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Weather & Climate Unit Plan

Extreme weather plagues many parts of our region, and can have significant impacts on the tributaries flowing into the Hudson as well as the Hudson itself. Climate change predictions are that, in the northeastern US, we will see more precipitation, less snow and possibly more large storms. No matter where you live, increased storm flow rates impact waterways and low-lying areas that were and probably still are flood plains. Students will investigate the physical and chemical parameters of a waterway, discuss the impact of different types of land cover, and use data from Wappinger Creek collected before, during, and after a storm to examine the effects of storm water on a small stream. They will also be able to investigate the impacts of a warming Hudson River on various aquatic organisms, the impact of climate change on the Hudson River's flow rate, and the implications of more frequent hurricanes.

Changing Climate & the Hudson River

Day 1-2:

What about carbon dioxide?:

Objective: Students will know what gases contain carbon dioxide and be able to create a chart showing which gases have higher amounts.

Students will know the effects of higher carbon dioxide levels on temperature, and be able to graph data explaining this relationship.

Activities:
1. Students will look at data showing the increase in global carbon dioxide measurements (Mauna Loa). 2. Students discuss where carbon dioxide comes from, and they will find out which gas has higher concentrations of carbon dioxide. 3. Students will complete a lab exercise to investigate the relationship between carbon dioxide and temperature. 4. Students will create a graph of their results.

Assignment: Create a graph of results

Materials: five test tubes, Methylene blue solution (BTB), ammonia, 1 mL pipette, cotton ball, tubing with stopper, straws, one balloon filled with car exhaust, baking soda, vinegar, aluminum foil, 2 Ehrlenmeyer flasks, 2 stoppers with holes for 2 thermometers, 200 ml of soda (light-colored), 200 ml of water, parafilm, light source, graduated cylinder

Day 3-4:

Effects of Temperature on Organisms:

Objective: Students will know how temperature affects an aquatic organism, and be able to graph results of an experiment looking at this change.

Activities:
1. Students will discuss what they know about global warming. 2. The teacher will set up a yeast and temperature demonstration. 3. Students will design an experiment to test the effects of different temperatures on a species of zooplankton. 4. Students will graph their results and discuss the implications as a class. 5. Students will observe the effects of different temperatures on the respiration of yeast.

Assignment: Create a graph of results

Materials: six plastic soda bottles, six containers to hold the bottles, six balloons, each filled with 1 teaspoon of yeast and 2 teaspoons of suga , water, ice, hot plate or other means of obtaining hot water, Daphnia magna live specimens (each group should have access to 4, 5 organisms), beakers, thermometer, microscope and depression slides, timer

Day 5-6:

Hudson River Temperature:

Objective: Students will know how changes in temperature affect ecosystems and be able to explain the changes taking place in the Hudson River.

Activities:
1. Students will use historical air temperature and Hudson River temperature data to create graphs 2. Students will learn about three other animals whose populations have changed in the region 3. Students will discuss the links between these population changes and temperature change

Assignment: Complete packet

Materials: worksheets, computers with Excel

Day 7-10:

Climate Change Summit:

Objective: Students will weigh the pros and cons of energy choices needed to stabilize the global emissions of carbon and be able to decide which strategies to use.

Activities:
1. Students learn about climate change and basic energy sources 2. In groups, students research one-two strategies for mitigating climate change 3. With the entire class, students debate possible solutions 4. Students decide on the eight best strategies as a class

Assignment: Research and prepare debate

Materials: climate change and energy powerpoints, wedge game worksheet , climate Summit worksheet, Princeton University’s stabilization triangles, these can be made with paper or wood

Day 11:

Carbon Footprint:

Objective: Students will determine their overall carbon footprint, and then focus in on food choices, and be able to describe how changing their diet can reduce carbon emissions.

Activities:
1. Students learn try an online carbon calculator, or use the provided handout 2. Students discuss the different sources of carbon in their daily lives 3. Students research the carbon impact of their food choices using the “Supermarket Hunt” activity 4. Students determine ways to reduce their carbon footprint

Assignment: Complete Supermarket Hunt worksheet

Materials: Computers for online carbon footprint calculation, or handout, Supermarket Hunt worksheet, Graph of household carbon sources (at end of lesson plan)

Investigating a Local Stream

Storms & Streams:

Day 12-15:

Objective: Students will hypothesize how a storm event might change the physical and chemical characteristics of a local stream and be able to collect data to support or negate their hypotheses.

Activities:
1. Students determine which water body they would like to test by creating site drawings and developing a hypothesis about physical or chemical parameters. A field trip to the Hudson River is encouraged. 2. In groups, students test water quality parameters to gather baseline data. 3. Throughout the course of the year, or the semester, students return to testing location to observe changes after a storm event.

Assignment: Read “Storm Water” and work on lab report

Materials: Rain gauge, metersticks, measuring tape, thermometers (air and water), orange , stopwatch, waders, dissecting trays, tweezers, nets, test kits, goggles , gloves, data sheets

Storm’s Effect on Wappinger Creek:

Day 16:

Objective: Students will know how a stream changes during and after a storm and be able to create a graph to demonstrate one of these changes.

Activities:
1. Students discuss the impacts of a flood using photos 2. Students graph the chemistry of a storm event in Wappinger Creek 3. Students think about the impacts of these changes on the local ecosystem

Assignment: Complete graphing activity

Materials: photos of flood event, computers with Excel, worksheet

Hurricane!:

Day 17:

Objective: Students will know how a large storm affects the flow of water in streams and be able to create a graph that explains their answers to this question.

Activities:
1. Students view images of past hurricanes, discuss personal experiences 2. Students read flood article 3. Students use data to discover the effects of 2 flooding storms on streams 4. Students think about the impact of global warming on hurricanes

Assignment: Complete questions, read article

Materials: worksheet, excel data, flood article, Hurricane! video by NOVA (optional)

How Much Water is in That River?:

Day 18:

Objective: Students will know
a. How to estimate flow in a river or stream, and be able to explain why this technique cannot be used in the Hudson River.
b. How Hudson River flow is expected to change as predicted by global climate change models, and be able to explain how these changes may impact the Hudson.

Activities:
1. Students calculate stream flow at a local waterway 2. Students use historical data to learn about past storm events 3. Students think about the impacts of higher flow with climate change

Assignment: Complete worksheet

Materials: computers with Excel and internet access, meter stick, orange, measuring tape (best is a 50-100 foot surveyor’s tape), stopwatch or watch with seconds, Calculator

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