Causes and Effects of Global Climate Change, Relevant Topics

RELEVANT TOPICS FOR 21ST CENTURY LEARNING

Causes and effects of global climate change are relevant topics to the teaching and learning that should be occurring in today's 21st century classrooms.

Global climate change is a relevant topic to the teaching and learning that should be occurring in today’s 21^st century classrooms because it embodies all of the desired student outcomes that are essential for student success.  Studying global climate change involves interdisciplinary learning.  “Interdisciplinary learning emphasizes connections between traditionally discrete disciplines such as math, science, history, and language arts, rather than limiting learning to one content area at a time.  When teaching and learning are organized around themes, problems, or issues, students seek knowledge and skills from a variety of disciplines to provide an expanded and more complex understanding of the topics they are studying.”  (Center For Ecoliteracy)  In order to prepare our students for a more complex world and an increasingly dynamic work environment we must encourage our students to be innovative and creative.  We must provide our students with opportunities to communicate, collaborate, create, experiment, problem-solve, and think critically. 

Our students are immersed in information technology and multimedia but literacy means sorting through the abundant amount of information provided and being able to make sense of it and use it in meaningful ways.  Relevant experience requires our students to be able to contribute individually but also collaborate possibly thousands of miles apart from a team of individuals using digital means.   The level of flexibility and ability to use the technology tools effectively requires students to adapt quickly.

Furthermore, giving our students a problem to resolve that is relevant and real-world means that we are tapping into something they can connect to.  Student-centered learning means our students take responsibility for their own learning and play an active role in their own productivity and desire for accomplishment.  As teachers we can also provide opportunities for reflection and thoughtful discussion among groups of students. 

Global climate change study requires our students to think in terms of systems.  “Understanding how systems maintain themselves and how they change has very practical consequences that go to the heart of education for sustainable living.”  (Seven Lessons For Leaders in Systems Change)  The inevitable question educators often face from their students, “Why do I need to know this?” can be considered here.  How is this relevant?  Clearly our students need to learn and understand that Earth cannot continue to sustain the abuse we are inflicting upon it without responding.  Climate forcing and feedback illustrates an input and output relationship.  The consequences can be brought home for our students by asking them to seek out evidence in the world nearest to them.  They may find their own contribution during the process.  Problem-based learning can help students explore solutions.  By examining present day examples and comparing those to historical data students can gain a better understanding of the dynamic processes that impact climate.

Energy Subsidies Black Not Green

ENERGY SUBSIDIES “BLACK NOT GREEN”

Our culture and economy in the US is one of consumption and not favorable to the energy trends that lean to greener technologies.  In a report released by the Environmental Law Institute they concluded that the US government provided substantially larger subsidies to fossil fuels than to renewable energies.  The vast majority of subsidies for fossil fuels are written into the US Tax Code as permanent provisions in contrast to renewable energy subsidies which are typically given a termination date and are temporary.  Almost half of the subsidies provided for renewable energy goes to corn-based ethanol, the use of which remains controversial and questions about its effects on the climate remain.  Corn-based ethanol subsidies includes a 45-cent per gallon tax credit, a tariff placed on imported ethanol, and a variety of rules and laws enacted to ensure that gasoline is mixed with at least 10% if not 15% ethanol; and a requirement that 36 billion gallons of renewable fuel be blended with gasoline and diesel by 2022.  (Final Version)  All of this and we don’t even know if there is a positive effect of using corn-based ethanol.  While our government continues to subsidize the oil industry it fails to enact legislation that would promote alternative forms of energy.  For example the Energy Independence and Security Act of 2007 originally sought to cut subsidies to the petroleum industry.  After strong opposition and extensive lobbying the final bill was reduced to focusing on automotive fuel efficiency, development of biofuels, and energy efficiency in public buildings and lighting.  You might remember hearing about the requirement of consumers to purchase certain kinds of light bulbs and if they refused it would be added to their electric bill.  Items that did not make it past the Senate Republicans would have required utilities to produce 15% of their power from renewable energy and a tax package that would fund renewable energy through the repeal of $21 billion dollars in oil and gas tax breaks.  Other items that didn’t make it in the bill included the repeal of a variety of tax breaks given to the biggest oil companies, a provision that allows the US government to be paid royalties and collect fees on oil and gas leases for off-shore drilling in the Gulf of Mexico, and an account to hold additional money to fund provision of the act.  All of these were denied.

