rse.

XX

S.RS.06.11

Eval

uate

the

stre

ngth

s and

wea

knes

ses o

f cla

ims,

argu

men

ts, a

nd d

ata.

X

L.EC.06.23

Pre

dict

how

cha

nges

in o

ne p

opul

atio

n m

ight

affe

ct o

ther

pop

ulat

ions

bas

ed u

pon

thei

r rel

atio

nshi

ps in

the

food

web

. X

X

L.EC.06.32Id

entif

y th

e fa

ctor

s in

an e

cosy

stem

that

influ

ence

cha

nges

in p

opul

atio

n si

ze.

XX

S.RS.06.11

Eval

uate

the

stre

ngth

s and

wea

knes

ses o

f cla

ims,

argu

men

ts, a

nd d

ata.

X

E.ES.07.42

Des

crib

e th

e or

igin

s of p

ollu

tion

in th

e at

mos

pher

e, g

eosp

here

, and

hyd

rosp

here

(car

exh

aust

, ind

ustri

al

emis

sion

s, ac

id ra

in a

nd n

atur

al so

urce

s) a

nd h

ow p

ollu

tion

impa

cts h

abita

ts, c

limat

ic c

hang

e, th

reat

ens o

r end

ange

rs

spec

ies.

XX

High School Science

E1.2C

Dev

elop

an

unde

rsta

ndin

g of

a sc

ient

ific

conc

ept b

y ac

cess

ing

info

rmat

ion

from

mul

tiple

sour

ces.

Eval

uate

the

scie

ntifi

c ac

cura

cy a

nd si

gnifi

canc

e of

the

info

rmat

ion

X

E1.2E

Eva

luat

e th

e fu

ture

car

eer a

nd o

ccup

atio

nal p

rosp

ects

of s

cien

ce fi

elds

X

E1.2kA

naly

ze h

ow sc

ienc

e an

d so

ciet

y in

tera

ct fr

om a

his

toric

al, p

oliti

cal,

econ

omic

, or s

ocia

l per

spec

tive

X

E2.4A

Des

crib

e re

new

able

and

non

rene

wab

le so

urce

s of e

nerg

y fo

r hum

an c

onsu

mpt

ion

(ele

ctric

ity, f

uels

), co

mpa

re th

eir

effe

cts o

n th

e en

viro

nmen

t, an

d in

clud

e ov

eral

l cos

ts a

nd b

enefi

ts.

X

E5.4Clim

ateChange

E5.4D

Bas

ed o

n ev

iden

ce o

f obs

erva

ble

chan

ges i

n re

cent

his

tory

and

clim

ate

chan

ge m

odel

s, ex

plai

n th

e co

nseq

uenc

es o

f w

arm

er o

cean

s and

cha

ngin

g cl

imat

ic z

ones

.X

XX

XX

L3.p2BD

escr

ibe

com

mon

eco

logi

cal r

elat

ions

hips

bet

wee

n an

d am

ong

spec

ies a

nd th

eir e

nviro

nmen

ts (c

ompe

titio

n,

terr

itory

, car

ryin

g ca

paci

ty, n

atur

al b

alan

ce, p

opul

atio

n, d

epen

denc

e, su

rviv

al, a

nd o

ther

bio

tic a

nd a

biot

ic fa

ctor

s).

(pre

requ

isite

)X

X

L3.p2DE

xpla

in h

ow tw

o or

gani

sms c

an b

e m

utua

lly b

enefi

cial

and

how

that

can

lead

to in

terd

epen

denc

y. (p

rere

quis

ite)

X

B2.3C

Exp

lain

how

stab

ility

is c

halle

nged

by

chan

ging

phy

sica

l, ch

emic

al, a

nd e

nviro

nmen

tal c

ondi

tions

as w

ell a

s the

pr

esen

ce o

f dis

ease

age

nts.

XX

B3.4C

Exa

min

e th

e ne

gativ

e im

pact

of h

uman

act

iviti

es.

XX

X

B3.4e

Lis

t the

pos

sibl

e ca

uses

and

con

sequ

ence

s of g

loba

l war

min

g.X

XX

X

Climate Impacts


Clim

ate

Lite

racy

Pri

ncip

les

Alig

nmen

t M

EE

CS

Clim

ate

Impa

cts

(Les

sons

8-1

4)

X =

Add

ress

es/S

uppo

rts

8. Climate Change Indicators9. Plant and Animal Phenology10. Ecosystem Relationships11. Water Balance and the Great Lakes

12. What Can I Do?13. Community Conversation14. Climate Change in the News

1. T

he su

n is

the

prim

ary

sour

ce o

f ene

rgy

for e

arth

’s c

limat

e sy

stem

.

