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  • 1.  
  • 2.
    • 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/
  • 3.
    • 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
  • 4.
    • 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
  • 5.
    • 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/
  • 6.
    • 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
  • 7.
    • 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.
  • 8.
    • 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
  • 9.
    • 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
  • 10.
    • 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?
  • 11.
    • 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)
  • 12.
    • 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
  • 13.
    • 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
  • 14.
    • 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
  • 15.  
  • 16.
    • 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
  • 17.
    • 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.
  • 18.
    • TOPIC: Understanding the Greenhouse Effect
    • Website: http://www.whrc.org/resources/primer_greenhouse.html
    • Image from: http://mail.colonial.net/~hkaiter/weatherclimate.html
  • 19.
    • 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/
  • 20.
    • 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/  
    •  
  • 21.
    • "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  
    •  
  • 22.
    • Can we save our planet by making good choices?
    • http://www.youtube.com/watch?v=pECODIOopaI
  • 23.
    • LET’S…..