LP 4 Impact, Adaptation, and Mitigation of Climate Change · 4.2.2 LP4 Quiz and Key Second...

LP 4# of Days 4

Prior Knowledge

Depending on students' backgrounds they may or may not be able to identify dependent and independent variables. If students struggle with reading easy graphs, they may need more scaffolding prior to the Stations activity.

Lesson Objective

Students will analyze the sources for climate data and will analyze this data to identify the impact of climate change on physical and biological systems. Students will identify, compare, and contrast adaptation and mitigation strategies.

Language Goals/Demands

Students will be able to describe the impacts of climate change on the physical system and justify claims with evidence. ELA standards: Reading 2.5; Writing 2.3.b, c; Speaking 1.1, 2.0.b, c

Lesson Assessment

Quiz over using data to make conclusions & mitigation strategies

(Benchmarks or Standards)

Materials Needed

Graphs and Questions for each station; Graphs for Causes; Powerpoint slides for Ice Core Explanations, Mitigation Powerpoint What Worked Well

Time Learning Task or ActivityDay 1

5 min

BW: Some scientists collect data from tens of thousands of years ago. How do you think scientists can know what happened so far in the past? Discuss your ideas with a partner.

20 min

Data Collection Instrumentation- Show students slide #2 pointing out that the data goes back 100,000 years. - Ask for student input about how data is collected especially from periods long ago. (Talk about thermometers, satellites, etc. and introduce ice cores if students don't suggest this)- Pass out Guiding Questions for use.

20 minAssessment on Claims and Evidence- Work on claim #1 as a whole class.- Work claim #2 individually.

HW Concept Maps - Add the following terms and relationships to your map: ice core, evidence, claim

Impact, Adaptation, and Mitigation of Climate Change

Method & Notes

Changes for Next Time

PAIR WORK

WHOLE CLASS DISCUSSION/ANALYSISSee Slides 4.1.1 for Ice Core Slides (How do We Know)See 4.1.1 for Ice Core Slides and NotesSee 4.1.2 for Ice Core Guiding Questions

If you have access to streaming video, you may replace the slide show and data analysis with the KQED video (20 minutes) on ice cores found at:http://www.kqed.org/quest/television/web-extra-at-the-core-of-climate-changeWHOLE CLASS/INDIVIDUAL WORK4.1.3 Assessment on Claims and Evidence

Day 2

5 mins BW: Define Anthropogenic. Give 2-3 examples.

5 mins

Consequences of Climate Change: Sea Level Rise- Ask students to share different consequences for humans or the environment- End by talking about sea level rise as an important consequence for coastal areas like the Bay Area.- Also REMIND students of ALBEDO: different materials/surfaces have different level of reflectivity. Ice reflects more light than other substances. Snow reflects 95% of radiation. The water under the ice can absorb large amounts of heat energy, which could increase temp of water and cause more melting.

10 mins

Begin Sea Level Activity- Students will set up Sea Level Activity (in small groups) and record initial observation of water level.- Teachers monitor group progress.

15 minsQuiz over LP 4

20 mins

Sea Level Activity Continued- Have students make 2 more observations (at 20 and 30 min)-Teacher lead discussion (based on preliminary observations). What has occurred? What is different? What is the same between the two conditions? What are the scientific principles behind this phenomena? -Students make final observations.

Day 3

3 minsBW: What parts of Earth's systems do you think are changing due to increased greenhouse gases? Think of two or three possibilities.

INDIVIDUAL WORK/ SHARE OUT WITH WHOLE GROUP

LECTURE/DISCUSSIONSee 4.2.0 Consequences Slides

HANDS-ON ACTIVITYSee 4.2.1 Sea Level Activity Instructions and Datasheet

INDIVIDUAL SEAT WORK 4.2.2 LP4 Quiz and KeySecond observation of ice after quiz.

HANDS-ON ACTIVITY CONTINUEDSee 4.2.1 Ice Activity Instructions and Datasheet.docStudents Check every 10 minutes, recording results on table. Have students work with groups to discuss and answer questions. If there is time, conclude with a whole group discussion.

