Global Climate Change Chapter Problems Understanding ...content.njctl.org/courses/science/7th-grade... · 1. Using the attached graphs, see if you and your group members can find

www.njctl.org 7th grade PSI Global Climate Change

Global Climate Change Chapter Problems

Understanding Climate Graphs

Classwork 1

Use the graph from the National Oceanic and Atmospheric Administration (NOAA) to

answer the following questions. Graph data is over the time period 1961-1990.

1. What location is this graph for?

2. Define the x-axis.

3. Define the y-axis.

4. Explain what a daily maximum temperature is.

5. What do the blue and red colors represent?

daily

extreme

lows

average

daily extreme

highs


6. What does the black line represent?

7. Describe the trend in the wavy lines.

8. Describe the trend in the black line.

9. Which line(s) represents weather? How about climate?

10. Are the line(s) that represent weather related to the line(s) that represent climate?

If so, how?


Weather and Climate in Your City Homework 1

Answer all questions. Use the graphs from NOAA that your teacher has provided you to

answer questions #2-5.

1. Use the internet, newspaper or television to obtain today’s date, maximum

temperature, minimum temperature and amount of precipitation. Be sure to

include units such as degrees Fahrenheit, inches, etc.). Also write down the source

of your data.

Date:_________________________________

Maximum temperature: ____________

Minimum temperature: ____________

Precipitation: ___________

Data obtained

from:____________________________________________________________

2. Locate today’s date on the climate graphs provided. How do your observations

compare with the climate data?

Today’s maximum temperature versus climate data:

Today’s minimum temperature versus climate data:

Today’s precipitation versus climate data:


3. Do you feel that today’s weather is a reflection of the climate system in your

area? Explain.

4. Do any of today’s weather observations exceed the extreme values (wavy lines)

on your climate graphs? If so, which observation?

5. If a daily weather observation is significantly higher or lower than the climate

average, does this indicate that the climate is changing in your area?


Weather or Climate?

Classwork 2

Warmup: Describe the difference between weather and climate:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Directions: Read each statement and decide whether or not it represents weather, climate

or both. Write ‘W’ for weather, ‘C’ for climate and ‘B’ for both.

1. Hawaii is a wet state.

2. Today is really windy.

3. Every February, it snows.

4. It is supposed to be clear and sunny tomorrow

5. The lowest recorded temperature of all time was -129 degrees Fahrenheit in

Antarctica.

6. Most of Arabia is dry and warm.

7. The hottest year on record was 1979.

8. Last year on this day, it rained.

9. Hawaii is much warmer than Alaska.

10. Today is much warmer than usual.

The Greenhouse Effect


Homework 2

Part I: Fill in the blanks in the story that explains how the greenhouse effect on Earth

works.

The greenhouse effect on Earth starts with input from the

_______________________ in the form of solar radiation. Solar radiation consists of

____________________ waves and _______________________ waves and is often

referred to as shortwave radiation. When the energy from these waves reach Earth’s

atmosphere, it is either _________________________ or

____________________________. The amount of reflectivity from Earth’s surface or

___________________ depends on the surface itself because some surfaces like ice

reflect more solar radiation. Lighter colored surfaces will have a __________________

reflectivity than darker colored surfaces.

The solar radiation that is absorbed by the land and the atmosphere is converted

into ____________________ radiation, which is then emitted outwards. Some of this

emitted radiation from Earth leaves the atmosphere and goes directly to

__________________ while some is absorbed by clouds. Most of it, however is

absorbed and re-emitted by greenhouse gases such as ___________________ or

_____________________ This re-emission of longwave radiation by greenhouse gases is

what helps to keep our planet ______________________________.

Part II When you’re finished, draw a model on the back representing the greenhouse

effect. Be sure to include what happens to both the shortwave radiation from the sun and

the longwave radiation emitted from the Earth. Add details and labels and even color if

you want!

Global Climate Change Concept Map


Activity Name ____________________________________

Directions: Create a concept map that shows how the following terms are connected. A

concept map starts with one word or concept that links to other related words or concepts.

The link includes a phrase that relates the two concepts or terms. You will use ovals

around each concept/term and link them together with arrows.

Include the following terms on your concept map. An example of the first two terms in

the first set of terms is given. As you concept map gets larger, feel free to tape or paste

pages together.

