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Science Collaborative Planning Document - interactive

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This article helped me to link anthropogenic  activities to the disturbance of the nature water cycle and the affects that it is having on it. It illustrates to us how humans are directly having an impact on the natural water cycle process: storage of water, irrigation schemes in Africa etc. by looking at this article, it allowed me to link material within my LO- Earths processes (water cycle) and human activities (water storage/ irrigation) affect Earth's climate. It shows that with increased temperatures, this is going to increase our need for irrigation and water storage. I will ask the students how they think humans affect the water cycle- class discussion.

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This article helped me to link anthropogenic  activities to the disturbance of the nature water cycle and the affects that it is having on it. It illustrates to us how humans are directly having an impact on the natural water cycle process: storage of water, irrigation schemes in Africa etc. by looking at this article, it allowed me to link material within my LO- Earths processes (water cycle) and human activities (water storage/ irrigation) affect Earth's climate. It shows that with increased temperatures, this is going to increase our need for irrigation and water storage. I will ask the students how they think humans affect the water cycle- class discussion.

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Ways in which I have planned to incorporate the key skills.

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Ways in which I have planned to incorporate the key skills.

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Resources for teachers on Climate Change and Global Warming

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Resources for teachers on Climate Change and Global Warming

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An online development education resource focused on the unequal and unjust nature of the world today, offering resources to stimulate discussion about the issues and challenges we face.

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PowerPoint Presentation on Climate Change.

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PowerPoint Presentation on Climate Change.

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Great topics for walking debate on climate change and template for students to do research on the internet, based on climate change.

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Great topics for walking debate on climate change and template for students to do research on the internet, based on climate change.

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Our world is changing faster than anyone predicted. Already, freshwater supplies are shrinking, agricultural yields are dropping, our forests are burning, and rising oceans are more acidic-all, in part, due to a warming climate. As our natural world changes around us, so does our way of life. Coastal home values drop as insurance premiums rise; drought reduces feed for American farmers' cattle and water for their crops; more pollen and dust in the air aggravates asthma and allergies in kids and adults alike.

At WWF, we believe we can fight this consequential threat and build a safer, healthier and more resilient future for people and nature. We must rethink the way we produce and consume energy, food, and water; protect the world's forests; and help people prepare for a changing world.

Achieving this future will require action by everyone, and we are already well on our way. People are using their collective voices to demand change. Businesses are making investments in clean energy, already creating local jobs and stronger economies. Communities are redesigning their roads, buildings, airports, and railroads to make them climate resilient. And nations around the world are committed to delivering on a landmark global plan to curb climate change, known as the Paris Agreement.

For decades, WWF has engaged with millions of Americans, leading businesses, and government leaders to prepare for inevitable change and reduce the emissions that drive climate change.

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Our world is changing faster than anyone predicted. Already, freshwater supplies are shrinking, agricultural yields are dropping, our forests are burning, and rising oceans are more acidic-all, in part, due to a warming climate. As our natural world changes around us, so does our way of life.

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Overview of the carbon cycle. Watch the next lesson: https://www.khanacademy.org/science/biology/ecology/biogeochemical-cycles/v/nitrogen-cycle Missed the previous lesson? Watch here: https://www.khanacademy.org/science/biology/ecology/biogeochemical-cycles/v/the-water-cycle Ecology on Khan Academy: Why are polar bears found only in the Arctic? Why does mildew grow in your shower and not (hopefully) in your sock drawer?

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Some resources for teachers looking on ways to teach the topic of climate change

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Led by the producers of The Island President and An Inconvenient Sequel, this is a cross-curricular professional development opportunity to bring science and social studies educators together to address climate change in their schools. After...

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This article has highlighted to me the link between emotions and learning.
It also highlighted to me that in order for me to teach about development education, I needed to have a deep contextual understanding of the topic in hand. 'Teachers misconceptions about climate change are problematic not only because scientifically inaccurate ideas may be transferred to their students, but also because their misunderstandings could be related to adverse emotions about the topic'
This article has also highlighted to me the importance of remaining a neutral party in the class discussions on this topic.

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Emotions about Teaching about Human-Induced Climate Change: International Journal of Science Education: Vol 35, No 1

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Global climate change is receiving increasing attention as a classroom topic. At the same time, research has shown that individuals have strong emotions about the topic. Emotions about controversial topics and individuals' dispositions toward knowledge have been shown to influence judgments about these topics.