INDIVIDUAL SEAT WORK

5 mins

Impact of Climate Change on Biological and Physical Systems Stations: - Humans are responsible for significant increased carbon emissions that have an impact on physical and biological systems. Today we are going to look at evidence to make claims about the impact of increased emissions on the physical and biological worlds. You will be divided into groups and rotate through four stations. Each station has the instructions and task cards. You will record your answers on the student handout.- Divide up students into four groups

32 mins

Impacts Due to Climate Change - Students will spend approximately 4 minutes at each station and complete task and answer questions with their group members. - Physical Systems Stations 1 - 8 align with Graphs 1 - 8. 1-4 are Impacts on Physical System, 5-8 are Impacts on Biological Systems

15 mins

Group Processing/Station De-brief: Group Processing/Station Debrief- What claims can be made about climate change? - What is the evidence that climate is changing? What is the impact on physical systems?- Remind students to support their statements with data from the previous day's stations.- Is this evidence convincing?

HW

Respond to the following questions: 1) What do you think will be the easiest consequence to deal with? 2) Based on what we've learned so far, what are some ways that climate change might affect the community where you live?

Day 4

5 minsBW: List one way climate change impacts: a) agriculture b) ecosystems c) weather and d) health

TEACHER-LED INSTRUCTIONSSee 4.3.1 for Group Station Task CardsSee 4.3.2 for Student Handout: Impact on Physical Systems See 4.3.3 for Student Handout: Impact on Biological SystemsSee 4.3.4 for Station Graphs for Physical Systems See 4.3.5 for Station Graphs for Biological Systems

GROUP WORK See 4.3.1 for Group Station Task CardsSee 4.3.2 for Student Handout: Impact on Physical Systems See 4.3.3 for Student Handout: Impact on Biological SystemsSee 4.3.4 for Station Graphs for Physical Systems See 4.3.5 for Station Graphs for Biological Systems

TEACHER-LED DISCUSSIONUse 4.3.4 and 4.3.5 slides to remind students of the graphs

INDIVIDUAL SEAT WORK and SHARE OUT

10 min

Mitigation Review- We have talked about the presence of greenhouse gases and how we detect them, how do you think we can limit them? We will be talking about this at different points over the next few lessons.- Have the chalkboard divided into four parts. Assign student pairs to one sector and have them discuss for four or five minutes how we might be able to decrease or "mitigate" greenhouse emission in these sectors. Have students write ideas on the board under the proper heading- Possible Sectors: Transportation, Heating & Cooling Buildings, Industry emissions, Electricity Use

10 min

Introduction to idea of Adaptation- Review Mitigation (introduced in earlier lessons). Introduce idea of adaptation. Create a KWL (what we KNOW, what we WANT to know, and what we LEARNED (this column will be filled in later) about adaptation. - We’ve looked at some of the impacts of climate change, one example is sea level rise. What are some things we can do to prevent more damage from climate change? The changes and adjustments we make are “adaptations”. We will be getting more into mitigation with the final lesson (acting regionally or globally).

15 mins

The Great Discussion Preparation- Students will work in groups, pulling together the various activities, data, and information they have learned over the course of the Climate Change Unit. Describe how due to resources only ONE area of impact can be addressed. Each student will be assigned one of the four topics from the stations. Why should your topic be the one area addressed? Give examples and evidence to support your position (including feasible and practical mitigations and adaptations).

20 minsThe Great Discussion Presentations

HWWrite down some things you learned about Climate Change adaptation (KWL CHART).

DISCUSSIONOPTIONAL: Use 4.4.3 Adaptation Resource

GROUP WORK The Great Discussion will allow students opportunitythink about acting locally. Teacher will assign each group an area of impact: ecosystem, agriculture, severe weather, or health.

STUDENT GROUP PRESENTATIONDiscussion format: teacher's choice

PAIR WORKUse 4.4.1. Slides to review mitigation OR 4.4.2 Mitigation & Adaptation Slides

LessonPlan4–Impact,Adaptation,andMitigationofClimateChange4.0–ListofResourcesTeacherGuides:4.1.1–IceCoreSlides4.1.2–IceCoreGuidingQuestionsHandout4.1.3–EvidenceandClaimAssessment4.2.0–ConsequencesSlides4.2.1–SeaLevelActivity4.2.2‐Quiz4.3.1–StationTaskCards4.3.2–StudentHandout:ImpactonPhysicalSystems4.3.3–StudentHandout:ImpactonBiologicalSystems4.3.4–StationGraphsforPhysicalSystems4.3.5–StationGraphsforBiologicalSystems4.4.1–MitigationReviewSlides4.4.2–Mitigation&AdaptationSlides4.4.3–AdaptationResource(forteachers,canbeusedwith/forstudents)OptionalVideoLinkhttp://www.kqed.org/quest/television/web‐extra‐at‐the‐core‐of‐climate‐change

