Hitting Home: Climate Change in Colorado

Type of Resource: Link

Reviews

No reviews

Be the first to write a review

Description

In this lesson, students examine and interpret varied observational datasets and are asked to determine whether the data supports or does not support the statement: climate change is occurring in Colorado.

HS-ESS3-5 Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.

MS-ESS3-4 Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.

MS-ESS3-5 Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.

Construct, analyze, and/or interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships.

Use graphical displays (e.g., maps, charts, graphs, and/or tables) of large data sets to identify temporal and spatial relationships.

Analyze and interpret data to provide evidence for phenomena.

Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.

Ask questions that arise from careful observation of phenomena, models, or unexpected results, to clarify and/or seek additional information.

Ask questions to determine relationships between independent and dependent variables and relationships in models.

Ask questions that arise from careful observation of phenomena, or unexpected results, to clarify and/or seek additional information.

Ask questions to determine relationships, including quantitative relationships, between independent and dependent variables.

Ask and/or evaluate questions that challenge the premise(s) of an argument, the interpretation of a data set, or the suitability of the design.

Construct an explanation that includes qualitative or quantitative relationships between variables that predict(s) and/or describe(s) phenomena.

Apply scientific reasoning to show why the data or evidence is adequate for the explanation or conclusion.

Make a quantitative and/or qualitative claim regarding the relationship between dependent and independent variables.

Apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects.

Apply scientific reasoning, theory, and/or models to link evidence to the claims to assess the extent to which the reasoning and data support the explanation or conclusion.

Respectfully provide and receive critiques about one’s explanations, procedures, models and questions by citing relevant evidence and posing and responding to questions that elicit pertinent elaboration and detail.

Evaluate the claims, evidence, and/or reasoning behind currently accepted explanations or solutions to determine the merits of arguments.

Respectfully provide and/or receive critiques on scientific arguments by probing reasoning and evidence and challenging ideas and conclusions, responding thoughtfully to diverse perspectives, and determining what additional information is required to resolve contradictions.

Communicate scientific and/or technical information (e.g. about a proposed object, tool, process, system) in writing and/or through oral presentations.

Communicate scientific and/or technical information or ideas (e.g. about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically).

Ask questions that challenge the premise(s) of an argument or the interpretation of a data set.

Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and biosphere.

Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns.

Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth’s mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities.

The complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns.

Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.

Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system.

Much of science deals with constructing explanations of how things change and how they remain stable.

Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system.

Energy cannot be created or destroyed—it only moves between one place and another place, between objects and/or fields, or between systems.

Feedback (negative or positive) can stabilize or destabilize a system.

Cause and effect relationships may be used to predict phenomena in natural or designed systems.

Energy drives the cycling of matter within and between systems.

The transfer of energy can be tracked as energy flows through a designed or natural system.

Energy may take different forms (e.g. energy in fields, thermal energy, energy of motion).

Graphs, charts, and images can be used to identify patterns in data.

Patterns in rates of change and other numerical relationships can provide information about natural systems.

Explanations of stability and change in natural or designed systems can be constructed by examining the changes over time and processes at different scales, including the atomic scale.

Mathematical representations are needed to identify some patterns.

Systems in dynamic equilibrium are stable due to a balance of feedback mechanisms.

Hitting Home: Climate Change in Colorado

Reviews

Description

Performance Expectations

Science and Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts