meecs climate change unit introduction€¦ · · 2016-02-262 climate change introduction...
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Michigan Environmental Education Curriculum Support Introduction Climate Change 1
MEECS Climate Change Unit Introduction
Climate Change: Science and Impacts is the newest unit in the Michigan Department of Environmental Quality MEECS Project. The unit was developed with funding from the United States Environmental Protection Agency through the Great Lakes Restoration Initiative. The goal of the Climate Change Unit is to expand the MEECS project to bring issues associated with climate change and Great Lakes sustainability to Michigan teachers and students.
As with all MEECS units, Climate Change: Science and Impacts is science-based, Michigan specific, and tries to help students develop an information-based assessment of a complex issue. MEECS units try to provide students with the understanding they need to make decisions, not to tell them which decisions to make.
Climate change is an especially difficult topic to teach because so much of the data is not directly observable. In addition, measuring climate change is difficult because change happens over relatively long time spans, is caused by a range of natural and human factors, and is characterized by high levels of year to year and place to place variability. These same factors make climate change an important and useful topic for helping students grapple with the complexity of understanding global environmental issues. In an attempt to frame this topic an interagency group, led by the National Oceanic and Atmospheric Administration (NOAA) developed Climate Literacy: The Essential Principles of Climate Science to promote greater climate science literacy. The principles are:
Climate Literacy: The Essential Principles of Climate Science
1. The Sun is the primary source of energy for Earth’s climate system. 2. Climate is regulated by complex interactions among components of the Earth system. 3. Life on Earth depends on, is shaped by, and affects climate. 4. Climate varies over space and time through both natural and man-made processes. 5. Our understanding of the climate system is improved through observations, theoretical studies,
and modeling. 6. Human activities are impacting the climate system. 7. Climate change will have consequences for the Earth system and human lives.
To which they add the belief that humans can take actions to reduce climate change and its impacts. These principles, along with the Michigan Grade Level and High School Content Expectations, helped guide the development of the Michigan Environmental Education Curriculum Support (MEECS) climate change unit. A core concept of these content expectations is that predicting and mitigating the potential impact of global climate change requires an understanding of the mechanisms of Earth’s climate, studies of past climates, measurements of current interactions of Earth’s systems and the construction of climate change models. Additionally, the Climate Change: A Wisconsin Activity Guide developed by Wisconsin Department of Natural Resources served as a model for this unit and lessons were adapted with permission from this publication.
2 Climate Change Introduction Michigan Environmental Education Curriculum Support
The Climate Change: Science and Impacts provides an interdisciplinary approach to climate change concepts using Michigan examples. Lessons are designed for use in earth science, physical science, life science, and social studies. The first part of the unit focuses on climate science and the second part focuses on the potential impacts of climate change in Michigan and the Great Lakes. The two parts can be used independently or together.
Part 1: Climate Science is an attempt to provide teachers with a relatively compact overview of climate science, emphasizing data relative to Michigan and the Great Lakes. The lesson sequence begins with distinguishing between weather, climate, and climate variability. Students then gain a basic understanding of the natural mechanisms of climate change through exploration of the Earth’s energy balance, the greenhouse effect, and the carbon cycle (sources and sinks). This is followed by a look at climate forcing and uncertainty, evidence of change, and climate models. Climate Science includes the following lessons:
1. What is climate?2. Earth’s Energy Balance3. Greenhouse Effect4. Carbon Cycle5. Climate Forcings and Uncertainty6. Evidence of Change7. Climate Models
Climate Science presents the scientific perspectives, data and understanding which make the overwhelming majority of scientists believe that the climate is changing rapidly and that change is largely a result of human activity. The unit also tries to help students understand there is always uncertainty when making predictions about the future, and scientists try to include variability and uncertainty into their predictions.
Part 2: Climate Impacts on Michigan and the Great Lakes begins where Climate Science ends, with a review of the indicators of climate change, and then focuses on the potential impacts of changes in Michigan. Three lessons focus on the social science perspective and on the decisions which might confront citizens of Michigan in the future. The lessons are:
1. Climate Change Indicators2. Plant and Animal Phenology3. Ecosystem Relationships4. Water balance in the Great Lakes5. What Can I do?6. Community Conversations7. Climate Change in the News.
Michigan Environmental Education Curriculum Support Introduction Climate Change 3
Ess
enti
al Q
uest
ions
Cor
e Le
sson
Ext
ensi
ons
Wha
t is w
eath
er?
Wha
t is
clim
ate?
Do
our c
limat
e re
cord
s ind
icat
e cl
imat
e ch
ange
?
1. W
hat i
s Clim
ate
– St
uden
ts a
re in
trodu
ced
to th
e di
stin
ctio
n be
twee
n w
eath
er a
nd c
limat
e. T
hey
will
th
en e
xam
ine
and
grap
h te
mpe
ratu
re a
nd p
reci
pita
tion
clim
ate
reco
rds a
t the
loca
l, st
ate,
and
nat
iona
l lev
el to
dr
aw c
oncl
usio
ns a
bout
clim
ate
chan
ge tr
ends
.
- C
limat
e Acr
oss t
he U
nite
d St
ates
- N
CD
C W
ebqu
est
How
doe
s the
sun
heat
th
e Ea
rth?
How
doe
s the
at
mos
pher
e he
lp b
alan
ce
the
ener
gy re
ceiv
ed?
2. E
nerg
y B
alan
ce –
Stu
dent
s will
wor
k th
roug
h an
ex
ampl
e of
wha
t hap
pens
to th
e en
ergy
from
the
sun
and
how
it b
alan
ces (
radi
ativ
e eq
uilib
rium
) to
keep
th
e Ea
rth w
arm
.
- C
hang
es in
Ear
th’s
Ene
rgy
Bal
ance
- In
vest
igat
ing
Earth
’s E
nerg
y B
alan
ce
Wha
t is t
he g
reen
hous
e ef
fect
? Th
e en
hanc
ed
gree
nhou
se e
ffect
? W
hat
are
the
mai
n gr
eenh
ouse
ga
ses a
nd so
urce
s, an
d ho
w d
o th
eir h
eat t
rapp
ing
mec
hani
sms v
ary?
3. T
he G
reen
hous
e E
ffec
t – S
tude
nts d
evel
op a
n un
ders
tand
ing
of th
e gr
eenh
ouse
effe
ct a
nd th
e en
hanc
ed g
reen
hous
e ef
fect
(glo
bal w
arm
ing)
as i
t re
late
s to
the
Earth
’s e
nerg
y ba
lanc
e th
roug
h a
serie
s of
act
iviti
es, r
eadi
ngs a
nd d
iagr
ams.
- Ex
tens
ion
Less
on: M
odel
ing
Gre
enho
use
Gas
es-
Inve
stig
atin
g G
reen
hous
e G
ases
Act
ivity
Wha
t is t
he C
arbo
n C
ycle
?
How
do
hum
an a
ctio
ns (i
n M
ichi
gan)
affe
ct th
e C
arbo
n C
ycle
?