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Name________________________________________________________StudentHandout4.1.2:VostokIceCoreDataGuidingQuestion:Aren’tcyclesofwarmingandcoolingnaturalforEarth’sclimate?TemperatureGraphs

1. Lookingatthedatatable,inwhatyeardoesthetemperaturedatastartandstop?

2. Lookingatthetemperaturegraph,howmanycyclesofwarmingandcoolinghastheEarthhadinthepast420,000years?

3. HastheEartheverbeenthishotinthepast420,000years?Temperature&CarbonDioxideGraphs

4. Lookatthetemperatureandcarbondioxidegraphs.Whencarbondioxideishighest,whatisthetemperatureatthesametime?

5. Lookatthedatatableforcarbondioxide.Whatisthemostrecentdateshown?Whatisthecarbondioxidelevelforthatdate?

6. Whatisthecurrentlevelofcarbondioxide?

7. Basedonyouranswersforquestions4‐6,whatdoyouthinkwillhappentotemperaturesinthenearfuture?

8. Doyouthinkthisispartofanaturalcycle?Whyorwhynot?

Evidence & Claims: Show and Prove How do we use evidence to support claims? Here’s an example of using data and a graph as evidence.

Using the graph above, what claims can be made about global average temperature and carbon dioxide concentrations over time? Use Evidence to support your claims. Claim #1: Temperature and carbon dioxide have increased over the last 100 years.

Evidence to support the claim:

Claim #2:

Evidence to support the claim:

5

If you have an internet connection, go to the following websites at this point and explore how rising sea levels would affect different regions of

the globe. If time permits and students have access to computers, you may wish to let students explore this site in pairs or small groups. The

following regions are particularly vivid examples of the impacts of sea-level rise on heavily populated coastal regions. More than 100,000,000 people live in these regions. Encourage students to think about the

effects of such massive number of refugees from these major metropolises.

San Francisco Bay Area: http://flood.firetree.net/?

ll=38.0308,-122.4426&z=8&m=0&t=1

Manhattan: http://flood.firetree.net/?ll=40.7551,-74.0293&z=6&m=0&t=1

Florida: http://flood.firetree.net/?ll=28.0914,-82.2876&z=10&m=0&t=1

The Netherlands: http://flood.firetree.net/?

ll=52.2278,5.8447&z=10&m=0&t=1

Beijing: http://flood.firetree.net/?ll=38.5310,116.8781&z=10&m=0&t=1

Shanghai: http://flood.firetree.net/?ll=32.8704,119.5642&z=10&m=0&t=1

Calcutta & Bangladesh: http://flood.firetree.net/?

ll=22.9786,89.3793&z=9&m=0&t=1

6

4.2.1

SeaLevelRiseInvestigation:SeaIceandLandIceMeltingMATERIALSTwo 2-Liter Beakers Two 250-mL (milliliter) Beakers Crushed Ice Saran Wrap Sand Water Graduated Cylinder or beaker for measuring out 600 mL of water Ruler METHOD1. Label the one 2L beaker “Sea Ice” and a second 2L beaker “Land Ice” 2. Fill each of the 250 mL beakers with equal amount of sand 3. Cover each sand filled beaker with saran wrap. Tape the bottom of the saran wrap to secure in place. 4. Place a sand filled beaker in each 2L beaker 5. Next, pour 600 mL of water in each of the 2L beakers 6. Measure and record this original level (depth) of water in each beaker and record on table 5. In “Sea Ice” beaker, add crushed ice cubes to the water around the 250 mL beaker. This represents Floating (Sea) Ice 6. In “Land Ice” beaker, place the same amount of crushed ice on top of the saran wrap. This represents Land Ice 7. Place both 2L beakers outside or under a lamp 8. Check the water level and ice every ten minutes throughout the session and record your observations on the data table

http://users.skynet.be/deneyer/

DATATABLE SeaIce(Iceberg)

BEAKER1LandIce(Antarctica)

BEAKER2Time WaterLevel RemainingIce WaterLevel RemainingIce0min

10min

20min

30min

DiscussionQuestions:

1. Whathappened?Didthewaterlevelineitherbowlchangeastheicemelted?

2. Whatisdifferentbetweenthetwoconditions?

3. Howdoesclimatechangeimpactthemeltingofice?

4. Whichtypeoficewouldimpactsealevel?

5. DuringiceageswhentheEarthwasmuchcolder,doyouthinksealevelwashigherorlowerthancurrentsealevel?

StudentName_______________________________________________4.1.3LessonPlan4QuizUsethegraphbelowtoanswerquestions1‐3.

