4/28 & 4/29: Essay Revisions

Learning Goals: Review comments on your rough draft, then revise your essay.

Discuss rest of year plan

Review your essay work and improve it by adding specific details & case studies, sythesis & evaluation. Use the IB 10 mark essay rubric and workshop to help you improve your work. Try to spend 30 minutes revising.

Then, finish your 10 mark essay. Turn it in for me to review. I will read and comment on it and grade it for a final grade.

By the end of class today, turn in your essay to google classroom here:

• W1 Final Draft Essay

• M1 Final Draft Essay

• M2 Final Draft Essay

4/30 & 5/1: New Unit! Resource Consumption

Learning Goals: Introduction to the new unit.

This is the final unit of the core and the year!!

1. We will do part 1 together

2. Submit Resource Consumption Introduction to Classroom

   • W1 4/30: Resource Consumption Introduction

   • M1 4/30: Resource Consumption Introduction

   • M2 4/30: Resource Consumption Introduction

4/14 & 4/15: Essay Workshop

Learning Goals: Prepare THREE possible thesis statements.

You need to complete two things before class on THURSDAY.

1. Part 3 of "4/9: IB 10 Mark Essay: Workshop". Submit this on Classroom when Part 3 is done.

Complete part 3 of the "4/9: IB 10 Mark Essay: Workshop" linked in classroom.

• • W1 IB 10 Mark Essay: Workshop

  • M1 IB 10 Mark Essay: Workshop

  • M2 IB 10 Mark Essay: Workshop

2. Choose one thesis statement from Part 3 and draft a ROUGH outline.

PROMPT:

"Examine the role of governments, corporations, and civil societies in utilizing mitigation strategies to address global climate change."

Outline and think about your essay:

• If you need details, research those mentioned in presentations or articles.

• Also see GCC pages and OCP pages for case studies (from website -- look at each topic description under the class day 3/24 & 3/25 + 3/26 & 3/27: Adaptation & Mitigation).

• Draft a ROUGH essay prompt outline. This should include only basic information:

  • • Thesis statement

    • Argument/Topic Sentence for paragraph 1

    • Argument/Topic Sentence for paragraph 2

    • Argument/Topic Sentence for paragraph 3

4/16: Essay Draft

Learning Goals: Time a draft of your essay.

Today you should write your first round essay:

PROMPT: "Examine the role of governments, corporations, and civil societies in utilizing mitigation strategies to address global climate change."

Set aside 30 minutes to write your essay based on what you have in your head from your preparation or just your basic notes/outline- do not search for details yet.

Set a timer and don’t use resources for this round.

Submit "4/16: First Round Essay" linked in classroom.

• • W1 First Round Essay

  • M1 First Round Essay

  • M2 First Round Essay

4/7: Mitigation Presentations Wrap Up

Learning Goals: Describe various mitigation case studies.

Following presentations on Tuesday, slides will be posted below. Be sure you have notes on all mitigation strategies.

M1 Mitigation Strategy Presentations:

M2 Presentations:

W1 Presentations:

4/9: Essay Workshop

Learning Goals: Describe a strong essay.

Complete part 1 & 2 of the "4/9: IB 10 Mark Essay: Workshop" linked in classroom.

• • W1 IB 10 Mark Essay: Workshop

  • M1 IB 10 Mark Essay: Workshop

  • M2 IB 10 Mark Essay: Workshop

3/31 - 4/3 (ALL WEEK): Mitigation Presentation Work

Learning Goals: Describe various mitigation case studies.

All this week you will be working on your presentations.

These are due Thursday 4/2 for W1 & Friday 4/3 for M1 & M2

You will be presenting your presentation on the due date.

See details below

Google Slides presentation on one mitigation strategy -- Due 4/2 & 4/3

• You will be working in small groups - PLEASE PUT YOUR NAME ON THE SLIDE THAT YOU WORKED ON

• Your presentation must include the following components:

  • 1. DEFINE and EXPLAIN the strategies - What are the strategies and how do they work to mitigate effects?

