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Activity:  Impacts of Global Warming on My State

Concepts:

Human beings live within the world's ecosystems. Increasingly, humans modify ecosystems as a result of 
population growth, technology, and consumption. Human destruction of habitats through direct harvesting, 
pollution, atmospheric changes, and other factors is threatening current global stability, and if not addressed, 

ecosystems will be irreversibly affected. (NSES Content Standard C:  Population and Ecosystems, Level 5-8)


            Natural and human-induced hazards present the need for humans to assess potential danger and risk. Many 
          changes in the environment designed by humans bring benefits to society, as well as cause risks. Students should 
          understand the costs and trade-offs of various hazards--ranging from those with minor risk to a few people to 
          major catastrophes with major risk to many people. The scale of events and the accuracy with which scientists  and engineers can (and cannot) predict events are important considerations. (NSES Content Standard F:  Natural and Human-Induced Hazards, Level 9-12)) 

Humans have a major effect on other species. For example, the influence of humans on other organisms occurs           through land use--which decreases space available to other species--and pollution--which changes the chemical  composition of air, soil, and water.(NSES Content Standard F:  Science and Technology in Local, National, and Global Challenges, Level 9-12) 
 

 

Objectives:
1.  Students will predict how a rise in temperature will affect their state.
2.  Students will use explanations based on evidence to support their predictions.
Subjects:  Science, Social Studies
Levels:  Grades 6 - 12
Time:  At lower levels this activity could be a 50-minute whole class discussion/brainstorming session.  At a higher level it could be a 2-3 day research project.
Materials:  Current information on global warming. Internet access helpful
Procedure:
  1. Have students review the predicted effects of global warming on the planet.
  2. Brainstorm with the whole class about ways they think their state will be affected.
  3. Divide the class into groups of 3-4 students.  Have them write down their predictions about how climate change will affect their state in the following areas:  agriculture, forestry, fisheries, water resources, coastal regions (if your state has them), weather patterns (drought and floods), human health, and unique ecosystems.  An explanation should accompany each prediction.
  4. Have students create a simple chart on a large piece of paper that summarizes their predictions.  For example, they could list the area and then just put a + or -  sign to indicate either a positive or negative impact.
  5. Have them display their charts in the classroom and see how much agreement you have among groups.  Have selected students explain why they made the predictions they did.
  6. Compare student predictions with government predictions.  For a state-by-state assessment of the impact of global climate change, click here.

 

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