4. T
he C
arbo
n C
ycle
– S
tude
nts e
xam
ine
the
carb
on
cycl
e, a
nd id
entif
y so
urce
s and
sink
s with
in th
e en
viro
nmen
t. St
uden
ts re
late
this
info
rmat
ion
to
gree
nhou
se g
as e
mis
sion
s of c
arbo
n di
oxid
e in
the
cont
ext o
f gre
enho
use
gas e
mis
sion
s in
Mic
higa
n.
- Ex
plor
e th
e po
tent
ial o
f car
bon
sequ
estra
tion
in M
ichi
gan
- O
utdo
or c
arbo
n hi
ke-
Cre
ate
a ca
rbon
cyc
le g
ame
Wha
t are
the
maj
or fa
ctor
s w
hich
can
influ
ence
clim
ate
chan
ge?
Why
is m
akin
g cl
imat
e pr
edic
tion
so h
ard?
5. C
limat
e Fo
rcin
g an
d U
ncer
tain
ty –
Stu
dent
s id
entif
y th
e fa
ctor
s whi
ch c
an in
fluen
ce c
limat
e ch
ange
and
iden
tify
reas
ons f
or u
ncer
tain
ty.
How
are
atm
osph
eric
ca
rbon
dio
xide
and
te
mpe
ratu
re re
late
d, a
nd
wha
t is t
he p
redi
cted
glo
bal
tem
pera
ture
incr
ease
in
2100
? W
hat o
ther
evi
denc
e su
gges
ts c
limat
e ch
ange
?
6. E
vide
nce
of C
hang
e –
Stud
ents
exp
lore
the
evid
ence
an
d im
pact
s of c
limat
e ch
ange
. The
stud
ents
gra
ph
atm
osph
eric
car
bon
diox
ide,
em
issi
ons o
f car
bon
diox
ide,
and
tem
pera
ture
thro
ugho
ut th
e ye
ars a
nd
com
pare
the
trend
s. T
hey
expl
ore
mod
els o
f fut
ure
clim
ate
proj
ectio
ns a
nd im
pact
s of c
limat
e ch
ange
.
- R
ead
Freq
uent
ly A
sked
Que
stio
ns a
bout
Glo
bal W
arm
ing
and
Clim
ate
Cha
nge
- U
se th
e G
athe
ring
the
Evid
ence
stud
ent a
ctiv
ity-
Des
ign
a m
etho
d fo
r det
erm
inin
g Ea
rth’s
ave
rage
te
mpe
ratu
re.
- V
iew
NA
SA’s
ani
mat
ions
How
do
scie
ntis
ts m
odel
the
clim
ate
syst
em?
Wha
t do
the
mod
els p
redi
ct?
7. C
limat
e M
odel
s – S
tude
nts e
xplo
re th
e ba
sis o
f m
odel
s whi
ch p
roje
ct c
limat
e ch
ange
- U
se T
he E
duca
tiona
l Glo
bal C
limat
e M
odel
ing
Suite
- R
un G
reat
Lak
es C
limat
e Sc
enar
ios
- U
se C
limat
e W
izar
d-
Show
Clim
ate
Mod
els a
nd C
limat
e in
a B
ox v
ideo
s
Climate Science Overview
1 2 3 4 5 6 7
4 Climate Change Introduction Michigan Environmental Education Curriculum Support
Ess
enti
al Q
uest
ions
Cor
e Le
sson
Ext
ensi
ons
Wha
t are
som
e in
dica
tors
of
clim
ate
chan
ge?
Wha
t are
the
expe
cted
regi
onal
impa
cts?
8.
Clim
ate
Cha
nge
Indi
cato
rs –
Stu
dent
s syn
thes
ize
evid
ence
abo
ut c
limat
e ch
ange
, spe
cific
ally
in th
e G
reat
Lak
es re
gion
, and
exp
lore
pot
entia
l im
pact
s.
- C
limat
e R
eady
Gre
at L
akes
Tra
inin
g M
odul
e 1
- Ex
plor
e You
r Eco
-Reg
ion
- C
ompa
ring
proj
ectio
ns fr
om a
var
iety
of w
ebsi
tes
Wha
t is p
heno
logy
and
wha
t ar
e po
ssib
le im
plic
atio
ns o
f ph
enol
ogic
al c
hang
es to
the
stat
e ec
onom
y? W
hat i
mpa
cts c
ould
th
ese
chan
ges h
ave
on M
ichi
gan
agric
ultu
re?
9.
Plan
t and
Ani
mal
Phe
nolo
gy –
In th
is tw
o-pa
rt le
sson
, stu
dent
s firs
t exp
lore
cha
nges
thro
ugh
an a
naly
sis o
f phe
nolo
gica
l obs
erva
tions
. In
part
two
stud
ents
exa
min
e th
e ef
fect
s of s
easo
ns w
ith
long
er d
egre
e da
ys a
nd sp
ring
free
ze, a
nd c
onsi
der
proj
ectio
ns in
to th
e fu
ture
, foc
usin
g th
eir e
fforts
on
tart
cher
ry p
rodu
ctio
n in
Mic
higa
n.
- G
oing
Out
door
s with
Phe
nolo
gy-
Dis
cuss
ing
Reg
iona
l diff
eren
ces
- Sa
nd C
ount
ry A
lman
ac c
lass
read
ing
- V
ideo
clip
s: ta
rt ch
erry
indu
stry
, hon
ey b
ees.
Wha
t is t
he g
eogr
aphi
c ra
nge
of a
pla
nt o
r ani
mal
spec
ies?
H
ow d
o sp
ecie
s ada
pt to
clim
ate
chan
ge?
10. E
cosy
stem
Rel
atio
nshi
ps –
The
geo
grap
hic
rang
e of
a p
lant
or a
nim
al sp
ecie
s is a
n in
dica
tion
of it
s en
viro
nmen
tal “
pref
eren
ces,”
the
cond
ition
s tha
t it
finds
idea
l, ac
cept
able
, or i
ntol
erab
le.
If th
e cl
imat
e ch
ange
s, th
eref
ore,
it is
reas
onab
le to
exp
ect t
hat p
lant
an
d an
imal
spec
ies m
ight
“m
ove”
to o
ccup
y di
ffere
nt
plac
es. T
he b
ig q
uest
ion
is: “
Wha
t spe
cies
will
mov
e,
and
whe
re w
ill th
ey g
o?”
In th
is le
sson
, stu
dent
s ap
proa
ch th
is q
uest
ion
thro
ugh
thre
e ac
tiviti
es.
- M
ixed
Pin
e Ec
osys
tem
of M
ichi
gan
- A
ltern
ativ
e M
odel
Pro
ject
ions
- U
sing
DN
R P
oste
rs-
Mea
surin
g ca
rbon
stor
age
of sc
hool
-yar
d tre
es.
Wha
t is w
ater
bal
ance
and
how
do
es it
affe
ct la
ke le
vels
in th
e G
reat
Lak
es?
How
doe
s clim
ate
chan
ge a
ffect
the
Gre
at L
akes
re
gion
?