    2. DESCRIBE how your approach has been used to deal with the effects of climate change - Provide a specific case study of an approach employing your strategy

    3. EVALUATE the strengths and weaknesses of your strategies - You could evaluate the specific case study you described above or evaluate the strategies in a more general way. In your evaluation, consider the following:

       1. 1. • To what societies do you think your strategy could be most helpful? Why?

             • What would be the implementation challenges for the societies?

    4. Infographics such as maps, data tables, flow charts, etc. (rather than lots of text)

• You will be presenting during Google Hangouts class time on 4/2 & 4/3

• You will be required to ask one thoughtful question of one group during presentations. Therefore, when you are presenting you will be required to answer questions.

• Each student will also be required to complete an individual factsheet on their strategy. See template below.

• • • THIS FACTSHEET IS INDIVIDUAL, NOT PART OF GROUP WORK.

• Groups Below:

3/24 & 3/25 + 3/26 & 3/27: Adaptation & Mitigation

Learning Goals: Describe various strategies which societies use to confront climate change.

Choose one of the case studies on adaptation strategies below and take notes in your learning log.

Google Slides presentation on one mitigation strategy -- Due 4/2 & 4/3

• You will be working in small groups - PLEASE PUT YOUR NAME ON THE SLIDE THAT YOU WORKED ON

• Your presentation must include the following components:

  • 1. DEFINE and EXPLAIN the strategies - What are the strategies and how do they work to mitigate effects?

    2. DESCRIBE how your approach has been used to deal with the effects of climate change - Provide a specific case study of an approach employing your strategy

    3. EVALUATE the strengths and weaknesses of your strategies - You could evaluate the specific case study you described above or evaluate the strategies in a more general way. In your evaluation, consider the following:

       1. 1. • To what societies do you think your strategy could be most helpful? Why?

             • What would be the implementation challenges for the societies?

    4. Infographics such as maps, data tables, flow charts, etc. (rather than lots of text)

• You will be presenting during Google Hangouts class time on 4/2 & 4/3

• You will be required to ask one thoughtful question of one group during presentations. Therefore, when you are presenting you will be required to answer questions.

• Each student will also be required to complete an individual factsheet on their strategy. See template below.

• • • THIS FACTSHEET IS INDIVIDUAL, NOT PART OF GROUP WORK.

• Groups Below:

Mitigation Strategy Topics:

3/18: Disparities in Vulnerability

Learning Goals: Describe the disparities in vulnerability to climate change of people and places.

Complete the "3/18: Disparities in Vulnerability Exploration" worksheet linked in classroom.

• • W1 Disparities in Vulnerability Exploration Assignment

  • M1 Disparities in Vulnerability Exploration Assignment

  • M2 Disparities in Vulnerability Exploration Assignment

3/20: Government led adaptation and mitigation strategies climate change

Learning Goals: Describe government led strategies to address climate change.

First, listen to this podcast - BBC's The Inquiry: How Soon Can We Go Carbon Zero

• • While you are listening, complete "3/20: BBC's The Inquiry" note sheet linked in classroom.

  • W1 BBC's The Inquiry Assignment

  • M1 BBC's The Inquiry Assignment

  • M2 BBC's The Inquiry Assignment

Now that you have an understanding of the agreement, complete "3/20: Paris Accord: NDCs and progress" worksheet linked in classroom.

• • W1 Paris Accord: NDCs and progress Assignment

  • M1 Paris Accord: NDCs and progress Assignment

  • M2 Paris Accord: NDCs and progress Assignment

3/12 & 3/13: Summative Quiz: Causes and Effects of Climate Change

1. Complete the summative assessment.

3/10 & 3/11: Effects on People & Places

Learning Goals: Identify the effects of climate change on human health and migration

1. Present slides on Spatial Changes in the Biosphere

   • Take notes on each category

3/9 (maroon only): Case Studies on the Effects of Climate Change

Learning Goals: Identify spatial changes in the biosphere

1. Watch "Before the Flood"

   • Take notes on case studies from the film

Class Slides: Spatial Changes in the Biosphere

3/6 (maroon only): Spatial Changes in the Biosphere & Case Studies on the Effects of Climate Change

