Impacts of Climate Change Case Studies

In an attempt to develop students' understanding of how the "impacts" of climate change will vary from location to location I have devised a case study exercise in which students compare two locations around the world. I would encourage them to choose diverse locations and then we will share as a class to ensure that students gain insights on many different locations. If time was no barrier, I would also then have students summarise this information on a map. This exercise attempts to move students beyond the formulaic repetition of the impacts of global warming / climate change.

Student Task

Once you have reviewed the overview of climate change impacts  7.2 3 Climate Change - Impacts  you will produce a case study of the predicted changes in two contrasting locations. This can be in a poster form, an infographic, a set of slides; or whatever is your preferred method of presentation.

Your presentation should include the precise location, including maps, current/usual physical abiotic factors, e.g. temperature, distance from sea, wind, precipitation, vegetation etc, and the predicted changes for this location. This must be informed and supported by published literature, preferably scientific papers but these can be cited as read in a report of some popular science, e.g. a newspaper.

This will be a graded assignment using the following rubric.

Grade

Knowledge and Understanding

Demonstrate a knowledge and understanding of the impacts from climate change in both locations and the drivers of these impacts.

Is able to discuss the differences between the two locations. The locations are contrasting.

Evidences is cited from a variety of sources, including AR5.

Design and Language

The presentation has a clear design to convey the information effectively. The language used has clarity and is concise. There is a good use of images and graphics.

7Demonstrates an excellent knowledge and understanding of the impacts from climate change in both locations and the drivers of these impacts. Discusses the differences between the two locations and the locations are obviously contrasting. Information is evidence based, i.e. supported by at least 4 different sources.The presentation, in which ever form it takes, has a strong design which conveys the information in an excellent manner. The language used is excellent in it's clarity and being concise, conveying a strong message. The information is supported by excellent use of images and graphics.
5-6Demonstrates a good knowledge and understanding of the impacts from climate change in both locations and the drivers of these impacts. Explains the differences between the two locations and the locations are quite contrasting. Information is evidence based, i.e. supported by at least 2 different sources.The presentation, in which ever form it takes, has a good design which conveys the information in a good manner. The language used is good in it's clarity and being concise, conveying a good message. The information is supported by a  good use of images and graphics.
3-4Demonstrates a satisfactory knowledge and understanding of the impacts from climate change in both locations and the drivers of these impacts. Outlines the differences between the two locations and the locations are not contrasting. Information is evidence based, i.e. supported by at least 1 source.The presentation, in which ever form it takes, has a satisfactory design which conveys the information in a satisfactory manner. The language used is satisfactory in it's clarity and being concise, conveying a satisfactory message. The information is supported by a  satisfactory use of images and graphics.
<3Demonstrates a poor knowledge and understanding of the impacts from climate change in both locations and the drivers of these impacts. States the differences between the two locations and the locations are not contrasting. Information is not evidence based, i.e. supported by 0 sources.The presentation, in which ever form it takes, has a poor design which conveys the information in a weak manner. The language used is not satisfactory in it's clarity and being concise, conveying a weak message. The information is supported by a  poor use of images and graphics.

Approaches to Teaching

I usually allow 2 lessons for the preparation of these case studies and one full lesson for a discussion of the findings.

Once the case studies are produced you can ensure that the information is able to be applied by running a Harkness discussion where students use their case studies to answer the question, "To what extent will less economically developed countries (LEDCs) be more effected by climate change than more economically developed countries (MEDCs)".

Another or additional approach would be to to write an essay response to this question.

Harkness Discussion on Climate Change Impacts

 

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