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Student Climate Change Action ConferenceThis is a problem solving lesson to determine the location for the Student Global Warming Action Conference. The students will interpret data sets which include temperature, rainfall, air pollution, travel cost, and flight times to rank five locations for students and government officials to travel to for a conference on climate change. This is an engaging, fun-filled Model Eliciting Activity (MEA) lesson with twists and turns throughout. Students will learn how this procedure of selecting locations can be applied to everyday decisions by the government, a business, a family, or individuals.

Subject(s): English Language Arts, Science, Mathematics Grade Level(s): 6, 7, 8(The focus of this lesson is on English Language Arts, the content of the text fits within the Science Content Standards.)

Suggested Technology: Computer for Presenter, Computers for Students, Internet Connection, Basic Calculators, Overhead Projector, Speakers/Headphones, Microsoft Office, Computer Media Player

Standards

LAFS.6.RI.3.7 : Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

Belongs to: Integration of Knowledge and Ideas

LAFS.68.RH.3.7

Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

Belongs to: Integration of Knowledge and Ideas

LAFS.6.W.2.4 : Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

Belongs to: Production and Distribution of Writing

LAFS.6.L.2.3 : Use knowledge of language and its conventions when writing, speaking, reading, or listening.

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a. Vary sentence patterns for meaning, reader/listener interest, and style

b. Maintain consistency in style and tone.Particular alignment to : LAFS.6.L.2.3a : Vary sentence patterns for meaning, reader/listener interest, and style.

Belongs to: Knowledge of Language




a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.


LAFS.8.RI.1.3 : Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

Belongs to: Key Ideas and Details




a. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).


MAFS.7.EE.2.3 : Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any

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form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation.

Belongs to: Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

SC.6.N.1.1 : Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.

Belongs to: The Practice of Science

SC.6.N.1.4 : Discuss, compare, and negotiate methods used, results obtained, and explanations among groups of students conducting the same investigation.


SC.6.N.1.5 : Recognize that science involves creativity, not just in designing experiments, but also in creating explanations that fit evidence.


SC.6.E.7.6 : Differentiate between weather and climate.

Belongs to: Earth Systems and Patterns

SC.8.N.1.5 : Analyze the methods used to develop a scientific explanation as seen in different fields of science.


LESSON CONTENT

Lesson Plan Template:

Model Eliciting Activity (MEA)

Formative Assessment

1. Teacher will ask the Critical Thinking questions, readiness questions, comprehension/readiness

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questions, guiding/reflective questions, and reflection questions throughout the lesson. See Instructional Suggestions for when to ask each set of questions.2. After the first letter has been written, the students will complete a gallery walk and defend their reasoning for their ranking of the cities.

After each group has selected a location, they must create a "key point" poster outlining which location they selected and why. Have students include information such as their location selection and the top-five reasons why they selected that location. When the groups are finished, allow them to post their location posters in a "gallery-walk". Students are each given sticky notes on which they can write questions, comments, or other concerns for posting on other group members' posters as constructive feedback. Remind students that comments should be constructive. (NOTE: The teacher will participate in the gallery walk using a separate color of sticky note or pen.)

Feedback to Students

1. The teacher will give feedback as students ask questions throughout the inquiry.

2. The teacher will give feedback on the Readiness questions and the comprehension/readiness questions. See Instructional Suggestions for when to ask each set of questions.

3. The teacher will give feedback during the gallery walk after they have written their first letter.

Summative Assessment

Students will be able to show a real world example with supportive evidence on how this problem could occur in real life and be solved using deductive reasoning skills and data analysis.

The attached Summative Assessment can be given at the end of the activity to determine if students have reached their learning targets.

1. When solving a problem, why do you need to consider some or all of the variables (factors) that were listed in the data set tables?

2. Using the dataset given in the attachment, rank the relatives from the shortest amount of time to the longest amount of time to fly to Buenos Aires.

3. Describe how your team decided the best city for the Conference.

4. If you were on the planning committee for determining the location of the 2016 Olympics, what are some factors you would need to consider? Please write a paragraph to explain how you would go about locating the best location in the world for this event.

Learning ObjectivesThe students will:

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o Understand that several factors need to be considered when solving multifaceted problems.

o Determine the most important factors in making decisions about climate and pollution in different global cities.

o Make decisions to provide a solution for the problem.

o Communicate the outcome or solution clearly.

Prior Knowledge

Students should be familiar with data analysis or how to read tables.

Teacher Background Knowledge

(Content for teacher to be familiar with in the event of questions or further explanations.)

o Overview of climate and how distance from the equator affects the climate in that area around the world.

o Topography- specifically altitude and how it affects weather and climate of an area.

o A general knowledge of global geography. Locations of the countries discussed on a global scale, and the cities within those countries.

Real-World Applications for this MEA:

(For teacher knowledge, and potential student discovery, or in the creation of Extension Activities.)

o City Selection for Companies. (Where should a company build a location?)

o Tours and Travel plans. (Military, Politicians, Conventions, Performances, Vacations etc...)

o Sporting Events. (Olympics, Superbowl, etc...)

o Fair Trade. (Cell phone companies.)

Materials:

o Data Set on Cost and Time of Travel

o Data Set on Temperature, Rain Fall, Altitude, Snowfall and Pollution

o Letter 1

o Letter 2

o Poster Paper (for gallery walk)

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o Student Response Letter 1

o Student Response Letter 2

o Article “Students Fight Climate Change”.

o Article “Paris Climate Conference Results In Landmark Agreement To Curb Greenhouse Gas Emissions”

Introduction:

1. Read the article Students Fight Climate Change, Cite Personal Reasons. You may choose to do this as a class, in groups, or individually. This article will help to engage students in the activities.

Use this article to focus on reading strategies and vocabulary while engaging students in the theme of environmental activism.