Chunk 1

Climate

Weather

Atmosphere

Solar Radiation

Albedo

Greenhouse Effect

Longwave Radiation

Shortwave Radiation

Temperature

Chunk 2

Anthropogenic Climate Change

Fossil Fuels

Greenhouse Gases

Solar Radiation

Temperature

Carbon Dioxide

Methane

Nitrous Oxide

Transportation

Agriculture

Chunk 3

Natural Climate Change

Solar Variations

Sunspots

Milankovitch Cycle

Tilt

Precession

Orbit

Volcanoes

Temperature

Chunk 4

Rising Temperatures

Sea Level

Oceans

Ice caps

Glaciers

Tropical storms

Precipitation

Drought

Heat waves

Wild fires

Habitats

Human health


Climate Weather

Is the long term average of

Is Global Climate Change Occurring?


Classwork 3

Warmup: Explain why observing a single abnormally hot or cold day does NOT signifiy

climate change. What else is needed in order to claim that the climate is changing?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Directions: Examine each of the graphs on the board and use them to answer the

following questions.

1. In your own words, describe what the first graph is showing about the global

temperatures. What trend is the data showing?

2. How does graph 2 compare to graph 1?


3. Is the trend in graph 1 evident in graph 2?

4. By looking at these two graphs, would you conclude that climate is changing?

Why or why not?

5. What is the general trend in graph 3 and what does this mean about carbon

dioxide in the atmosphere?

6. How does graph 4 compare to graph 3? Is there any connection between the two

graphs.

7. Based on what you have seen in these graphs, do you think there is a connection

between global climate change and greenhouse gases? Explain this connection.


Anthropogenic Sources of Greenhouse Gases

Classwork 4

An enhanced greenhouse effect on Earth can occur when greenhouse gases increase. In

this activity you will learn more about each of the greenhouse gases that humans put into

the atmosphere resulting in anthropogenic climate change.

Directions: Read the information on the following webpage in order to complete this

sheet. Be sure to click on the pie chart to read about each type of greenhouse gas.

http://www.epa.gov/climatestudents/basics/today/greenhouse-gases.html

Greenhouse Gas Examples of Sources Atmospheric

Life Span

% contribution

to global

climate change

Carbon Dioxide

Methane

Other gases

Nitrous Oxide

Fluorinated Gases

http://www.epa.gov/climatestudents/basics/today/greenhouse-gases.html


1. Which greenhouse gas is responsible for most of the global warming the planet

experiences? The least?

2. Is water vapor a greenhouse gas?

3. Explain the role of water vapor in a global warming positive feedback loop

scenario.

4. Rank the top four activities in the US that releases greenhouse gases into the

atmosphere with the activity that releases the most listed first.

5. Explain why climate change requires global action.

6. By about how much (in million metric tons) has the concentration of carbon

dioxide changed from 1990 to 2005?


Do you contribute to global climate change?

Homework 4

Review: Write down the four major greenhouse gases that contribute most to global

climate change from largest contributor to smallest contributor (omit “other gases like

CFCs” for this assignment). Beside each greenhouse gas, list a few examples of the man

made sources of the gas.

1.

2.

3.

4.

Think about your day today--from the moment you got up to the moment you sat down to

work on this assignment. In the left hand column write down things that you did during

the day even if you think it is insignificant (for example: got dressed for school, watched

an hour of tv after school). Come up with at least 10 different things.

Next, in the right hand column write down which greenhouse gas each of your entries

most likely contributed to and why. Try to come up with more than one greenhouse gas

for each entry and be sure to provide a justification for each gas listed. An example is

given.


Today I… Which most likely contributed to…

Ex. Ate breakfast

Carbon dioxide- It took electricity to warm

up my toast. It took gas for the trucks to

transport my food from the farm to the store.

Nitrous Oxide- Fertilizer was probably used

to grow the strawberries I ate.

Flourinated gases- the refrigerator kept my

orange juice cold.



Manmade or Natural Climate Change: Which is more important?

Classwork 5

Directions:

1. Using the attached graphs, see if you and your group members can find meaningful

relationships between global temperature and

Man made sources of climate change

Natural sources of climate change (solar variations, aerosols from volcanoes)

Keep in mind that each graph shows something different. The time period for each graph

may also be different.

