Robert A. Rohde, Global Warming Art
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Learn more about Teaching Climate Literacy and Energy Awareness»
See how this Static Visualization supports the Next Generation Science Standards»
Middle School: 1 Disciplinary Core Idea, 3 Cross Cutting Concepts, 3 Science and Engineering Practices
High School: 4 Disciplinary Core Ideas, 3 Cross Cutting Concepts, 4 Science and Engineering Practices
About Teaching Climate Literacy
Other materials addressing 4e
Other materials addressing 5b
Notes From Our Reviewers
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Teaching Tips | Science | Pedagogy |
- Discussion of this visualization should include information about how ice cores are collected and analyzed as well as the Mauna Loa Observatory data.
- Also link to Milankovitch orbital cycles, which play an important role in climate change over millennial scales: http://serc.carleton.edu/resources/36458.html
About the Science
- This figure was developed from credible data sources, e.g. US Department of Energy, Nature Earth and Planetary Science Letters. While the figure does not contain the most recent data from the Mauna Loa Observatory, available elsewhere, it does illustrate several important ice core records.
- The graph clearly shows that since the Industrial Revolution, circa 1800, the burning of fossil fuels has caused a dramatic increase of CO2 in the atmosphere, reaching levels that are likely unprecedented in the last 20 million years.
- Comment from expert scientist: It points out CO2 has a natural variability, but since the industrial revolution, anthropogenic sources have caused changes to the amount of CO2 in the atmosphere beyond the natural variability.
About the Pedagogy
- This visualization illustrates some of the main evidence that the current levels of global carbon dioxide are historically unprecedented. It is central to any discussion of human-induced climate change.
- Discussions around this visualization can include the different sources of CO2 data that scientists validated and merged to produce the graph, including the Vostok Ice Core, EPICA ice core, Law Dome ice core, Siple ice core, and Mauna Loa Observations.
Related URLs These related sites were noted by our reviewers but have not been reviewed by CLEANThis is some background information at: http://www.fs.fed.us/ccrc/climate-basics/climate-primer.shtml where the same figure appears.
Next Generation Science Standards See how this Static Visualization supports:
Disciplinary Core Ideas: 1
Cross Cutting Concepts: 3
MS-C1.4:Graphs, charts, and images can be used to identify patterns in data.
MS-C3.1:Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small.
MS-C3.5:Phenomena that can be observed at one scale may not be observable at another scale.
Science and Engineering Practices: 3
MS-P4.2:Use graphical displays (e.g., maps, charts, graphs, and/or tables) of large data sets to identify temporal and spatial relationships.
MS-P4.4:Analyze and interpret data to provide evidence for phenomena.
MS-P4.6:Consider limitations of data analysis (e.g., measurement error), and/or seek to improve precision and accuracy of data with better technological tools and methods (e.g., multiple trials).
Disciplinary Core Ideas: 4
HS-ESS2.D2:Gradual atmospheric changes were due to plants and other organisms that captured carbon dioxide and released oxygen.
HS-ESS2.D3:Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate.
HS-ESS2.D4:Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and biosphere.
HS-LS2.B3:Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes.
Cross Cutting Concepts: 3
HS-C1.1:Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena
HS-C1.5:Empirical evidence is needed to identify patterns.
HS-C3:Scale, Proportion and Quantity
Science and Engineering Practices: 4
HS-P4.2:Apply concepts of statistics and probability (including determining function fits to data, slope, intercept, and correlation coefficient for linear fits) to scientific and engineering questions and problems, using digital tools when feasible.
HS-P4.3:Consider limitations of data analysis (e.g., measurement error, sample selection) when analyzing and interpreting data
HS-P4.4:Compare and contrast various types of data sets (e.g., self-generated, archival) to examine consistency of measurements and observations.
HS-P4.5:Evaluate the impact of new data on a working explanation and/or model of a proposed process or system.