Discuss what it means to invest and what it means to divest. Why would students want their universities to divest from companies that promote the use of fossil fuels and to invest in sustainable energy resources?

Discuss article and vocabulary. Have students cite evidence from the article as you facilitate a whole class discussion.

Why do these students feel that it is important to do something about climate change? Why do they want their universities to divest from companies that produce fossil fuels? Vocabulary to discuss in the context of the article: hubris, divest, fossil fuel, climate, sustainable,

fracking Compare the definition of climate to the definition of weather.

Climate- the weather conditions prevailing in an area in general or over a long period.Weather-the state of the atmosphere at a place and time as regards heat, dryness, sunshine, wind, rain, etc.The difference between weather and climate is a measure of time. Weather is what conditions of the atmosphere are over a short period of time, and climate is how the atmosphere "behaves" over relatively long periods of time.

2. Read: Paris Climate Conference Results In Landmark Agreement To Curb Greenhouse Gas Emissions http://www.dogonews.com/2015/12/15/paris-climate-conference-results-in-landmark-agreement-to-curb-greenhouse-gas-emissions This article will help students to understand the concept of climate change. Reading strategies will focus on reading charts, graphs, diagrams, and vocabulary in context. The video at the bottom of the article may be helpful in building comprehension.

Vocabulary: Conference - a formal meeting for discussion.

In the online version of the article several vocabulary words are hyperlinked to their definitions. Students can read the article online, or teacher can project it to use the hyperlinks as students use the printed text for text marking.

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http://www.dogonews.com/2015/12/15/paris-climate-conference-results-in-landmark-agreement-to-curb-greenhouse-gas-emissions

http://www.dogonews.com/2015/12/15/paris-climate-conference-results-in-landmark-agreement-to-curb-greenhouse-gas-emissions

Article Comprehension (6 questions)

Why did representatives from 196 countries go to Paris? What historic agreement did they reach? Why is it important to keep the rise of average global temperatures to below 2%? What do countries need to do to ensure that happens? Why have wealthy developed nations like the United States agreed to donate $100 million USD? What still needs to happen for the agreement to go into effect? What did the USA and China agree to do in November 2014? Critical Thinking Challenge

List one advantage and one disadvantage of allowing nations to establish their own emission reduction targets?

Vocabulary in Context

There is also no penalty for countries that fail to abide by their self-imposed targets.

In the above sentence the word penalty most likely means:

(a) a disadvantage imposed upon one of the competitors or upon one side for infraction of the rules of a game, sport, etc.

(b) a punishment imposed or incurred for a violation of law or rule.

Give a reason for your choice.

3. Read Letter 1 . You may choose to do this as a class, in groups, or individually.

Dear Students,

I am sure that you are aware that young people today are very concerned about global climate change. The actions of humans are causing changes to our planet’s weather patterns that will affect everyone on Earth.

A group of student activists has been invited to meet with business leaders government officials from around the world to discuss ways to slow climate change and protect your future. Some of their ideas include convincing companies and governments to divest from the top 200 publicly traded fossil fuel companies and promoting investment in companies that create sustainable energy sources.

Six students who are key members of Climate Change Awareness support groups in their communities are being sponsored by our company to attend the Climate Change Conference and have their voices heard.

We must determine the best location for the meeting. To keep the decision fair and unbiased we are asking students to choose the location. The business leaders and government officials are willing to meet in any of these five global locations: Istanbul, Turkey; Geneva, Switzerland; Kanpur, India; Buenos Aires, Argentina; Sydney, Australia. Please write back and tell me the rank in order of the locations that would be most ideal for all six students to meet next April. Please include a detailed procedure on how

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you ranked the locations from best to worst. Be sure to include the reasons why you chose your rankings.

Please consider the following:

• Weather in the location students will travel to. They will be having an outdoor demonstration and parade on one of the four days they will be there.

• Cost to my company for sending them. If we can save money, we will be able to send more students next year.

• Also consider air pollution at the host location, travel time, and which city might be the most interesting to students who visit.

Discuss the letter as a class, and explain what is expected from each group. Explain to students that they are responsible for looking at each student's information, the conference locations, and the various factors before determining where they feel the "best" location would be. Students must then rank the rest of the locations from "best" to "worst" using the same procedure. They must write a responding letter to the organizers of the conference explaining where and why they should meet at the location their group selected.

Readiness questions:

o Who is the client? (Earth Friendly Inc.)

o What is Earth Friendly Inc. asking you to do? (what is the problem)

o How will you find the solution to solve the problem?

o What do you need to consider in solving the problem?

o Are all factors equally important in this problem?

Activity 1:

Purpose: Introduce Students to geographical locations and how the climate and other geographical factors impact the people living or visiting there. Students are also exposed to data analysis; as well as using the Scientific Process and reasoning skills for solving a problem.

1. After reading the first letter, divide students into groups (if you haven't already) and distribute a copy of the Data Set 1 to each group. Allow students to read the information, and begin brainstorming ideas as to how they should determine the conference location.

Suggestion: Show a world map and mark the locations. Use a different color to mark the possible conference locations and the locations students are traveling from.

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Critical Thinking Questions: (These are some questions you may ask to help students expand or deepen their thinking as they brainstorm solutions for the problem.)

o What are some factors you need to consider when selecting a location?

o Are you considering all the factors?

o Are there any other factors that would be nice to have in making your decision?

o Are some factors more important than others?

2. IMPORTANT: Students should keep a record of their reasoning. Remind groups to write down not only valuable information, and their conclusion, but other information such as why certain locations would be more ideal than others. Suggestion: Have a person in each group assigned to record the thinking, process, and ideas of the group.

