This document outlines learning stations for students to complete that cover topics related to climate change and clean energy. It provides instructions for how students should take notes at each station, including labeling titles and key terms. Students have several class periods to work through the stations and are responsible for completing any unfinished stations outside of class. Their work will be collected in a science folder and passport to track progress. The stations cover topics like the causes and impacts of climate change, differences between weather and climate, clean vs. dirty power sources, and human contributions to climate change.

1. Power
Learning
Stations
Name:____________________________
Purpose:
Each
station
addresses
a
topic
that
will
be
found
on
your
final
exam
and
will
be
important
to
the
completion
of
your
Personal
Power
Project.
Summative
assessments
will
be
open-­‐note.
Requirements:
• You
will
have
3-­‐4
class
periods
to
work.
If
you
are
unable
to
complete
any
of
the
learning
stations
in
class,
you
are
required
to
complete
them
on
your
own
time.
• All
work
must
be
neat
and
organized
so
that
we
are
able
to
quickly
access
and
review
it.
• You
can
work
in
any
order.
When
you
finish
a
station,
stamp/sticker
your
passport.
• At
the
end
of
each
class,
note
your
progress
for
your
current
station
(including
date).
• Store
your
Energy
Passport
Packet
in
your
Science
folder,
which
must
stay
in
the
classroom.
How
To:
1. When
you
see
a
red
pencil
icon
(!),
write
the
title
on
a
new
page
in
your
notebook.
Learning
Station:
!
What
is
Climate
Change?
2. When
you
see
a
green
pencil
icon
(!),
this
is
a
required
term,
concept
or
diagram.
Learning
Station:
!
Difference
between
weather
and
climate
ØAs
you
can
see
in
the
section
circled
in
red,
when
you
take
notes
you
should
relate
information
back
to
the
main
concept
for
that
section.
Note
taking
is
a
learning
strategy!
3. If
you
get
stuck,
are
confused
or
have
a
specific
question,
remember
“3
before
me.”
If
no
one
else
can
answer
your
question,
write
your
question
on
your
passport
and
move
on.
4. Check-­‐off
each
task
in
a
learning
station
as
you
complete
it.

2. Power Passport
Completed
(date)
Learning
Station
Questions/Ideas/Concerns
(cross-­‐out
when
answered)
Progress
(date)
(still
working,
need
help,
etc.)
We
Have
The
Power!
Clean
Power
vs.
Dirty
Power
Global
Carbon
Budget
What
is
Climate
Change?
Evidence
of
Climate
Change
&
Measuring
Human
Contributions
Impact
of
Climate
Change
on
Humans
Impact
of
Climate
Change
on
Nature

3. !
WEHAVETHEPOWER!
To Be The Change
The goal of this unit is to inspire and create change. Our current system of energy
consumption is a colossal disaster because it relies almost entirely on fossil fuels.
We love dinosaurs* as much as everybody else, but here’s the deal:
1. Fossil fuels are finite! There is a limited supply of coal, oil, and natural gas on
the planet. Anyone who tells you otherwise is trying to sell you something
(probably coal, oil or natural gas).
2. Fossil fuels are expensive! Even coal and natural gas cost more than wind or
sunshine. In Hawaii, we rely almost entirely (90%) on oil, which is particularly
pricey. Your wallet will personally thank you if you get us off this costly habit.
3. Fossil fuels accelerate climate change! The stable level of greenhouse gases in
the atmosphere is 350 parts per million (ppm). This is the point where climate
change happens at a natural rate and life has a chance to adapt. We are
currently at 393 ppm! Red flag! Danger! Each of us is responsible for this
number, and we all have the power to stop it from getting even higher. You
know that old saying, “Better safe than sorry”? No matter where you stand on
the climate change discussion, it’s kind of one those risks that’s not worth
taking. All life on the planet is at stake (well, certainly human life is).
4. Fossil fuels are dirty! Three words: Gulf Oil Spill. It’s not just the greenhouse
gases pumped into our atmosphere. It’s the oil slicks on our oceans and
beaches. It’s the dead seabirds and fish. It’s the cleared rainforests for drilling.
It’s the dug up mountains and destroyed rivers. It’s all the toxic by-products
that get leached into water sources and soil near mines. Yuck!
5. Fossil fuels threaten security and violate human rights! From Nigeria to
Indonesia to Ecuador, lives are lost every year to conflicts related to oil. Local
people are given little to no say in the mining process and see none of the
profits. Their water and food sources are polluted, and their traditional
cultures and means of subsistence are jeopardized. Since the majority of our
oil in Hawaii comes from foreign sources, we are each indirectly implicated in
these conflicts and human rights violations. Furthermore, The United States
Department of Defense has deemed our reliance on foreign oil a threat to
national security. In Hawaii, what happens if we get cut off from our supply of
oil? The official answer is that we’ll have only 14-21 days of resources,
including water. In short, fossil fuels are not safe.
The bottom line? Fossil fuels are not cool. Pun intended.
*Fossil fuels really come from ancient plants and tiny sea creatures, NOT dinosaurs.

