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<ul><li>Emphasis on local and regional control and solutions for social, economic, environmental sustainability </li></ul>...
<ul><li>Gradual technology change (instead of rapid); more diverse technology than A1 and B1 </li></ul><ul><li>Emphasis on...
<ul><li>Society likes to keep local or regional control whenever possible </li></ul><ul><li>Steady economic development  i...
<ul><li>Fast population growth </li></ul><ul><li>Demand for more and  </li></ul><ul><li>better technologies keeps  </li></...
<ul><li>Cause -Human population continues to gradually increase at a steady rate over time </li></ul><ul><li>Effect - A co...
<ul><li>Effect -Higher temperatures overall, causes an increase in melting ice caps </li></ul><ul><li>This generates a pos...
<ul><li>The patterns and behaviors of animals and plants would change including: </li></ul><ul><ul><li>Migrating </li></ul...
<ul><li>CHANGE:  Have to be a switch to  </li></ul><ul><li>local and regional control of  </li></ul><ul><li>sustainability...
<ul><li>CHANGE:  The rate of technology advancements would need to slow down </li></ul><ul><li>ISSUE:  Currently, constant...
<ul><li>The Engineering Design Process may be utilized in the teaching experience. Students can design a model to test the...
<ul><li>We can take the idea of human population growth and give students the cause  </li></ul><ul><li>They would be respo...
<ul><li>If students came to some of the same solutions (local and regional control, sustainability, and decrease in techno...
<ul><li>Prezi: a communication tool that is an interactive presentation tool </li></ul><ul><ul><li>Students can add pictur...
 
<ul><li>Goal 1 : Make the students aware of the impacts of environmental change and give them ownership of the information...
<ul><li>Goal 2 : Make the community aware of the impacts of environmental change and how they can also take ownership and ...
<ul><li>TOPIC:  Understanding the Greenhouse Effect  </li></ul><ul><li>Website:  http://www.whrc.org/resources/primer_gree...
<ul><li>TOPIC:  Causes Behind Global Changes  </li></ul><ul><ul><li>Includes various  aerosols, importance of carbon and t...
<ul><li>TOPIC:  Evidence of global climate change  </li></ul><ul><ul><li>  Includes all key indicators, new reports on sea...
<ul><li>&quot;EnviroTacklebox&quot; includes You & Me & UV, Enviro Rules, Carbon: The Element of Surprise </li></ul><ul><u...
<ul><li>Can we save our planet by making good choices? </li></ul><ul><li>http://www.youtube.com/watch?v=pECODIOopaI </li><...
<ul><li>LET’S…..  </li></ul>
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Gcc presentation(1)

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Transcript of "Gcc presentation(1)"

  1. 2. <ul><li>Emphasis on local and regional control and solutions for social, economic, environmental sustainability </li></ul><ul><li>Population is increasing at a </li></ul><ul><li>slow rate (10.4 billion by 2100) </li></ul><ul><li>Steady economic development but decrease in technological change </li></ul><ul><li>Image from: http://www.teresaherrin.com/vi-eco-growth-productivity/ </li></ul>
  2. 3. <ul><li>Gradual technology change (instead of rapid); more diverse technology than A1 and B1 </li></ul><ul><li>Emphasis on local rather than global solutions </li></ul><ul><li>Global emission levels are not extremely high or low </li></ul>
  3. 4. <ul><li>Society likes to keep local or regional control whenever possible </li></ul><ul><li>Steady economic development in spite of economic low </li></ul><ul><li>Image from :http://www.cityofpalmer.org/index.asp?Type=B_BASIC&SEC=%7B0218074B-6EEC-4FC7-B17C-49B3E4D8A6B3%7D </li></ul>
  4. 5. <ul><li>Fast population growth </li></ul><ul><li>Demand for more and </li></ul><ul><li>better technologies keeps </li></ul><ul><li>the technology race going </li></ul><ul><li>Current lifestyles and habits of individuals and companies does not support sustainability at any level </li></ul><ul><li>Image from: http://geiasousuperman.wordpress.com/2011/05/09/population-growth-people-how-are-we-going-to-make-it/ </li></ul>