11. W
ater
Bal
ance
– C
limag
raph
s can
tell
us a
bout
the
seas
onal
shift
s in
clim
ate
due
to c
limat
e ch
ange
. C
hang
es in
gro
win
g se
ason
and
wat
er b
alan
ce in
the
Gre
at L
akes
regi
on w
ill h
ave
econ
omic
impa
cts.
- M
akin
g a
Clim
agra
ph to
show
wat
er b
alan
ce
Wha
t can
be
done
to h
elp
miti
gate
clim
ate
chan
ge?
Wha
t ca
n on
e pe
rson
do?
12. W
hat C
an I
Do
– St
uden
ts w
ill re
view
pot
entia
l im
pact
s of c
limat
e ch
ange
on
Mic
higa
n an
d de
term
ine
both
ada
ptiv
e an
d in
divi
dual
miti
gatio
n st
rate
gies
. Th
roug
h an
opt
iona
l ser
vice
lear
ning
pro
ject
, the
y w
ill
get t
he w
ord
out a
bout
clim
ate
chan
ge a
nd th
at a
ctio
ns
can
be ta
ken
to re
duce
em
issi
ons o
f gre
enho
use
gase
s.
- Pl
ay T
he G
loba
l Clim
ate
Gam
e-
Hos
t a C
omm
unity
Con
vers
atio
n-
Dis
cuss
the
Car
sey
Inst
itute
Rep
ort
- W
hat a
re c
omm
uniti
es a
nd c
ompa
nies
in M
ichi
gan
doin
g ab
out s
usta
inab
ility
and
clim
ate
chan
ge?
Wha
t are
the
soci
al, e
cono
mic
, an
d en
viro
nmen
tal i
mpa
cts o
f cl
imat
e ch
ange
in M
ichi
gan?
H
ow c
ould
clim
ate
chan
ge a
ffect
M
ichi
gan
citiz
ens d
iffer
ently
?
13. C
omm
unity
Con
vers
atio
n –
Stud
ents
par
ticip
ate
in
a cl
ass w
ide
dial
ogue
afte
r con
duct
ing
rese
arch
on
one
of m
any
Mic
higa
n pe
rson
as o
n th
eir v
iew
s and
so
lutio
ns to
clim
ate
chan
ge.
- Pl
ay T
he G
loba
l Clim
ate
Gam
e-
Hos
t a C
omm
unity
Con
vers
atio
n-
Dis
cuss
the
Car
sey
Inst
itute
Rep
ort
- W
hat a
re c
omm
uniti
es a
nd c
ompa
nies
in M
ichi
gan
doin
g ab
out s
usta
inab
ility
and
clim
ate
chan
ge?
How
is c
limat
e ch
ange
re
pres
ente
d in
the
new
s?
Wha
t kin
d of
rese
arch
is b
eing
co
nduc
ted
abou
t clim
ate
chan
ge?
14. C
limat
e C
hang
e In
the
New
s – S
tude
nts e
xam
ine
new
s sou
rces
and
com
pare
the
type
of c
over
age
clim
ate
chan
ge re
ceiv
es a
s wel
l as t
he o
bjec
tivity
of
the
sour
ces.
- M
eet t
he R
esea
rche
r-
Plan
a c
limat
e ch
ange
sym
posi
um-
Com
pare
new
s rep
orts
from
the
past
Climate Impacts Overview
8 9 10 11 12 13 14
Michigan Environmental Education Curriculum Support Introduction Climate Change 5
Michigan Grade Level Content Expectations for Climate Science
1
• Analyze information from data tables and graphs to answer scientific questions. S.IA.06.11,S.IA.07.11• Compare and contrast the difference and relationship between climate and weather. E.ES.07.71• Describe the difference between weather and climate. E4.p2B• Construct and analyze climate graphs for two locations at different latitudes and elevations in the region to answer
geographic questions and make predictions based on patterns. 6-G3.1.1
2
• Describe natural processes in which heat transfer in the Earth occurs by conduction, convection, and radiation. E2.2C
• Identify the main sources of energy to the climate system. E2.2D• Describe natural mechanism that could result in significant changes in climate. E5.4B• Recognize that, and describe how human beings are part of Earth’s ecosystems. Note that human activities can
deliberately or inadvertently alter the equilibrium in ecosystems. L3.p4A• Describe the environmental effects of human action on the atmosphere, biosphere, lithosphere and hydrosphere.
6-G5.1.17-G5.1.1
3
• Describe the origins of pollution in the atmosphere, geosphere, and hydrosphere (car exhaust, industrial emissions, acid rain and natural sources) and how pollution impacts habitats, climatic change, threatens or endangers species. E.ES.07.42
• Describe the atmosphere as a mixture of gases. E.FE.07.11• Explain the natural mechanism of the greenhouse effect, including comparisons of the major greenhouse gases (water
vapor, carbon dioxide, methane, nitrous oxide, and ozone). E5.4A• Compare and contrast the heat-trapping mechanisms of the major greenhouse gases resulting from emissions (carbon
dioxide, methane, nitrous oxide, fluorocarbons) as well as their abundance and heat- trapping capacity. E5.4g• Describe the greenhouse effect and list possible causes. B3.4d
4
• Describe the origins of pollution in the atmosphere, geosphere, and hydrosphere (car exhaust, industrial emissions, acid rain and natural sources) and how pollution impacts habitats, climatic change, threatens or endangers species. E.ES.07.42
• Explain how carbon exists in different forms such as limestone (rock), carbon dioxide (gas), carbonic acid (water), and animals (life) within Earth systems and how those forms can be beneficial or harmful to humans. E2.3A
• Explain how carbon moves through the Earth system (including the geosphere) and how it may benefit (e.g., improve soils for agriculture) or harm (e.g., act as a pollutant) society. E2.3d
• Compare and contrast the heat-trapping mechanisms of the major greenhouse gases resulting from emissions (carbon dioxide, methane, nitrous oxide, fluorocarbons) as well as their abundance and heat- trapping capacity. E5.4g
5
• Describe the origins of pollution in the atmosphere, geosphere, and hydrosphere (car exhaust, industrial emissions, acid rain, and natural sources) and how pollution impacts habitats, climatic change, threatens or endangers species.E.ES.07.42
• Analyze the empirical relationship between the emissions of carbon dioxide, atmospheric carbon dioxide levels, and the average global temperature over the past 150 years. E5.4C
• List the possible causes and consequences of global warming. B3.4e
6
• Develop an understanding of a scientific concept by accessing information from multiple sources. Evaluate the scientific accuracy and significance of the information. E1.2C
• Analyze the empirical relationship between the emissions of carbon dioxide, atmospheric carbon dioxide levels, and the average global temperature over the past 150 years. E5.4C
• Predict the global temperature increase by 2100, given data on the annual trends of CO2 concentration increase.
