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How do human activities affect the Earth’s ability to support life?

 
瀏覽人數:57
發表者姓名 Kerry Williams
適用組別 社會組
教案主題 How do human activities affect the Earth’s ability to support life?
知識分類 環境概念知識
內容類型 氣候變遷
實施方法 課程
教學場域
教學時數 2小時
教學目的 (1) Determine how global climate change will affect other organisms related to their “adaptive capacity,” (2) Calculate our role in global climate change, (3) Take action to mitigate our global impact
教學內容 1. Bookmark the Hinkle Foundation and Carbon Footprint Calculator beforehand. 2. Students complete Do Now. [5 min] 3. Discuss student responses. The meltwater stonefly (and others of its ilk) will become severely constricted in its range or extinct by 2030 due to global warming and climate change. As the glaciers receed/disappear. The very cold water it needs to live disappears as well. Unless the meltwater stonefly can adapt to warmer water quickly, they will not survive. This ability to adapt quickly is referred to as “adaptive capacity.” A very slow/low adaptive capacity will likely lead to extinction. The extinction of one creature starts a rippling effect in the entire food web of an ecosystem. On the other hand, weedy species have a very high adaptive capacity, such as the algae in tonight’s homework, and they can take advantage of changing conditions to spread and crowd out other struggling species quickly. [5-10 min.] 4. Let’s take a look at how much of the global climate change problem is due to our behavior. Show the graph of American carbon emissions compared to all other countries found at http://www.thehcf.org/emaila5.html . Show “enlarged image.” Discuss our immense use of fossil fuels (directly and indirectly) and our responsibility to take action. [5-10 min.] 5. Students will assess their personal carbon footprint using the calculator found at http://www.greenprogress.com/carbon_footprint_calculator.php, but are not required to share their impact with the entire class. When students receive their final carbon emissions and report card, encourage them to click on the ideas given in the “Areas for Improvement” section. If they find any changes that they are willing to make, they can go back and recalculate their impact. The global average is 10 tons of carbondioxide produced a year. Can they get down to global average? If not, what can we do to mitigate the extra carbon that we create? [25 min.] 6. At this point students may be feeling overwhelmed and greatly burdened by the magnitude of the climate change problem and their (likely large) inputs to the problem. This is completely natural. Acknowledge these feelings and the enormity of the situation. Ask the class for ideas of how we could help reduce the creation of emissions of greenhouse gases AND help the Earth sequester the carbon that we are releasing (personally, school-wide, community-wide, city-wide, state-wide, nationally, globally). Brainstorm ideas at each level. [20 min.] 7. Perhaps we cannot control the United Nations, but what we can certainly do is control our own behavior. Give famous Margaret Mead quote, “A small group of thoughtful people could change the world. Indeed, it's the only thing that ever has.” Today we will use the Internet to search for positive ways to impact the environment. Google search “What can we do about global climate change?” Eartheasy, NASA kids, US EPA, and the Nature Conservancy have clear activity options. Search to find ways to reduce your impact and mitigate impacts that we have already created. Give students parameters. Are they allowed to try to start a local movement and contact other active groups in the area? Can they contact the principal about starting a school program like recycling, vermicomposting in the cafeteria, or using less energy for the fall? Would you like the project to simply take action today, such as writing a letter to your representatives? The magnitude of this project is up to you and your students. Plan, debate, and begin implementing a project today. [45 min.] 8. Direct students to Review today’s objectives, especially Huskies. Update Driving Question Board. [5-10 min.]
參考網址 http://www.eecapacity.net/sites/default/files/resources/files/2011%20Urban%20EE%20Lessons_0.pdf
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更新日期:2016/05/10
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