1. Whatistheglobaltrendofmajorfloodssince1950?

2. Providetwopiecesofevidencethatsupportthisclaim.

3. Howdoscientistsdetermineclimateconditionsfrom100,000yearsago?

A. ThermometerReadingsB. SatelliteImagesC. TreeRingsD. IceCores

4.Abouthowmanyyearsdoesthisicecoresamplerepresent?

A. 1‐2yearsB. 4‐5yearsC. 15‐16yearsD. 25‐26years

5.Providetwoexamplesforhowpeoplecanmitigateclimatechangethroughtransportconservation.

1.

2.6.Whydoesinsulatingbuildingshelpmitigateclimatechange?

StudentName____Key___________________________________________LessonPlan4QuizUsethegraphbelowtoanswerquestions1‐3.

1. Whatistheglobaltrendofmajorfloodssince1950?Majorfloodinghasincreasedoneverycontinentsince1950.

2. Providetwopiecesofevidencethatsupportthisclaim?

FloodinginAmericahasincreasedsteadilyfromabout10floodsin1950toover200floodsin2000.FloodinginAfricahasincreasedsteadilyfromabouttenfloodsin1950toabout100floodsin2000.

3. Howdoscientistsdetermineclimateconditionsfrom100,000yearsago?

A. ThermometerReadingsB. SatelliteImagesC. TreeRingsD. IceCores

4.Abouthowmanyyearsdoesthisicecoresamplerepresent?

A. 1‐2yearsB. 4‐5yearsC. 15‐16yearsD. 25‐26years

5.Providetwoexamplesforhowpeoplecanmitigateclimatechangethroughtransportconservation.

1.Takepublictransportation

2.Walkorrideabicycletonearbylocations6.Whydoesinsulatingbuildingshelpmitigateclimatechange?Insulatingabuildingpreventsheatfromescaping.Thismeansthatheatingsystemsuselesselectricity.Sincetheelectricitycomesmostlyfromcoal‐poweredpowerplants,thedecreaseinelectricitywilldecreasetheamountofcarbonemissions.

4.3.1Station1GroupTaskCard–Temperature

EvidencefortheImpactofClimateChangeonthePhysicalSystem

MaterialsTaskCard,Graph1,StudentHandout,p.1Instructions

1. Asagroup,lookatgraph1.Talkaboutwhatyouthinktheyrepresentpriortolookingatthequestionsforthisstation.

2. Feelfreetoaskeachotherquestionsaboutpartsofthegraphthatyoudon’tunderstandorpointoutpartsofthegraphthatyouthinkareimportant.Itishelpfultostartbyidentifyingwhateachaxisrepresents.

3. Afterlookingatthegraph,readthequestionsforthisstationthatappearbelow.Discusseachquestionasagroup.

4. Afteryouarefinisheddiscussingthequestions,individuallyanswerthetwoquestionsforeachstationonthestudenthandout.

Station1GroupQuestionsGraph11.Whatisthedifferencebetweentheblackdotsandtheredline?2.Howmuchhastemperature,indegreesCelsius,changedsince1880?3.Whatdoesitmeanthatthisgraphshows“globaloceanandatmospheretemperatures”?Nowmakeanevidencesupportedclaimonyourstudenthandout.

Station2TaskCard–SeaLevelRise


MaterialsTaskCard,Graph2,StudentHandoutp.1Instructions





HelpfulDefinitions:TideGauge–Adeviceformeasuringsealevel.SatelliteAltimetry–Asatelliteimageusedtojudgetheelevationabovesealevel.Station2GroupQuestionsGraph21.Howcanyouknowhowhighaplaceisabovesealevel?2.Whichplaceshavethelowestheightabovesealevel?3.Themapontherightshowsdifferentpossibleprojectionsofsealevelriseoverthenext90years.Eachlinerepresentsadifferentprediction.Ifthebluelinepredictionoccurs,willanyregionsbeaffectedby2100?Ifso,whichones?Nowmakeanevidencesupportedclaimonyourstudenthandout.