2. After analyzing all the graphs, make a decision as to whether or not your group thinks

the major cause of Earth’s global climate change (temperature change) is primarily

man made, natural or both. If your group decides that both play a role, do you think

both influence climate change by the same amount? Your group must have logical

justifications for how you came to your decision that are based on the data presented

here.

3. Finally, discuss additional data that you might want to collect that may help

strengthen your decision or perhaps change it.


Image from earthobservatory.nasa.gov

This graph shows the amount of aerosols in the atmosphere due to volcanic eruptions in blue and the global temperature anomalies in

red from about 1850 to 2000.


Image from epa.gov

This graphs shows the concentration of carbon dioxide in the atmosphere from 1900 to 2000.


image from windows2universe.org

This graph shows the concentration of carbon dioxide in the atmosphere from about

1750-2000. Measurements before 1950 were made using ice core techniques.


This graph shows three different variables between about 1855 to about 2010.

The red lines show the global temperature. The spiky line represents true observations

while the darker smooth line is an average and shows the trend.

The blue line represents the concentration of carbon dioxide in the atmosphere.

The yellow lines represent the number of sunspots. The spiky line represents true

observations while the darker smooth line is an average and shows the trend.



This graph shows the emissions of different fossil fuels from about 18800 to 2000.



This graph shows the global temperature from about 1850 to 2005. The black line

represents the yearly average and the smooth red line shows the trend.


This graph shows the global temperature in blue. The spiky line represents raw or true

data while the darker line is an average and shows a trend.

The amount of solar radiation is shown in red. The spiky line represents true observations

while the darker smooth line is an average and shows the trend.


Climate Change: Cause and Effect

Classwork 6

Part I: As the class goes over the accompanying slides, fill in your own notes in the left

hand column for each indicator of climate change. Jot down the reason(s) for why it

happens, what it is or any other facts that are new to you. You will work on the right

hand column later in groups.

Part II: As a group, use the internet to research the effect that your climate change

indicator may have on humans, animals, ecosystems, etc. Here are a few websites to get

you started:

http://www.epa.gov/climatechange/impacts-adaptation/

http://www.epa.gov/climatestudents/impacts/signs/index.html Show your teacher your final table. Part III: Using the information you found in your groups, create a short skit that

demonstrates how the global climate change might affect you, your friends and your

family. You will present your skit to the class.

Cause Effect

Higher temperatures:

Warmer Oceans:

Melting Sea Ice:

http://www.epa.gov/climatechange/impacts-adaptation/

http://www.epa.gov/climatestudents/impacts/signs/index.html


Melting Glaciers:

Rising Sea Level:

Increased tropical storms/hurricanes:

Changes in Precipitation Patterns:


Drought:

Heat Waves:

Wild Fires:


Adaptation Strategies Classwork 7

Directions: On a large piece of butcher paper, draw the following table. The table should

take up the entire sheet. Each box represents a “sector” in the government that climate

change impacts. You will place adaptation strategies in each category. Write down any

limitations to the strategies listed. For example, a possible limitation to having people

evacuate coastal areas prone to flooding is that not everyone can afford to move.

Ecosystems

Agriculture

Human Health

Water Supply

Coastal Lands

Energy


Read the following list of adaptation strategies and decide which sector it best belongs in.

Write the adaptation strategy in the sector you choose.

Monitor protected natural preserves

Assess vulnerability of coastal infrastructure

Fix water leaks in buildings

Plant different crops that can withstand impacts of climate change

Update insulation in older buildings

Increase water intake

Research heat and drought resistant crops

Plant trees in cities to moderate temperature and air quality

Modify zoning processes to prevent development in areas vulnerable to sea level

rise

Strengthen efficiency in building codes

Change the time of year when crops are planted

Implement water conservation programs

Provide information about prevention and control of diseases

Breed new plant species

Develop natural reserves for a range of habitat types

Improve early warning systems of extreme weather

Migrate animal and tree species to more suitable climates

Adjust clothing to handle temperature

Build dikes and other structures to protect from flooding

Increase water use efficiency for irrigation

Invest in storm and waste water recovery

Promoting and improving methods of putting out fires

Protect water from contamination

Improve groundwater basin management

Improve disaster response to flooding

Implement a carbon tax or fee on companies that burn excessive fossil fuels


Answer Keys

Understanding Climate Graphs

Answer Key/Teacher Guide

Students may have some confusion about what the graph is showing due to the title of the

graph. It is good to walk around and clear up misconceptions as they go or discuss as a

class after everyone has had a chance to brainstorm and come up with their own answers.

