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IMSA Fusion — Powered by Climate Change STEM Curriculum Module IMSA Fusion — Powered by Climate Change STEM Curriculum Module Table of Contents Unit Objectives, Standards, Overview ................................................................................1 Unit Summaries, Acknowledgments .................................................................................. 9 Materials ..................................................................................................................................15 Unit 1: It’s the L.A.W. ..............................................................................................................17 Unit 2: Where Next? ...............................................................................................................21 Unit 3: The Greenhouse Effect ........................................................................................... 25 Unit 4: Footprints .................................................................................................................. 29 Unit 5: Designer Bags? ..........................................................................................................31 Unit 6: Lost Land ................................................................................................................... 33 Unit 7: A Day at the Beach ...................................................................................................37 Unit 8: Coral Reefs .................................................................................................................41 Unit 9: Tracking the Storm .................................................................................................. 45 Unit 10: The Past, The Present, The Future ..................................................................... 49 Unit 11: Season Creep .......................................................................................................... 53 Unit 12: Raging Waters ..........................................................................................................57 Unit 13: Let’s Go Shopping .................................................................................................. 63 Unit 14: Storybook Solutions ..............................................................................................67 Unit 15: It’s Time You Know ................................................................................................ 69 Resources ................................................................................................................................73 Climate Change Curriculum Overview Notes Climate Change: The Future is Now engages participants in a variety of investigations to help establish basic understandings regarding climate science literacy. Exploration through both virtual and real-time experiments, the use of web based applications, modeling and engineering experiences will help participants identify the facts, issues, and actions they wish to take. Curriculum Objectives The students will learn: humans can take actions to reduce climate change and its impacts humans can adapt to climate change by reducing their vulnerability to its impacts the abundance of greenhouse gases in the atmosphere is controlled by biogeochemical cycles that continually move these components between their ocean, land, live and atmosphere reservoirs our understanding of the climate system is improved through observations, theoretical studies, and modeling emissions from widespread burning of fossil fuels since the start of the Industrial Revolution have increased the concentration of greenhouse gases in the atmosphere human activities have affected the lands, oceans, and atmosphere, and the changes have altered global climate patterns melting ice sheets and glaciers, combined with the thermal expansions of seawater as the oceans warm is causing sea level rise the chemistry of ocean water is changed by absorption of carbon dioxide from the atmosphere ecosystems on land and in the ocean have been and will continue to be disturbed by climate change Logistics Class age/size: All lessons are designed for twenty 4th-5th grade students. Materials: See insert for each individual activity within this curriculum. Time: This curriculum is designed for 32 content hours. See individual activities for suggested times. Location: All activities may be taught in a classroom. Water is needed for some activities. Illinois Mathematics and Science Academy® T1 Climate Change Notes Standards and Practices NOAA Climate Literacy Essential Principles NOAA 1: Humans can take actions to reduce climate change and its impacts NOAA 2: Humans can adapt to climate change by reducing their vulnerability to its impacts NOAA 3: The abundance of greenhouse gases in the atmosphere is controlled by biogeochemical cycles that continually move these components between their ocean, land, live and atmosphere reservoirs NOAA 4: Our understanding of the climate system is improved through observations, theoretical studies, and modeling NOAA 5: Emissions from widespread burning of fossil fuels since the start of the Industrial Revolution have increased the concentration of greenhouse gases in the atmosphere NOAA 6: Human activities have affected the lands, oceans, and atmosphere, and the changes have altered global climate patterns NOAA 7: Melting ice sheets and glaciers, combined with the thermal expansions of seawater as the oceans warm is causing sea level rise NOAA 8: The chemistry of ocean water is changed by absorption of carbon dioxide from the atmosphere NOAA 9: Ecosystems on land and in the ocean have been and will continue to be disturbed by climate change References to NOAA Climate Literacy The Essential Principles of Climate Science, http://cpo.noaa.gov/sites/cpo/Documents/pdf/ClimateLiteracyPoster-8_5x11_Final4-11.pdf NGSS Scientific and Engineering Practices 1. Asking questions and defining problems (SEP1) 2. Developing and using models (SEP2) 3. Planning and carrying out investigations (SEP3 4. Analyzing and interpreting data (SEP4) 5. Using mathematics and computational thinking (SEP5) 6. Constructing explanations and designing solutions (SEP6) 7. Engaging in argument from evidence (SEP7) 8. Obtaining, evaluating, and communicating information (SEP8) Next Generation Science Standards 4-ESS2-1: Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. 4-ESS2-2: Analyze and interpret data from maps to describe patterns of Earth’s features. 4-ESS3-1: Obtain and combine information to describe that energy and fuels are derived from natural resources and that their uses affect the environment. 4-ESS3-2: Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. 4-LS1-1: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. 5-ESS2-1: Develop a model using an example to describe ways in which the geosphere biosphere, hydrosphere, and/or atmosphere interact. Illinois Mathematics and Science Academy® T2 Climate Change 5-ESS3-1: Obtain and combine information about ways individual communities use Notes science ideas to protect the Earth’s resources and environment. 5-LS1-1: Support an argument that plants get the materials they need for growth chiefly from air and water. 5-LS2-1: Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. 5-PSI-2: Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved. 3-5-ETS1-1: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. 3-5-ETS1-2: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. 3-5ETS1-3: Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. MS-ESS3-1: Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes. MS-ESS3-2: Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. MS-ESS3-3: apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. MS-ESS3-4: construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems. MS-ESS3-5: Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. MS-LS1-1: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. MS-LS1-2: Develop and use a model to describe the function of a cell as a whole and ways the parts of cells contribute to the function. MS-LS1-3: Use argument supported by evidence for how the body is a system of interacting sub-systems composed of groups of cells. MS-LS1-5: Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth
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