Critical Thinking Questions:

o What data has been the most valuable in making your decision?

o How many times have you changed your mind when looking closer at the data?

o Does everyone in your group agree on the same location or have you had to compromise?

3. After each group has selected a location, they must create a "key point" poster outlining which location they selected and why. Have students include information such as their location selection and the top-five reasons why they selected that location.

4. When the groups are done, allow them to post their location posters in a "gallery-walk". Students are each given sticky notes on which they can write questions, comments, or other concerns for posting on other group members' posters as constructive feedback. Remind students that comments should be constructive.

Note: The teacher will participate in the gallery walk using a separate color of sticky note or pen. This may serve as the first formative assessment for the project.

5. Ask students to use feedback from the "gallery-walk" to write their letters for Esther Gaia explaining which location would be the most ideal. The letter should be persuasive and detailed, outlining all the information used in reaching their decision. Students may also choose to address other information such as "perks" for visiting a particular place. Students should include all three factors in their decision: travel time, cost, and weather.


o Consider the process used to select your location.

o Is your procedure one that can be easily replicated if needed?

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o What would you do if another student was added to list and you needed to include their information in making a decision? Your procedure should still work.

This activity addresses: Data Analysis, Critical Thinking, Creating and explanations to fit evidence. *See attached standards.]

See Student Letter Template 1

Activity 2:

Purpose: Students continue to use their reasoning skills, data analysis, and the Scientific Process in solving a problem.

Letter 2Dear Students,

Thank you for your careful consideration in choosing a location for the Global Climate Change Student Conference.

We have been told by the students that are attending that the environmental situation of the countries should be considered as a factor in choosing a location. Some students feel that visiting a county with environmental concerns would influence government officials to take action. Others think that visiting a county that sets good examples for environmental protection would be more influential on the government official’s decisions.

Use the new information and all previous information to select an improved and final location for the Global Climate Change Student Conference; and write a new letter outlining their procedure and reasoning for selecting the new location.

Thank you,

1. Introduce the second letter from Earth Friendly Inc. and allow students to discuss in their groups how this additional information will impact their original decision.

Comprehension/readiness questions:

o What is the new factor that is to be considered?

o Will you need to rewrite your procedure?

Put students back into groups, these may be the same groups or different groups that they were in during the first activity.

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Distribute the written information about the environment in the countries being considered to students, one country per group. Give students the graphic organizer to fill in as they read. Students can do this individually, then share and discuss with the group, or complete as a whole group.

Have students create a poster to share that will inform the rest of the class about the environmental situation of that country. Ask them to share the poster information and discuss as a class.

Reflection questions 2:

o How will the environmental issues influence your procedure for determining a location?

o How would visiting a country with environmental problems influence government officials who make decisions about environmental policies?

o How would visiting a country that is doing a good job protecting their environment influence government officials who make decisions about environmental policies?

o Will you need to rewrite your procedure to include the environmental issues?

o Will the new twist about the environmental issues change your location and if so why?

o In solving this problem, how might you use this same method in real life applications? (For example, selecting a location for the Olympics)

After discussion, ask students to return to their original groups and write a letter back to Earth Friendly Inc. Instruct students to use the new information and all previous information to select an improved and final location for the Global Climate Change Student Conference; and write a new letter outlining their procedure and reasoning for selecting the new location.

Think about the procedure you used to determine the "best" location for all the Conference to meet.

o Could the same procedure be used for other large-group conferences of people spread throughout an area?

o What sort of "real-world" situations do you think your strategy could be used for?

o Are there any modifications you would have to make?

Extension Activities:

o Have students create a "travel brochure" for the final conference location. The brochure should be neat, informational, and directed toward the students who will be traveling there. The purpose of the brochure is to "sell" the conference location and persuade the students and government officials to agree conference there.

o Select a location and event such as the Summer Olympics and have students apply their procedure for planning this event.

o If Internet or library books are available, have students research information on the locations. Are there other factors they think should have been considered such as safety

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of the location, tourist attractions, or other factors? Is there another solution not considered- such as taking a boat or flying to one location and carpooling to the location?

Guiding/reflective Questions

Questions to ask at the beginning of the lesson:

1. What is a problem that you faced in the last week?

2. How did you go about solving your problem?

3. What are some methods or skills of solving a problem?

4. When you have two solutions to a problem, how do you determine which is the best?


(These are some questions you may ask to help students expand or deepen their thinking as they brainstorm solutions for the problem.)

o What are some factors you need to consider when selecting a location?

o Are you considering all the factors?

o Are there any other factors that would be nice to have in making your decision?

o Are some factors more important than others?

Student copies:

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Students Fight Climate Change, Cite Personal ReasonsMonica Vendituoli, USA TODAY College October 3, 2013 http://www.usatoday.com/story/news/nation/2013/10/03/students-climate-change-reasons/2910737/

(Photo: Jack Gruber/USA TODAY)

If energy consumption continues to grow at its current rate, that's when the level of greenhouse gases in the atmosphere will cause permanent climate change, according to a new U.N. report.

2040. That year stuck out to Daniel Sherrell, a senior atBrown University. He will be 49 then.

"Before then, members of Congress and the international community will have to swallow their hubris and make difficult decisions," says Sherrell, a leader of the Brown Divest Coal Campaign, which advocates that Brown stop investing in the coal industry.

"When I'm 49, I want to be building on their progress, not cleaning up their messes."

Student efforts to stop global warming have recently gained steam, especially the divestment movement.

Similar to the divestment movement in the 1980s where college students advocated that their schools divest from companies with ties to the South African government, the fossil fuels divestment movement involves students advocating that their schools divest from the top 200 publicly traded fossil fuel companies.

According to the Fossil Free Campaign website, there are currently 317 colleges and universities with fossil fuel divestment campaigns.