Go over what daily maximum temperature is if needed by reminding them about

diurnal temperature variations. You could even pull up the slide #7 to show the example

of high and low temperature forecasts (in the ‘day to day’ image). Tell them that daily

max temperatures usually occur around the late afternoon after the sun has reached its

highest peak. While, daily min temperatures usually occur early in the morning before

they even wake up.

Clarify the meaning of daily extremes. Emphasize that this graph looked at daily

maximum temperatures over a 30-year period. So for example, to get the extreme lowest

daily maximum temperature for June 30 (blue line), scientists compared the maximum

temperature on June 30 for 1961, 1962, 1963 and so on until 1990 to find the lowest

value. So extreme low values represented by the blue line could come from any year in

the time period. Same goes for the red line, except in this case scientists looked for the

highest value for each day in the 30 year time period.

Emphasize climate averages versus weather event. The wavy lines have more spikes

and dips because it is looking at a single daily event in the 30-year time period. A single

daily event represents weather. The thick lines are smoother because it is looking at

averages over the 30 year time period and this means it represents climate. Students

should note that though the wavy lines represent weather, it is clear that the weather is an

expression of the climate since they follow the same overall trend. The climate system

determines the weather. As an example zoom in on the current date and discuss the

differences between the red, blue and black line for the day. This will help with the

homework assigned.

Answer Key

1. Chicago O’Hare, IL

2. Days/Month

3. The daily maximum temperature in degrees Fahrenheit

4. A daily maximum temperature is the hottest temperature that a location reaches in

a 24 hour period.

5. Blue- this represents the lowest daily maximum temperature ever recorded for

each day during the 30 year time period.

Red- this represents the highest daily maximum temperature ever recorded for

each day during the 30 year time period.


6. Black- this represents the average daily maximum temperature over the 30 year

time period.

7. Although there are day to day variations represented by varying spikes, the

overall trend is low daily max temperatures starting in January that gradually

increase through mid-July and August where they start to decrease again to the

temperatures from January.

8. The black line shows the same trend as the wave lines except it does not have

day-to-day variations. The spikes are smoothed out.

9. Wavy lines look at weather. Smooth black line looks at climate.

10. They seem to be related because they show the same trend, only one is smoothed

(or averaged out).


Weather and Climate in Your City


Go to http://www.esrl.noaa.gov/psd/data/usclimate/states.scroll.html and get the

climatology for your city. If your city is not listed, pick the closest. Print out the climate

graphs and give a copy to your students. An example is below.

Answer Key

1. Varies by location

2. Answers will vary. More than likely, the student’s values will be close to the

climate data values.

3. Since the observations will probably be close in value to the climate averages, the

weather event seems to be a reflection of the long-term averages. Students may

point out that it is difficult to accurately compare trends without several month’s

of daily observations to look at.

4. Varies

5. No, a single weather event is too short a time period to make the claim that

climate is changing. Climate is observed over at least a 20 year time period.

http://www.esrl.noaa.gov/psd/data/usclimate/states.scroll.html


Weather or Climate? Answer Key

Warmup: Weather is what happens in a specific location at a certain time. Climate

is the long term average of weather.

1. C

2. W

3. C

4. W

5. W

6. C

7. W

8. W

9. C

10. B


The Greenhouse Effect

Answer Key

Part I

The greenhouse effect on Earth starts with input from the

____sun___________________ in the form of solar radiation. Solar radiation consists of

______UV______________ waves and _______visible________________ waves and is

often referred to as shortwave radiation. When the energy from these waves reach

Earth’s atmosphere, it is either ________reflected_________________ or

_________absorbed___________________. The amount of reflectivity from Earth’s

surface or ____albedo_______________ depends on the surface itself because some

surfaces like ice reflect more solar radiation. Lighter colored surfaces will have a

____higher______________ reflectivity than darker colored surfaces.

The solar radiation that is absorbed by the land and the atmosphere is converted

into _______infrared_____________ radiation, which is then emitted outwards. Some of

this emitted radiation from Earth leaves the atmosphere and goes directly to _____outer

space_____________ while some is absorbed by clouds. Most of it, however is absorbed

and re-emitted by greenhouse gases such as ______methane_____________ or

______carbon dioxide (or nitrous oxide, ozone, water vapor)_______________ This re-

emission of longwave radiation by greenhouse gases is what helps to keep our planet

_______warm_______________________.

Part II answers will vary. It should resemble slide #20.


