1 Salt Marsh-Climate Change Teaching Module Impacts of Climate Change on Long Island Sound Salt Marshes Developed by: 1Candice Cambrial, 2Beth Lawrence, 3Kimberly Williams [email protected]; 2 University of Connecticut, Dept. of Natural Resources and Center for Environmental Science and Engineering: [email protected]; 3 Smithtown High School: [email protected] Focus The natural and anthropogenic impacts of climate change on salt marshes. Focus Question How are scientists in our region studying the various impacts of climate change on salt marsh habitat? Audience 9th/10th grade Biology or General Science students Salt marshes are critical habitats at the as well as upper level science elective courses such interface of land and sea that fringe the as Environmental Science or Marine Science, as Long Island Sound. Photo: B. Lawrence appropriate. Learning Objectives Students will obtain an overview of a variety of different techniques for climate change research. Students will describe carbon- and nitrogen-based services associated with dominant coastal marsh plant species. Students will identify that shifts in dominant marsh species will alter ecosystem service provision of Long Island Sound coastal wetlands. Students will gain an understanding of the complex interactions among climate change, sea level rise, coastal wetlands, and ecosystem services among diverse audiences in the Long Island Sound region. Materials Computer or individual ‘smart’ device EdPuzzle account Case Study handout & PowerPoint Drowned sparrow nest & viable sparrow nest printed (recommend images printed on opposite sides and laminated if possible) LCD/Projector with audio 2 Salt Marsh-Climate Change Teaching Module Interactive PowerPoint guided notes worksheet Mystery Scientist guided notes worksheet CER student worksheet Audio/Visual Equipment Computers/Internet access LCD for PowerPoint presentation (audio required) Teaching Time Five teaching periods/days estimating a 45 min class duration. Teachers with block scheduling will be able to complete the unit in three class meetings. Seating Arrangement Students will work in small groups of 4 - 5, in pairs and individually over the course of the unit. Key Words Anthropogenic Biodiversity Biogeochemistry Carbon and Carbon Sequestration Ecosystem Services Greenhouse Effect Greenhouse Gas Invasive Species Nitrogen and Denitrification Photon Vegetation Salt Marshes Wetlands Background Information/Teacher Preparation Teachers should be familiar with the basics of climate change and what causes it. The climate change video used in the EdPuzzle is a good primer for teachers as well as students. Additional background for the “Polar Bear of the Salt Marsh” is included with the case study. Explanation and examples are provided for the Claim, Evidence and Reasoning technique with the unit materials. 3 Salt Marsh-Climate Change Teaching Module Learning Procedure Summary: Day 1 should be used to pre-teach or refresh students about the basics of climate change they will need to understand to meet the learning objectives of this module by completing The Greenhouse Effect PHET. Day 2 should be used to conduct the Polar Bear of the Salt Marsh case study parts 1, 2 and 3. Day 3 should be used to generate student interest and discussion (phenomenon) with the drowned sparrow warm up activity followed by the lead researcher’s interactive Powerpoint. Day 4 should be used to conduct the Mystery Scientist Activity. Day 5 should be used to complete the unit assessment CER based on the Mystery Scientist Activity. Procedure: Note- all handouts associated with module materials are provided after page 7, but can also be downloaded via provided links. Teacher materials (including teaching notes and answer keys) can be accessed via the links in the table below. Time line Content Covered Materials (*45 min periods) Pre-work Basic review of climate change. EdPuzzle - Review video of climate change: free for students and teachers. https://youtu.be/XFmovUAWQ640 423 867UQ EdPuzzle: https://edpuzzle.com/media/5d5d7378ef14 5440951f9ea4 Day 1 Essential information to pre-teach, or Interactive Simulations: refresh students about the basics of climate https://phet.colorado.edu/en/simulation/gre change they will need to understand to enhouse meet the learning objectives of this module. Climate Change: what is it & causes of. Potential activity/discussions: -The Greenhouse Effect PHET (for classrooms with computer access) - See PHET site for additional optional support materials (ie- worksheets & diagrams) -Review results of EdPuzzle questions with students 4 Salt Marsh-Climate Change Teaching Module Day 2 Case Study Parts 1 -> 3 : “The Polar Bear Case Study Link: of the Salt Marsh?” from National Center