Dennis Fox, a junior at Cornell University and president of Cornell's KyotoNOW! climate justice group, sees promise in his school's divestment movement.

"We have been making some great strides with our university. So far we haven't yet committed to divestment, but we are well on our way," Fox says.

Ophir Bruck, a senior at the University of California-Berkeley and Fossil Free Campaign coordinator, hopes students can get the University of California system to commit to divestment by the end of the year.

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•Students cite their future as the reason for getting involved with climate change activism on campus

However, he sees the Fossil Free campaign's goals extending beyond divestment.

"A huge part of the campaign is to educate students and to just spread awareness among students, faculty, staff, alumni of climate change and the urgency with which we need to act," Bruck says.

Bruck is also attending the Power Shift 2013 Conference from Oct. 18 to 21, in Pittsbu rgh, where more than 10,000 youth leaders are expected to attend to discuss how to stop fracking, start divestment and create clean energy.

Campus efforts to stop climate change also focus on changing student habits.

Katherin Sibel, a junior at American University, is involved with both her school's divestment efforts as well as the Green Eagle Program, which employs students to teach others about sustainability.

"We basically just work to create social norms ... which promote environmental or sustainable living for students," Sibel says.

Students also express their concern for the planet through green majors such as environmental science, sustainability and environmental policy.

Colin Nackerman, a sophomore at George Mason University, was inspired to major in environmental policy after growing up in a small town in Southern California that was affected by environmental issues.

"I kinda wanted to get into the regulation side of policy to hopefully save places like my hometown from being devastated by environmental disasters," Nackerman says.

At George Mason, he is also involved with the Environmental Action Group, whose goal this year is to fight for more transparency on funding the school receives from the Koch brothers, opponents of climate-change regulations.

Students cite their future as the reason for getting involved with climate change activism on campus.

"We're the ones inheriting these issues and we're going to have to be dealing with them in the future, so it behooves us to act now," Bruck says.

Monica Vendituoli is a junior at Wheaton College.

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Article Source: DOGOnewsParis Climate Conference Results In Landmark Agreement To Curb Greenhouse Gas EmissionsBy Meera Dolasia on December 15, 2015

Singapore Minister of Foreign Affairs Dr Vivian Balakrishnan (second from left) and Chief Negotiator Mr Kwok Fook Seng (third from left) applauding at the Paris Climate Conference. Photo: Dr Vivian Balakrishnan/Facebook

Two weeks ago representatives from 196 countries arrived in Paris to resolve one of the world's most pressing problems — Climate change. On Saturday, December 12th, the group emerged victorious with the first ever global accord in the fight against global warming — One that U.S. President Obama hailed as the "turning point for the world" and the "best chance to save the one planet we've got."

The agreement's overriding goal is to ensure that average global temperatures increase by no more than 2°C (3.6°F) above pre-industrial levels. This according to environmentalists is a critical threshold above which the planet could experience irreversible impacts — Catastrophes like greater sea level rises and widespread plant and animal extinction.

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To ensure this does not happen all 196 nations have agreed to decrease the use of fossil fuels that generate heat-trapping greenhouse gas emissions like methane and carbon dioxide as soon as possible. The agreement also stipulates that by 2050, man-made emissions should be reduced to levels that can be absorbed by our forests and oceans.

The pact does not bind countries to a particular carbon emission level. Instead, it allows each nation to establish an easy reduction target and outline a strategy of how they plan to get there. Government officials are also urged to review the plan every four years to ensure they are meeting their goals and find ways to decrease emission rates further if possible.

There is also no penalty for countries that fail to abide by their self-imposed targets. However, the representatives hope that the fact that the world will know about their progress will encourage nations to try their best. Also, while developed countries are expected to cut their absolute emissions, developing countries are only "encouraged" to do so.

Wealthy developed nations like the United States also committed to giving $100 billion USD of funding annually by 2020, to assist the poorest and most at-risk countries to deal with the impacts of climate change and build low-carbon technologies.

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Though the terms have been agreed upon in principle, the agreement still needs to be approved by the each country. It will go into effect as soon as 55 nations that together account for 55% of global greenhouse gas emissions agree to the terms.

Most experts believe that ratification should not be a problem given there are no legal obligations being imposed on any nation. Besides, the world's biggest polluters, U.S.A. and China that account for 14% and 24% of total greenhouse gas emissions respectively, have already announced plans to cut emissions substantially. Their joint pact in November 2014, is what paved the way for the Paris deal, and inspired nearly all the world's nations to announce similar plans.

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The agreement is not all that environmentalists had hoped for. However, they are encouraged at the collective resolve, especially given that the 2009 climate conference in Copenhagen was a complete failure. As Bill Mckibben the co-founder of the international environmental organization 350.org says, "This (the agreement) didn't save the planet. "But it may have saved the chance of saving the planet." Hopefully, all the countries will realize that living up to their promise is the only way to save our planet and ourselves, from what could become an irreversible situation.

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Letter 1

Dear Students,

I am sure that you are aware that young people today are very concerned about global climate change. The actions of humans are causing changes to our planet’s weather patterns that will affect everyone on Earth.

A group of student activists has been invited to meet with business leaders government officials from around the world to discuss ways to slow climate change and protect your future. Some of their ideas include convincing companies and governments to divest divest from the top 200 publicly traded fossil fuel companies and promoting investment in companies that create sustainable energy sources.

Six students who are key members of Climate Change Awareness support groups in their communities are being sponsored by the company I represent, Earth Friendly Inc., to attend the Climate Change Conference and have their voices heard.