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The Learning Outcome that I have chosen to unpack is, ESLO7:

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The Learning Outcome that I have chosen to unpack is, ESLO7:

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Students will be able to illustrate how Earth processes and human factors influence Earth's Climate, evaluate effects of climate change and initiatives that attempt to address it

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Looked at these for guidance

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Why was the 1960s the beginning of recording the levels of Carbon dioxide in the atmosphere

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Why was the 1960s the beginning of recording the levels of Carbon dioxide in the atmosphere

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Eggborough power plant. Photo credit: Jon Pinder, Flickr

EDITOR'S NOTE 11/21/2017: The new Climate Watch platform is now available, allowing you to explore historical and projected emissions, countries' climate targets and their linkages with the Sustainable Development Goals.
Our ability to harness ever-expanding amounts of data is completely transforming our understanding of environmental problems and solutions. Our Climate Insights blog series leverages data from CAIT 2.0, WRI's climate data explorer, to shed light on the many dimensions of climate change that shape society, policy, and global development.

Carbon dioxide (CO₂) emissions from human activities are now higher than at any point in our history. In fact, recent data reveals that global CO₂ emissions were 150 times higher in 2011 than they were in 1850.

How did we arrive at such an unprecedented - and precarious - state? We recently updated CAIT 2.0, WRI's climate data explorer, with CO₂ emissions estimates from 1850-2011, providing a rich data set that documents the historical growth in emissions throughout the world. The data also offers insights into related trends and drivers of emissions-including population growth, economic development, and energy use.

For context, at the beginning of this time period-1850-the United Kingdom was the top emitter of CO₂, with emissions nearly six times those of the country with the second-highest emissions, the United States. France, Germany, and Belgium completed the list of top five emitters. In 2011, China ranked as world's largest emitter, followed by the United States, India, Russia, and Japan. Tellingly, while the United States was the world's second-largest emitter in both years, its emissions in 2011 were 266 times greater than those in 1850.

Other countries have followed similar trajectories, increasing their emissions over time. However, those trajectories look quite different throughout different moments in history. Read on for a visual history of some national, regional, and global CO₂ emissions milestones over the past 160 years.

1850-1960: Industrializing Countries Dominate Emissions

Between 1850 and 1960, the world generally experienced a constant growth of emissions, due largely to industrialization and population growth, particularly in the United States. This development only saw some interruptions by historic events, like the Great Depression in the 1930s and the end of World War II in 1945. By the 1950s, however, China and Russia started seeing their emissions climb as their economies grew.

1960-2011: New Top Emitters Emerge

We saw some new developments after 1960. While the United States kept its place as the top CO2 emitter until 2005, Asian countries also started to emerge, led by China. The graph above shows the development of the current top five CO₂-emitting countries since 1960, with the United Kingdom presented for comparison. The UK, once the world's highest emitter, stabilized its total CO₂ emissions. Russia experienced a significant reduction in emissions with the dissolution of the Soviet Union. But the most obvious development was the rise of China's emissions in the first part of the 21st century and its overtaking of the United States as the world's largest emitter after 2005.

1960-2011: Per Capita Emissions in the West-Stable, but High

By looking at these emissions trends on a per person basis, we can observe that, while global emissions were still rising overall, most of the industrialized countries stabilized their per capita emissions during the second half of the 20th century. However, annual per capita emissions in industrialized regions like North America and Europe were still far greater than per capita emissions in Latin America and the Caribbean, Africa, and Asia - despite consistent emissions growth in these regions. In 2011, per capita emissions varied greatly even within the top 10 CO₂ emitters. For example, Saudi Arabia and the United States emitted more than 17 metric tons per person as compared to China and India, which added 6.7 and 1.5 metric tons per person per year, respectively.

1990s-2011: The Rise of Asia

In 1994, Asia's gross domestic product became the largest in the world. Interestingly, though, Asia became the largest emitter of CO₂ one year before-in 1993-largely due to rapid economic growth in China. The chart above outlines this significant shift. In the past, the largest share of global emissions came from Europe and Northern America. But by the end of 2011, Asia dominated, contributing more than half of global CO₂ emissions. As shown in the earlier graph, Asia's per capita emissions still remain on a much lower level than in western regions.

2007: Developing Nations Surpass Industrialized Countries' Emissions

An assessment of the UNFCCC's Annex I (industrialized nations) and Non-Annex I (developing nations) division shows just how quickly the emissions space changed in the late 20th/early 21st century. By the year 2007, CO₂ emissions from the developing world exceeded those of industrialized nations. If we include all greenhouse gases and emissions stemming from land use change and forestry-such as deforestation and tree-clearing for agriculture- we can see below that this event moves up to 1994.

