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L 8: C C E S M O:: How Do Our Food Choices Impact Energy Use?

This document provides an overview of a lesson that teaches students about climate change and the ecosystem services model. The lesson includes a review game to match climate change concepts and terms to their definitions. Students then categorize the terms within the lenses of the ecosystem services model and discuss their reasoning. The lesson aims to help students understand carbon sequestration, make connections between climate change science and the model, and consider how climate change influences human sustainability.

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Urban EcoLab Curriculum
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170 views5 pages

L 8: C C E S M O:: How Do Our Food Choices Impact Energy Use?

This document provides an overview of a lesson that teaches students about climate change and the ecosystem services model. The lesson includes a review game to match climate change concepts and terms to their definitions. Students then categorize the terms within the lenses of the ecosystem services model and discuss their reasoning. The lesson aims to help students understand carbon sequestration, make connections between climate change science and the model, and consider how climate change influences human sustainability.

Uploaded by

Urban EcoLab Curriculum
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Climate Change and the Ecosystem Services Model

Module 3 Lesson 8

LESSON 8: CLIMATE CHANGE AND THE ECOSYSTEM SERVICES MODEL OVERVIEW:


Students will learn about the process and importance of carbon sequestration by trees. In this process, excess carbon is removed from the carbon cycle by trees. Next, students engage in a series of review activities in which they recall the major concepts that were covered throughout the climate change module and connect them in groups to the lenses/aspects/parts of the Ecosystems Services Model as described in Lesson 6 of Module 1. Students will also participate in a round robin to discuss and explain the reasoning behind why they categorized these concepts the way they did to other groups.

SUB-QUESTION:
How do our food choices impact energy use?

WAYS OF KNOWING URBAN ECOLOGY:


Understand Talk Do Act
Students will Recognize the importance and of the carbon sequestration process. Connect the major scientific concepts and terms with the Ecosystem Services Model. Provide reasoning for categorizing the major scientific concepts and terms in particular aspects of the Ecosystem Services Model. No specific goals connected with doing urban ecology in this lesson. No specific goals connected with acting on urban ecology in this lesson.

SAFETY GUIDELINES
No specific safety issues are associated with this lesson.

PREPARATION:
Time: 1-2 class periods Materials: Activity 8.1 White board or chalk board with terms and concepts written on it Host Q&A sheet Activity 8.2 Student Worksheets Reflection: Student notebooks

Climate Change and the Ecosystem Services Model

Module 3 Lesson 8

INSTRUCTIONAL SEQUENCE
Activity 8.1: Global Climate Change Concept Review Jeopardy 1. Tell your students that you will now be going over the idea of climate change from the beginning, and connecting it to the Ecosystems Services Model as described in Lesson 6 of Module 1. 2. Let them know that you will be playing Climate Change Jeopardy. You may break the class up into teams or not. 3. One (or more) person plays the host, most likely you as the teacher although you can rotate the role of host among many students. The host reads the definitions of the terms out loud to the class one at a time from the Host Q&A sheet and asks for the correct term in the form of a question. For example, the host may read, This process removes carbon from the carbon cycle. The correct response would be, What is carbon sequestration? The host should go through the definitions as quickly as possible. Definitions of the terms do not need to be written on the board. Teaching Alternative To make this activity run more quickly, make sure to have the words written down on the board prior to class. Or you may assign a student the role of Recorder, who writes the term on the board as it is matched with its definition. There are computer-based Jeopardy games that you can set up with these definitions and terms. A listing of these games can be found at http://www.shambles.net/pages/learning/games/jeopardy/. You may also skip the Jeopardy part and ask students to just define each of the terms and concepts as a class. If there is no time for this activity, provide a copy of the Host Q&A sheet to each student.

Activity 8.2: Global Climate Change Concept Review Round Robin 1. Once all definitions have been matched with a term, break students up into groups of 3-4 students. 2. If necessary, revisit the descriptions of each of the lenses of the Ecosystems Services Model from Module 1 Lesson 6. 3. Have each group classify some of the terms and concepts from Climate Change Jeopardy into the appropriate category of the Ecological Services Model. You may assign terms to each group or allow each group to pick and choose. 4. Make sure that there are terms that are covered by more than one group, and that student groups discuss and write down responses for the Why? section. 5. Each student should write down the group responses on their individual sheets. 6. When the groups are done, have students rotate into different groups so that no group is the same. Make sure the students bring their worksheets with them.

Climate Change and the Ecosystem Services Model

Module 3 Lesson 8

7. Provide students the opportunity to share their categorization choices and the reasoning behind making these choices. 8. Prompt students to look for similarities and differences in how groups categorized their terms. Teaching Alternative You may skip the round robin component of this activity and lead a class-wide discussion instead. Concluding the Lesson 1. As an end of the class reflection, have students consider the following questions: From an ecosystems services model perspective, how does climate change influence human sustainability? What can humans do about climate change that improves human sustainability? 2. You may lead a class discussion or provide students with the opportunity to write their responses in their reflection journals. Encourage students to use the vocabulary from the Ecosystems Services Model. 3. Let your students know that in the next lesson they will be working on an Action Plan related to climate change.

ClimateChangeandtheEcosystemServicesModel HostQ&A Definition This is waste gas is a product of combustion that is also one of the greenhouse gasses. This is the thin region of soil, water and air that supports all of the life on earth. These are energy-rich carbon-based compounds that can be easily combusted. Examples of these compounds are gasoline and coal. This is a natural feature that absorbs carbon molecules. Excessive amounts of greenhouse gasses cause this intensified heating of the atmosphere. When this period of human history started, around 1800, the invention of machinery that used fossil fuel produced enormous increases in productivity. Pollution released during industrial processes The biological process by which plants and algae convert sunlight into useable food A condition of rapid climate change on earth caused in part by pollution from human industrial practices. This is something that allows things to happen. Chemicals in the form of gas that are responsible for intensified heating of the earth, such as Carbon Dioxide This is the process of transformation of carbon molecules. The process of breaking apart organic molecules under high heat and pressure, such as gasoline in a motor The local system of temperature and precipitation experienced within an ecosystem The process of taking up carbon-based pollutants, usually associated with plants The shifting patterns of weather and temperature experienced by the earth Light energy that is not visible to the eye that is responsible for heating of the atmosphere Term Carbon Dioxide Biosphere Fossil Fuels

Module3Lesson8

Carbon Sink or Carbon Reservoir Greenhouse Effect Industrial Revolution Emissions Photosynthesis Global Warming Energy Greenhouse Gas Carbon Cycle Combustion Weather Pattern Carbon Sequestration Climate Change Infrared Rays

ClimateChangeandtheEcosystemServicesModel Name:_________________________________Date:_________Class/Period:________

Module3Lesson8

Activity 8.2 Climate Change and the Ecosystem Services Model

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