  5. 6. <ul><li>Cause -Human population continues to gradually increase at a steady rate over time </li></ul><ul><li>Effect - A continual yet gradual increase in atmospheric gas emissions from human travel and increase in industry </li></ul><ul><li>Effect - Due to the greenhouse effect, a continual, gradual increase in the temperature on the planet, leading to global climate warming </li></ul>
  6. 7. <ul><li>Effect -Higher temperatures overall, causes an increase in melting ice caps </li></ul><ul><li>This generates a positive feedback of: </li></ul><ul><ul><li>  less solar light being reflected </li></ul></ul><ul><ul><li>  atmosphere and oceans holding in more heat </li></ul></ul><ul><ul><li>  generating warmer climate changes overall. </li></ul></ul>
  7. 8. <ul><li>The patterns and behaviors of animals and plants would change including: </li></ul><ul><ul><li>Migrating </li></ul></ul><ul><ul><li>Mating </li></ul></ul><ul><ul><li>Hatching </li></ul></ul><ul><ul><li>Trees blooming </li></ul></ul><ul><ul><li>Changes in ocean life, such as death of corals </li></ul></ul><ul><li>It is uncertain exactly what may happen at what rate </li></ul><ul><li>This would depend on if our scenario continued to keep a steady pace of resource usage and growth over time </li></ul><ul><li>Image from: http://4.bp.blogspot.com/-U0CBlEcNBlE/TaOC1Ac0RyI/AAAAAAAAAA0/9z8C-iuqM-0/s1600/coral-bleaching.jpg </li></ul>
  8. 9. <ul><li>CHANGE: Have to be a switch to </li></ul><ul><li>local and regional control of </li></ul><ul><li>sustainability projects. </li></ul><ul><li>ISSUE: A lack of funding causes </li></ul><ul><li>the society to look to global control of sustainability issues. </li></ul><ul><li>ISSUE: Where would the funding come from to reach this goal? </li></ul><ul><li>ISSUE: Not all cities are created equal. </li></ul><ul><li>Example: low economic vs. high economic levels </li></ul>
  9. 10. <ul><li>CHANGE: The rate of technology advancements would need to slow down </li></ul><ul><li>ISSUE: Currently, constant new advances in all areas of technology make it difficult to keep with in most parts of our country </li></ul><ul><li>ISSUE: Flipside to this coin, some cities have yet to catch up to the current technology level. </li></ul><ul><li>Thought to ponder: When is the goal considered to be reached if different parts of the world may be reaching their “goals” at different times? </li></ul>
  10. 11. <ul><li>The Engineering Design Process may be utilized in the teaching experience. Students can design a model to test the effects of population growth on temperature or animal behavior </li></ul><ul><li>Having students work in teams and analyzing different aspects of the scenario will foster critical thinking and integrate: </li></ul><ul><ul><li>science (the problem) </li></ul></ul><ul><ul><li>math (the rise in temperature caused by population </li></ul></ul><ul><ul><li>technology (blog or collaborate online to communicate results) </li></ul></ul><ul><ul><li>engineering (model design for population growth effect) </li></ul></ul>
  11. 12. <ul><li>We can take the idea of human population growth and give students the cause </li></ul><ul><li>They would be responsible for brainstorming, researching and designing a test to determine the possible effects for overpopulation </li></ul><ul><li>Collaboration and communication would be essential </li></ul><ul><li>Students would be a committee panel that would determine effects and solutions </li></ul>
  12. 13. <ul><li>If students came to some of the same solutions (local and regional control, sustainability, and decrease in technological advances...) then they would be able to understand the scenario a little better. </li></ul><ul><li>Students would also be responsible for communicating their results to the public </li></ul><ul><li>  STEM methodology can also be incorporated by the many resources that we will include </li></ul><ul><li>IMAGE from: http://img2.allvoices.com/thumbs/image/609/480/73355083-health-and.jpg </li></ul>