We must determine the best location for the meeting. To keep the decision fair and unbiased we are asking students to choose the location. The business leaders and government officials are willing to meet in any of these five global locations: Istanbul, Turkey; Geneva, Switzerland; Kanpur, India; Buenos Aires, Argentina; Sydney, Australia. Please write back and tell me the rank in order of the locations that would be most ideal for all six students to meet next April. Please include a detailed procedure on how you ranked the locations from best to worst. Be sure to include the reasons why you chose your rankings.

Please consider the following:

Weather in the location students will travel to. They will be having an outdoor demonstration and parade on one of the four days they will be there.

Cost to my company for sending them. If we can save money, we will be able to send more students next year.

Also consider air pollution at the host location, travel time, and which city might be the most interesting to students who visit.

Thank you,

Esther Gaia, CEO of Earth Friendly Inc.

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Data Set 1

Possible Locations for Student Climate Change Action Conference

City Temp. High (April)

Temp. Low (April)

Avg. Rainfall (April)(in.)

Altitude (ft)

Average Snowfall (April) (in.)

Pollution Ratio1(low)-5(high)

Istanbul, Turkey

62 46 1.9 121 0 3

Geneva, Switzerland

56 38 2.4 1210 1 2

Kanpur, India

102 70 1 429 0 5

Buenos Aires,Argentina

71 58 3.5 53 1 1

Sydney,Australia

73 59 5.2 244 0 1

Cities Students Are Coming FromCity Temp. High

(April)Temp. Low (April)

Avg. Rainfall (April)(in.)

Altitude (ft) Average Snowfall (April) (in.)

Tampa, Florida 82 58 2.7 98 0Tokyo, Japan 64 50 4.9 59 0Bogota, Columbia

66 46 4.4 8612 9 (in the mountains)

Honolulu, Hawai

83 68 1.18 1280 0

Amsterdam, Netherlands

55 38 2.1 3 1

Nairobi, Africa 77 56 9.5 5672 0

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Cost and Distance for Students Attending the Student Global Warming Action Conference

Cities of Students

Dalia

Nairobi

Thomas

Amsterdam

Keanu

Honolulu

Maria

Bogota

Yuki

Tokyo

Jackson

Orlando Conference

Locations

Cost (US $)

Travel Time

Cost (US $)

Travel Time

Cost (US $)

Travel Time

Cost (US $)

Travel Time

Cost (US $)

Travel Time

Cost (US $)

Travel Time

Istanbul 719 16 h 10 m 239 13 h 0 m 1393 30 h 55 m 1478 27 h 16 m 1246 17 h 25 m 831 16 h 0 m Geneva 723 11 h 20 m 134 1 h 25 m 1340 23 h 10 m 1262 16 h 0 m 1407 16 h 30 m 1155 12 h 0 m Kanpur No

Flight No Flight 1098 17 h 35 m 2154 30 h 45 m 5431 54 h 35 m 1580 17 h 40 m 2001 26 h 35 m

Buenos Aires

1649 24 h 40 m 1094 42 h 10 m 1680 31 h 0 m 673 9 h 30 m 2556 29 h 35 m 1280 17 h 30 m

Sydney 1982 49 h 5 m 1569 39 h 5 m 1216 10 h 35 m 2080 30 h 22 m 1044 18 h 10 m 2594 47 h 5 m

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Dear Earth Friendly Inc.,

We have carefully considered that information you sent us and have a recommendation for a location for the Global Climate Change Student Conference.

The procedure we used for determining the best location was:

We thought the most important thing(s) to consider were:

The locations we recommend, ranked from best to worst are:

1.

2.

3.

4.

5.

Sincerely,

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Letter 2

Dear Students,

Thank you for your careful consideration in choosing a location for the Global Climate Change Student Conference.

We have been told by the students that are attending that the environmental situation of the countries should be considered as a factor in choosing a location. Some students feel that visiting a county with environmental concerns would influence government officials to take action. Others think that visiting a county that sets good examples for environmental protection would be more influential on the government official’s decisions.

Use the new information and all previous information to select an improved and final location for the Global Climate Change Student Conference; and write a new letter outlining their procedure and reasoning for selecting the new location.

Thank you,

Esther Gaia, CEO of Earth Friendly Inc.

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Columbia’s EnvironmentColombia's main environmental problems are soil erosion, deforestation and the preservation of its wildlife. Soil erosion has resulted from the loss of vegetation and heavy rainfall, and the soil has also been damaged by overuse of pesticides. Deforestation has resulted from the commercial exploitation of the country's forests which cover approximately 45% of the country. Approximately 908,000 hectares (2,244,000 acres) of natural forest were lost annually in the 1970s to farming, erosion, and the lumber industry, but only 5,000 hectares (12,000 acres) were reforested each year; between 1981 and 1985, 820,000 hectares (2,260,000 acres) were lost each year, and 8,000 hectares (20,000 acres) were reforested. Between 1983 and 1993, Colombia lost another 5.8% of its forest and woodland. By the mid-1990s, Colombia had the tenth-largest area of mangrove swamps in the world, covering under half a million ha (1,235,500 acres). The nation ranked forty-third globally in industrial carbon dioxide emissions in the early 1990s, with a total of 61.5 million metric tons. In 1996, total emissions were at 63.3 million metric tons. Air pollution from vehicle emissions is also a problem, especially in Bogota. Safe drinking water is available to 99% of urban dwellers and 70% of the rural population.

The Colombian government has initiated several programs to protect the environment. By 1959, the Amazon forests, the Andean area and the Pacific coast were protected. In 1973, the government created the National Resources and Environment Code. The main environmental agency is the Institute for Development of Renewable Natural Resources and the Environment (INDERENA), established in 1969. Among other activities, it has undertaken extensive projects in the training of personnel in conservation, fishing, and forestry. The Colombian Sanitary Code, in force since January 1982, establishes pollution control standards. The National Environmental Education Plan for 1991–94 introduces environmental issues in the elementary schools.