Station3TaskCard–SevereWeather







Station3GroupQuestionsGraph31. Whatdothecolorsandpercentagesmean?

2. Whatpatternsdoyounoticeaboutsevererainfalloverthepastfiftyyears?

Station4TaskCard–SevereWeather







HelpfulDefinition:Cyclone–quicklyspinningairlikeatornado.Graph41.Whatisthetimescaleforthisgraph?2.Whatdothedifferentcoloredlinesmean?3.Whatpatterndoyounoticeaboutthesenaturaldisasters?4.Whichoftheeventsareassociatedwithclimate?Nowmakeanevidencesupportedclaimonyourstudenthandout.

Station5TaskCardEcosystems

EvidencefortheImpactofClimateChangeontheBiologicalSystem

Materials• TaskCard• StationQuestions,p.1• Graph5

Instructions1.Asagroup,lookatgraph5.Talkaboutwhatyouthinkitrepresentspriortolookingatthequestionsforthisstation.2.Feelfreetoaskeachotherquestionsaboutpartsofthegraphthatyoudon’tunderstandorpointoutpartsofthegraphthatyouthinkareimportant.Itishelpfultostartbyidentifyingwhateachaxisrepresents.3.Afterlookingatthegraph,readthequestionsforthisstationthatappearbelow.Discusseachquestionasagroup.4.Afteryouarefinisheddiscussingthequestions,individuallyanswerthetwoquestionsforeachstationonthestudenthandout.Graph51.Whatdothenumbersacrossthebottomofthisgraphrepresent?2.Whichecosystemwillbemostimpactedevenatalowincreaseintemperature?3.Whichecosystemsaretheleastimpactedatlowertemperaturechange?(Nowmakeanevidencesupportedclaimonyourstudenthandout)

Station6TaskCardAgriculture


Materials• TaskCard• StationQuestions,p.2• Graph6

Instructions1.Asagroup,lookatgraph6.Talkaboutwhatyouthinktheyrepresentpriortolookingatthequestionsforthisstation.2.Feelfreetoaskeachotherquestionsaboutpartsofthegraphthatyoudon’tunderstandorpointoutpartsofthegraphthatyouthinkareimportant.Itishelpfultostartbyidentifyingwhateachaxisrepresents.3.Afterlookingatthegraph,readthequestionsforthisstationthatappearbelow.Discusseachquestionasagroup.4.Afteryouarefinisheddiscussingthequestions,individuallyanswerthetwoquestionsforeachstationonthestudenthandout.Graph6:1.Astemperatureincreases,whathappenstotheamountofcornandriceproduced?2.Whatismeantbya“positivechangeinprecipitation”?Howwouldyouexpectmoreprecipitationtoimpactcropyield?(Nowmakeanevidencesupportedclaimonyourstudenthandout)

Station7TaskCardSevereWeatherEvents


Materials• TaskCard• StationQuestions,• Graph7

Instructions1.Asagroup,lookatgraph7.Talkaboutwhatyouthinktheyrepresentpriortolookingatthequestionsforthisstation.2.Feelfreetoaskeachotherquestionsaboutpartsofthegraphthatyoudon’tunderstandorpointoutpartsofthegraphthatyouthinkareimportant.Itishelpfultostartbyidentifyingwhateachaxisrepresents.3.Afterlookingatthegraph,readthequestionsforthisstationthatappearbelow.Discusseachquestionasagroup.4.Afteryouarefinisheddiscussingthequestions,individuallyanswerthetwoquestionsforeachstationonthestudenthandout.Graph71.Whatisthisgraphrepresenting?Whatistheoveralltrend?2.Whatmightbetheconnectionbetweenclimatechangeandincreasingforestfires?(Nowmakeanevidencesupportedclaimonyourstudenthandout)

Station8TaskCardHumanHealth


Materials

• TaskCard• StationQuestions• Diagram8

Instructions1.Asagroup,lookatdiagram8.Talkaboutwhatyouthinktheyrepresentpriortolookingatthequestionsforthisstation.2.Feelfreetoaskeachotherquestionsaboutpartsofthediagramthatyoudon’tunderstandorpointoutpartsofthediagramthatyouthinkareimportant.Itishelpfultostartbyidentifyingwhateachaxisrepresents.3.Afterlookingatthediagram,readthequestionsforthisstationthatappearbelow.Discusseachquestionasagroup.4.Afteryouarefinisheddiscussingthequestions,individuallyanswerthetwoquestionsforeachstationonthestudenthandout.Diagram81.Whatdoesthisgraphicshow?2.Whatistherelationshipbetweenclimatechangeandasthma?Explain.(Nowmakeanevidencesupportedclaimonyourstudenthandout)