E5.r4j
7
• Describe the origins of pollution in the atmosphere, geosphere, and hydrosphere (car exhaust, industrial emissions, acid rain, and natural sources) and how pollution impacts habitats, climatic change, threatens or endangers species. E.ES.07.42
• Develop an understanding of a scientific concept by accessing information from multiple sources. Evaluate the scientific accuracy and significance of the information. E1.2C
• Analyze the empirical relationship between the emissions of carbon dioxide, atmospheric carbon dioxide levels, and the average global temperature over the past 150 years. E5.4C
• Predict the global temperature increase by 2100, given data on the annual trends of CO2 concentration increase. E5.r4j
• List the possible causes and consequences of global warming. B3.4e
6 Climate Change Introduction Michigan Environmental Education Curriculum Support
Michigan Grade Level Content Expectations for Climate Impacts
8
• Describe the origins of pollution in the atmosphere, geosphere, and hydrosphere (car exhaust, industrial emissions, acid rain and natural sources) and how pollution impacts habitats, climatic change, threatens or endangers species.E.ES.07.42
• Based on evidence of observable changes in recent history and climate change models, explain the consequences of warmer oceans and changing climatic zones.E5.4D
• Examine the negative impact of human activities B3.4C• List the possible causes and consequences of global warming.B3.4e• Describe the environmental effects of human action on the atmosphere, biosphere, lithosphere and hydrosphere.6-G5.1.1• Describe the effects that a change in the physical environment could have on human activities and the choices people would
have to make in adjusting to the change.6–G5.2.1• Describe the environmental effects of human action on the atmosphere, biosphere, lithosphere and hydrosphere.7-G5.1.1• Describe the effects that a change in the physical environment could have on human activities and the choices people would
have to make in adjusting to the change. 7–G5.2.1
9
• Identify the factors in an ecosystem that influence changes in population size.L.EC.06.32• Based on evidence of observable changes in recent history and climate change models, explain the consequences of warmer
oceans and changing climatic zones.E5.4D• Describe common ecological relationships between and among species and their environments (competition, territory,
carrying capacity, natural balance, L3.p2Bpopulation, dependence, survival, and other biotic and abiotic factors). (prerequisite)
• Explain how two organisms can be mutually beneficial and how that can lead to interdependency. (prerequisite)L3.p2D• Explain how stability is challenged by changing physical, chemical, and environmental conditions as well as the presence of
disease agents.B2.3C• List the possible causes and consequences of global warming.B3.4e• Describe the effects that a change in the physical environment could have on human activities and the choices people would
have to make in adjusting to the change.6–G5.2.1• Describe the effects that a change in the physical environment could have on human activities and the choices people would
have to make in adjusting to the change. 7–G5.2.1
10
• Predict how changes in one population might affect other populations based upon their relationships in the food web. L.EC.06.23
• Identify the factors in an ecosystem that influence changes in population size.L.EC.06.32• Based on evidence of observable changes in recent history and climate change models, explain the consequences of warmer
oceans and changing climatic zones.E5.4D• Describe common ecological relationships between and among species and their environments (competition, territory,
carrying capacity, natural balance, population, dependence, survival, and other biotic and abiotic factors). L3.p2B• Explain how stability is challenged by changing physical, chemical, and environmental conditions as well as the presence of
disease agents.B2.3C• List the possible causes and consequences of global warming.B3.4e
11
• Predict how changes in one population might affect other populations based upon their relationships in the food web. L.EC.06.23
• Based on evidence of observable changes in recent history and climate change models, explain the consequences of warmer oceans and changing climatic zones.E5.4D
• List the possible causes and consequences of global warming.B3.4e• Describe the environmental effects of human action on the atmosphere, biosphere, lithosphere and hydrosphere.6-G5.1.1• Describe the effects that a change in the physical environment could have on human activities and the choices people would
have to make in adjusting to the change.6–G5.2.1• Describe the environmental effects of human action on the atmosphere, biosphere, lithosphere and hydrosphere.7-G5.1.1• Describe the effects that a change in the physical environment could have on human activities and the choices people would
have to make in adjusting to the change. 7–G5.2.1
Michigan Environmental Education Curriculum Support Introduction Climate Change 7
12
• Describe renewable and nonrenewable sources of energy for human consumption (electricity, fuels), compare their effects on the environment, and include overall costs and benefits.E2.4A
• Examine the negative impact of human activities B3.4C• Conduct and research on contemporary global topics and issues, compose persuasive essay, and develop a plan for action 6
–G6.1.1 • Clearly state an issue as a question or public policy, trace the origins of an issue, analyze various perspectives, and generate
and evaluate alternative resolutions. Deeply examine policy issues in group discussions and debates to make reasoned and informed decisions. Write persuasive/argumentative essays expressing and justifying decision on public policy, report the results, and evaluate effectiveness. 6–P3.1.1
• Demonstrate knowledge of how, when, and where individuals would plan and conduct activities intended to advance views in in matters of public policy, report the results, and evaluate effectiveness. 6–P4.2.1
• Participate in projects to help or inform others. 6–P4.2.3• Clearly state an issue as a question or public policy, trace the origins of an issue, analyze various perspectives, and generate
and evaluate alternative resolutions. Deeply examine policy issues in group discussions and debates to make reasoned and informed decisions. Write persuasive/argumentative essays expressing and justifying decision on public policy, report the results, and evaluate effectiveness. 7–P3.1.1
• Demonstrate knowledge of how, when, and where individuals would plan and conduct activities intended to advance views in in matters of public policy, report the results, and evaluate effectiveness.7–P4.2.1
• Participate in projects to help or inform others7–P4.2.3. • Clearly state an issue as a question or public policy, trace the origins of an issue, analyze various perspectives, and generate
and evaluate alternative resolutions. Deeply examine policy issues in group discussions and debates to make reasoned and informed decisions. Write persuasive/argumentative essays expressing and justifying decision on public policy, report the results, and evaluate effectiveness. 8–P3.1.1