RESISTANCE IS FUTILE

Who are the users and who has the power?  When 83% of energy consumed in the US comes from fossil fuels and fossil fuel consumption resulted in 94.6% of CO₂ emissions in 2009 it is easy to conclude who are the users and who has the power.  However, does consumer demand change the playing field?  Does an educated and well informed voter make legislators take pause and consider the will of the people?  Certainly the US government does not have the will.  Unlike the governments of the UK, Germany, and Japan where energy efficiency is government imposed and exploration into alternative energy is a necessity not an afterthought.  The US Energy Information Administration, an independent and impartial energy information think tank organization projects that  the transportation sector accounts for 73 percent of total liquid fuels consumption in 2035, up slightly from 71 percent in 2009.  While the amount of imports will decrease the overall consumption is projected to increase.  Industry and electric generation are projected to remain flat.  Worldwide as projected crude oil prices increase so does domestic production so clearly price and energy policy will favor domestic production. 

RENEWABLE ENERGY PROJECTIONS

Renewable electric generation is projected to account for about 25% of growth in electric generation.  This is supported by legislation for renewable fuel standards, state-level renewable electricity standards, and Federal tax credits.  Taxpayers will be funding alternative energy technology such as wind power generation and geothermal resources.  (Market Trends)  While electric generation from renewable and alternative energy sources grown by 72% for 2035 most of that growth will be seen in wind and biomass plants.  Most of this is again driven by tax credits and state sponsored requirements.

SUMMARY

Based on research conducted it appears clear to me that resistance to taking action to mitigate and adapt climate change is due to political jockeying and market driving forces.  While advancement in technology appears to open doorways to new frontiers in renewable and alternative energy it also opens up increased domestic production in non-renewable fuels.  If our thirst for consumption and our culture of acquiring more and more for our own self gain does not stop our hope for mitigating future climate change is all but lost. 

BRINGING IT HOME FOR OUR STUDENTS

This is a complex problem and one that students are likely to get lost trying to navigate.  I believe as a teacher I can begin by exploring a simple problem on a scale they are likely to understand.  Based on an initial survey of my students they all seemed to recognize that climate change involved some kind of warming and that its likely cause was fossil fuel consumption.  Most students recognized two contributing sectors of transportation and electric generation.  Beginning with electric generation you could present your students with the legislation that would have required all consumers to purchase and install fuel saving compact fluorescent light bulbs.  Even though this legislation was abandoned later it certainly sparks a great debate.  From the political angle you could present to students that the government in forcing them to purchase something that they may or may not want.  Engaging students in a dialogue about why this policy might be right or wrong would be useful before proceeding into some statistics.  How much energy do Americans use?  What are the sources of energy?  Does this contribute to greenhouse gas emissions?  How would this policy impact consumers?  How would this policy impact climate change in the future?  Does new technology always provide better solutions?  Another useful step would be to ask students to come up with a more useful alternative to this policy.  Ask students to consider mitigation and suggest policy that would be consumer friendly, advance the economic stability of the nation, and support fewer greenhouse gas emissions.  Ask students to consider the consequences of doing nothing and having to adapt to climate change as a result.  Finally ask students to consider if we can afford to do nothing.  The reality is that we will pay one way or another.  What kind of world would you rather live in?

Ohio Power Plant Emissions, Climate Forcing and Feedbacks

·         OHIO POWER PLANT EMISSIONS, CLIMATE FORCING AND FEEDBACKS 

Each year my students are often surprised to learn that Ohio alone has 16 coal energy generating plants, and one of these is right in their own back yard.  The connection between this energy production and the environmental change it causes however is indeed an equally surprising lesson.  The county in which students reside was ranked in 2002 as one of the top 10% of the dirtiest counties in the US for total environmental release of air pollutants.  http://scorecard.goodguide.com/index.tcl  These 16 power plants represent 92.6% of Ohio’s coal energy generating capacity, 45.8% of the state’s total CO₂ emissions, and 48.6% of its total SO₂ emissions.  Increased CO₂ emissions have been linked by many in the scientific community to climate change.  As a greenhouse gas CO₂ levels in the atmosphere absorb and then re-emit terrestrial radiation.  Re-emission of this trapped heat is what causes higher temperatures on Earth.  This represents a climate forcing which drives climate change.  Equally for Ohio is the concern over SO₂ levels and the capacity to cause change.  Although it has been shown that this pollutant tends to have a cooling effect, it is also understood that dust, smoke, and soot causes an increase in the albedo effect on Earth. 