Global Climate Change Concept Map

Answer Key

Answers will vary but students should have logical connections.


Is Global Climate Change Occurring?


The original graphs used for this class activity can be found here

http://www.pbs.org/wgbh/warming/etc/graphs.html .

Open the notebook to the section on “Global Climate Change”. Go over what

global climate is relative to regional climate. Give the students time to answer the

warmup question and then discuss as a class. Use the next slide to introduce the

idea of an anomaly.

Warmup- to really make the claim that climate is changing one must look at

decades worth of data to see how much the temperature deviates from the

normal condition (or long term average).

Next pull up the first two graphs that show the global temperature anomalies from

1860-2000 and from 1000-2000. Reiterate that the temperature anomalies are

deviations from the normal condition. Even if the students can’t quite grasp what

a temperature anomaly is, they will still get the big picture that the temperature is

changing on the graph. Have the students work in pairs to answer the questions

regarding graph 1 and 2. Note that Graph 2 technically shows the temperature for

the northern hemisphere and not the global temperature but is irrelevant for the

big idea. Discuss answers. When discussing trends, it may be helpful to draw a

smooth line/curve over each graph to smooth out the peaks and dips so students

get a clearer idea of what the trend is.

1. Temperature anomalies show a steady increase implying global

temperatures are warmer.

2. Graph 2 is showing the temperature anomalies for a much longer time

period than graph 1. Graph 2 does not show a steady increase in global

temperatures. It only shows a sharp increase towards the end coinciding with

the steady increase in graph 1.

3. No. (see above)

4. Yes. By looking at graph 2 one can see that the graph does not show a clear

trend (neither increasing or decreasing steadily) from 1000 AD to 1860. If

anything, it may be showing a slight decrease in temperature. This means

that the global temperature is not deviating much from the normal. However

from 1860-2000 (about 140 years), the temperature anomalies start

increasing dramatically especially compared to the first 800 or so years.

Since we see this increase happening steadily over about 140 years, one can

conclude that the climate is changing.

Next pull up graphs 3 and 4 in the notebook. Ask the students if they recall what

greenhouse gases do and list some examples. State what each graph is showing

and then have the students work in pairs to answer the questions regarding graph

http://www.pbs.org/wgbh/warming/etc/graphs.html


3 and 4. Discuss answers. Again, when discussing trends on the graph it may be

helpful to draw a smooth trend line over the graphs to help students visualize it.

5. The graph shows a general increasing trend indicating that total carbon

dioxide concentrations have risen and will continue to rise.

6. Graph 4 shows concentrations of carbon dioxide nearly 450,000 years ago

before what is shown in graph 3. The majority of graph 4 does not show a

clear trend. Instead, it shows the concentration of carbon dioxide cycling up

and down. It isn’t until the very end of graph 4, that the concentration

makes a steady and sharp increase reaching the highest values (>360ppm)

than it ever had during the previous 400,000+ years. This sharp increase

probably is connected to the steady increase seen in the temperature

anomalies of graph 3.

7. Answers will vary but most students will agree that the increase in carbon

dioxide has led to more heat being trapped which may be responsible for the

increase in temperature seen in graph 1.


Anthropogenic Sources of Greenhouse Gases

Answer Key/Teacher Notes

Greenhouse Gas Examples of Sources Atmospheric

Life Span

% contribution

to global

climate change

Carbon Dioxide Electricity to heat

buildings

burning gas for

cars/transportation

biomass burning

industrial processes like

cement (point out to

students that we use

cement everyday when

we walk on sidewalks)

At least 50,000

years

54.7

Methane livestock

livestock manure

landfills

natural gas

coal mining

12 years 30%

Other gases CFCs

No info on site 9.8

Nitrous Oxide Farming/soil

Burning fossil fuels

Industry/manufacturing

114 years 4.9

Flourinated Gases Coolants (refrigerators,

air conditioners, freezers)

Industry/manufacturing

(computer chips)

At least a

thousand years

0.6

1. Carbon Dioxide, Fluorinated gas

2. Yes

3. Water vapor is a greenhouse gas that traps heat in the atmosphere and contributes

to warming. This warming evaporates water from Earth’s surface leading to more

water vapor in the atmosphere that traps heat and contributes to more

warming...the process repeats itself in a positive feedback loop.

