Project CLIMATE CHANGE Instructor’s Manual This module was initially developed by O’Reilly, C.M., D.C. Richardson, and R.D. Gougis. 15 March 2017. Project EDDIE: Climate Change. Project EDDIE Module 8, Version 1. . Module development was supported by NSF DEB 1245707. Overall description: Scientists agree that the climate is changing rapidly and that humans are a primary cause for this rapid change through increased emissions of CO2 and other greenhouse gases to the atmosphere. In this module, students will explore how we know that the climate is changing from both recent record and pre-historic ice-core data and will focus on graphing temporal data to examine these long-term changes. Pedagogical connections: Phase Functions Examples from this module Engagement Introduce controls on global group discussion. Introductory temperature. Pose questions and lecture. allow groups to discussion. Address misconceptions. Exploration Engage students in inquiry using Graphing global average air temperatures authentic data. s and using linear regression to determine a rate of change. Explanation Engaging with additional Examining changes in atmospheric CO2. information to allow students to Exploring the relationship between develop evidence-based reasoning. temperature and atmospheric CO2 concentrations. Expansion Broaden students’ schemata to Expanding temporally with Vostok ice account for more observations and core datasets. Compare current and develop proportional reasoning rate of change and using these for evidence-based reasoning about climate change. Evaluation Assess students’ understanding Suggested questions to ask during formatively and summatively. discussion. Learning objectives:
Project CLIMATE CHANGE Instructor’s Manual This module was initially developed by O’Reilly, C.M., D.C. Richardson, and R.D. Gougis. 15 March 2017. Project EDDIE: Climate Change. Project EDDIE Module 8, Version 1. . Module development was supported by NSF DEB 1245707. Overall description: Scientists agree that the climate is changing rapidly and that humans are a primary cause for this rapid change through increased emissions of CO2 and other greenhouse gases to the atmosphere. In this module, students will explore how we know that the climate is changing from both recent record and pre-historic ice-core data and will focus on graphing temporal data to examine these long-term changes. Pedagogical connections: Phase Functions Examples from this module Engagement Introduce controls on global temperature. Pose questions and allow groups to discussion. Address misconceptions. group discussion. Introductory lecture. Exploration Engage students in inquiry using authentic data. Graphing global average air temperatures s and using linear regression to determine a rate of change. Explanation Engaging with additional information to allow students to develop evidence-based reasoning. Examining changes in atmospheric CO2. Exploring the relationship between temperature and atmospheric CO2 concentrations. Expansion Broaden students’ schemata to account for more observations and develop proportional reasoning Expanding temporally with Vostok ice core datasets. Compare current and rate of change and using these for evidence-based reasoning about climate change. Evaluation Assess students’ understanding formatively and summatively. Suggested questions to ask during discussion. Learning objectives:
climate_change_module_instructors.v2.docx