curriculum.naf.orgcurriculum.naf.org/packaged/assets/downloads... · Web viewCopy and cut out the...

AOHT Sustainable Tourism

Lesson 3Climate Change and Tourism

Teacher Resources

Resource Description

Teacher Resource 3.1 Ranking Threats Activity: Destinations at Risk

Teacher Resource 3.2 Presentation and Notes: Climate Change and Tourism (includes separate PowerPoint file)

Teacher Resource 3.3 Assessment Criteria: Climate Change Snapshot

Teacher Resource 3.4 Prompts: Learning Objective Reflection (separate PowerPoint slide)

Teacher Resource 3.5 Guide: Teaching Reflection

Teacher Resource 3.6 Key Vocabulary: Climate Change and Tourism

Teacher Resource 3.7 Bibliography: Climate Change and Tourism

Copyright © 2009–2016 NAF. All rights reserved.

AOHT Sustainable TourismLesson 3 Climate Change and Tourism

Teacher Resource 3.1

Ranking Threats Activity: Destinations at RiskCopy and cut out the following descriptions of tourist destinations currently at risk due to climate change. Distribute descriptions to student groups so that each group member has one to read and to share with his or her group.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Glacier National ParkGlacier National Park on the Montana-Canada border is a huge park with over 700 miles of trails that attracts 1.6 million visitors each year. But the glaciers it is named after have been melting at a rapid pace over the last several decades. In 2006, the Natural Resources Defense Council, an environmental action group, put the park, along with 11 other national parks, on an endangered list. Over a dozen organizations petitioned the United Nations to declare the park a World Heritage Site “in danger due to global warming.” More recently, the National Park Service even considered the possibility of having to eventually change the park’s name, but decided it should remain the same even if all the glaciers disappear.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

New OrleansNew Orleans, Louisiana, is world famous for its cuisine, architecture, music, and its annual Mardi Gras and jazz festivals. After Hurricane Katrina struck in 2005, it also became an example of the tragic effect of unpredictable weather and changing climate patterns on human populations. New Orleans has always had to consider the risk of hurricanes, but the risks are much greater today due to coastal erosion from human impact (the city was built on soft sand, silt, and clay) and rising tides. Over the last century, it is estimated that Louisiana has lost 2,000 square miles of coast, including many of the barrier islands that once protected New Orleans against storms. Following Hurricane Katrina, the United States Army Corps of Engineers has begun massive levee (protective wall) repair and hurricane protection measures to safeguard the city. Only time will tell if these measures will be enough.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Florida EvergladesThe Everglades are subtropical wetlands in the southern part of Florida. They contain the Everglades National Park, the largest subtropical wilderness in the United States. According to the Natural Resources Defense Council, an environmental action group, an anticipated 2- to 3-foot rise in sea level over the next century will cause saltwater from the ocean to flow 10 miles or more inland, including right into the Florida Everglades. The influx of saltwater will harm or destroy the animals and plants that live in the Everglades. Researchers also are predicting damage from tropical storms. The vulnerable and fragile Everglades are on many travel groups’ “World’s Endangered Destinations” lists and are mentioned frequently in climate-change discussions, because they are changing in ways that could happen in other coastal areas.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -



Colorado Pine ForestsHerds of tiny pine beetles are munching away at pine forests throughout the beautiful mountainous areas of the western United States. These regions have traditionally relied on cold snaps (i.e., about five nights of minus-30 degree temperatures), to kill off the native beetles every year. But climate change is creating warmer winters, and the beetles are only multiplying and causing more damage. The beetle problem is particularly severe in Colorado, where experts say it’s an epidemic. The beetles are turning evergreens a red color, which rangers have to let visitors know is not natural, and they are destroying large patches of trees, including parts of Rocky Mountain National Park.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -




Presentation Notes: Climate Change and TourismBefore you show this presentation, use the text accompanying each slide to develop presentation notes. Writing the notes yourself enables you to approach the subject matter in a way that is comfortable to you and engaging for your students. Make this presentation as interactive as possible by stopping frequently to ask questions and encourage class discussion.