4.
WEHAVETHEPOWER!(Ct’d)
Let’sClarify: The fossil fuel industry is not evil and neither are
those involved in it. We all benefit from fossil fuels in one way or another.
That doesn’t change the fact that the Hawaii Clean Energy initiative
requires that we move to 70% clean energy by 2030. So let’s get going!
Clean Power
Clean
Power
refers
to
an
entire
system
of
energy
consumption,
production
and
distribution
that
relies
on
renewable
energy
resources,
energy
efficient
designs,
and
conservation
habits
and
attitudes.
Clean
Power
neutralizes
greenhouse
gas
emissions
and/or
sequesters
carbon
dioxide,
produces
no
air
pollution,
can
be
generated
locally,
creates
new
jobs,
and…
IS SUSTAINABLE!
Dirty Power
Dirty
Power
refers
to
an
entire
system
of
energy
consumption,
production
and
distribution
that
relies
on
finite
resources,
energy
inefficient
designs,
and
wasteful
habits
and
attitudes.
Dirty
power
significantly
contributes
to
climate
change,
pollutes
the
air,
causes
numerous
health
problems,
compromises
national
security,
and…
IS UNSUSTAINABLE!
Knowledge is power.
Knowledgeable students
have the power to invent
the future.
My mom tells me that maybe
I should leave my big worries,
like the environment, to the
grown-ups. I told her that I
would except you guys are doing
a terrible job.
-Hawaii student, age 9
To Create A Sustainable Future

5.
!
Fossil
Fuels
are
incredibly
useful.
List
4-­‐5
reasons
that
they
are
not
sustainable
for
the
future.
(From
the
“We
Have
The
Power
To
Change”
page)
o
Watch
Post
Carbon
Future
Video:
https://www.youtube.com/watch?v=cJ-­‐J91SwP8w
Cover
these
topics
in
your
notes:
!
Explain
at
least
3
inventions
that
led
to
our
dependence
on
fossil
fuels.
!
What
does
advertising/consumerism
have
to
do
with
fossil
fuel
consumption?
!
What
4
things
do
we
have
to
do
to
prepare
for
a
post-­‐carbon
future?
Why?
o
Watch
Climate
Reality:
Grassroots
Effort!
https://www.youtube.com/watch?v=y0-­‐J8NGM_v4
o
Choose
2-­‐3
videos
from
this
site:
http://climaterealityproject.org/video/
!
Write
title
of
video
and
what
you
learned
(this
can
be
quite
short).
[STAMPYOURPASSPORT]
We
Have
the
Power!
(Ct’d)

