Professional Documents
Culture Documents
Based
on
Presentation
Moyer,
Liz.
October
2010.
Responses
to
Climate
Change
Policy:
A
Reality
Check
on
Alternative
Energy.
Northwestern
University
Climate
Change
Symposium.
Evanston,
IL.
A
presentation
of
the
same
title,
given
by
Dr.
Moyer
(Univ.
of
Chicago)
at
Northwesterns
2009
Climate
Change
Symposium,
is
available
online
(running
time
28:19):
http://www.isen.northwestern.edu/video_pages/nov5_responses_to_climate.html
Purpose
The
main
goal
of
this
project
is
to
get
students
to
better
understand
the
current
energy
crisis
and
options
available
to
help
mitigate
the
problem.
The
students
will
gain
knowledge
on
why
curbing
and
controlling
the
damage
is
so
difficult
financially
and
socially.
Also,
by
studying
the
cause
and
effects
of
climate
change,
the
hope
is
that
students
will
realize
changes
they
can
make
in
their
own
lives,
no
matter
how
small,
to
help
lessen
their
carbon
footprint.
Overview
During
this
activity,
students
will
be
placed
into
groups
and
asked
to
create
a
presentation
based
on
their
research
into
one
of
four
general
areas
of
alternate
energy:
transportation,
housing,
farm
fuels,
and
greenhouse
gases.
The
groups
should
have
about
3-4
students
and
the
presentation
can
be
made
on
any
software
program
they
believe
will
suit
their
needs
and
convey
their
message.
The
students
should
be
given
about
a
week
to
complete
the
project
which
they
will
then
present
to
the
class.
Since
all
the
groups
are
presenting
on
varying
aspects
of
the
greater
climate
change
issue,
all
the
presentations
will
provide
different
information
on
the
main
culprits
of
climate
change
and
broaden
the
students
understanding
of
the
types
of
alternate
energy
that
are
available.
Student
Outcomes
Illinois
State
Science
Standards
STATE
GOAL
11:
Understand
the
processes
of
scientific
inquiry
and
technological
design
to
investigate
questions,
conduct
experiments
and
solve
problems.
11.A.4f
-
Using
available
technology,
report,
display
and
defend
to
an
audience
conclusions
drawn
from
investigations.
2
010
Office
of
STEM
Education
Partnerships,
Northwestern
University
Climate
Change
Causes
Teacher
Overview
Page
1
of
3
STATE
GOAL
12:
Understand
the
fundamental
concepts,
principles
and
interconnections
of
the
life,
physical
and
earth/space
sciences.
12.E.5
Analyze
the
processes
involved
in
naturally
occurring
short-term
and
long-
term
Earth
events
(e.g.,
floods,
ice
ages,
temperature,
sea-level
fluctuations).
12.C.5a
Analyze
reactions
(e.g.,
nuclear
reactions,
burning
of
fuel,
decomposition
of
waste)
in
natural
and
man-made
energy
systems.
STATE
GOAL
13:
Understand
the
relationships
among
science,
technology
and
society
in
historical
and
contemporary
contexts.
13.B.4d
Analyze
local
examples
of
resource
use,
technology
use
or
conservation
programs;
document
findings;
and
make
recommendations
for
improvements.
Climate
Literacy
Standards
1. The
sun
is
the
primary
source
of
energy
for
earths
climate
system.
(A,
C)
3.
Life
on
Earth
depends
on,
is
shaped
by,
and
affects
climate.
(D)
4.
Climate
varies
over
space
and
time
through
natural
and
man-made
processes.
(D,
F,
G)
5.
Our
understanding
of
the
climate
system
is
improved
through
observations,
theoretical
studies,
and
modeling.
(E)
6.
Human
activities
are
impacting
the
climate
system.
(A,
B,
C)
7.
Climate
change
will
have
consequences
for
the
earth
system
and
human
lives.
(A,
C,
F)
Time
Students
should
be
given
2-3
class
periods
(45-minutes)
to
meet
with
their
group,
gather
information,
and
plan
their
presentation.
The
rest
of
the
work
they
can
do
at
home
or
on
their
own
time.
Each
group
will
be
given
10-15
minutes
to
present
and
answer
questions.
Grade
Level
Grades
9-12.
