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presents:
The science & data
Grades: 6-9
Duration: 120 minutes
Standards: NGSS - MS-ESS3-5
This Prezi presentation follows the lesson plans listed below. Use them to guide your class. Feel free to copy and adapt this presentation to suit your needs! The lesson:
Interactions within Earth’s Atmospheres by National Geographic
Click below for the teacher’s guide.
https://www.nationalgeographic.org/activity/interactions-earths-atmosphere/
Graphing Global Temperature Trends
by NASA Jet Propulsion Laboratory
Click below for the teacher’s guide.
https://www.jpl.nasa.gov/edu/teach/activity/graphing-global-temperature-trends/
Click here!
https://prezi.com/v/n6uv3evsgmfn/navigating-atmospheric-climate-change/
Greenhouse gases cause a warming in the Earth’s atmosphere.
Discuss: What are greenhouses gases and how do they warm the atmosphere?
For further information beyond what you already now, read this short article to learn more about greenhouse gases and prep for our deeper study ahead.
Try paired reading where two students take turns reading 1-2 paragraphs to each other. While one reads, the other listens and formulates a question about the text. The listener poses the question. The reader quickly answers it, and then they swap roles.
Click here for the reading:
https://www.nationalgeographic.org/news/greenhouse-effect/12th-grade/
There are lots of ways that greenhouse gases contribute to global warming. Science is a process of learning how the world works. Scientists do not know the “right” answers when they start their research.
And there is still uncertainty in climate forecasting. We are all trying to understand this thing we call “climate change.” Data and data trends are super important to understanding the climate change phenomena.
We all know that there is a difference between weather and climate.
But to refresh our memories:
Weather is the day-to-day conditions we see outside, e.g., sunny, rainy or snowy; hot, warm or cold; dry or humid.
Climate is the long term conditions of a particular region, e.g., the desert of the southwest US or the tropics of the Amazon
What do you notice?
What do the lines mean?
What does the shading mean?
How do they know where to draw?
How do they know how to project changes over time?
For the most recent computational model see:
https://www.nws.noaa.gov/outlook_tab.php
Past climate models are used to build climate models.
Data collected over time is extremely useful!
Scientists test their climate models by using them to forecast past climates.
When scientists can accurately forecast past climates, they can be more confident about using their models to predict future climates.
What do you notice?
Why is there less variation
(spread) between the models from past dates and more variation with dates in the future?
http://resources.has.concord.org/resources/climate/Screen-shot-2012-10-05-at-3.25.12-PM.png
In this example from weather tracking, the cone shows the scientific uncertainty of a storm’s track. Similarly, climate models show the scientific uncertainty of how much Earth's temperature will change in the future. We know the general direction, just not precisely. The white line illustrates the uncertainty and the possible area that will affected by the hurricane.
https://www.nhc.noaa.gov/aboutcone.shtml
When there’s a lot of DATA!
You will be asked about the certainty of your predictions later.
So remember: more data
means sharper predictions!
The climate on Earth is complex because many different systems are at work influencing it.
When there are a lot of rabbits, what will happen to the fox population?
What happens to the fox population when they have eaten most of the rabbits?
What happens to the amount of grass when the fox population is high?
If there is a drought and the grass doesn’t grow well, what will happen to the populations of rabbits and foxes?
What will happen to the populations of foxes, rabbits, and grass after dogs are introduced?
Take two minutes and write your thinking on an index card.
Share your thinking
with a partner.
Share your collective
thinking with the class.
In this activity:
Break into small groups or go it alone and work through the series of simulations.
Discuss and respond as a group to the questions as you go.
Click here to go to the simulations:
https://authoring.concord.org/sequences/388/activities/7666/0e67381a-5b63-4abf-bb6e-5797023b3449
From The Concord Consortium (http://concord.org)
Why interact with models and simulations like this? What do they help us understand?
Compare and contrast the two models.
How are they similar and different? Similarities?
http://lab.concord.org/embeddable.html#interactives/global-climate/global-climate-2.json
http://lab.concord.org/embeddable.html#interactives/sam/light-matter/HAS_sunlight_on_ground.json
From The Concord Consortium (http://concord.org)
What are the limitations of the models in this activity?
Using the models, what is the relationship between atmospheric carbon dioxide and temperature?
What two things can happen to solar radiation as it enters Earth's atmosphere?
Which type of solar radiation is absorbed by greenhouse gases?
You will be analyzing average temperatures measured on Earth for the past 136 years, but each group will only be looking at a portion of that data.
What you need:
Click here for the Data Set:
Google Sheets
(for better sharing) or Excel
https://www.jpl.nasa.gov/edu/pdfs/global_monthly_temp_anomalies_1880-2016.txt
More up-to-date data can be found here:
https://www.ncdc.noaa.gov/cag/global/time-series/globe/land_ocean/1/12/1880-2016
Before we begin:
What are some questions we want to ask of the data?
What are trying to prove of disprove?
What are we curious about?
Teacher’s note: The activity comes from NASA Jet Propulsion Laboratory and California Institute of Technology. See here for the accompanying lesson plan.
https://www.jpl.nasa.gov/edu/teach/activity/graphing-global-temperature-trends/
Get assigned a data range
for your group.
Find your subset of the data.
How do we read the data?
Open Google Sheets or Excel.
Add a column called 'Actual Temp'.
Create a formula to find the actual temperature.
(= 13.9+Value Cell)
Here’s how:
Google Sheets
Highlight all of the data in both columns that you want to graph.
1
2
Click the Insert menu and select Chart.
In the Chart Editor window, click the Chart types tab. If not already selected, click Use row 4 as headers and Use column A as labels.
3
Then select Line chart and click the Insert button.
4
Microsoft Excel
Click to select a blank cell.
1
From the Insert menu, click Chart and select Line.
(Alternatively, select Line chart from within the Insert ribbon).
2
In the blank chart area that appears, right click and select Choose Data.
3
Click in the Chart data range box and select all of the temperature data in Column C, from Cell C5 to Cell C1648.
4
5
Click in the Horizontal (Category) axis labels box and select all of the year data in Column A, from Cell A5 to Cell A1648, and click OK.
Note: Selecting data and creating a line chart by default will not display the data correctly. If students want to select data and make a chart, they should select the data and choose scatter plot. Data will be displayed correctly and can then be turned into a line chart.
Here’s how in Google Sheets and Excel.
What we created is called the Keeling Curve!
What do you notice? How do you make sense of it?
What do we predict will happen over time given this data?
What do you notice about the trends of others?
Is the overall trend of the data showing global temperature rising, falling, or staying the same?
What accounts for
the zigzag line?
Environmental changes and seasonal fluctuation of CO2.
With the sound off, let’s make some observations without narration.
What do you notice?
Now watch the video with the narration.
This video of greenhouse gasses demonstrates the zigzag nature of your graphing.
On an index card, answer:
Describe the Keeling Curve. What is it? What does it illustrate?
What are the implications of what the Keeling Curve demonstrates?
Lastly, with this new information, what can you do to curb CO2 emissions?
Throughout this lesson, you've been learning about atmospheric climate change. But we have not looked closely at its effects on the world or solutions that could potentially rectify the situation.
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ASSIGNMENT
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