Resources for Students:

Ohio highest in national toxic air emissions:

http://www.sourcewatch.org/index.php?title=Ohio_and_coal#Ohio_highest_in_national_toxic_air_emissions

Getting Warmer:  US CO₂ Emissions from Power Plants

http://www.environmentalintegrity.org/documents/CO2Report_2011RJD21811final.pdf

Coal Burning Power Plants Associated with Environmental and Health Impacts

http://www.theoec.org/AirPowerPlants.htm

Public Utilities Commission: Where does Ohio’s Electricity Come From

http://www.puco.ohio.gov/puco/index.cfm/consumer-information/consumer-topics/where-does-ohioe28099s-electricity-come-from/

Coal Fired Plants in Ohio

http://www.industcards.com/st-coal-usa-oh.htm

·         KEY ISSUES DOMINATE CLIMATE CHANGE IN OHIO  In the Midwest Region which includes Ohio key issues dominate climate change.  This feedback or processes that change as a result of forcing can be either positive or negative.  http://www.globalchange.gov/publications/reports/scientific-assessments/us-impacts/regional-climate-change-impacts/midwest

·         Heat waves become more frequent and more severe especially in urban areas punctuating the heat island effect.  Under higher emission scenarios the frequency and severity of the summer heat waves increases by more than 50%.  Insects such as ticks and mosquitoes that carry disease will survive longer, appear earlier, and produce larger populations with increased emissions. 

·         Significant reduction in Great Lakes water levels could impact shipping, infrastructure, beaches, and ecosystems.  Winter and spring could see more heavy downpours and greater evaporation in the summer which would lead to more periods of flood and water deficits. 

·         Due to longer growing seasons the potential for increased crop yields would be viewed as a positive effect, however flooding, droughts, pests, and weeds will present challenges to managing crops, livestock, and forests.

·         Native species are likely to suffer and face increased threats from pests, disease, and invasive species moving in from warmer regions.

Resources for Students:

Temperature and Precipitation Trends for Ohio and the Midwest

http://mrcc.isws.illinois.edu/climate_midwest/mwclimate_change.htm#

Severe historical weather events for the Midwest

http://mrcc.isws.illinois.edu/climate_midwest/mwclimate_events.htm

Key issues to climate change by region including the Midwest

http://www.globalchange.gov/publications/reports/scientific-assessments/us-impacts/regional-climate-change-impacts/midwest

What Does 21st Century Learning Look Like? NASA, STEM, PBL

·    WHAT DOES 21^ST CENTURY LEARNING LOOK LIKE? 

      Well it is certainly very different from the learning environment you and I grew up in and learned from, but as educators we are being asked to deliver something we are completely unfamiliar with and excel at it too.  So what does it really look like?  Well begin with your state and national standards in the core subject areas.  The skills required of 21^st century learning require development and implementation of these standards allowing students to acquire the knowledge and understanding necessary to be able to think critically and communicate effectively.  Think of this as the foundation. 

·    FUTURE WORKFORCE DEVELOPMENT  

      The core subject areas of STEM Science, Technology, Engineering, and Mathematics combines integrated learning to investigate real world problems.  It is a cohesive approach to learning that allows for deeper understanding of supporting components and gives students the ability to apply what they have learned using technology and engineering elements.  The opportunity to learn and practice problem-solving and develop solutions leads to 21^st century workforce skill development:

o   Reasoning Skills

o   Analyze and Evaluate Evidence / Revise Explanation

o   Make Connections between Information and Arguments

o   Interpret / Draw Conclusions

o   Reflect on Experience

o   Articulate Orally / Written / Nonverbally

o   Effective Use of Multimedia / Technologies

NASA / PROJECT BASED LEARNING  To strengthen future workforce, attract and retain students in STEM, engage Americans in NASA mission….