Endangered species in Colombia include the tundra peregrine falcon, Cauca guan, gorgeted wood-quail, red siskin, pinche, five species of turtle (green sea, hawksbill, olive ridley, leatherback, and arrau), two species of alligator (spectacled caiman and black caiman), and two of crocodile (American and Orinoco). By 2001, 35 of Colombia's 359 species of mammals, 64 in a total of 1,770 breeding bird species, 15 reptile species in a total of 356, and 429 of 51,000 plant species were endangered. The Colombian grebe and the Caribbean monk seal have become extinct.

Read more: http://www.nationsencyclopedia.com/Americas/Colombia-ENVIRONMENT.html#ixzz4EVzxhThH

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Australia’s EnvironmentThe principal government institutions responsible for environmental matters are the Department of Home Affairs and Environment, the Australian Environment Council, and the Council of Nature Conservation Ministers. A national conservation strategy, developed by the states, the Northern Territory, and the federal government, in cooperation with the International Union for the Conservation of Nature and Natural Resources, the World Wildlife Fund, and the UNEP, became national policy in 1980.

The Environment Protection (Impact of Proposals) Act of 1974 establishes procedures for ensuring that environmental impact is considered in governmental decision making. The Whale Protection Act of 1981 prohibits killing, capturing, injuring, or interfering with a whale, dolphin, or porpoise within Australia's 200 mi economic zone or, beyond the zone, by Australian vessels and aircraft and their crews. The Environment Protection (Nuclear Codes) Act of 1978 mandates the development of uniform safety standards for uranium mining and milling and for the transport of radioactive materials. The Protection of the Sea (Discharge of Oil from Ships) Act of 1981 and the Protection of the Sea (Prevention of Pollution from Ships) Act of 1983 prevent or limit pollution from oil or noxious substances.

Water being a scarce resource in Australia, problems of water quality and availability are a constant concern. As of 2001, the country had only 352 cu km of renewable water resources, although safe drinking water was available to all urban and rural dwellers. A cause for concern has been the increased salinity in the Murray Valley, caused by diverting water inland from the coast for irrigation, as well as the rise in saline water tables in WEsthern Australia, due to excessive land clearing for dry-land farming. Another significant environmental problem is inland damage due to soil erosion. The quality of the soil is also affected by salinization. As of 1993, Australia had 145 million ha of forest and woodland and had the third most extensive mangrove area in the world, covering over one million ha. In the mid-1990s Australia was among the top 20 world producers of carbon dioxide emissions from industry, which totaled 267.9 million tons per year, or 15.24 tons per capita.

In 2001, 58 species of mammals, 45 species of birds, and 1,871 species of plants were threatened. Endangered species include the banded anteater, greater rabbit-eared bandicoot, Leadbeater's opossum, northern hairy-nosed wombat, woylie, bridled nail-tail wallaby, five species of turtle (wEsthern swamp, green sea, hawksbill, leatherback, and olive ridley), Tasmanian freshwater limpet, granulated Tasmanian snail, African wild ass, wEsthern ground parrot, paradise parakeet, helmeted honey eater, noisy scrub-bird, wEsthern rufous bristlebird, Lord Howe wood rail, Lord Howe currawong, small hemiphlebia damselfly, Otway stonefly, giant torrent midge, and Tasmanian torrent midge. Lord Howe stick insect, Gray's marble

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toadlet, the dusky flying fox, the Tasmanian wolf, and the banded hare wallaby are among the country's 42 extinct species.

Read more: http://www.nationsencyclopedia.com/Asia-and-Oceania/Australia-ENVIRONMENT.html#ixzz4EW0SIBB I

Turkey’s EnvironmentEnvironmental responsibilities are vested in the Under Secretariat for Environment and in the Ministry of Energy and Natural Resources. Among Turkey's principal environmental problems is air pollution in Ankara and other cities. The smog in Ankara grew worse after 1979, when the government banned oil heating systems in new buildings in order to reduce costly oil imports; the resultant increased burning of Turkish lignite, which is high in sulfur content, greatly increased the levels of sulfur dioxide and dust in the air. In 1983, the government reversed itself and banned the conversion of heating systems to coal. At the same time, it introduced an antipollution program designed to reduce air pollution levels by more than 50% within a year. In addition to heating restrictions, the plan called for strict traffic controls, the closing of the worst industrial polluters, a prohibition on the import of high-sulfur fuel oil, special emergency hospital wards for smog victims, and the building of green areas and parks in and around cities. In 1992, Turkey had the world's highest level of industrial carbon dioxide emission, which totaled 145.5 million metric tons, a per capita level of 2.49 metric tons. In 1996, the total rose to 178.3 million metric tons.

A $220-million project to clean up the polluted water in the Golden Horn, an inlet of the Bosporus forming a harbor in Istanbul, was implemented in the 1980s. The nation's rivers are polluted with industrial chemicals. Among them, mercury has created a serious threat to the nation's water supply. As of 2000, only 81% of urban dwellers and 86% of rural residents have access to safe drinking water. Soil erosion affects both coastal and internal areas. The combination of water and wind eliminates 500 metric tons of soil each year.

In 2001, 15 of Turkey's mammal species and 14 of its bird species were endangered. About 1,600 types of plants were threatened with extinction. Endangered species include the Anatolian leopard, Mediterranean monk seal, bald ibis, slender-billed curlew, Atlantic sturgeon, and hawksbill and green sea turtles.