2. C

limat

e is

regu

late

d by

com

plex

inte

ract

ions

am

ong

com

pone

nts o

f the

ear

th sy

stem

.

3. L

ife o

n ea

rth d

epen

ds o

n, is

shap

ed b

y, a

nd a

ffect

s clim

ate.

XX

XX

X

4. C

limat

e va

ries o

ver s

pace

and

tim

e th

roug

h bo

th n

atur

al a

nd m

an-m

ade

proc

esse

s. X

XX

X

5.

Our

und

erst

andi

ng o

f the

clim

ate

syst

em is

impr

oved

thro

ugh

obse

rvat

ions

, the

oret

ical

stud

ies,

and

mod

elin

g.

XX

6. H

uman

act

iviti

es a

re im

pact

ing

the

clim

ate

syst

em.

XX

XX

XX

7. C

limat

e ch

ange

will

hav

e co

nseq

uenc

es fo

r the

ear

th sy

stem

and

hum

an li

ves.

XX

XX

XX

X

Middle School Social Studies6,7-G5.1.1

Des

crib

e th

e en

viro

nmen

tal e

ffect

s of h

uman

act

ion

on th

e at

mos

pher

e, b

iosp

here

, lith

osph

ere

and

hydr

osph

ere.

XX

X6–G5.2.1

Des

crib

e th

e ef

fect

s tha

t a c

hang

e in

the

phys

ical

env

ironm

ent c

ould

hav

e on

hum

an a

ctiv

ities

and

the

choi

ces

peop

le w

ould

hav

e to

mak

e in

adj

ustin

g to

the

chan

ge.

XX

X

6,7,8–P3.1.1

Cle

arly

stat

e an

issu

e as

a q

uest

ion

or p

ublic

pol

icy,

trac

e th

e or

igin

s of a

n is

sue,

ana

lyze

var

ious

pe

rspe

ctiv

es, a

nd g

ener

ate

and

eval

uate

alte

rnat

ive

reso

lutio

ns. D

eepl

y ex

amin

e po

licy

issu

es in

gro

up d

iscu

ssio

ns a

nd

deba

tes t

o m

ake

reas

oned

and

info

rmed

dec

isio

ns. W

rite

pers

uasi

ve/a

rgum

enta

tive

essa

ys e

xpre

ssin

g an

d ju

stify

ing

deci

sion

on

publ

ic p

olic

y, re

port

the

resu

lts, a

nd e

valu

ate

effe

ctiv

enes

s.•

Iden

tify

publ

ic p

olic

y is

sues

rela

ted

to g

loba

l top

ics a

nd is

sues

stud

ied.

• C

lear

ly st

ate

the

issu

e as

a q

uest

ion

of p

ublic

pol

icy

oral

ly o

r in

writ

ten

form

.•

Use

inqu

iry m

etho

ds to

acq

uire

con

tent

kno

wle

dge

and

appr

opria

te d

ata

abou

t the

issu

e. Id

entif

y th

e ca

uses

and

co

nseq

uenc

es a

nd a

naly

ze th

e im

pact

, bot

h po

sitiv

e an

d ne

gativ

e.•

Shar

e an

d di

scus

s find

ings

of r

esea

rch

and

issu

e an

alys

is in

gro

up d

iscu

ssio

ns a

nd d

ebat

es.

• C

ompo

se a

per

suas

ive

essa

y ju

stify

ing

the

posi

tion

with

a re

ason

ed a

rgum

ent.

Dev

elop

an

actio

n pl

an to

add

ress

or i

nfor

m o

ther

s abo

ut th

e is

sue

at th

e lo

cal t

o gl

obal

scal

es.

X

6,7,8–P4.2.1

Dem

onst

rate

kno

wle

dge

of h

ow, w

hen,

and

whe

re in

divi

dual

s wou

ld p

lan

and

cond

uct a

ctiv

ities

inte

nded

to

adv

ance

vie

ws i

n in

mat

ters

of p

ublic

pol

icy,

repo

rt th

e re

sults

, and

eva

luat

e ef

fect

iven

ess.

X

6,7,8–P4.2.3

Parti

cipa

te in

pro

ject

s to

help

or i

nfor

m o

ther

s. X

7-H1.2.3

Iden

tify

the

poin

t of v

iew

and

con

text

whe

n re

adin

g an

d di

scus

sing

prim

ary

and

seco

ndar

y so

urce

s.X

meecs climate change unit introduction€¦ · · 2016-02-262 climate change introduction...

Documents