1

Name____________________________________________________________StudentHandout4.3.2EvidencefortheImpactofClimateChangeonEarth’sPhysicalSystemsStation1Conclusions:Temperature1.Basedongraph1,whatclaim(conclusion)orclaimscanyoumakeaboutglobaltemperatures?2.Whatisyourevidenceforthisclaim?Station2Conclusions:SeaLevelRise1.Basedongraph2,whatclaim(conclusion)orclaimscanyoumakeabouttheimpactofclimatechangeonsealevelrise?2.Whatisyourevidenceforthisclaim?Station3Conclusions:SevereWeather(HeavyPrecipitation)1.Basedongraph3,whatclaim(conclusion)orclaimscanyoumakeabouttheimpactofclimatechangeonsevereweathersystems?2.Whatisyourevidenceforthisclaim?Station4Conclusions:SevereWeather(HeavyPrecipitation)1.Basedongraph3,whatclaim(conclusion)orclaimscanyoumakeabouttheimpactofclimatechangeonsevereweathersystems?2.Whatisyourevidenceforthisclaim?

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Name____________________________________________________________4.3.3StudentHandoutEvidencefortheImpactofClimateChangeonBiologicalSystemsStation5OverallConclusions:Ecosystems

1. Basedongraph5whatclaim(conclusion)canyoumakeabouttheeffectsofclimatechangeonecosystems?

2. Whatevidencesupportsyourclaim?

KEYTERMS:Agriculturalproductivity:thisreferstothelevelofcrops(food)beingproduced.Ahighlevelofproductivitymeansahighlevelofcropsbeingproduced.Projectedchanges:Usingcomputermodels,changesinagriculturein70yearsfromnowcanbeestimated.Precipitation:rain,sleet,hailorsnow;anywaterthatfallsfromtheskyStation6OverallConclusions:Agriculture:

1. Basedongraph6whatclaim(conclusion)canyoumakeabouttheeffectsofclimatechangeonagriculture?

2. Whatevidencesupportsyourclaim?

2

Station7OverallConclusions:ExtremeWeather:1. Basedongraph7whatclaim(conclusion)canyoumakeabouttheeffectsof

climatechangeonExtremeWeatherEvents?2. Whatevidencesupportsyourclaim?

KeyTerms:Pollen:Duringthespring,summer,andfall,plantsreleasepollen(afinepowderthatiscarriedbythewindfromplanttoplantinordertofertilizethem).Breathinginpollencancauseanallergicreaction,likecoughingandsneezing.Station8OverallConclusions:HumanHealth:1. Basedondiagram8,whatclaimcanyoumakeabouttheeffectsofclimatechange

onhumanhealth?2. Whatevidencesupportsyourclaim?

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Graph 5: Impact of Climate Change on

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Coastal Wetland: low lying, marsh, swamp Alpine: cold mountaintops

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Graph 6: Impact of Climate Change on

Crop Yield (Food Production)!

Image: http://www.scielo.br/img/revistas/sa/v64n1/a13fig02.gif

Graph 7: Climate Change and Extreme Events

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Some official definitions of mitigation: To moderate in force or intensity, to alleviate. To lessen in force or intensity. Elimination or reduction in frequency,

magnitude or severity of exposure. To minimize risk.

An informal definition that could be used to discuss the idea: Basically to make something that could be very bad less bad.

Ask for examples of things people do to “mitigate” for the following environmental effects:

Earthquake – build houses to building codes, try to get people to have emergency kits, meeting points.

Floods – build houses on stilts, make walls so the water can’t get in. Create dams.

Climate Change – mostly involve decreasing the amount of greenhouse gases of all kinds in the atmosphere. For the most part, mitigation cannot reverse warming that has already occurred, it can only slow or stop what

would come without any changes.

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Some official definitions of mitigation: To moderate in force or intensity, to alleviate. To lessen in force or intensity. Elimination or reduction in frequency,

magnitude or severity of exposure. To minimize risk.

An informal definition that could be used to discuss the idea: Basically to make something that could be very bad less bad.