Read more: http://www.nationsencyclopedia.com/Asia-and-Oceania/Turkey-ENVIRONMENT.html#ixzz4EVzePN7t

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India’s EnvironmentAmong India's most pressing environmental problems are land damage, water shortages, and air and water pollution. During 1985, deforestation, which, especially in the Himalaya watershed areas, aggravates the danger of flooding, averaged 1,471 sq km (568 sq mi) per year. India also lost 50% of its mangrove area between 1963 and 1977. Despite three decades of flood-control programs that had already cost an estimated $10 billion, floods in 1980 alone claimed nearly 2,000 lives, killed tens of thousands of cattle, and affected 55 million people on 11.3 million hectares (28 million acres) of land. As of the mid-1990s, 60% of the land where crops could be grown had been damaged by the grazing of the nation's 406 million head of livestock, deforestation, misuse of agricultural chemicals, and salinization.

Due to uncontrolled dumping of chemical and industrial waste, fertilizers and pesticides, 70% of the surface water in India is polluted. The nation has 1,260 cu km of renewable water resources, of which 92% is used for farming. Safe drinking water is available to 95% of urban and 79% of rural dwellers. Air pollution is most severe in urban centers, but even in rural areas, the burning of wood, charcoal, and dung for fuel, coupled with dust from wind erosion during the dry season, poses a significant problem. Industrial air pollution threatens some of India's architectural treasures, including the Taj Mahal in Agra, part of the exterior of which has been dulled and pitted by airborne acids. In what was probably the worst industrial disaster of all time, a noxious gas leak from a Union Carbide pesticide plant in Bhopal, the capital of Madhya Pradesh, killed more than 1,500 people and injured tens of thousands of others in December 1985. In 1992 India had the world's sixth-highest level of industrial carbon dioxide emissions, which totaled 769 million metric tons, a per capita level of 0.88 metric tons.

The environmental effects of intensive urbanization are evident in all the major cities, although Calcutta—once a symbol of urban blight—has been freed of cholera, and most of the city now has water purification and sewer services. Analogous improvements have been made in other leading cities under the Central Scheme for Environmental Improvement in Slum Areas, launched in 1972, which provided funds for sewers, community baths and latrines, road paving, and other services. However, as of the mid-1990s, only 21 of India's 3,245 cities had effective sewage treatment.

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The National Committee on Environmental Planning and Coordination was established in 1972 to investigate and propose solutions to environmental problems resulting from continued population growth and consequent economic development; in 1980, the Department of the Environment was created. The sixth development plan (1979–84), which for the first time included a section on environmental planning and coordination, gave the planning commission veto power over development projects that might damage the environment; this policy was sustained in the seventh development plan (1985–90). The National Environmental Engineering Research Institute has field center areas throughout the country.

The Wildlife Act of 1972 prohibits killing of and commerce in threatened animals. In 1985 there were 20 national parks and more than 200 wildlife sanctuaries. As of 2001, 4.4% of India's total land area was protected. In addition to 75 species of mammals, 73 types of birds are endangered, as are 785 plant species. Endangered species in India include the lion-tailed macaque, five species of langur, the Indus dolphin, wolf, Asiatic wild dog, Malabar large-spotted civet, clouded leopard, Asiatic lion, Indian tiger, leopard, snow leopard, cheetah, Asian elephant, dugong, wild Asian ass, great Indian rhinoceros, Sumatran rhinoceros, pygmy hog, swamp deer, Himalayan musk deer, Kashmir stag or hangul, Asiatic buffalo, gaur, wild yak, white-winged wood duck, four species of pheasant, the crimson tragopan, Siberian white crane, great Indian bustard, river terrapin, marsh and estuarine crocodiles, gavial, and Indian python. Although wardens are authorized to shoot poachers on game reserves, poaching continues, with the Indian rhinoceros (whose horn is renowned for its supposed aphrodisiac qualities) an especially valuable prize.

Read more: http://www.nationsencyclopedia.com/Asia-and-Oceania/India-ENVIRONMENT.html#ixzz4EW0lJN5q

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Japan’s Environment industrialization has imposed severe pressures on the environment. Japan's Basic Law for Environmental Pollution Control was enacted in 1967 and the Environment Agency was established four years later.

Air pollution is a serious environmental problem in Japan, particularly in urban centers. Toxic pollutants from power plant emissions have led to the appearance of acid rain throughout the country. In the mid-1990s, Japan had the world's fourth highest level of industrial carbon dioxide emissions, which totaled 1.09 billion metric tons per year, a per capita level of 8.79 metric tons per year. Air quality is regulated under the Air Pollution Control Law of 1968; by 1984, compensation had been provided to 91,118 air-pollution victims suffering from bronchitis, bronchial asthma, and related conditions. However, the "polluter pays" principle was significantly weakened in 1987 as a result of years of business opposition. Nationwide smog alerts, issued when oxidant density levels reach or exceed 0.12 parts per million, peaked at 328 in 1973 but had declined to 85 (85% of which took place in the Tokyo and Osaka areas) by 1986, following imposition of stringent automobile emissions standards.

Water pollution is another area of concern in Japan. The nation has 430 cu km of renewable water resources with 64% used in farming activity and 17% used for industrial purposes. Increase in acid levels due to industrial pollutants has affected lakes, rivers, and the waters surrounding Japan. Other sources of pollution include DDT, BMC, and mercury. Environmental damage by industrial effluents has slowed since the promulgation of the Water Pollution Control Law of 1971, but there is still widespread pollution of lakes and rivers from household sources, especially by untreated sewage and phosphate-rich detergents. Factory noise levels are regulated under a 1968 law. Airplanes may not take off or land after 10 PM and the Shinkansen trains must reduce speed while traveling through large cities and their suburbs.

Most of the nation's forests, which play a critical role in retarding runoff and soil erosion in the many mountainous areas, are protected under the Nature Conservation Law of 1972, and large areas have been reforested. Parks and wildlife are covered by the National Parks Law of 1967. In 2001, 6.8% of Japan's total land areas was protected. Japan, one of the world's chief whaling nations, vigorously opposed the 1982 resolution of the IWC calling for a phaseout of commercial whaling by 1986/87. However, since most of its trading partners, including the United States, supported the measure and threatened retaliatory measures if whaling continued, Japan finally agreed to comply with the ban.