6. !
The
Global
Carbon
Budget
The
key
to
understanding
the
impact
of
our
energy
system
is
actually
a
single
letter...C
.
Watch
the
following
short
videos:
http://www.npr.org/news/specials/climate/video/
o
Episode
1:
It’s
All
About
Carbon
!
Carbon
is
in
all
living
things.
!
Carbon
is
“social.”
It
likes
bonding!
o
Episode
2:
Making
Carbon
Bonds
!
What
is
the
chemical
formula
for
methane?
!
Why
is
there
carbon
in
fossil
fuels?
o
Episode
3:
Breaking
Carbon
Bonds
!
Chemical
bonds
hold
atoms
together.
When
a
chemical
bond
is
broken,
the
atoms
search
for
new
partners
and,
in
this
process,
energy
is
released.
o
Episode
4:
Carbon
in
Love
(watch
the
clip
and
read
and
highlight
the
information
on
the
next
page)
!
Who
does
carbon
love?
!
What
happens
when
radiant
energy
from
the
sun
hits
CO2
in
the
atmosphere?
!What
is
a
carbon
sink?
!List
the
six
major
carbon
stores.
!What
is
a
carbon
source?
!List
three
natural
carbon
sources.
o
Read
and
look
at
the
diagrams
on
pgs.
6-­‐9
in
order
to
learn
more
about
the
carbon
cycle.
!Draw
an
annotated
diagram
of
the
carbon
cycle.
(An
annotated
diagram
explains
the
processes
involved
with
detailed
captions.)
o
Episode
5:
What
do
we
do?
!What
is
carbon
sequestration?
!According
to
the
film
clip,
what
are
our
main
choices
when
it
comes
to
climate
change?
!Categories
of
solutions:
• Reduce
our
dependence
on
fossil
fuels,
which
will
reduce
our
footprint.
• Expand
renewable
energy
sources
and
increase
energy
efficiency
through
design.
• Preserve
open
green
space.
Photosynthesis!
• Consume
less
(conservation).
[STAMPYOURPASSPORT]

7. Carbon
Sinks,
Carbon
Sources,
and
the
Carbon
Cycle
Carbon
dioxide
(CO2)
and
its
sister
greenhouse
gas,
Methane
(CH4),
are
continually
recycled
on
Earth.
Processes
that
release
CO2
into
the
atmosphere
are
called
carbon
“sources”,
while
processes
that
absorb
it
are
called
carbon
“sinks”.
Forests,
soil,
oceans,
the
atmosphere,
permafrost
and
fossil
fuels
are
important
stores
of
carbon.
Carbon
is
constantly
moving
between
these
different
stores
that
act
as
either
“sinks”
or
“sources.”
A
sink
absorbs
more
carbon
than
it
gives
off,
while
a
source
emits
more
than
it
absorbs.
At
any
give
time,
one
of
the
stores
can
be
considered
either
a
source
or
a
sink.
For
example,
in
the
fall,
deciduous
forests
lose
their
leaves,
increasing
decomposition
and,
therefore,
increasing
the
amount
of
carbon
released.
So,
at
this
point,
they
may
be
considered
a
source.
However,
in
the
springtime,
the
deciduous
forest
becomes
a
sink.
The
amount
of
carbon
in
the
atmosphere
at
any
one
time
depends
on
the
balance
that
exists
between
the
sinks
and
sources.
This
system
of
sinks
and
sources
operates
all
over
the
planet
and
is
known
as
the
carbon
cycle.
Natural
sources
of
atmospheric
CO2
include
volcanoes,
fires,
decomposition,
respiration,
digestion
and,
under
certain
conditions,
oceans
and
fresh
water
bodies.
The
latter
can
release
large
amounts
of
dissolved
CO2
when
waters
warm
up
or
are
disturbed
by
storms
or
tremors.
Natural
sinks
for
atmospheric
CO2
include
photosynthesis,
forests,
oceans
and
freshwater
bodies,
fossil
fuels,
permafrost
and
carbonate
rocks.
Before
the
Industrial
Revolution,
the
amount
of
carbon
moving
between
trees,
soil,
oceans
and
the
atmosphere
was
relatively
balanced.
The
forests
of
the
world
are
an
important
carbon
sink.
However,
deforestation
is
reducing
the
size
of
this
sink,
allowing
more
carbon
dioxide
to
remain
in
the
atmosphere.
Photosynthesis
accounts
for
about
half
of
the
carbon
extracted
from
the
atmosphere.
Consider
the
photosynthesis
equation:
6
H2O
(water)
+
6
CO2
+
sunlight
energy
=
C6H12
O6
(glucose)
+
6
O2
(oxygen).
Notice
how
the
carbon
found
a
new
bond
in
the
form
of
a
sugar.
Land
plants
take
most
of
their
carbon
dioxide
from
the
air
around
them
while
aquatic
plants
in
lakes,
seas
and
oceans
use
carbon
dioxide
dissolved
in
water.
Phytoplankton
is
one
of
these
important
plants
as
they
produce
up
to
50%
of
the
atmospheric
oxygen
through
photosynthesis.
Other
important
sinks
are
the
world’s
oceans.
Carbon
dioxide
dissolves
in
seawater.
Unfortunately,
the
world’s
oceans
are
absorbing
an
unprecedented
amount
of
carbon
dioxide,
which
is
increasing
their
acidity
and
possibly
threatening
the
long-­‐term
survival
of
many
marine
species,
especially
calcifying
organisms
including
corals,
shellfish
and
phytoplankton
(UNESCO,
2004).
The
cycling
of
carbon
between
the
atmosphere,
plants
and
animals
can
take
place
quickly,
over
the
space
of
days
or
weeks.
Individual
carbon
atoms
may
cycle
through
plants
and
animals
several
times
a
year.
Other
parts
of
the
cycle,
especially
those
involving
the
storage
of
carbon
as
an
underground
mineral,
may
take
millions
of
years
to
complete.
Human
perturbations
to
the
carbon
cycle
are
impacting
the
maintenance
of
the
concentration
of
atmospheric
carbon.
This
is
leading
to
an
increase
in
the
amount
of
carbon
in
the
atmosphere
as
humans
produce
carbon
dioxide
and
methane
far
faster
than
the
natural
sinks
can
absorb
it.
Because
fossil
fuels
are
carbon
sinks,
the
use
of
oil,
gas
and
coal
are
the
greatest
contributors
to
this
carbon
loading,
as
they
are
no
longer
storing
carbon,
but
are,
instead,
releasing
it.
!
The
Global
Carbon
Budget

