Topic: Human Induced Climate Change Driving Questions: What effects are humans having on the climate and atmosphere? Crosscutting Concepts: Systems and System Models, Stability and Change Science and Engineering Practices: Analyzing and Interpreting Data, Engaging in Argument from Evidence Iowa Core Science Standard: , Level 4 Level 3 Level 2 Level 1 Students will: Students will: inferences In addition Analyze data from global climate models (e.g., computational 1. Describe what climate change data sets simulations) and climate observations over time that relate the effects of represent knowledge. climate change to the chemical composition of the atmosphere, 2. Describe whether the predicted effect on the performance and to geosphere, hydrosphere, or cryosphere. () system is reversible or irreversible. score applications 3. Identify the misconceptions between the hole in 3.0 the ozone layer and causes of climate change performance, reflects that Use data to predict the future effect of climate change on Earth’s Compare and contrast present and past climate insufficient go physical parameters (e.g., temperature, precipitation, sea level) or using associated physical parameters (e.g., beyond chemical composition (e.g., ocean pH). () temperature, precipitation, sea level) and chemical the composition (e.g., ocean pH) of the atmosphere, student progress what geosphere, hydrosphere or cryosphere. was demonstrates Illustrate and describe how human induced changes in the atmosphere Identify human activities that adversely impact the towards taught. and climate can cause changes in other Earth systems. () climate foundational Describe possible strategies to address human in-depth induced climate change Recognize or recall specific vocabulary such as: Potential Level 4 target: Evaluate the claims, evidence, reasoning, and uncertainty skills Chlorofluorocarbons, ozone, volatile organic compounds, behind currently accepted climate predictions methane, combustion, nitrogen oxides, proxy indicators, ocean and acidification, thermal expansion, carbon sequestration
Topic: Human Induced Climate Change Driving Questions: What effects are humans having on the climate and atmosphere? Crosscutting Concepts: Systems and System Models, Stability and Change Science and Engineering Practices: Analyzing and Interpreting Data, Engaging in Argument from Evidence Iowa Core Science Standard: , Level 4 Level 3 Level 2 Level 1 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught. Students will: Analyze data from global climate models (e.g., computational simulations) and climate observations over time that relate the effects of climate change to the chemical composition of the atmosphere, geosphere, hydrosphere, or cryosphere. () Use data to predict the future effect of climate change on Earth’s physical parameters (e.g., temperature, precipitation, sea level) or chemical composition (e.g., ocean pH). () Illustrate and describe how human induced changes in the atmosphere and climate can cause changes in other Earth systems. () Potential Level 4 target: Evaluate the claims, evidence, reasoning, and uncertainty behind currently accepted climate predictions Students will: 1. Describe what climate change data sets represent 2. Describe whether the predicted effect on the system is reversible or irreversible. 3. Identify the misconceptions between the hole in the ozone layer and causes of climate change Compare and contrast present and past climate using associated physical parameters (e.g., temperature, precipitation, sea level) and chemical composition (e.g., ocean pH) of the atmosphere, geosphere, hydrosphere or cryosphere. Identify human activities that adversely impact the climate Describe possible strategies to address human induced climate change Recognize or recall specific vocabulary such as: Chlorofluorocarbons, ozone, volatile organic compounds, methane, combustion, nitrogen oxides, proxy indicators, ocean acidification, thermal expansion, carbon sequestration performance reflects insufficient progress towards foundational skills and knowledge.
environmental_science_curriculum_guide_18-19.docx