Teaching Global Climate Change

1. Teaching Global Climate Change Challenging Our Future Leaders

2. 2006 was the warmest year on record in the U.S. Summer 2007 Expected to Have Record Drought Record Snowfall in the New England States Wind chills Reach -45 Degrees in Madison Antarctic Ice Melting at Increasing Rates Weather & Climate in the News

3. The Facts:The mean temperature of the Earth is increasing and the use of fossil fuels is at an all time high.

4. United Nations • UNFCCC Executive Secretary calls for speedy and decisive international action on climate change (February 2007)

5. Climate change in the standards, benchmarks, position statements, etc. How climate change is embedded into science education Examples of some teaching strategies that are in current use What could be better…. Global Climate Change…The Education Connection

6. Things that can be agreed upon: carbon dioxide is a greenhouse gas the concentration has been increasing Questions of disagreement: Whether warming has already begun How much warming there will be The threat is real; the following steps should be taken: Stop destruction of rain forests Plant more trees Decrease the use of fossil fuels Science MattersCh 18:The Greenhouse Effect p 270-274Robert Hazen & James Trefil, 1991

7. Science For All AmericansAAAS • The physical setting and the flow of energy • The formation and use of fossil fuels is viewed as a dynamic system • The time scale is vastly different

8. National Science Education StandardsNational Academy of Sciences • Standard F: Human Activities can induce hazards • “Although students in grades 5-8 have some awareness of global issues, teachers should challenge misconceptions, such as anything natural is not a pollutant, oceans are limitless resources, and humans are indestructible as a species.”

9. Benchmarks for Scientific Literacypages 66-70 Grades 6-8 • Climates have sometimes changed abruptly in the past as a result of changes…. • Even relatively small changes in the atmosphere…..can have widespread effects on climate

10. Benchmarks for Scientific Literacypages 66-70 Grades 9-12 • Life is adapted to conditions on Earth…. • Weather and climate involve the transfer of energy in and out of the atmosphere • Systems…technology often has unintended outcomes

11. programs and curricula should address student outcomes as specified in the National Science Education Standards, be grounded in sound research, and reflect the most current information and understandings in the field. should provide interdisciplinary, multicultural, and multi-perspective viewpoints to promote awareness and understanding of global environmental issues, potential solutions, and ways to prevent emerging environmental crises. developers of environmental education programs should strive to present a balance of environmental, economic, and social perspectives. NSTA Environmental Education Position Statement:Declarations

12. NSTA strongly supports environmental education as a way to instill environmental literacy in our nation's pre-K-16 students. It should be a part of the school curriculum because student knowledge of environmental concepts establishes a foundation for their future understandings and actions as citizens. Central to environmental literacy is the ability of students to master critical-thinking skills that will prepare them to evaluate issues and make informed decisions regarding stewardship of the planet. The environment also offers a relevant context for the learning and integration of core content knowledge, making it an essential component of a comprehensive science education program NSTA Position Statement:Environmental Education--Adopted by the
 NSTA Board of Directors
 February 2003

13. 21st Century Content 
Several significant, emerging content areas are critical to success in communities and workplaces. These content areas typically are not emphasized in schools today. Among those skills are: • Global Awareness • Civic Literacy

14. Sources of Information & Teaching Resources • NOAA and the IPCC websites are reliable sources of data and materials that teachers can use: • http://www.ncdc.noaa.gov/oa/climate/climateextremes.html • http://www.ipcc.ch/

15. Uses cards with a collection of issues that students must discuss and demonstrate the connections Emphasizes the interconnectedness of issues facing society of which one is “global warming” Correlated to the National Standards Provides and integration of curriculum through writing and art activity Teaching Activity:Making Global Connections

16. Integrated into a unit on energy and energy production (grade 12) “greenhouse effect” is demonstrated accompanied by a discussion of carbon dioxide production and the ways in which emissions can be reduced (gr 7-8) Part of a unit on weather and climate… the manmade production of carbon dioxide is discussed (gr 8) Discussion of Earth’s systems in and Earth Science class (gr 9) Present the concept of global warming… students debate the various political positions that exist (gr 6-8) Discussion of the natural greenhouse effect and then show how human activities can increase the effect A complete two week unit using articles, books, video’s, speakers, and field trips Some Example Activities from Wisconsin Schools

17. They’re Melting!An Investigation of Glacial Retreat in Antarctica • Inquiry based activity • Varies the salinity of the water • Varies the temperature of the water • Student determine melting rates under various conditions • Antarctic food web is examined in post activity discussions • Science Scope (Jan 2007)

18. Earth Science is moving toward a systems approach Carbon cycle Water cycle Oxygen cycle Integrated instructional approach Social studies with science and language arts Textbook involvement Improvements to Instruction

19. The provincial government plans to more heavily focus Ontario students' attention on climate change and its consequences for Canada and the world as it revises its science curriculum The new curriculum would change the name of a Grade 10 science unit on weather to "climate change." Ontario Changes Curriculum Focus

20. Entrenched structures predicated on a disciplinary framework at the expense of interdisciplinary studies Dominance of “issue driven” supplementary curriculum materials Lack of adequate pre-service training for teachers Varying quality of k-12 materials especially of sponsored materials Vested interests recognize that literacy challenges the status quo Failure to address learning for the 21st century A failure to understand true cause and effect relationships Barriers We Face

21. “There was no environmental education in 1970. Now there are thousands of schools which offer good environmental education.” Gaylord Nelson

22. Movement of the field towards a more comprehensive, integrated, future-oriented reconceptualization of environmental literacy called sustainability education. Movement to reach out and “green” professional training “green schools” movement Environmental Literacy and Education

23. The capacity of an individual to act successfully in daily life on a broad understanding of how people and societies relate to natural systems Environmental Literacy

24. According the NSTA teacher registry there are more teachers who classify themselves as environmental science teachers than physics or chemistry.

25. NSTA Initiatives

26. Susan Solomon as a featured speaker at the NSTA National Conference in St. Louis

27. “The significant problems we face cannot be solved at the same level of thinking we used when we created them.” Albert Einstein

28. National Science Teachers Association “ . . . promoting excellence and innovation in science teaching and learning for all.” John Whitsett National Science Teachers Association jwhitsett@new.rr.com