8. !
The
Global
Carbon
Budget
(ct’d)
o
Review
this
information
to
use
in
your
carbon
cycle
diagram.
All
living
organisms
contribute
to
the
carbon
cycle
in
some
way.
• Producers
(plants)
acquire
CO2
from
the
air
or
water
and,
through
photosynthesis,
use
it
to
build
organic
compounds
(carbs,
proteins
&
fats).
• Producers
are
then
eaten
by
consumers,
which
use
the
organic
compounds
(carbs,
proteins
&
fats),
and
release
some
carbon
back
to
the
air
or
water
as
CO2
waste
during
respiration
(breathing).
Plants
also
release
carbon
back
to
the
air
or
water
during
cellular
respiration.
• As
organisms
die,
they
are
broken
down
by
decomposers
(like
fungi
and
bacteria),
which
releases
some
carbon
back
into
the
soil,
water
and
air.
• Fossil
fuels
and
permafrost
forms
over
hundreds
of
millions
of
years
from
the
remains
of
living
organisms.
So
this
fossilization
process
retains/sequesters
Carbon.
Non-­‐living
processes
also
play
a
role
in
the
carbon
cycle.
• The
process
of
combustion
or
burning
organic
material
(once
living)
releases
carbon
dioxide
back
into
the
air.
This
includes
wood,
plants,
and
fossil
fuels.
• Geologic
events
like
volcano
eruptions
also
release
fossil
fuels.
• Since
many
of
the
movements
of
carbon
are
linked
to
those
of
oxygen
(carbon
hearts
oxygen),
their
paths
are
sometimes
described
together
as
the
carbon
and
oxygen
cycle.
The
Global
Carbon
Budget
it
out
of
balance!
• Before
this
century,
CO2
made
up
about
300
parts
per
million
(ppm)
of
the
Earth’s
atmosphere.
• During
this
past
century,
CO2
has
reached
a
concentration
of
more
than
360
ppm.
• All
the
planet’s
photosynthetic
organisms
cannot
process
all
of
this
excess
CO2.
• Since
1950
alone,
CO2
levels
have
increased
by
nearly
100ppm.
• As
the
concentration
of
greenhouse
gasses
in
atmosphere
increases,
the
Earth
gets
warmer
and
warmer,
leading
to
global
climate
change.
• Average
global
temperatures
have
climbed
1.4
degrees
Fahrenheit
since
1880.
• The
last
decade
was
the
hottest
on
record
with
8
out
of
the
10
hottest
summers
ever.
• Montana’s
Glacier
National
Park
now
has
only
27
glaciers,
versus
150
in
1910.
• Sea
levels
are
rising
at
an
alarming
rate
of
3.2
mm
per
year.