Learning Goals: Identify spatial changes in the biosphere

1. Present slides on Spatial Changes in the Biosphere

   • Take notes on each category

2. Watch "Before the Flood"

   • Take notes on case studies from the film

3/4 & 3/5: Spatial Changes in the Biosphere: biomes, habitat, migration, agriculture & soil

Learning Goals: Identify spatial changes in the biosphere

(NO LEARNING LOGS TODAY)

1. Check in on homework & hand back papers

2. Mini presentation project - for this activity you will be divided into groups and will be required to create a presentation on one of the following topics:

• Spatial Change - Biomes

• Spatial Change - Habitats

• Spatial Change - Animal Migration

• Agricultural Change - Crop yields

• Agricultural Change - limits to cultivation

• Soil Erosion

This presentation should include slides containing the following information:

• Map to show changes.

• Description of the changes.

• Explanation of why the changes are happening.

• Impact of the changes using examples of place, including the adaptations that may have to take place.

Useful Resources:

• IPCC Biome Shifts

• Habitat Shifts

• Columbia edu habitat shifts

• Vegetation Shifts

• Migration shifts

• Nat. Geo Crop Changes

• Reuters - cultivation

• Soil Erosion

3/2 & 3/3: Impacts of Climate Change: Carbon Sinks + Biosphere

Learning Goals: Identify the impacts of climate change in the biosphere

Map Quiz!!

Carbon Cycles & Carbon Sinks

Reciprocal Learning

In groups of four you will look at how three forms of carbon sinks interact with global carbon. Here are your roles:

1. Summarizer: This person will highlight the key ideas from the videos for each subject (Ice, Oceans, Biosphere).

2. Questioner: This person will pose questions about each subject (what was unclear? was there puzzling information?)

3. Clarifier: This person will address confusing parts and attempt to answer the questions posed by the Questioner.

4. Connector: This person will connect the these concepts to others that we have learned about this year.

Carbon & Ice (don't forget permafrost, too!!!)

Carbon & Oceans

Carbon & Biosphere

2/27 & 2/28: Impacts of Climate Change: Hydrosphere Part 2

Learning Goals: Identify the impacts of climate change in the hydrosphere

Pt. 1 - Changing Sea Levels and Sea Ice

Map Work

Northwest and Northeast Passages

1. Find your blank map of the world. Follow the instructions on the page.

2. Now find the Northwest and Northeast map handouts. Mark the routes taken by ships on both the Northwest and Northeast passages. You can use the help diagrams on the second side to help you.

3. Finally, go back to the blank world map and mark these new routes with a different color.

Pt. 2 - Carbon Cycle & Carbon Sinks (Ice & Oceans)

Although the total amount of carbon moved in the slow carbon cycle is immense overall, it is not very significant year-to-year compared to human activities. Humans add about 30 billion tons of carbon dioxide to the atmosphere per year, while volcanoes add just 130-380 million tons (Riebeek and Simmon, 2011). It is therefore clear that the slow carbon cycle cannot be a cause of the current period of warming as it is moving too slowly.

However, it is one of the causes of long term climate change. Fifty million years ago the formation of the Himalayas created a carbon sink, because carbon was absorbed into the rock and held in the newly formed mountains. This has contributed to the reduction in carbon in the atmosphere which has cooled down the Earth to present levels over the millions of years since, as shown on the graph below.

The fast carbon cycle is much more important in the current period of climate change. The growth of plants that occurs in spring and summer absorbs carbon dioxide from the atmosphere, while the slow in growth in the autumn and winter results in carbon being released back as plant matter (such as leaves) decays. This makes a seasonal variation in the carbon cycle occur.

Humans are adding large amounts of carbon to the atmosphere by burning fossil fuels that would previously have remained locked up for millions of years as part of the slow carbon cycle. The result is that the fast carbon cycle now has more available carbon, with consequences for the amount of carbon stored in ice, oceans and the biosphere..