• Demonstrate knowledge of how, when, and where individuals would plan and conduct activities intended to advance views in in matters of public policy, report the results, and evaluate effectiveness. 8–P4.2.1
• Participate in projects to help or inform others. 8–P4.2.3
13
• Evaluate data, claims, and personal knowledge through collaborative science discourse.S.IA.06.12• Describe the origins of pollution in the atmosphere, geosphere, and hydrosphere (car exhaust, industrial emissions, acid rain
and natural sources) and how pollution impacts habitats, climatic change, threatens or endangers species.E.ES.07.42• Based on evidence of observable changes in recent history and climate change models, explain the consequences of warmer
oceans and changing climatic zones.E5.4D• Recognize that, and describe how, human beings are part of Earth’s ecosystems. Note that human activities can deliberately
or inadvertently alter the equilibrium in ecosystems (prerequisite)L3.p4A• Examine the negative impact of human activities B3.4C
14
• Evaluate data, claims, and personal knowledge through collaborative science discourse. S.IA.06.12,S.IA.07.12• Evaluate the strengths and weaknesses of claims, arguments, and data. S.RS.06.11,S.RS.07.12• Develop an understanding of a scientific concept by accessing information from multiple sources. Evaluate the scientific
accuracy and significance of the information. E1.2C• Evaluate the future career and occupational prospects of science fields. E1.2E• Analyze how science and society interact from a historical, political, economic, or social perspectiveE1.2k• Identify the point of view (perspective of the author) and context when reading and discussing primary and secondary
sources.6-H1.2.3,7-H1.2.3
8 Climate Change Introduction Michigan Environmental Education Curriculum Support
Climate Science Master Materials List(*on MEECS Climate Change Resource DVD)
Lesson 1: What is Climate?Reproducible Materials
per class• Weather or Climate (answer key)• Midland Precipitation (answer key)• Climagraph Example (transparency master)• Making a Climagraph (answer key)• Climates and Places (answer key)• Michigan Temperature Variability and Midland Precipitation
(transparency masters)• What is the Difference? (transparency master)
per pair• Weather or Climate Cards (student activity)• Weather or Climate (student activity)
per student• Midland Precipitation (student resource) • Midland Precipitation (student activity) • Making a Climagraph (student activity)• Climates and Places (student activity) optional
Additional Materials on the Resource DVD
Lesson Materials• What is Climate PPT
Adaptations/Extensions/Enhancement• Climate Across the United States Word
Document• NCDC webquest Word Document
Lesson 2: Energy BalanceReproducible Materials
per class• Electromagnetic Spectrum (transparency master)• Radiation from the Sun and Earth (answer key)• Earth’s Energy Budget Parts 1-4 (transparency masters)• Earth’s Energy Budget Parts 1-4 (answer key and PowerPoint Notes)
per student• Radiation from the Sun and Earth (student activity)• *Earth’s Energy Budget Parts 1-4 (student activity)
Additional Materials on the Resource DVD
Lesson Materials• Earth’s Energy Budget PPT• Electromagnetic Spectrum Transparency PPT• Earth’s Energy Balance QuickTime Movie• Radiation from the Sun and Earth (QuickTime
Movie – 2:17 minutes)• Energy Budget Activities
Adaptations.Extensions.Enhancements• Investigating Energy Balance• Changes in the Earth’s Energy Balance
Lesson 3: Greenhouse EffectReproducible Materials
per class• Earth’s Greenhouse Effect (answer key)• Michigan Greenhouse Gases per Sector in Michigan (transparency mas-
ter)• Sources of Greenhouse Gases (answer key)
per student• Greenhouse Gases (student reading)• Earth’s Greenhouse Effect (student activity)• Sources of Greenhouse Gases (student activity)
Additional Materials on the Resource DVD
Lesson Materials• The Greenhouse Effect PPT• Earth’s Greenhouse Effect (QuickTime
Movie -3:29 minutes)
Adaptations/Extensions/Enhancements• Extension Lesson: Modeling Greenhouse
Gases
Michigan Environmental Education Curriculum Support Introduction Climate Change 9
Lesson 4: The Carbon CycleReproducible Materials
per class• Carbon Cycle (transparency master)• Explore the Carbon Cycle (answer key)• Michigan Land, Air, and Water (answer key)
per group• Michigan Land, Air, and Water Placemats
per student• Explore the Carbon Cycle (student activity)• Michigan Land, Air, and Water (student activity)
Additional Materials on the Resource DVD
Lesson Materials• Carbon Cycle PPT• Carbon Cycle QuickT ime Movie• Keeping Up with Carbon MP4 video
Lesson 5: Climate Forcing and UncertaintyReproducible Materials
per class• Changes in Earth’s Energy Balance (answer key)• Feedback Cycles (transparency master)
per student• Radiative Forcing (student resource)• Changes in Earth’s Energy Balance (student reading)• Changes in Earth’s Energy Balance (student activity)
Additional Materials on the Resource DVD
Lesson Materials• Climate Forcing and Uncertainty PPT
Lesson 6: Evidence of ChangeReproducible Materials
per student• Graphing Temperature and carbon dioxide in the 20th century
(student activity)• Graphing temperature and carbon dioxide over the last 450,000 years
(student activity)
Additional Materials on the Resource DVD
Lesson Materials• Evidence of Change PPT• Temperature Puzzle MP4 video
Adaptations.Extensions.Enhancements:• Gathering the Evidence teacher resource and
student activity• Taking the Earth’s Temperature Windows
Media Video• Frequently Asked Questions• More NASA Videos
Other Materials• Global Warming – Thomas Karl
10 Climate Change Introduction Michigan Environmental Education Curriculum Support
Lesson 7: Climate ModelsReproducible Materials
per class• Modeling the Climate System (transparency master)• Evolution of Climate Models (transparency master)• Relationships in a Climate Model (answer key)• How Much and When (answer key)• Climate Scenarios (transparency master)
per small group:• Computer
per student• Relationships in a Climate Model (student activity)• A Very, Very Simple Climate Model (student activity)• How Climate Models are Developed and Tested (student resource)• How Much and When? (student activity)
Additional Materials on the Resource DVD
Lesson Materials• Climate Model Transparencies PPT
Adaptations.Extensions.Enhancements• Climate Models QuickTime Movie• Climate in a Box MP4 video
Michigan Environmental Education Curriculum Support Introduction Climate Change 11
Climate Impacts Master Materials List(*on MEECS Climate Change Resource DVD)
Lesson 8: Climate Change IndicatorsReproducible Materials
per class• Describing Trends and Writing Hypotheses about Causes
(possible answers)• Climate Indicators for Michigan (answer key)• Potential Climate Change Impacts (transparency master)
per student• Describing Trends and Writing Hypotheses about Causes
(student activity set)• Climate Indicators in Michigan (student activity)
Additional Materials on the Resource DVD
Lesson Materials• Climate Change Impacts Instructional PPT• Climate Change in the Great Lakes video, script, and