4. Electricity, transportation, industry and agriculture.

5. Greenhouse gases don’t stay in one place. They get mixed throughout the

atmosphere such that concentrations of a gas will be the same everywhere in the

world. That is why it must be treated globally. So even if the US puts out a lot of

greenhouse gases, it affects people in China and vice versa.


6. About 6,000 million metric tons.


Do you contribute to global climate change?


HOMEWORK:

The first part of this assignment is a review of CW 4: Human Sources of Greenhouses.

Student responses should match the classwork assignment.

The second part requires the students to think critically about how even simple tasks are

related to the release of greenhouse gases.

Both the first and second part should be taken home for homework following CW4.

CLASSWORK:

The next day in class, have students get together in small groups to share with each other

their greenhouse gas entries. Students may add to their charts during this group session.

The goal is for students to see collectively how their activities contribute to greenhouse

gases. Additionally, it gives students a chance to see hidden sources of greenhouse gases

that they might not have considered but their group member did, such as the

transportation involved in getting electronic devices such as televisions to the stores. This

group share session also give students who may have struggled with the assignment to

learn from their peers.

Once students feel their table is complete, the group as a whole should decide which

greenhouse gas they think their group contributed to the most and why by listing the

specific activities. Each group can have a representative to share out with the entire class.

Once all groups have presented, go over slides 50 and 51 to compare class results with

data from the EPA.


Manmade or Natural Climate Change: Which is more important?


Put students into small groups. Warm them up by asking them what causes climate

change. They should respond with various anthropogenic and natural sources.

Ask them to make a hypothesis as to which source they think is most responsible for

changes in global climate…humans or natural causes? They can share their ideas

with each other or you can have students share with the class.

Tell them that today they will be using real data to either confirm or reject their

hypothesis.

Give each group the seven color graphs and the above directions. Also give each

group two large pieces of butcher paper. One butcher paper is for jotting down ideas

as they analyze the graphs and brainstorm. The other butcher paper is for writing

down their final decision including bullet points of justification.

Remind them that each graph shows something different and that it is important for

them to pay attention to what each graph is showing. As the students work, monitor

the groups and answer questions. Students may have forgotten what an anomaly is

and what it means. Some students may have trouble understanding graphs with

multiple lines.

Students will most likely decide that humans play a larger role in climate change due

due to burning fossil fuels. The correlation tends to be stronger between the

temperature and the rate of change of various greenhouse gases than it does between

the temperature and natural causes such as solar cycles or volcanic dust.

Go over slide 69 to summarize ideas. Slide 69 shows a computer model of the global

temperature. Explain to the students that computer models mimic what the Earth does

(similar to how they made a smaller and simpler model of Earth’s greenhouse effect

using the soda bottles in an earlier lab). In one case, the scientists ran the computer

model but only included the natural sources of climate change such as solar

variability and volcanic dust. One can see that the resulting temperature matches the

true observed temperatures during only the first part of the time period. The scientists

then ran the model with BOTH anthropogenic sources (CO2, methane, etc) of climate

change and natural sources. Point out to the students how now the observed

temperatures very closely match the model. This means that while natural sources are

important (especially during early time periods), anthropogenic sources seem to play

a larger role.


Climate Change: Cause and Effect

Answer Key

Student answers will vary, however here is a table with some sample responses.

Students should see that the indicators of climate change are very much connected

to each other.

Cause Effect

Higher temperatures:

Caused by increased greenhouse gases

Can cause heat waves which can lead to heat

strokes and death in people/animals.

Leads to other climate changes (warm

oceans, etc)

Hurt crop growth which means less food for

people

Respiration issues as more ozone is created

in warmer temps.

Warmer Oceans:

Caused by warmer atmospheric temps as ocean

absorbs some of this heat

Causes stronger storms which could destroy

people’s homes and businesses

Affects weather patterns

Can destroy sea life habitats such as coral

reefs

Melt glaciers and ice caps

Melting Sea Ice:

Caused by warmer oceans and warmer sea

surface temperatures

Makes the sea level rise

Makes more sun reach the earth causing

more warming

Destroys habitats for animals

Melting Glaciers: Makes the sea level rise


Caused by warmer oceans and warmer sea

surface temperatures

Makes more sun reach the earth causing

more warming

Destroys habitats for animals living in colder

areas. These animals may be important for

ecosystem.