9. !
The
Global
Carbon
Budget
(ct’d)

10. !
The
Global
Carbon
Budget
(ct’d)
End
of
Global
Carbon
Budget
Section

11. The
next
couple
of
pages
have
diagrams,
tables,
written
explanation
and
websites
to
explore.
All
of
these
resources
provide
detailed
information
about
climate
change.
!
Take
notes
at
your
own
discretion.
!
After
reviewing
all
of
the
information
in
this
section,
draw
an
annotated
diagram
that
includes
the
following
information:
• Sun,
Earth
• Atmospheric
Greenhouse
Gases:
CO2
and
H2O
Vapor
(most
abundant);
Methane
CH4,
Nitrous
Oxide
N2O,
CFC’s
(chlorofluorocarbons)
o Note
human
activities
that
create
each
greenhouse
gas
• radiant
energy
from
the
sun
passing
through
the
Earth’s
atmosphere
• Shorter
wavelength
energy
is
absorbed
by
Earth’s
surface
• Longer
wavelength
energy
is
re-­‐radiated
• GHG’s
vibrate
and
remit
heat
(infrared
waves)
• Feedback
• Greenhouse
effect
• 350
ppm
[STAMPYOURPASSPORT]
!
What
is
Climate
Change?

12. o
Read
and
highlight
the
Explanation
from
Columbia
University
Climate
Center
The presence of greenhouse gases in the atmosphere is a natural component of the climate system and
helps to maintain the Earth as a habitable planet. Greenhouse gases are relatively transparent to incoming
solar radiation, allowing the sun’s energy to pass through the atmosphere to the surface of the Earth. The
energy is then absorbed by the Earth’s surface, used in processes like photosynthesis, or emitted back to
space as infrared radiation. Some of the emitted radiation passes through the atmosphere and travels back
to space, but some is absorbed by greenhouse gas molecules and then re-emitted in all directions. The
effect of this is to warm the Earth’s surface and the lower atmosphere. Water vapor (H2O) and carbon
dioxide (CO2) are the two largest contributors to the greenhouse effect. Methane (CH4), nitrous oxide (N2O),
chlorofluorocarbons (CFCs) and other greenhouse gases are present only in trace amounts, but can still
have a powerful warming effect due to their heat-trapping abilities and their long residence time in the
atmosphere. Without the greenhouse effect, Earth’s average temperature would be -0.4°F (-18°C), rather
than the present 59°F (15°C).
Concentrations of greenhouse gases – and especially carbon dioxide – have risen over the past two
hundred and fifty years, largely due to the combustion of fossil fuels for energy production. Since the
Industrial Revolution in the eighteenth century the concentration of carbon dioxide in the atmosphere has
risen from about 270 parts per million (ppm) to about 370 ppm. Concentrations of methane have also risen
due to cattle production, the cultivation of rice, and release from landfills. Nearly one-third of human-induced
nitrous oxide emissions are a result of industrial processes and automobile emissions.
Global Climate Change in the Twentieth Century
The climate system includes a great deal of natural variability, and climate fluctuations have always been
part of the Earth’s 4.6 billion year history. However, over the past century changes in concentrations of
greenhouse gases in the atmosphere are of an unprecedented rate and magnitude. Human population
growth has led to increasing demands for energy and land resources. Through the burning of fossil fuels to
produce energy for industrial use, transportation, and domestic power, and through land-use change for
agriculture and forest products, humans have been altering the Earth’s energy balance. Scientists believe
that these changes have already begun to alter the global climate.
!
Precautionary Principle
If the effects of a human-induced change would be very large, perhaps catastrophic, those responsible for
the change must prove that it will not do harm before proceeding.
o
Explore
the
following
sites
to
learn
more
about
climate
change
(Take
your
time…at
least
20
minutes!)
• http://www.epa.gov/climatechange/kids/ - a student guide to climate change
• http://environment.nationalgeographic.com/environment/global-warming/
• www.350.org – check out their video page under the “resources” tab
!
What
is
Climate
Change?
(ct’d)

13. Ø
Sunlight
is
radiant
energy
and
includes
various
wavelengths,
as
shown
in
the
diagram
below.
!
What
is
Climate
Change?
(ct’d)
Ø
Infrared
radiation
is
the
primary
energy
that
causes
greenhouse
gasses
to
vibrate
and
heat
up.
Think
about
jumping
around—your
body
gets
warmer!
If
a
room
full
of
students
is
jumping
around,
the
room
gets
warmer,
as
your
heat
is
remitted.