time-summary
Adaptations/Extensions/Enhancement• Climate Change Indicators• Climate Ready Great Lakes PPT
Other Materials• Additional Lines of Evidence• GLISA: Climate Change in the Great Lakes Region
Lesson 9: Plant and Animal Phenology
Reproducible Materials
per class• Comparing Phenological Observations (answer key)• *Michigan Cherries and Climate Change (answer key)
per studentPhenology Over Time (student resource) • Comparing Phenological Observations (student activity)• *Michigan Cherries and Climate Change (student booklet)
Additional Materials on the Resource DVD
Lesson Materials• Plant and Animal Phenology Instructional PPT • Michigan Cherries and Climate Change (student booklet)• Michigan Cherries and Climate Change (answer key)
Adaptations/Extensions/Enhancement• Extension Lesson: Going Outdoors with Phenology• Honey Bees
Other Materials• Plant Hardiness Zones• Agriculture and Climate Change (teacher resource)
Lesson 10: Ecosystems RelationshipsReproducible Materials
per class• *Ecological Habitat Diagrams transparency• *Predicting the Future Ranges of Important Tree Species
(transparencu masters)• Matching Tree Species with Ecological Habitat Diagrams
and Predicting the Future Ranges of Important Tree Species (answer key)
• Model Projections (answer key)
per student• Matching Tree Species with Ecological Habitat Diagrams
(student activity)• Background about Tree Species in the Eastern United
States (student resource)• Predicting the Future Ranges of Important Tree Species
(student activity)
per pair• Model Projections (student activity)
Additional Materials on the Resource DVD
Lesson Materials• Ecosystem Relationships Instructional PPT• Lesson 10 Transparencies
Adaptations/Extensions/Enhancement• Materials for Alternate Projections• Extension Lesson: Mixed Pine Ecosystem of Michigan
To be provided by the teacher• Computer with internet access
12 Climate Change Introduction Michigan Environmental Education Curriculum Support
Lesson 11: Water Balance in the Great LakesReproducible Materials
per class• Climagraph of Detroit and Climagraph of Detroit, redesigned (transparency master)• Level of Lake Michigan (transparency master)
per student• How Climate Change Can Alter the Water Balance (student
activity)• Water Level in Lake Michigan (student activity)• Climate Change and the Great Lakes (student resource)• Effects of Climate Change on the Great Lakes (student
activity)
Additional Materials on the Resource DVD
Lesson Materials• Water Balance and the Great Lakes Instructional PPT
Adaptations,Extensions• Making Climagraph 2 Solve Water Balance PPT
Lesson 12: What Can I Do?Reproducible Materials
per class• Six Reasons Why We Should Prepare for Climate Change in
Michigan transparency master• Michigan’s Greenhouse Gas Emissions by Sector
(transparency master)• Guiding Principle for Informed Climate Decisions (teacher
resource)• Template for DOT Tree Leaves (Teacher Resource)
per group• Climate Change Review (student activity)• Education Campaign Preparation (student activity)• Campaign Follow-Up (student activity)
per student• Adaptation or Mitigation (student activity)• Climate Change Check Sheet (student resource)
Additional Materials on the Resource DVD
Lesson Materials• What Can I Do Instructional PPT
Adaptations,Extensions• EPA’s Emissions Calculator• Climate Literacy Principles
To be supplied by the teacher (optional activity)• Poster board• Materials to create education materials• Paper or access to computer spreadsheet• Access to computer
Lesson 13: Community Conversation
Reproducible Materials
per class• *Student Participation Rubric (teacher resource)• Some Effects of Climate Change in Michigan (teacher
resource)
per student• Before-the-Conversation (student activity)• After-the-Conversation (student activity)• *Community Conversation Cards (student activity)• What’s the Impact? (student activity)
Additional Materials on the Resource DVD
Lesson Materials• Dialogue Preparation: Dialogue, Debate, & Careful
Listening (student resource)• Community Conversation Cards• Revolving Conversation Guidelines (Teacher Resource)• Student Participation Rubric
Adaptations,Extensions• The Global Climate Game • Carsey Report Climate-Change-2011
Other Materials• Lesson 13 References
Michigan Environmental Education Curriculum Support Introduction Climate Change 13
Lesson 14: Climate Change in the News
Reproducible Materials
per class• Three Prong Approach to Climate Change Research
(transparency master)
per group• Climate Change Headlines (student activity)
per student• Making Sense of Climate Change (student resource)• News Analysis (student activity)• * Newspaper Research (student activity)
Additional Materials on the Resource DVD
Lesson Materials• Three Prong Approach to Climate Change Research
(transparency master)• Newspaper Research (student activity)
Adaptations/Extensions/Enhancements• Natural Inquirer• Scientist Profiles• Meet the Researcher (student activity)
14 Climate Change Introduction Michigan Environmental Education Curriculum Support
Mic
higa
n G
rade
Lev
el C
onte
nt E
xpec
tati
ons
ME
EC
S C
limat
e S
cien
ce
(Les
sons
1-7
)
X =
Add
ress
es/S
uppo
rts
1. What is Climate?
2. Earth’s Energy Balance3. The Greenhouse Effect4. The Carbon Cycle5. Climate Forcing and Uncertainty6. Evidence of Change
7. Climate Models
Science 6-7
S.IA.06.11
Ana
lyze
info
rmat
ion
from
dat
a ta
bles
and
gra
phs t
o an
swer
scie
ntifi
c qu
estio
ns.
X
E.ES.07.42
Des
crib
e th
e or
igin
s of p
ollu
tion
in th
e at
mos
pher
e, g
eosp
here
, and
hyd
rosp
here
(car
exh
aust
, ind
ustri
al
emis
sion
s, ac
id ra
in a
nd n
atur
al so
urce
s) a
nd h
ow p
ollu
tion
impa
cts h
abita
ts, c
limat
ic c
hang
e, th
reat
ens o
r end
ange
rs
spec
ies.
XX
XX
E.ES.07.71
Com
pare
and
con
trast
the
diffe
renc
e an
d re
latio
nshi
p be
twee
n w
eath
er a
nd c
limat
e.X
E.FE.07.11D
escr
ibe
the
atm
osph
ere
as a
mix
ture
of g
ases
.X
Science High School
E1.2C
Dev
elop
an
unde
rsta
ndin
g of
a sc
ient
ific
conc
ept b
y ac
cess
ing
info
rmat
ion
from
mul
tiple
sour
ces.
Eval
uate
the
scie
ntifi
c ac
cura
cy a
nd si
gnifi
canc
e of
the
info
rmat
ion.
XX
E2.2C
Des
crib
e na
tura
l pro
cess
es in
whi
ch h
eat t
rans
fer i
n th
e Ea
rth o
ccur
s by
cond
uctio
n, c
onve
ctio
n, a
nd ra
diat
ion.
XE2.2D
Iden
tify
the
mai
n so
urce
s of e
nerg
y to
the
clim
ate
syst
em.
XE2.3A
Exp
lain
how
car
bon
exis
ts in
diff
eren
t for
ms s
uch
as li
mes
tone
(roc
k), c
arbo
n di
oxid
e (g
as),
carb
onic
aci
d (w
ater
), an
d an
imal
s (lif
e) w
ithin
Ear
th sy
stem
s and
how
thos
e fo
rms c
an b
e be
nefic
ial o
r har
mfu
l to
hum
ans.
X
E2.3dE
xpla
in h
ow c
arbo
n m
oves
thro
ugh
the
Earth
syst
em (i
nclu
ding
the
geos
pher
e) a
nd h
ow it
may
ben
efit (
e.g.
, im
prov
e so
ils fo
r agr
icul
ture
) or h
arm
(e.g
., ac
t as a
pol
luta
nt) s
ocie
ty.
X
E4.p2BD
escr
ibe
the
diffe
renc
e be
twee
n w
eath
er a
nd c
limat
e. (p
rere
quis
ite)
XE5.4A
Exp
lain
the
natu
ral m
echa
nism
of t
he g
reen
hous
e ef
fect
, inc
ludi
ng c
ompa
rison
s of t
he m
ajor
gre
enho
use
gase
s.X
E5.4B
Des
crib
e na
tura
l mec
hani
sms t
hat c
ould
resu
lt in
sign
ifica
nt c
hang
es in
clim
ate.