Rising Sea Level:

Caused by melting sea ice/glaciers

May cause coastal areas to flood more easily

destroying homes/habitats

Flooding may lead to more mosquitos and

hence disease

Flooding can damage crops and food

supplies

Increased tropical storms/hurricanes:

Caused by rising ocean surface temperatures

May cause coastal area flooding

Damages homes and properties forcing

people to relocate

Can destroy crops/food supply

Can leave people without power and basic

supplies

Changes in Precipitation Patterns:

Caused by increasing temperatures which

evaporates more water from Earth’s surface and

puts it into the atmosphere.

More rain in some areas can lead to flooding

(destroy crops, mosquitos, crops ruined)

Less rain in some areas can lead to drought

(ruined crops, breathing problems, habitat

loss, no water supply for animals or humans)

Some areas may experience more snow

(blizzards can shut down a city, cause traffic

problems)


Drought:

Caused by increasing temperatures which

evaporates more water from Earth’s surface.

Destroy crops and food supply

No water supply for animals and humans

Respiration/breathing problems

Lose ecosystems that depend on water

supply (rainforests)

Lose energy sources that depend on water

such as hydroelectricity.

Heat Waves:

Caused by increasing temperatures

Can cause heat related illness or even death

in people (heat stroke)

Air pollution due to ozone

Increased potential for spreading disease

through warm weather insects (ticks,

mosquitos)

Have to run air conditioning more which

uses electricity and contributes to global

warming.

Wild Fires:

Caused by increasing temperatures and drought

Crop and food supply damage

Destroy and kill animals and their habitats

Destroy large sources of carbon dioxide

sinks as plants absorb carbon dioxide.

Drains valuable resources such as water


Adaptation Strategies

Answer Key/Teacher Notes

This activity was adapted from an activity from the pangea.stanford.edu page.

The activity can be given without the list of adaptation strategies if you would like the

students to brainstorm their own strategies. The following is an example of how students

might place adaptation strategies. Note that some strategies could go in more than one

sector.

After students have completed the table, go over each sector and what students placed in

each. Clarify what each adaptation means if necessary. It is important to discuss the

limitations to the strategies. While many of the strategies seem straightforward, remind

students that the strategies themselves are dependent on people and animals’ ability and

willingness to carry them out. It is also important to note to the students that there are

some overlaps between mitigation and adaptation strategies. Adaptation strategies are

predicated on the idea that many of the impacts of climate change are experienced in the

present day, are here to stay and possibly could get worse. Adaptation strategies can be

thought of as reactive strategies to deal with climate change while mitigation strategies

are proactive strategies to reduce greenhouse gas emissions. For example, building

levees is a response to the rising sea level that is indeed happening, while turning off

lights when not in use is a proactive action done to reduce greenhouse gas emissions.

Only a few items on the list below could be considered both as an adaptive and

mitigation strategy. These items are in bold.

Example Response:

Ecosystems:

Migrate animal and tree species to more suitable climates

Develop natural reserves for a range of habitat types

Monitor protected natural preserves

Agriculture:

Plant different crops that can withstand impacts of climate change

Breed new plant species

Change the time of year when crops are planted

Research heat and drought resistant crops

Increase water use efficiency for irrigation

Human health:

Plant trees in cities to moderate temperature and air quality

Adjust clothing to handle temperature

Increase water intake

Provide information about prevention and control of diseases


Improve early warning systems of extreme weather

Promoting and improving methods of putting out fires

Water supply:

Implement water conservation programs

Invest in storm and waste water recovery

Improve groundwater basin management

Protect water from contamination

Coastal lands:

Build dikes and other structures to protect from flooding

Assess vulnerability of coastal infrastructure

Improve disaster response to flooding (could go in human health)

Modify zoning processes to prevent development in areas vulnerable to sea level rise

Energy:

Strengthen efficiency in building codes

Implement a carbon tax or fee on companies that burn excessive fossil fuels

Update insulation in older buildings

Fix water leaks in buildings

Documents

Global Climate Change Chapter Problems Understanding ...content.njctl.org/courses/science/7th-grade... · 1. Using the attached graphs, see if you and your group members can find