1. Global Warming Module 2 SCI 230 Dr. Friese

2. Goals and Objectives Goal : Goal : –The ultimate goal is for students to view the “big picture.” –Students should learn how seemingly separate issues actually relate through “feedback loops.” Objectives : The Students will Objectives : The Students will –Create a diagram that shows the various relationships possible among the terms given. –Identify that there are multiple ways to connect these terms and how almost all can be affected by just one change in the environment.

3. Pre-Class Assignment Students should locate and read two articles: “Color Blindness” and “The Hottest Spot” Students should locate and read two articles: “Color Blindness” and “The Hottest Spot” Both articles available through Audubon: http://magazine.audubon.org/content/con tent0312.html Both articles available through Audubon: http://magazine.audubon.org/content/con tent0312.html http://magazine.audubon.org/content/con tent0312.html http://magazine.audubon.org/content/con tent0312.html

4. In Class Break students into groups of 3-4 Break students into groups of 3-4 Give each group a set of laminated printed cards with selected terms and arrows Give each group a set of laminated printed cards with selected terms and arrows

5. In Class Continued Ask each group to explore potential linkages between the words on the cards and global warming Ask each group to explore potential linkages between the words on the cards and global warming Students should then arrange the cards in a logical sequence, showing how one word/concept affects the next… Students should then arrange the cards in a logical sequence, showing how one word/concept affects the next… Was your group able to use all of the terms/concepts? Why or why not? Was your group able to use all of the terms/concepts? Why or why not?

6. In Class Continued The instructor will circulate around the room providing guidance as students try to find a functioning and flowing diagram The instructor will circulate around the room providing guidance as students try to find a functioning and flowing diagram When students are satisfied with their diagram, they should write it down on a piece of paper When students are satisfied with their diagram, they should write it down on a piece of paper

7. In Class Discussion The instructor will select 2-3 groups with contrasting diagrams to display their models for the class. The instructor will select 2-3 groups with contrasting diagrams to display their models for the class. A comparison of the diagrams will be used to stimulate class-wide discussion on the biological ramifications of global warming. A comparison of the diagrams will be used to stimulate class-wide discussion on the biological ramifications of global warming.

8. Reflection Homework After class, students will write a reflection paper After class, students will write a reflection paper Approximately 3 pages in length. Approximately 3 pages in length. Students should clearly explain what concepts they learned in class. Students should clearly explain what concepts they learned in class. Students should also explain their thoughts when forming their own diagram and what they may do differently now with their diagram. Why? Draw a new flow chart if needed. Students should also explain their thoughts when forming their own diagram and what they may do differently now with their diagram. Why? Draw a new flow chart if needed.

9. Correlated and related with Ohio Academic Science Standards K-2 Science Benchmarks Explain that living things cause changes on Earth. (Earth and Space Sciences) Explain that living things cause changes on Earth. (Earth and Space Sciences) Explain how organisms function and interact with their physical environment. (Life Sciences) Explain how organisms function and interact with their physical environment. (Life Sciences) Explain why people, when building or making something, need to determine what it will be made of and how it will affect other people and the environment. (Science and Technology) Explain why people, when building or making something, need to determine what it will be made of and how it will affect other people and the environment. (Science and Technology)

10. Correlated and related with Ohio Academic Science Standards 3-5 Science Benchmarks Compare changes in an organism's ecosystem/habitat that affect its survival. (Life Sciences) Compare changes in an organism's ecosystem/habitat that affect its survival. (Life Sciences) Explain the importance of keeping records of observations and investigations that are accurate and understandable. (Ways of knowing) Explain the importance of keeping records of observations and investigations that are accurate and understandable. (Ways of knowing)

11. Correlated and related with Ohio Academic Science Standards 6-8 Science Benchmarks 6-8 Science Benchmarks Explain how energy entering the ecosystems as sunlight supports the life of organisms through photosynthesis and the transfer of energy through the interactions of organisms and the environment. (Life Sciences) Explain how energy entering the ecosystems as sunlight supports the life of organisms through photosynthesis and the transfer of energy through the interactions of organisms and the environment. (Life Sciences) Give examples of how technological advances, influenced by scientific knowledge, affect the quality of life. (Science and Technology) Give examples of how technological advances, influenced by scientific knowledge, affect the quality of life. (Science and Technology)

12. Correlated and related with Ohio Academic Science Standards Science Benchmarks 9-10 Explain that many processes occur in patterns within the Earth's systems.(Earth and Space Sciences) Explain that many processes occur in patterns within the Earth's systems.(Earth and Space Sciences) Explain the flow of energy and the cycling of matter through biological and ecological systems (cellular, organism and ecological). (Life Sciences) Explain the flow of energy and the cycling of matter through biological and ecological systems (cellular, organism and ecological). (Life Sciences)

13. Science Benchmarks 9-10 Explain the structure and function of ecosystems and relate how ecosystems change over time. (ORC Resources) (Life Sciences) Explain the structure and function of ecosystems and relate how ecosystems change over time. (ORC Resources) (Life Sciences)ORC ResourcesORC Resources Describe how human activities can impact the status of natural systems.(Life Sciences) Describe how human activities can impact the status of natural systems.(Life Sciences)