XE5.4C
Ana
lyze
the
empi
rical
rela
tions
hip
betw
een
the
emis
sion
of c
arbo
n di
oxid
e, a
tmos
pher
ic c
arbo
n di
oxid
e le
vels
, and
th
e av
erag
e gl
obal
tem
pera
ture
ove
r the
pas
t 150
yea
rs.
XX
X
E5.4g
Com
pare
and
con
trast
the
heat
-trap
ping
mec
hani
sms o
f the
maj
or g
reen
hous
e ga
ses r
esul
ting
from
em
issi
ons
(car
bon
diox
ide,
met
hane
, nitr
ous o
xide
, fluo
roca
rbon
s) a
s wel
l as t
heir
abun
danc
e an
d he
at-tr
appi
ng c
apac
ity.
XX
E5.r4j P
redi
ct th
e gl
obal
tem
pera
ture
incr
ease
by
2100
, giv
en d
ata
on th
e an
nual
tren
ds o
f CO
2 co
ncen
tratio
n in
crea
se
(rec
omm
ende
d)X
X
L3.p4A
Rec
ogni
ze th
at, a
nd d
escr
ibe
how,
hum
an b
eing
s are
par
t of E
arth
’s e
cosy
stem
s. N
ote
that
hum
an a
ctiv
ities
can
de
liber
atel
y or
inad
verte
ntly
alte
r the
equ
ilibr
ium
in e
cosy
stem
s (pr
ereq
uisi
te)
X
B3.4d
Des
crib
e th
e gr
eenh
ouse
effe
ct a
nd li
st it
s pos
sibl
e ca
uses
XB3.4e
Lis
t the
pos
sibl
e ca
uses
and
con
sequ
ence
s of g
loba
l war
min
g.X
X
Social Studies
6–G3.1.1
Con
stru
ct a
nd a
naly
ze c
limat
e gr
aphs
for t
wo
loca
tions
at d
iffer
ent l
atitu
des a
nd e
leva
tions
in th
e re
gion
to
answ
er g
eogr
aphi
c qu
estio
ns a
nd m
ake
pred
ictio
ns b
ased
on
patte
rns.
(e.g
., co
mpa
re a
nd c
ontra
st B
ueno
s Aire
s and
La
Paz;
Mex
ico
City
and
Gua
tem
ala
City
; Edm
onto
n an
d To
ront
o).
X
6-G
5.1.1
Des
crib
e th
e en
viro
nmen
tal e
ffect
s of h
uman
act
ion
on th
e at
mos
pher
e, b
iosp
here
, lith
osph
ere
and
hydr
osph
ere.
X7-G
5.1.1
Des
crib
e th
e en
viro
nmen
tal e
ffect
s of h
uman
act
ion
on th
e at
mos
pher
e, b
iosp
here
, lith
osph
ere
and
hydr
osph
ere.
X
Climate Science
Michigan Environmental Education Curriculum Support Introduction Climate Change 15
Clim
ate
Lite
racy
Pri
ncip
les
Alig
nmen
t M
EE
CS
Clim
ate
Sci
ence
(L
esso
ns 1
-7)
X =
Add
ress
es/S
uppo
rts
1. What is Climate?
2. Earth’s Energy Balance3. The Greenhouse Effect4. The Carbon Cycle5. Climate Forcing and Uncertainty
6. Evidence of Change
7. Climate Models
1. T
he su
n is
the
prim
ary
sour
ce o
f ene
rgy
for e
arth
’s c
limat
e sy
stem
.X
2. C
limat
e is
regu
late
d by
com
plex
inte
ract
ions
am
ong
com
pone
nts o
f the
ear
th sy
stem
. X
XX
3. L
ife o
n ea
rth d
epen
ds o
n, is
shap
ed b
y, a
nd a
ffect
s clim
ate.
XX
4. C
limat
e va
ries o
ver s
pace
and
tim
e th
roug
h bo
th n
atur
al a
nd m
an-m
ade
proc
esse
s. X
XX
XX
X
5.
Our
und
erst
andi
ng o
f the
clim
ate
syst
em is
impr
oved
thro
ugh
obse
rvat
ions
, the
oret
ical
stud
ies,
and
mod
elin
g.
XX
XX
6. H
uman
act
iviti
es a
re im
pact
ing
the
clim
ate
syst
em.
XX
XX
X
7. C
limat
e ch
ange
will
hav
e co
nseq
uenc
es fo
r the
ear
th sy
stem
and
hum
an li
ves.
16 Climate Change Introduction Michigan Environmental Education Curriculum Support
Mic
higa
n G
rade
Lev
el C
onte
nt E
xpec
tati
ons
ME
EC
S C
limat
e Im
pact
s (L
esso
ns 8
-14)
X =
Add
ress
es/S
uppo
rts
8. Climate Change Indicators9. Plant and Animal Phenology10. Ecosystem Relationships11. Water Balance and the Great Lakes
12. What Can I Do?13. Community Conversation14. Climate Change in the News
6th - 7th Grade Science
S.IA.06.12
Eva
luat
e da
ta, c
laim
s, an
d pe
rson
al k
now
ledg
e th
roug
h co
llabo
rativ
e sc
ienc
e di
scou
rse.
XX
S.RS.06.11
Eval
uate
the
stre
ngth
s and
wea
knes
ses o
f cla
ims,
argu
men
ts, a
nd d
ata.
X
L.EC.06.23
Pre
dict
how
cha
nges
in o
ne p
opul
atio
n m
ight
affe
ct o
ther
pop
ulat
ions
bas
ed u
pon
thei
r rel
atio
nshi
ps in
the
food
web
. X
X
L.EC.06.32Id
entif
y th
e fa
ctor
s in
an e
cosy
stem
that
influ
ence
cha
nges
in p
opul
atio
n si
ze.
XX
S.RS.06.11
Eval
uate
the
stre
ngth
s and
wea
knes
ses o
f cla
ims,
argu
men
ts, a
nd d
ata.
X
E.ES.07.42
Des
crib
e th
e or
igin
s of p
ollu
tion
in th
e at
mos
pher
e, g
eosp
here
, and
hyd
rosp
here
(car
exh
aust
, ind
ustri
al
emis
sion
s, ac
id ra
in a
nd n
atur
al so
urce
s) a
nd h
ow p
ollu
tion
impa
cts h
abita
ts, c
limat
ic c
hang
e, th
reat
ens o
r end
ange
rs
spec
ies.
XX
High School Science
E1.2C
Dev
elop
an
unde
rsta
ndin
g of
a sc
ient
ific
conc
ept b
y ac
cess
ing
info
rmat
ion
from
mul
tiple
sour
ces.
Eval
uate
the
scie
ntifi
c ac
cura
cy a
nd si
gnifi
canc
e of
the
info
rmat
ion
X
E1.2E
Eva
luat
e th
e fu
ture
car
eer a
nd o
ccup
atio
nal p
rosp
ects
of s
cien
ce fi
elds
X
E1.2kA
naly
ze h
ow sc
ienc
e an
d so
ciet
y in
tera
ct fr
om a
his
toric
al, p
oliti
cal,
econ
omic
, or s
ocia
l per
spec
tive
X
E2.4A
Des
crib
e re
new
able
and
non
rene
wab
le so
urce
s of e
nerg
y fo
r hum
an c
onsu
mpt
ion
(ele
ctric
ity, f
uels
), co
mpa
re th
eir
effe
cts o
n th
e en
viro
nmen
t, an
d in
clud
e ov
eral
l cos
ts a
nd b
enefi
ts.