Many of the innovations and improvements we have witnessed in our own lives have come from advancements made by NASA engineers trying to solve a problem.  Problem-based or Project-based learning is a vehicle used to engage students as they discover information they need to solve a problem.  It begins with something that is relevant to them and asks students to arrive at a solution or a way to adapt to the problem. 

This is the essence of 21^st century learning and STEM education.  It is the integration of core knowledge and understanding, skills, and future workforce preparation to thrive in a global economy. 

Visit my Panoramio

Click here to see My Panoramio.

Web 2.0 Tools Panoramio

I investigated Panoramio because of its connection to Google Earth.  My students are already familiar with Google Earth and many digital cameras come equipped with tagging options so I found Panoramio to be a tool that students could easily learn and use in no time.  It’s also the tool I use to investigate new travel spots before I go.  You will see my Zion National Park picture which was a direct result of a search in Google Earth for a new and interesting vacation spot near Las Vegas when we visited during Spring Break a few years ago.  Enjoy

·         WHY I LIKE IT   It is a Google product and it integrates seamlessly into my Google account as well as the apps on my smart phone.

·         IS IT EASY?    Sure it is.  If you already have a Google account just sign in and upload your photos.  It is easier than flickr because they give you 10 upload slots with 25 MB to upload all at once.  Flickr makes you upload with a 2 MB limit per photo.

·         TAG IT   Want to make sure other people can find your photos too?  Make sure you select your sharing level and then tag it on Google Earth using their easy to use search panel.  Select some key words for searching and add a description.  You are done.

·         DOING MORE   Panoramio also allows you to join a group and blog in the same space.  I joined a group that gave me a challenge.  The group is called “The Elements: Earth, Fire, Wind, Water, and Pizza.”  The challenge is to get all five so called elements in the same photo in a novel and interesting way. 

·         SO HOW WOULD YOU USE THIS?  This is a fantastic tool.  The purpose of Web 2.0 tools is to get your students to collaborate and communicate.  A public site that allows students free access to stock photography gives them access to resources that they may not be able to use otherwise due to copyright laws.  Panoramio gives students a creative zone where they can share their own creations in a global space.  I love the idea of joining a group that gives you a challenge to become a member and have to share something with a set of rules.  It gets me thinking about how I can incorporate pizza in some creative photography.  I can only imagine what a kid would do with that task.  The possibilities are endless.  In fact I would bet that given the tool the kids could figure out a project for themselves.  All I have to do is facilitate…wait isn’t that 21^st century learning?

BUILDING BETTER INSTRUCTION

·         INSUFFICIENTLY PREPARED  It is clear that the demands being made on our students now are insufficiently preparing them for the future demands that will be required of them.  We are turning a corner in education and we are recognizing that we must change our methodology and practice, but are we really resistant to change or are we lacking in opportunity and support to implement the change?  Switching to 21^st century learning skills and project based curriculum requires ongoing support from educational leadership and the community.  Professional development that is relevant and high quality is vitally necessary. 

·         BLOOM, MARZANO, RICHARDSON   Based on the meta-analysis by Marzano, Debra Pickering, and Jane Pollock nine categories of instructional strategies were identified that are most likely to lead to student achievement all of which are to promote changes in student behavior thus increasing motivation and achievement.  This analysis mirrors the characteristics of 21^st century learning as well as the New Bloom’s Taxonomy.  Learning is authentic, real-world based, student centered, includes higher order thinking skills, and collaborative rather than competitive.  As Richardson has most recently posted on his blog “Easier vs Better” are we doing what we are doing because it is better or is it just easier?

·         STUDENT BLOGGERS    In the article e-learning 2.0 the author brings up an interesting point.  He states that blogging is particularly motivating for students because they have an instant audience for their work.  It gives them a place to discuss how they feel about the topic which involves higher order thinking skills.  They must consider their own thinking (metacognitive skills) and how it relates to the content and how they feel about it.  It gives them a place to take risks.  In a recent article I read about the teenage brain the researcher talked about how the teenage brain values rewards much more than an adult even for the same event.  One example involved risk-taking behavior and how an adult may decide not to do something because the risk compared to the reward is too great.  The same activity can be viewed by the teenager as the reward being worth the risk.