Draw the carbon cycle and annotate how the carbon is stored and transferred. (use page 163 in OCP book for guidance)

2/25 & 2/26: Impacts of Climate Change: Hydrosphere Part 1

Learning Goals: Identify the impacts of climate change in the hydrosphere

Syllabus Point:

Unit 2, Part 2: Consequences of global climate change:

1. Climate change and the hydrosphere, atmosphere and biosphere, including:

   • water stored in ice and oceans, and changing sea levels

   • carbon stored in ice, oceans and the biosphere

   • incidence and severity of extreme weather events, including drought

   • spatial changes in biomes, habitats and animal migration patterns

   • changes to agriculture, including crop yields, limits of cultivation, soil erosion

2. Impacts of climate change on people and places, including health hazards, migration and ocean transport routes

Changing Sea Levels and Sea Ice

2/24: Variations in Greenhouse Sources & Emissions

Learning Goals: Identify global variations in greenhouse emissions

---WORK ON THIS FOR 40 MINUTES---

International variations in greenhouse gas sources and emissions

Task 1 - Break into pairs

Use the six spatial data sets below.

Each pair answer the following question “Examine the international variations in greenhouse gas sources and emissions.”

• • Structure your answer based on which one of the 4P's your pair is representing - 6 marks

1. Place - Which countries emit the largest/smallest quantities of C02? Can they be categorized by level of economic development? Are there differences between overall emissions and those per capita?

2. Processes - How are these emissions created? Do the emissions just affect the emitting countries or are there processes in place that disperse the problem? What's the link to the Enhanced Greenhouse Effect? Think globalization & trade.

3. Possibility - Future patterns in emissions and targets (SDG's) to reduce emissions and reduce impacts on MIC's & LIC's.

4. Power - Those that aim to change these patterns (think SDG's, Climate Change Deals etc) as well as those governments who are promoting economic growth through industrialization and processes of globalization.

TURN YOUR RESPONSE IN HERE:

• M1

• M2

2/14: Documentary

Learning Goals: Identify global variations in greenhouse emissions

2/12: Variations in Greenhouse Sources & Emissions

Learning Goals: Identify global variations in greenhouse emissions

---WORK ON THIS UNTIL 8:30, THEN BEGIN DOCUMENTARY---

International variations in greenhouse gas sources and emissions

Task 1 - Break into pairs

Use the six spatial data sets below.

Each pair answer the following question “Examine the international variations in greenhouse gas sources and emissions.”

• • Structure your answer based on which one of the 4P's your pair is representing - 6 marks

1. Place - Which countries emit the largest/smallest quantities of C02? Can they be categorized by level of economic development? Are there differences between overall emissions and those per capita?

2. Processes - How are these emissions created? Do the emissions just affect the emitting countries or are there processes in place that disperse the problem? What's the link to the Enhanced Greenhouse Effect? Think globalization & trade.

3. Possibility - Future patterns in emissions and targets (SDG's) to reduce emissions and reduce impacts on MIC's & LIC's.

4. Power - Those that aim to change these patterns (think SDG's, Climate Change Deals etc) as well as those governments who are promoting economic growth through industrialization and processes of globalization.

Before the Flood: Climate Change Documentary

1. Take notes on case studies shown in the film.

2/10 & 2/11: Variations in Greenhouse Sources & Emissions

Learning Goals: Identify global variations in greenhouse emissions

Discuss Enhanced Greenhouse Effect Diagrams

2/5 & 2/6: Enhanced Greenhouse Effect

Learning Goals: Define the enhanced greenhouse effect?

NEXT, Museum walk of annotated diagram of feedback loops related to methane gas release. How did we do?

Written reflection in learning logs: How do feedback loops make some of climate science unpredictable? Which parts of climate science are predictable? Why?

2/3 & 2/4: Energy Budget

Learning Goals: How do natural and human processes affect the global energy balance?

FIRST:

On paper with your partner, using your HW, construct an annotated diagram of the natural greenhouse effect and energy balance.

1/30 & 1/31: Intro to Climate Change Unit!!

Learning Goals: Establish beliefs and make connections to population