2011: The Top 10 Emitting Countries Still Make Up 78 Percent of Global CO₂ Emissions

At the beginning of our timeline, just a small number of emitters were responsible for the majority of emissions. In 2011, the countries have changed, but the top 10 emitters still contributed 78 percent of global CO₂ emissions. The first graph above shows the top 10 emitters for CO₂ emissions (excluding land use change and forestry).

Much more data is available from 2011 than from previous years in history. In the second graph below, we can see the differences when we include all greenhouse gases (including land use change and forestry). Most notably, Indonesia and Brazil ranked in the top 10 emitters, as a significant part of their national emissions come from the land-use change sector.

While all countries will need to work together to overcome the climate change challenge, we can see that the great majority of emissions are concentrated to a relatively small group of countries.

Create Your Own Emissions Stories

This sampling of emissions "stories" hopefully has piqued your interest for more. CAIT 2.0 offers many functions to quickly compare emissions, perform analysis, and create your own visualizations. CAIT's international data set is now updated with historic CO₂ emissions totals starting from 1850 and CO₂ energy sector emissions starting from 1971. We now also have 2011 data available for all sectors and gases, and have introduced a cumulative emission calculation that allows for direct analysis of historic contributions. Stay tuned for an update of the U.S. states greenhouse gas data set, due out next month.

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Carbon dioxide (CO₂) emissions from human activities are [now higher than at any point in our history](http://goo.gl/RsZHiu). In fact, recent data reveals that global CO₂ emissions were 150 times higher in 2011 than they were in 1850. How did we arrive at such an unprecedented-and precarious-state?

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Video I showed my students on the carbon cycle

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Video I showed my students on the carbon cycle

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Video that I showed by students on the water cycle

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Video that I showed by students on the water cycle

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Changing levels of carbon dioxide in the last 60 years.

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Changing levels of carbon dioxide in the last 60 years.

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Link to other learning outcomes. Below are a table of the other LO's that I think related to my selected one for unpacking. I have also given reasons why I believe that these LO's are linked to my selected LO.

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Link to other learning outcomes. Below are a table of the other LO's that I think related to my selected one for unpacking. I have also given reasons why I believe that these LO's are linked to my selected LO.

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Below are direct quotes taken from the rationale for Science in the Junior Cycle Science Specification. I believe that the ones I have selected here, link directly to my selected learning outcome.

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Peer Reviewed Research article based on Development Education

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Peer Reviewed Research article based on Development Education

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The reasons that I have selected this article is because;
I was able to relate to it when I was exploring ways of including development education.  It highlighted to me the four main features of development education that I needed to include:
1. Knowledge- I needed to explain to the students what is currently happening- the water and carbon cycles and the chemical reactions involving carbon dioxide etc.
2. Attitudes and values- needed to ask the students their thoughts on the issue and what they thought could be done to counteract this issue.
3. Capabilities and skills- class discussion on what are the effects of changing levels of carbon dioxide in the atmosphere. Critical thinking on the processes that humans are doing that affect the natural processes on earth.
4. Behaviour Skills and Actions- what decisions can we make now that will help future generations- posters to put up around the school to make people more aware of the effect that their actions are having on the environment.

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An examination of pre-service teachers' attitudes towards the inclusion of development education into Irish post-primary schools

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As part of an undergraduate concurrent initial teacher education programme pre-service teachers participate in an education module consisting of a num...

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The Key Skills that should be developed under the New Junior Cycle Framework. I will be linking how I'm going to develop these skills through my selected learning outcome.

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The Key Skills that should be developed under the New Junior Cycle Framework. I will be linking how I'm going to develop these skills through my selected learning outcome.

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Students need to begin developing these skills at a young age so they can develop them as they get older. These skills will become essential as part of every day life in the future. It is important to start developing them now as they will get more complex as they move into senior cycle and even third level education.
The main skills that I will be looking to develop are:
Managing Myself- much of the focus is on development education so students will learn how to become more aware of the effects that they themselves have on the environment and know what they are doing will have an impact.
Communication: to be able to learn from others and receive information in an effective manor
Being Creative: to be able to move out of their comfort zones and express their feeling and emotions in a variety of ways. and to make different knowledge accessible to everyone- visual and kinaesthetic learners
Working with others: vital part of future life as they will have to communicate their emotions and opinions to others in the future.
Managing Information and Thinking- to be able to identify fair and bias information and be aware of cyber threats as they can develop rapidly. important for them to be able to reflect on past experiences and build on them for the future.

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The new and revised Junior Cycle Specification that I will be working from.