14. Read
&
Highlight
the
Environmental
Protection
Agency’s
Explanation
of
the
Impact
of
Greenhouse
Gasses
(GHG’s)
The
major
greenhouse
gases
emitted
into
the
atmosphere
through
human
activities
are
carbon
dioxide,
methane,
nitrous
oxide,
and
fluorinated
gases
(CFC’s)
(See
table
on
next
page).
Some
of
these
gases
are
produced
almost
entirely
by
human
activities;
others
come
from
a
combination
of
natural
sources
and
human
activities.
Many
of
the
major
greenhouse
gases
can
remain
in
the
atmosphere
for
tens
to
hundreds
of
years
after
being
released.
Several
factors
determine
how
strongly
a
particular
greenhouse
gas
will
affect
the
Earth's
climate.
One
factor
is
the
length
of
time
that
the
gas
remains
in
the
atmosphere.
A
second
factor
is
each
gas’s
unique
ability
to
absorb
energy.
By
considering
both
of
these
factors,
scientists
calculate
a
gas's
global
warming
potential,
as
compared
to
an
equivalent
mass
of
carbon
dioxide
(which
is
defined
by
a
global
warming
potential
equal
to
1).
Major Greenhouse Gases Associated With Human Activities
Greenhouse
gas
How it's produced Average
lifetime in the
atmosphere
100-year
global warming
potential
Carbon
dioxide
Emitted primarily through the burning of fossil fuels (oil, natural
gas, and coal), solid waste, and trees and wood products.
Changes in land use also play a role. Deforestation and soil
degradation add carbon dioxide to the atmosphere, while forest
regrowth takes it out of the atmosphere.
see below* 1
Methane Emitted during the production and transport of coal, natural gas,
and oil. Methane emissions also result from livestock and
agricultural practices and from the anaerobic decay of organic
waste in municipal solid waste landfills.
12 years 21
Nitrous oxide Emitted during agricultural and industrial activities, as well as
during combustion of fossil fuels and solid waste.
114 years 310
Fluorinated
gases
A group of gases that includes hydrofluorocarbons,
perfluorocarbons, and sulfur hexafluoride, among other
chemicals. These gases are emitted from a variety of industrial
processes and commercial and household uses, and do not occur
naturally. Sometimes used as substitutes for ozone-depleting
substances such as chlorofluorocarbons (CFCs).
A few weeks to
thousands of
years
Varies (the
highest is sulfur
hexafluoride at
23,900)
This table shows 100-year global warming potentials, which describe the effects that occur over a period of 100 years
after a particular mass of a gas is emitted. EPA uses global warming potentials from the Intergovernmental Panel on
Climate Change's (IPCC's) Second Assessment Report, 1
* Carbon dioxide's lifetime is poorly defined because the gas is not destroyed over time, but instead moves among
different parts of the ocean–atmosphere–land system. Some of the excess carbon dioxide will be absorbed quickly (for
example, by the ocean surface), but some will remain in the atmosphere for thousands of years, due in part to the very
slow process by which carbon is transferred to ocean sediments.
!
What
is
Climate
Change?
(ct’d)

15. !
What
is
Climate
Change?
(ct’d)
!
350 is the magic number
Scientists have determined that a stable level of carbon dioxide in the atmosphere is 350
ppm (parts per million). That’s actually their high-end number...290 ppm is ideal. We are
currently over 390ppm and increasing 2ppm every year.
With more CO2 in the atmosphere, more heat gets trapped on the planet, causing average
global temperatures to rise.
Quick Look at Basic Concepts:
!
Add to your notes if you are missing anything.
• Carbon is present everywhere on the planet and occurs naturally in the atmosphere.
• Plants absorb carbon dioxide (CO2) through photosynthesis and respire oxygen.
Humans and animals inhale oxygen and respire CO2.
• Anything that absorbs more carbon dioxide from the atmosphere than it emits is
known as a carbon sink. Forests, oceans, soil, fossil fuels and polar icecaps are all
carbon sink reservoirs.
• A carbon source is anything that emits more carbon dioxide than it absorbs.
Humans are the greatest carbon source with our factories, cars, planes and
buildings. Humans release extra CO2 when we combust fossil fuels and cut down
trees.
• Feedback is when CO2 release is caused by global warming. A good example is when
polar icecaps melt. They release huge amounts of trapped carbon, so the problem is
actually amplifying itself.
• The main greenhouse gases are: carbon dioxide, methane, nitrous oxide, water
vapor and CFC’s. Water vapor and carbon dioxide are the most abundant. However,
methane and nitrous oxide have a greater warming potential.
• Global warming occurs when greenhouse gases (GHGs) like CO2 in Earth's
atmosphere vibrate, heat up and then remit the heat back down to Earth’s surface
(the greenhouse effect).
• Global warming does not mean everything gets hotter. It means climate trends
change. Hence, climate change is the better term to use.
• Climates are controlled by the oceans. When the oceans’ average temperatures
change slightly, weather patterns change. This is accelerated by the loss of polar ice
caps, which not only store carbon, but also reflect sun’s energy away from earth.
End
of:
What
is
Climate
Change?