for http://sciencecases.lib.buffalo.edu/ Case Study Teaching in Science collection/detail.html?case_id=101 1&id=1011 Teaching notes and answer key posted here: saltmarsh_sparrow_teachi ngnotes.pdf saltmarsh_sparrow_answe r key.pdf Day 3 Drowned Sparrow Do-Now/Opener/Warm- Suggested phenomena: image of Up: baby sparrows in nest and nest Pass out photos of non-drowned (viable) drowning. sparrow nest and drowned (non-viable) Regular Nest: sparrow nest on opposite sides of a https://images.app.goo.gl/ laminated sheet to each lab group for giN5s4zVkwyzTBfD6 discussion. Drowned Nest:https://www.audubon Interactive Powerpoint by researcher (~25 .org/news/the-saltmarsh- min) with directed notes: Overview of sparrow-creeping- saltmarshes and scientist’s research dangerously-close- extinction Optional extension: NY Times Article Interactive Powerpoint: https://kaltura.uconn.edu/media/H BL-Rec01_bal15101_20190815- 151824/1_0e1n3m2j Interactive directed notes:https://drive.google.com/file/ d/1ffQhjOXXoOyqQracOUKV15Pw zK6ozA8Q/view?usp=sharing Answer key: https://docs.google.com/document/ d/1g61ZwtfJshZxRBDWfGprTiOOI 4ZOmpPHELsmxErypCA/edit?usp =sharing Extension Article: https://www.nytimes.com/2018/09/17/scien ce/saltmarsh-sparrow-extinction.html Day 4 Mystery Scientist Activity Mystery Scientist Guided Objectives: “Meet the Scientists” Notes: https://docs.google.com/do Watch assigned videos in groups of cument/d/1_pu9TZpXp- 4-6 (note: there are 5 total Mystery H0bOys4MMgkoZGbnSU6fy0UXj Scientist videos, labeled A-E) URNFO9AU/edit?usp=sharing Suggested ideas for sharing What do Mystery Scientists Do? results: Videos:https://www.youtube.com/c Jigsaw results with hannel/UCeh-g0Hcgu-_z9C- students-each group MSq_yeQ/videos sharing out to class Have students fill in results on a large scale table Matching activity/game- match laminated photos with appropriate scientist 5 Salt Marsh-Climate Change Teaching Module Closure/HW: ‘Ask the Scientist’ Now that you have learned about what your Mystery Scientist does, if you could talk to them right now, what would you ask or suggest to them about their research? What about their experiments made you wonder or wish you knew more? What more do you want to know about their research? Day 5 Do Now/ Warm Up: Brain storm student Mystery Scientist Identifier videos: question/responses for ‘Ask the https://www.youtube.com/channel/ Scientist’. Optional: teacher email a UCqsxQpiOWsXiiJ8anoE6tUw?vie curated selection to the scientist(s). w_as=subscriber CER outline (student copy): Video Reveal of Mystery Scientist. https://drive.google.com/file/d/1Ktk (Suggested whole class activity) D5J4K5ed1Gb6rLYVnuG9uAEbqc 99B/view?usp=sharing CER - start in class, finish as HW CER outline with sentence assignment. Assessed for grading. starters: https://drive.google.com/file/d/1sFo Introduce focus question. “Is the scientist 8wNjXBoUUCmGxcIbMvSlUdcuCr helping us learn more about climate _Hj/view?usp=sharing change?” Pick a scientist from the Crafting your Reasoning: collection. https://drive.google.com/file/d/1Ye 2DcM_mlTpJshuro21yiA4fPpXUoz CER - Students will make a claim using bZ/view?usp=sharing evidence provided to address the Sample CER: question. Evidence taken directly from https://drive.google.com/file/d/1exk mystery scientist guided notes. (Crafting apvzwWhpJt9pqAkEQdwq4aL854 your Reasoning document should be G4-/view?usp=sharing downloaded for best viewing. *google doc Grading Rubric: instructions) https://drive.google.com/file/d/1yJe KR3- Options: gWYgGYYPb3SCuOWQf2QpOno Group or individual assessment bR/view?usp=sharing activity. In class or homework assignment. IEP students - provide resources with highlighted preselected evidence/data for them to choose from. Three sample CERs have been provided for classrooms unfamiliar with the Claim Evidence Reasoning technique. 6 Salt Marsh-Climate Change Teaching Module The “Me” Connection Explain how human development of coastal land has impacted the salt marsh habitat. Describe how anthropogenic actions have caused sea level rise. Connection to Other Subjects History/Geography, Economics Evaluation EdPuzzle answers, Case Study answers, Interactive PowerPoint worksheet, Mystery Scientist guided notes and CER worksheet. Extensions Day 3: Read and discuss ‘Saltmarsh Sparrows Fight to Keep Their Heads Above Water’ article published by the NY Times. Day 4: Utilize the student generated responses to the ‘Ask the Scientist’ activity to email a select number of questions to the researchers who participated in the Mystery Scientist activity videos. Day 5: Complete the Polar Bear of the Salt Marsh case study (Part 4 & 5) Resources/Helpful Links: Review video of climate change: https://youtu.be/XFmovUAWQ640 423 867UQ Ocean Literacy Link: