Impact of Climate Change on Ecosystems Webquest
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1 Impact of Climate Change on Ecosystems Webquest Overview In this webquest, students use maps to relate global temperature change to changes in the range of insects and birds and projected changes in tree range. The activity could be used to teach a lesson via class discussion and/or written response; it could be completed by students in cooperative groups on paper or with shared computers; on the other hand, it could be completed by individual students with separate computers or paper. Details Lesson Arctic About 1 period Download, Share, and Remix Middle School and Up Objectives 1. Students will use internet sources to investigate climate change. 2. Students will relate temperature change to changes in insect, bird, and tree ranges. Lesson Preparation Students should have a basic understanding of ecosystem interactions. Students should understand how to follow instructions to do an internet search. Students should be able to interpret data from line graphs. Students should be able to interpret data from maps. Procedure 1. Go to NASA s Global Climate Change: Vital Signs of the Planet at ( signs/globaltemperature/ 2. Read the introduction, observe the graph, and activate the map animation. 3. Discuss the data shown on the graph. Guide students to understand that the graph shows divergence from a baseline. Identify trends for , , and post Discuss the data shown on the map animation which shows the global warming trend. 5. Go to Agricultural Adaptation to Climate Change in Yolo County at ( /pestsdiseases/) and read the first two paragraphs. 6. Discuss how climate change affects agricultural pests and disease. 7. Go to UCAR s Climate Change and Vector-Borne Disease at /longcontent/climate-change-and-vector-borne-disease ( /longcontent/climate-change-and-vector-borne-disease) and read the first five Materials Access to a computer and the Internet Standards Next Generation Science Standards Disciplinary Core Idea MS-LS2-2: Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Practices Analyzing and Interpreting Data Obtaining, Evaluating, and Communicating Information Cross-Cutting Concepts Patterns Cause and Effect Stability and Change
2 paragraphs. 8. Discuss why climate is important for understanding where and when parasitic diseases cause illness in humans and why climate change can cause a change in disease distribution. Use the malaria map to observe change in disease range. 9. Go to the EPA s Climate Change Indicators at ( /bird-) wintering-ranges and read the graph caption and Background section. 10. Discuss the meaning of latitude first. Then use the graph and discuss the relationship of bird range to latitude. How might bird species be affected by climate change? 11. Go to the EPA s Climate Change at ( /impacts/forests.html) and read the first two paragraphs. 12. Discuss how forests benefit society. 13. Enlarge the eastern United States tree range maps. Discuss the projected changes in tree range for various types of trees. 14. Go to Ecology Effects of Climate Change on Biodiversity at ( /ecology3e/ccc24.html) Discuss projected tree diversity for your state. 15. Finally, discuss climate change in general. Have students write a paragraph in which they discuss the impact of climate change on natural communities. Ask them to support their claims with evidence taken from the readings, graphs, and maps. Resources "Agricultural Adaptation to Climate Change in Yolo County". University of California Davis. ( Cain, Michael L., Bowman, William D., Hacker, Sally D. Effects of Climate Change on Biodiversity. Ecology. Third Edition. Sinauer Associates ( Climate Change. Environmental Protection Agency. August 2, ( Climate Change and Vector-Borne Disease. Center for Science Education ( Climate Change Indicators. Environmental Protection Agency. August 2, ( Global Climate Change: Vital Signs of the Planet. NASA. August 3, ( Assessment Assessment will depend on how the activity is implemented. If it is used as a lesson with discussion, then there may be no written product. If there is a written product (see the Student Investigation Sheet), then answers can be assessed for accuracy. The final paragraph should make at least one reasonable claim and be supported with facts from any of the resources. Author/Credits Anne Farley Schoeffler schoefflera@setoncatholicschool.org (mailto:schoefflera@setoncatholicschool.org)
3 CLIMATE CHANGE IMPACT WEBQUEST - STUDENT INVESTIGATION SHEET Name: Date: Lab role: Objectives: Students will use internet sources to investigate climate change. Students will relate temperature change to changes in insect, bird, and tree ranges. Activity: 1. Go to NASA Global Climate Change Vital Signs of the Planet 2. Read the introduction and observe the graph. 3. Describe the temperature changes displayed on the graph. Be sure you understand what the graph actually displays; look carefully at the y-axis. a. Specifically, what general statement can you make about the average global temperature between 1880 and 1930 compared the the baseline? b. What general statement can you make about the average global temperature between 1940 and 1980 compared to the baseline? c. What general statement can you make about the average global temperature after 1980 compared to the baseline? 4. Activate the map animation. a. What color does yellow represent on the map? b. What color does blue represent on the map? c. How does the map change between 1884 and 2015? Make a general statement about the shift in map color over that period of time. 5. Go to Agricultural Adaptation to Climate Change in Yolo County and read the first two paragraphs. 6. How are pests and diseases able to survive in new environments? 7. Go to UCAR s Climate Change and Vector-Borne Disease 8. Read the first five paragraphs. a. Why is climate important for understanding where and when parasitic diseases cause illness in humans?
4 b. Look at the malaria map. Why can climate change cause a change in where malaria occurs? 9. Go to the EPA s Climate Change Indicators at and read the graph caption and Background section. 10. Be sure that you remember what latitude means. a. Study the graph. How has the relationship of winter-time bird population and latitude changed since 1965? b. List three different ways that bird species might react to climate change? 11. Go to the EPA s Climate Change at: Read the first two paragraphs and describe some ways in which forests benefit society. 13. Enlarge the eastern United States tree range maps. Discuss the projected change in tree range for a. Longleaf-slash pine: b. Loblolly-shortleaf pine: c. Oak and pine: d. Oak and hickory: e. Maple, beech, and birch: 14. Go to Ecology Effects of Climate Change on Biodiversity at: Look at projected tree diversity for your state. Is it expected to increase or decrease? 15. Write a conclusion paragraph to explain the impact of climate change on natural
5 communities. Support your claims with evidence taken from the readings, graphs, and maps.
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