  13. 14. <ul><li>Prezi: a communication tool that is an interactive presentation tool </li></ul><ul><ul><li>Students can add pictures, videos and music in a fun, non-linear way </li></ul></ul><ul><li>Glogster: poster interactive presentation tool that can be manipulated </li></ul><ul><li>Blogging: an open ended means of communicating and building concepts and ideas </li></ul><ul><ul><li>Teacher may begin the blog </li></ul></ul><ul><ul><li>Students respond and add their thoughts </li></ul></ul>
  14. 16. <ul><li>Goal 1 : Make the students aware of the impacts of environmental change and give them ownership of the information </li></ul><ul><li>Steps to achieve this goal? </li></ul><ul><ul><li>Utilize the array of data available from NASA, including interactive charts and videos </li></ul></ul><ul><ul><li>Guest speakers from local and national levels </li></ul></ul><ul><ul><li>Allow students to shadow local jobs that impact the environment </li></ul></ul><ul><ul><li>District level/county level Global climate fair </li></ul></ul><ul><ul><li>IMAGE FROM: http://www.smithsonianconference.org/shout/wp-content/uploads/2010/10/student-shout-activity.jpg </li></ul></ul>
  15. 17. <ul><li>Goal 2 : Make the community aware of the impacts of environmental change and how they can also take ownership and make a difference </li></ul><ul><li>  Steps to achieve this goal? </li></ul><ul><ul><ul><li>Get the community involved by hosting an awareness event </li></ul></ul></ul><ul><ul><ul><li>that could also include: </li></ul></ul></ul><ul><ul><ul><ul><li>Guest speakers </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Video clips </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Booths on different issues </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Flyers on simple ways, even in low social economic and technological areas, that can help </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Students could put together a play or a set up a mock debate. </li></ul></ul></ul></ul>
  16. 18. <ul><li>TOPIC: Understanding the Greenhouse Effect </li></ul><ul><li>Website: http://www.whrc.org/resources/primer_greenhouse.html </li></ul><ul><li>Image from: http://mail.colonial.net/~hkaiter/weatherclimate.html </li></ul>
  17. 19. <ul><li>TOPIC: Causes Behind Global Changes </li></ul><ul><ul><li>Includes various  aerosols, importance of carbon and the role it plays, interactive learning, maps and calculating your carbon footprint activity. </li></ul></ul><ul><ul><li>Most of these links have other links that are incredibly useful as well </li></ul></ul><ul><li>WEBSITES: </li></ul><ul><ul><li>http://earthobservatory.nasa.gov/Features/Aerosols/ </li></ul></ul><ul><ul><li>http://www.npr.org/news/specials/climate/video/   </li></ul></ul><ul><ul><li>http://www.pbs.org/teachers/stem/professionaldevelopment/030/explore/ </li></ul></ul><ul><ul><li>http://climate.nasa.gov/causes/ </li></ul></ul>
  18. 20. <ul><li>TOPIC: Evidence of global climate change </li></ul><ul><ul><li>  Includes all key indicators, new reports on sea level rise, permafrost evidence, ice sheet simulation </li></ul></ul><ul><li>WEBSITES: </li></ul><ul><ul><li>http://climate.nasa.gov/keyIndicators/ </li></ul></ul><ul><ul><li>http://www.nature.com/climate/2010/1004/full/climate.2010.29.html </li></ul></ul><ul><ul><li>http://www.nasa.gov/topics/earth/features/interview-hinzman.html </li></ul></ul><ul><ul><li>http://www.teachersdomain.org/resource/ipy07.sci.ess.watcyc.icesimulate/   </li></ul></ul><ul><li>  </li></ul>
  19. 21. <ul><li>&quot;EnviroTacklebox&quot; includes You & Me & UV, Enviro Rules, Carbon: The Element of Surprise </li></ul><ul><ul><li>http://www.lpb.org/education/classroom/itv/envirotacklebox/index.cfm   </li></ul></ul><ul><li>NASA’s Earth observatory websites offer an array of sites such as &quot;Climate Change Uncertainties&quot; and interactive modules like &quot;Earth's Albedo and Global Warming&quot; and the &quot;Climate Time Machine&quot;   </li></ul><ul><ul><li>http://climate. nasa .gov/uncertainties/ </li></ul></ul><ul><li>PBS offers wonderful videos and clips as well </li></ul><ul><ul><li>  www. pbs .org/ teacherline   </li></ul></ul><ul><li>  </li></ul>
  20. 22. <ul><li>Can we save our planet by making good choices? </li></ul><ul><li>http://www.youtube.com/watch?v=pECODIOopaI </li></ul>
  21. 23. <ul><li>LET’S….. </li></ul>
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