Topic: Climate Change Driving Questions: How can impact on climate change be reduced? Crosscutting Concept: Stability and Change Science and Engineering Practices: Analyzing and Interpreting Data; Constructing an Explanation Performance Expectation: ; Level 3 2 1 Level 4 Students who demonstrate understanding can: Students will: Student’s inferences In addition Analyze global climate models to forecast global or regional climate A1. Interpret the output from global climate models. and change and future impacts to Earth systems. ( ) A2. Predict the future effect of climate change on performance temperature, precipitation, ice cover and sea level. and to knowledge. score applications 3.0 reflects performance, Evaluate or refine a technological solution that reduces impacts of B1. Describe the impacts human activity can have on climate. human activities on Earth’s systems. ( ) B2. Describe and quantify individual and large scale effects on that insufficient stability and change in Earth's systems. go B3. Identify constraints within a solution. beyond B4. Describe how changes to a solution will increase benefits the or decrease cost to people and the environment. progress student what Potential Phenomena: was In many locations along the U.S. coastline, flooding is now 300% to more demonstrates towards than 900% more frequent than it was 50 years ago. Why? (statistic Specific vocabulary is underlined and bolded taught. from ) foundational How are we going to prep Des Moines for effects of climate change using in-depth evidence from global climate models? (level 4 potential) Resources: skills https://www.climate.gov/teaching
Topic: Climate Change Driving Questions: How can impact on climate change be reduced? Crosscutting Concept: Stability and Change Science and Engineering Practices: Analyzing and Interpreting Data; Constructing an Explanation Performance Expectation: ; Level 4 Level 3 2 1 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught. Students who demonstrate understanding can: Analyze global climate models to forecast global or regional climate change and future impacts to Earth systems. ( ) Evaluate or refine a technological solution that reduces impacts of human activities on Earth’s systems. ( ) Potential Phenomena: In many locations along the U.S. coastline, flooding is now 300% to more than 900% more frequent than it was 50 years ago. Why? (statistic from ) How are we going to prep Des Moines for effects of climate change using evidence from global climate models? (level 4 potential) Resources: https://www.climate.gov/teaching Students will: A1. Interpret the output from global climate models. A2. Predict the future effect of climate change on temperature, precipitation, ice cover and sea level. B1. Describe the impacts human activity can have on climate. B2. Describe and quantify individual and large scale effects on stability and change in Earth's systems. B3. Identify constraints within a solution. B4. Describe how changes to a solution will increase benefits or decrease cost to people and the environment. Specific vocabulary is underlined and bolded Student’s performance reflects insufficient progress towards foundational skills and knowledge.