The Science of Climate Change and Your Biology Class. Betty Stennett Science Educator, BSCS

Transcription

1 The Science of Climate Change and Your Biology Class Betty Stennett Science Educator, BSCS

2 BSCS: curriculum developers Carbon Connections: The Team Oregon Public Broadcasting (OPB): production and web design specialists Advisory Board Members Field-test teachers, students

3 Carbon Connections: What It Is On-line 3-unit module 5 lessons per unit Hands-on investigations Links concepts of the carbon cycle with the science of climate Units 1-3: carbon and climate in past, current, future Target audience: grades 9-12 (.adjusting to 9 ) Biology (Gen, Honors, IB, AP) Earth Sciences or Geology Environmental Sciences (APES) Time: 3-4 weeks of instruction Password-protected, dedicated online teacher support

4 On-line Units

5 Carbon Connections: Project Goals Enhancing teacher and student understandings of models and systems-thinking, the global carbon cycle, and the science of climate, Investigating and analyzing data from NASA and other scientists, Increasing student interest in science and STEM fields, Learning about the role of NASA in monitoring Earth systems, and Increasing the ability of student-citizens to make decisions about contemporary issues in science.

6 Carbon Connections: Timeline Timeline: 3 Web-based Modules Phase 1 F M A M J J A S O N D J F M A M J J A S O N D J F M Planning, Refining Concept First Advisory Board Meeting Develop, Review, Test Prototypes Develop, Review, Revise All Modules Phase 2 We Are Field Test Orientations (OR, CO) Here Field Test, Collect Data, Video Shoots Analyzed FT Data, Internal Eval Phase 3 Second Advisory Board Meeting Revise Modules based on FT Results Finalize, Disseminate, Ext. Eval

7 Carbon Connections: Field-Test Spring, 2011 Tens of teachers, thousands of students Primary teachers workshop Secondary teacher as-is, no workshop Used in 40 states, Singapore, China, Brazil

8 Field-Test Results Student Demographics Asian 9% African American 21% American Indian 5% Hispanic or Latino/a 24% White 57% Native Hawaiian or Pacific Islander 4% Other 1% 8 th Grade <1% 9 th Grade 56.4% 10 th Grade 6.7% 11 th Grade 17.3% 12 th Grade 19.1% Male 53% Female 47% Free or Reduced Price Lunch 41%

9 Carbon Connections Global Google Analytics

10 Carbon Connections National Google Analytics

11 Carbon Connections: Unit Examples Examples of Student Interactives, Models 1. Hands-on activities Benefit ALL students New ones to show how carbon cycle related to climate science Oceans-Atmosphere-Land..You 2. Computer Interactives Harness technology Test relationships in systems Argue, support explanations with evidence

12 Carbon Connections: Unit Examples Indicators of carbon movement in carbon cycle 1. Club soda carbon 2. Human Hydrocarbons.. 3. Energy is Carbon (E use monitor)

13 Carbon Connections: Unit Examples Examples of Student Interactives, Models 1. For-The-Record Global Climate Data L1.5 Carbon, ecosystems, climate Testing global climate communications Oceans-Atmosphere-Land 2. Mauna Loa Interactive end of L2.3 Carbon reservoirs, Photosyn/Resp, Human 3. Empirical Climate Model L3.2 4 forcing factors (EVSA) Test forcings, claims using data..

14 1. Global Climate Data

15 2. Mauna Loa Carbon Cycle Mass Balance in Atmosphere for carbon Monthly simulations of: photosynthesis respiration human influences

16 CO 2 at Mauna Loa, Hawaii

17 CO 2 at Mauna Loa, Hawaii

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19 3. Empirical Climate Model Investigate climate variation vs. climate warming Empirical Climate Model (ECM) with monthly resolution - Complements Global Climate Model (GCM) Lean and Rind (GRL, 2008; 2009) 4 Climate Forcings EVSA El Niño/ La Niña cycles E Volcanic aerosols V Solar irradiance S Anthropogenic A Students test forcings to explain the global temperature record

20 Black Green Red Test Forcings in Climate Model observed T record best-fit model adjustable model, simulation

21 YOU can test scenarios Claim #1: climate change is explained by variation in solar irradiance. what forcing(s) would you change in the model? Is the claim accurate, less-informed, or outrageous? Claim #2: Humans are solely responsible for changes in global climate. what forcing(s) would you change in the model? Is the claim accurate, less-informed, or outrageous?

22 YOU can test scenarios Claim #3: climate change can be explained by natural forcings. what forcing(s) would you change in the model? Is the claim accurate, less-informed, or outrageous? Claim #4: climate change can be explained by ENSO and VOLC what forcing(s) would you change in the model? Is the claim accurate, less-informed, outrageous?

23 Thank you! carbonconnections.bscs.org Carbon Connections Betty Stennett Science Educator Steve Getty, Project PI BSCS