Ask for examples of things people do to “mitigate” for the following environmental effects:

Earthquake – build houses to building codes, try to get people to have emergency kits, meeting points.

Floods – build houses on stilts, make walls so the water can’t get in. Create dams.

Climate Change – mostly involve decreasing the amount of greenhouse gases of all kinds in the atmosphere. For the most part, mitigation cannot reverse warming that has already occurred, it can only slow or stop what

would come without any changes.

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4.4.3Teacher/StudentResources

ClimateChangeAdaptationStrategiesEcosystems:Animalandtreespeciesmigratingtoamoresuitableclimateisoneformofadaptation.However,therearechallengesandobstaclesforsomespecies(forexample,coralscanonlyliveinshallowwater)invariousecosystemsthatmakemigrationdifficultifnotimpossible.Somespeciesmaynotbeabletoadapt.Agriculture:Plantingdifferentcropsthatcanwithstandtheimpactsofclimatechange,breedingnewplantspeciesthataremoretoleranttothechangingconditions,changingthetimesoftheyearwhencropsareplanted,controllinginsectsExtremeWeather:Protectingtheshore(buildingdikesandotherstructures)fromflooding,protectingwatersuppliesfromcontaminationbysaltwater,improvingearlywarningsystemsintheeventofpossibleflooding,promotingandimprovingfiresuppressionpractices(puttingoutfires)HumanHealth:Plantingtreesincitiestomoderatethetemperature,newsandweatheradvisoriestowarnpeopleaboutdangerousheatconditions,adjustingclothingtohandlethetemperature,monitoring(andifnecessaryreducing)activitylevelstoavoidexhaustion,increasingwaterintake,programstogiveinformationaboutpreventionandcontrolofdiseases

CaliforniaSectorsSensitivetoClimateChange

Sector ExampleClimateImpacts ExampleAdaptationActionsShort‐Term

ExampleAdaptationActionsLong‐Term

PublicHealth

Decreasedairquality Strictlyenforceexistingairqualitystandardsandeducatepubliconconnectionsbetweenairqualityandclimatechange.

Implementongoingmonitoringtoidentifyhotspotsofvulnerabilityandenableflexibleresponsestosurprises.

WaterSupply

ReducedSierrasnowpackandearlierannualmelting;Lessreliablewatersupply;Increasedwaterdemand

Implementwaterconservationprograms,expandconjunctiveuse,andsupportinfrastructureinvestmentsforstorm‐waterandwastewaterrecovery.

Increaseflexibilityofwatertransfermechanismsandimprovegroundwaterbasinmanagement.

Agriculture Increasingthreatstoagriculturalproductionduetolessreliablewatersupplyandincreasesinhightemperatureextremes

Increasewateruseefficiencyforirrigationandenhanceaccesstolocalizedclimateinformation,

Expandresearch,development,anddeploymentofheatanddrought‐tolerantcrops.

Marine/Coastal

Inundationofcoastalareasandincreasedcoastalstormimpactsanderosion

Assessthevulnerabilitiesofexistingandplannedcoastalinfrastructureandsupportenhanceddisasterresponseplanningincludingcoastalarmoringtoprotectcriticalinfrastructureandsofterstrategiesthatpreservehabitatsandbeaches.

Modifyplanningandzoningprocessestoreducedevelopmentinareasmostvulnerabletosealevelrise.

Ecosystems Lossofhabitat,biodiversity;speciesextinction

Reduceexistingnon‐climaticpressuresonecosystems–suchashabitatfragmentationandpollution.Prioritizedevelopmentofnaturalreservescontainingarangeclimateconditionsandhabitattypes.

Expandmonitoringofnetworkedprotectedareastosupportspeciesmigrationandadaptiveresponsestochange.

Forestry Increasedwildfirerisk;increasedpestoutbreaks

Decreasenon‐climaticpressuresonforestssuchasairpollution.Usefire‐resistantbuildingmaterialsinvulnerableareas.

Modifyplanningandzoningprocessestoreducedevelopmentinfire‐proneareas.Monitortounderstandtrendsinvulnerability.

Energy

Increasedelectricitydemand

Strengthenenergyefficiencyinbuildingcodesandimplementpricingschemestoreducepeakelectricitydemand.

Enhancecapacitytomeetpeakdemandthroughrenewableenergysources.

LP 4 Impact, Adaptation, and Mitigation of Climate Change · 4.2.2 LP4 Quiz and Key Second...

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