Of Japan's mammal species, 29 are endangered, as are 33 bird species, and 537 plants. As of 2001, endangered species in Japan included the Ryukyu sika, Ryukyu rabbit, Iriomote cat, Southern Ryukyu robin, Okinawa woodpecker, Oriental white stork, short-tailed albatross, green sea turtle, and tailless blue butterfly. The Ryukyu pigeon, Bonin thrush, Japanese sea lion, and Okinawa flying fox have become extinct.

Read more: http://www.nationsencyclopedia.com/Asia-and-Oceania/Japan-ENVIRONMENT.html#ixzz4EW0yyqQP

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Switzerland’s EnvironmentThe Swiss have long been aware of the need to protect their natural resources. Switzerland's federal forestry law of 1876 is among the world's earliest pieces of environmental legislation. Since 1953, provisions for environmental protection have been incorporated in the federal constitution. A measure creating a federal role in town and rural planning by allowing the central government to set the ground rules for the cantonal master plans took effect in January 1980.

Air pollution is a major environmental concern in Switzerland; automobiles and other transportation vehicles are the main contributors. In 1996, industrial carbon dioxide emissions totaled 44 million metric tons. Strict standards for exhaust emissions were imposed on new passenger cars manufactured after October 1987. Water pollution is also a problem due to the presence of phosphates, fertilizers, and pesticides in the water supply. The nation has 40 cu km of renewable water resources, of which 58% are used for industrial purposes. The country's cities produce about 3.1 million tons of solid waste annually.

Chemical contaminants and erosion damage the nation's soil and limit productivity. In 1986, the Swiss Federal Office of Forestry issued a report stating that 36% of the country's forests had been killed or damaged by acid rain and other types of air pollution.

Important environmental groups include the Swiss League for the Protection of Nature, founded in 1909; the Swiss Foundation for the Protection and Care of the Landscape, 1970; and the Swiss Society for the Protection of the Environment. The principal federal agency is the Department of Environment.

The bear and wolf were exterminated by the end of the 19th century, but the lynx, once extinct in Switzerland, has been reestablished. In 2001, six of Switzerland's mammal species, four bird species, and two plant species were endangered. The northern bald ibis and the Italian spadefoot toad are extinct; the false ringlet butterfly, Italian agile frog, and marsh snail are threatened.

On 1 November 1986, as a result of a fire in a chemical warehouse near Basel, in northern Switzerland, some 30 tons of toxic waste flowed into the Rhine River, killing an estimated 500,000 fish and eels. Despite a Swiss report in January 1987 that damage to the river had not been so great as was first thought, most environmentalists considered the chemical spill a major disaster.

Read more: http://www.nationsencyclopedia.com/Europe/Switzerland-ENVIRONMENT.html#ixzz4EW1aRIlv

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Names ________________________________________________________________________

Country ________________________________________________________________

Environmental Problems What is/has this country done to improve their environment?

Condition of Water Supply Air Quality

Number of endangered animals _______________________

Number of animals that have recently become extinct _______________

Other facts about the environment of this country:

Do you think conference for a Climate Change Conference in this country would help promote awareness of human impact on the environment? Why or why not?

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Letter from Students 2

Use the template if needed, or just give the directions and have students write the letter.

Directions: Explain the process you used for determining which country would be the best location for the conference. Explain why you think this country would be the best choice. List the other countries from best to worst locations and explain why you put them in that order.

Dear Ms. Gaia and Earth Friendly Inc.,

After reviewing the information, you sent about environmental conditions in the countries that you are considering as hosts for the Global Climate Change Student Summit we decided:

The best country to host the conference is __________________________ because :

The other countries in order from best to worst are:

We ranked them this way because:

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Name ______________________ Date ________________ Period ________

Summative Assessment1. When solving a problem, why do you need to consider some or all of the variables

(factors) that were listed in the Data set tables?

2. Using the dataset below, rank the students from the shortest amount of time to the longest amount of time to fly to Buenos Aires.

Cities of Students

Dalia

Nairobi

Thomas

Amsterdam

Keanu

Honolulu

Maria

Bogota

Yuki

Tokyo

Jackson

Orlando Conference

Locations

Cost (US $)

Travel Time Cost (US $)





Travel Time

Istanbul 719 16 h 10 m 239 13 h 0 m 1393 30 h 55 m 1478 27 h 16 m 1246 17 h 25 m 831 16 h 0 m Geneva 723 11 h 20 m 134 1 h 25 m 1340 23 h 10 m 1262 16 h 0 m 1407 16 h 30 m 1155 12 h 0 m Kanpur No

Flight No Flight 1098 17 h 35 m 2154 30 h45 m 5431 54 h 35 m 1580 17 h 40 m 2001 26 h 35 m

Buenos Aires

1649 24 h 40 m 1094 42 h 10 m 1680 31 h 0 m 673 9 h 30 m 2556 29 h 35 m 1280 17 h 30 m

Sydney 1982 49 h 5 m 1569 39 h 5 m 1216 10 h 35 m 2080 30 h 22 m 1044 18 h 10 m 2594 47 h 5 m

1.______________

2.______________

3.______________

4.______________

5.______________

6.______________

3. Describe how your team decided on the best city for the Student Global Warming Conference.

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4. 4. If you were on the planning committee for determining the location of next year’s Middle School Student Conference on Global Warming, what are some factors you would need to consider? Please write a paragraph to explain how you would go about locating the best location in the world for this event.

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modelelicitingactivities.weebly.com€¦ · web viewstudent climate change action conference....

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