16. Unit
Concept:
Our
energy
systems
have
a
measurable
impact
on
humans
and
the
environment.
!The
facts:
• Climate
change
is
a
natural
cycle.
However,
since
1950
alone,
CO2
levels
have
increased
by
nearly
100ppm.
We
measure
these
levels
at
observatories
all
over
the
world,
including
a
station
on
Mauna
Loa.
• GHGs
are
at
their
highest
levels
now
than
any
other
time
in
the
past
650,000
years.
Scientists
measure
historical
GHG
levels
through
the
fossil
record
and
ice
core
data.
• Evidence
of
this
climate
change
is
everywhere
around
the
world,
from
melting
glaciers
to
rising
sea
levels
to
exploding
pine
beetle
populations
to
dying
coral
reefs.
• Scientists
report
that
if
the
global
CO2
rate
continues
to
increase,
we
will
experience
more
severe
storms,
more
floods
followed
by
longer
droughts,
and
mass
extinctions
of
plant
and
animal
life
as
natural
habitats
change
too
quickly
for
species
to
adapt.
!The
solutions:
• Our
energy
consumption
can
be
translated
into
a
carbon
footprint
–this
is
a
measure
of
the
amount
of
carbon
we
release
into
the
atmosphere,
based
on
our
fossil
fuel
combustion.
If
we
lower
our
carbon
footprint,
we
lower
our
impact.
o
Explore
the
Data
(continued
on
next
page):
!
For
each
site,
note
at
least
2
pieces
of
specific
data
that
you
feel
is
useful
(consider
drawing
the
graphs).
You
will
need
to
spend
time
actually
studying
the
graphs
in
order
to
understand
the
data.
EPA’s
indicators
of
Climate
Change
in
the
United
States:
http://www.epa.gov/climate/climatechange/science/indicators/weather-­‐climate/temperature.html
!
Evidence
of
Climate
Change
&
Measuring
Human
Impact

17. o
Explore
the
Data
(ct’d):
!
For
each
site,
note
specific
data
that
you
feel
is
useful
(consider
drawing
the
graphs).
Arctic
Sea
Ice
https://www.youtube.com/watch?v=H-­‐BbPBg3vj8#aid=P79gVSICKMA
Mauna
Loa
Observatory
http://co2now.org/
o
Measuring
Human
Impact:
!
Our
carbon
footprint
is
a
measure
of
our
impact.
!
Take
a
look
at
the
factors
that
contribute
to
a
Carbon
Footprint
and
list
4-­‐5.
(We
will
measure
our
carbon
footprints
later
in
the
unit.)
http://www.nature.org/greenliving/carboncalculator/
[STAMPYOURPASSPORT]
!
Evidence
of
Climate
Change
&
Measuring
Human
Impact
(ct’d)

