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Gcc presentation(1)

Gcc presentation(1)






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    Gcc presentation(1) Gcc presentation(1) Presentation Transcript

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