This
lesson
can
be
implemented
almost
any
science
class
Preparation
I
recommend
reserving
the
media
center
at
school
for
the
research
days
and
informing
the
librarians
about
what
the
kids
are
working
on.
In
the
past,
our
media
center
has
provided
a
brief
(5
minute)
information
session
for
the
students
to
get
acquainted
with
online
science-
specific
resources
and
library
search
tools.
It
seems
to
help
focus
the
students
research
and
this
way
they
are
not
all
getting
the
same
information
from
Google.
There
are
also
services
that
allow
you
to
personally
pre-save
websites
and
ebooks
for
the
students
to
browse
through
and
this
might
save
them
some
time
and
help
narrow
their
search
to
reliable
sources.
Prerequisites
I
tie
this
lesson
into
my
chapter
on
energy
but
it
can
be
implemented
anywhere
as
a
standalone
project.
Background
Although
students
can
be
given
this
project
without
any
prior
lesson,
it
might
be
helpful
if
they
had
some
universal
climate
change
knowledge
since
the
project
will
require
them
to
learn
about
a
specific
aspect
of
the
bigger
problem.
I
like
showing
An
Inconvenient
Truth
beforehand
to
expose
them
to
the
topic.
You
dont
need
to
show
the
entire
movie,
just
about
thirty
minutes
or
so
to
get
them
thinking
about
what
causes
climate
change
and
the
Earths
general
climate
history
and
trends.
Teaching
Notes
It
is
beneficial
to
have
the
greenhouse
gases
group
present
first
as
an
introduction
to
the
more
specific
solutions
that
the
other
students
worked
on.
If
you
are
short
on
time
(as
the
presentations
do
take
a
couple
of
class
periods
to
get
through),
you
can
have
the
kids
partner
up
and
read
a
current
article
on
the
energy
crisis
and
then
find
solutions
to
the
problem
followed
by
a
very
brief,
2-3
minute
presentation.
By
now
you
have
most
likely
heard
that
our
planet
is
undergoing
a
major
climate
change
and
natural
resource
crisis.
The
concept
of
global
warming,
fuel
shortages
and
even
severe
weather
are
daily
news
events
that
remind
us
of
the
perils
of
our
actions
as
consumers.
The
main
goal
of
this
project
is
to
get
you
to
better
understand
the
current
energy
crisis
and
options
available
to
help
mitigate
(lessen)
the
problem.
By
doing
the
research
and
listening
to
your
fellow
classmates
presentations,
you
will
gain
knowledge
on
why
curbing
and
controlling
the
damage
is
so
difficult
financially
and
socially
but
also
why
it
is
necessary
for
our
survival.
Also,
by
studying
the
cause
and
effects
of
climate
change,
the
hope
is
that
you
will
realize
changes
you
can
make
in
your
own
life,
no
matter
how
small,
to
help
reduce
your
carbon
footprint.
Your
group
has
been
given
one
of
four
topics
to
focus
your
research
on
along
with
the
rubric
for
that
particular
area.
You
are
to
spend
the
two
class
periods
in
the
media
center
gathering
information,
answering
some
of
the
questions
in
your
rubric,
and
discussing
with
your
group
the
best
method
of
presenting
your
material.
You
will
make
a
10
minute
PowerPoint
presentation
or
a
movie
using
iMovie
or
other
presentation
software.
If
you
decide
to
make
a
movie,
you
must
have
vocal
delivery
in
it
(you
must
talk/explain
things
during
the
video)ask
if
you
have
questions.
Remember
to
cite
your
sources!
You
should
be
able
to
explain
what
developments
are
occurring
and
how
people
are
coping
with
these
problems.
Be
ready
to
answer
questions
from
your
teacher
and/or
classmates.
Your
presentation
should
be
no
longer
than
15
minutes
including
questions.
FARM FUELS
Things to consider
PTS
General Information
/15
/10
Conversion of farmlands
Costs
/10
/10
TOTAL POINTS
/50
/5
Things to consider
PTS
/10
/10
/10
/50
/10
/10
HOUSING
General Information
Things to consider
PTS
/5
/15
/10
/10
/50
/10
PRESENTATION DATE:_________________________
TRANSPORTATION
General Information
Things to consider
How are cars, planes, etc contributing to climate change.
Data/Stats
fuel cell cars, electric cats, hybrid vehicles, solar cars,
etc
PTS
/5
/15
Calculate costs
/15
/10
/50
/5