18. !
Impact
of
Climate
Change
on
Nature
o EPA’S
Explanation
of
the
Impact
on
Oceans
! Note the major impacts on oceans and the causes.
The
oceans
and
atmosphere
interact
constantly—both
physically
and
chemically—exchanging
energy,
water,
gases,
and
particles.
This
relationship
influences
the
Earth's
climate
on
regional
and
global
scales.
It
also
affects
the
state
of
the
oceans.
Covering
about
70
percent
of
the
Earth's
surface,
the
oceans
store
vast
amounts
of
energy
absorbed
from
the
sun
and
move
this
energy
around
the
globe
through
currents.
The
oceans
are
also
a
key
component
of
the
Earth's
carbon
cycle.
Oceans
store
a
large
amount
of
carbon,
either
in
dissolved
form
or
within
plants
and
animals
(living
or
dead).
What
is
happening?
As
greenhouse
gases
trap
more
energy
from
the
sun,
the
oceans
are
absorbing
more
heat,
resulting
in
an
increase
in
sea
surface
temperatures
and
rising
sea
level.
Although
the
oceans
help
reduce
climate
change
by
storing
one-­‐fifth
to
one-­‐third
of
the
carbon
dioxide
that
human
activities
emit
into
the
atmosphere,
1
increasing
levels
of
dissolved
carbon
are
changing
the
chemistry
of
seawater
and
making
it
more
acidic.
Why
does
it
matter?
Changes
in
ocean
temperatures
and
currents
brought
about
by
climate
change
will
lead
to
alterations
in
climate
patterns
around
the
world.
For
example,
warmer
waters
may
promote
the
development
of
stronger
storms
in
the
tropics,
which
can
cause
property
damage
and
loss
of
life.
Other
impacts
come
from
increased
ocean
acidity,
which
reduces
the
availability
of
some
types
of
minerals,
thus
making
it
harder
for
certain
organisms,
such
as
corals
and
shellfish,
to
build
their
skeletons
and
shells.
These
effects,
in
turn,
could
substantially
alter
the
biodiversity
and
productivity
of
ocean
ecosystems.
Changes
in
ocean
systems
generally
occur
over
much
longer
time
periods
than
in
the
atmosphere,
where
storms
can
form
and
dissipate
in
a
single
day.
Interactions
between
the
oceans
and
atmosphere
occur
slowly
over
many
years,
and
so
does
the
movement
of
water
within
the
oceans,
including
the
mixing
of
deep
and
shallow
waters.
Thus,
trends
can
persist
for
decades,
centuries,
or
longer.
For
this
reason,
even
if
greenhouse
gas
emissions
are
stabilized
tomorrow,
it
will
take
many
more
years—decades
to
centuries—for
the
oceans
to
adjust
to
changes
in
the
atmosphere
and
the
climate
that
have
already
occurred.
o Explore
the
indicators
of
ocean
changes:
! Make a short note about each: heat, surface temp, sea level, acidification
http://www.epa.gov/climate/climatechange/science/indicators/oceans/index.html

19. !
Impact
of
Climate
Change
on
Nature
(Ct’d)
o
Explore
the
Top
Ten
Places
to
Save
from
Climate
Change
&
the
National
Wildlife
Federations
Report
on
Climate
Change
http://www.endangered.org/its-­‐getting-­‐hot-­‐out-­‐there/
http://www.nwf.org/Wildlife/Threats-­‐to-­‐Wildlife/Global-­‐Warming.aspx
!
Note:
impact
on
3
specific
species
and
3
ecosystems.
[STAMPYOURPASSPORT]

20.
!
Impact
of
Climate
Change
on
Humans
o
Explore
the
interactive
map
on
Energy.Gov
http://www.energy.gov/science-­‐innovation/climate-­‐change
!
Impact
on
Energy
Sector
(consider
rising
prices
and
fossil
fuel
shortages)
Your
notes
should
include:
• General
impacts
due
to
o Increasing
Temperatures
o Decreasing
Water
o Increasing
storms,
flooding
and
sea
level
rise
• At
least
3
specific
examples
o
Watch
the
Following
Clips
Tuvalu:
http://media.adelaidenow.com.au/multimedia/2008/10/tuvalu/tuvalu-­‐perthnow.html
Island
President
Trailer:
http://theislandpresident.com/
(watch
the
trailer)
Climate
Change
Impact
on
Japan:
https://www.natureasia.com/ja-­‐jp/advertising/sponsors/climate-­‐change/agriculture
!
Impact
on
growing
• General
issues
related
to
growing
food
and
climate
change
(soil
salinity,
flooding,
etc.)
• Specific
example
!
Impact
on
culture
and
living
conditions
• General
issues
related
to
cultural
practices
and
living
conditions
• Specific
example
!
Impact
on
immigration
• General
issue
of
“climate
refugees”
• Specific
example
[STAMPYOURPASSPORT]