X
E5.4Clim
ateChange
E5.4D
Bas
ed o
n ev
iden
ce o
f obs
erva
ble
chan
ges i
n re
cent
his
tory
and
clim
ate
chan
ge m
odel
s, ex
plai
n th
e co
nseq
uenc
es o
f w
arm
er o
cean
s and
cha
ngin
g cl
imat
ic z
ones
.X
XX
XX
L3.p2BD
escr
ibe
com
mon
eco
logi
cal r
elat
ions
hips
bet
wee
n an
d am
ong
spec
ies a
nd th
eir e
nviro
nmen
ts (c
ompe
titio
n,
terr
itory
, car
ryin
g ca
paci
ty, n
atur
al b
alan
ce, p
opul
atio
n, d
epen
denc
e, su
rviv
al, a
nd o
ther
bio
tic a
nd a
biot
ic fa
ctor
s).
(pre
requ
isite
)X
X
L3.p2DE
xpla
in h
ow tw
o or
gani
sms c
an b
e m
utua
lly b
enefi
cial
and
how
that
can
lead
to in
terd
epen
denc
y. (p
rere
quis
ite)
X
B2.3C
Exp
lain
how
stab
ility
is c
halle
nged
by
chan
ging
phy
sica
l, ch
emic
al, a
nd e
nviro
nmen
tal c
ondi
tions
as w
ell a
s the
pr
esen
ce o
f dis
ease
age
nts.
XX
B3.4C
Exa
min
e th
e ne
gativ
e im
pact
of h
uman
act
iviti
es.
XX
X
B3.4e
Lis
t the
pos
sibl
e ca
uses
and
con
sequ
ence
s of g
loba
l war
min
g.X
XX
X
Climate Impacts
Michigan Environmental Education Curriculum Support Introduction Climate Change 17
Clim
ate
Lite
racy
Pri
ncip
les
Alig
nmen
t M
EE
CS
Clim
ate
Impa
cts
(Les
sons
8-1
4)
X =
Add
ress
es/S
uppo
rts
8. Climate Change Indicators9. Plant and Animal Phenology10. Ecosystem Relationships11. Water Balance and the Great Lakes
12. What Can I Do?13. Community Conversation14. Climate Change in the News
1. T
he su
n is
the
prim
ary
sour
ce o
f ene
rgy
for e
arth
’s c
limat
e sy
stem
.
2. C
limat
e is
regu
late
d by
com
plex
inte
ract
ions
am
ong
com
pone
nts o
f the
ear
th sy
stem
.
3. L
ife o
n ea
rth d
epen
ds o
n, is
shap
ed b
y, a
nd a
ffect
s clim
ate.
XX
XX
X
4. C
limat
e va
ries o
ver s
pace
and
tim
e th
roug
h bo
th n
atur
al a
nd m
an-m
ade
proc
esse
s. X
XX
X
5.
Our
und
erst
andi
ng o
f the
clim
ate
syst
em is
impr
oved
thro
ugh
obse
rvat
ions
, the
oret
ical
stud
ies,
and
mod
elin
g.
XX
6. H
uman
act
iviti
es a
re im
pact
ing
the
clim
ate
syst
em.
XX
XX
XX
7. C
limat
e ch
ange
will
hav
e co
nseq
uenc
es fo
r the
ear
th sy
stem
and
hum
an li
ves.
XX
XX
XX
X
Middle School Social Studies6,7-G5.1.1
Des
crib
e th
e en
viro
nmen
tal e
ffect
s of h
uman
act
ion
on th
e at
mos
pher
e, b
iosp
here
, lith
osph
ere
and
hydr
osph
ere.
XX
X6–G5.2.1
Des
crib
e th
e ef
fect
s tha
t a c
hang
e in
the
phys
ical
env
ironm
ent c
ould
hav
e on
hum
an a
ctiv
ities
and
the
choi
ces
peop
le w
ould
hav
e to
mak
e in
adj
ustin
g to
the
chan
ge.
XX
X
6,7,8–P3.1.1
Cle
arly
stat
e an
issu
e as
a q
uest
ion
or p
ublic
pol
icy,
trac
e th
e or
igin
s of a
n is
sue,
ana
lyze
var
ious
pe
rspe
ctiv
es, a
nd g
ener
ate
and
eval
uate
alte
rnat
ive
reso
lutio
ns. D
eepl
y ex
amin
e po
licy
issu
es in
gro
up d
iscu
ssio
ns a
nd
deba
tes t
o m
ake
reas
oned
and
info
rmed
dec
isio
ns. W
rite
pers
uasi
ve/a
rgum
enta
tive
essa
ys e
xpre
ssin
g an
d ju
stify
ing
deci
sion
on
publ
ic p
olic
y, re
port
the
resu
lts, a
nd e
valu
ate
effe
ctiv
enes
s.•
Iden
tify
publ
ic p
olic
y is
sues
rela
ted
to g
loba
l top
ics a
nd is
sues
stud
ied.
• C
lear
ly st
ate
the
issu
e as
a q
uest
ion
of p
ublic
pol
icy
oral
ly o
r in
writ
ten
form
.•
Use
inqu
iry m
etho
ds to
acq
uire
con
tent
kno
wle
dge
and
appr
opria
te d
ata
abou
t the
issu
e. Id
entif
y th
e ca
uses
and
co
nseq
uenc
es a
nd a
naly
ze th
e im
pact
, bot
h po
sitiv
e an
d ne
gativ
e.•
Shar
e an
d di
scus
s find
ings
of r
esea
rch
and
issu
e an
alys
is in
gro
up d
iscu
ssio
ns a
nd d
ebat
es.
• C
ompo
se a
per
suas
ive
essa
y ju
stify
ing
the
posi
tion
with
a re
ason
ed a
rgum
ent.
Dev
elop
an
actio
n pl
an to
add
ress
or i
nfor
m o
ther
s abo
ut th
e is
sue
at th
e lo
cal t
o gl
obal
scal
es.
X
6,7,8–P4.2.1
Dem
onst
rate
kno
wle
dge
of h
ow, w
hen,
and
whe
re in
divi
dual
s wou
ld p
lan
and
cond
uct a
ctiv
ities
inte
nded
to
adv
ance
vie
ws i
n in
mat
ters
of p
ublic
pol
icy,
repo
rt th
e re
sults
, and
eva
luat
e ef
fect
iven
ess.
X
6,7,8–P4.2.3
Parti
cipa
te in
pro
ject
s to
help
or i
nfor
m o
ther
s. X
7-H1.2.3
Iden
tify
the
poin
t of v
iew
and
con
text
whe
n re
adin
g an
d di
scus
sing
prim
ary
and
seco
ndar
y so
urce
s.X