More than most industries, tourism depends upon climate and weather being relatively stable and predictable. After all, people don’t take a beach vacation in the middle of a hurricane, and nobody tries to go skiing when there’s no snow.

Climate change not only impacts tourism; the tourism industry also contributes to climate change. The release of greenhouse gases is damaging the atmosphere, and scientists estimate that as much as 13% of greenhouse gas emissions come from airplanes.

Leaders of scientific societies together submitted a statement of consensus that says, “Observations throughout the world make it clear that climate change is occurring, and rigorous scientific research demonstrates that greenhouse gases emitted by human activities are the primary driver.”

Some people still argue that addressing climate change will hurt the economy. Actually, the economic impact of climate change will be substantial across the world if we do not make changes. The Global Commission on the Economy and Climate has laid out 10 practical recommendations to reduce climate risk and boost economic growth simultaneously.

Presentation notes



You’ve probably heard people talk about “global warming.” That refers to the average surface temperature on earth, which has increased slightly over the past 100 years.

However, most people today talk about “climate change.” What’s the difference? Climate change is a broader term that can describe all of the various ways the climate of the earth has been affected. In 2015, there were several severe winter storms in parts of the United States—the polar vortex storms. It sounds strange to associate severe winter storms and cold with global warming, but scientists do see a relationship between climate change and all sorts of dramatic weather events, from droughts to snowstorms to hurricanes.

Images from Wikimedia Commons:

https://www.mediawiki.org/wiki/File:Global_Temperature,_1880-2014. gif

Presentation notes


https://www.mediawiki.org/wiki/File:Global_Temperature,_1880-2014.gif




Humans release carbon dioxide by breathing. Plants live on carbon dioxide. So carbon dioxide has always been a key component of our atmosphere. It is one of several greenhouse gases. They get that name because they trap heat inside the atmosphere, much the way a greenhouse traps heat near plants to help them grow. But the amount of greenhouse gases being released has increased dramatically. There is more carbon dioxide being released today than at any other time in the last 650,000 years.

So why is so much more being released today? Primarily because of our use of carbon-based fossil fuels like petroleum, coal, and natural gas. As you saw in the video, these sources of carbon come from the remains of plants and animals trapped in the ground as fossils. That is why they are called fossil fuels. Remember our discussion about renewable vs. nonrenewable resources? Fossil fuels are nonrenewable.

Humans use fossil fuels in many ways, but primarily for transportation, such as driving cars or flying in airplanes. Many people also get the energy in their homes from fossil fuels like coal or natural gas.

As you saw in the video, trees “eat” carbon dioxide. As we cut down more and more trees, we have fewer available to eat up all the extra carbon dioxide we are creating. It’s a bad combination.


http:// upload.wikimedia.org/wikipedia/commons/c/cb/ Global_Carbon_Emission_by_Type_to_Y2004.png

Presentation notes


http://upload.wikimedia.org/wikipedia/commons/c/cb/Global_Carbon_Emission_by_Type_to_Y2004.png




Scientific evidence shows that climate change is not only real, but that it is primarily caused by humans. The graphs above demonstrate that the more fossil fuels we use, the higher our global temperatures go. Since 1950, the most significant contributors to climate change have been human behaviors including deforestation and the use of fossil fuels.




Presentation notes







How much warmer will the earth become? We don’t know because of “emissions reinforcing feedback loops.” This means that each effect of warmer temperatures leads to more effects. What goes around comes around…only more so!

For example, polar ice reflects the sun’s heat away from the earth. When polar ice sheets melt, the earth absorbs that heat instead. The tundra (frozen ground) beneath the ice thaws, warms, and releases more greenhouse gases. Ocean temperatures go up and the sea levels rise. More moisture in the air makes rainfall patterns change. All of these effects, in turn, have a wide range of impacts on plants, wildlife, and humans.

The picture above shows the thawing of the Larsen B Ice Shelf in Antarctica. Climate change and an unusually hot summer in 2002 are believed to be the causes of its collapse.

http://upload.wikimedia.org/wikipedia/commons/a/ad/Global_Warming_Predictions_Map.jpg

Ice melting photo:

http://commons.wikimedia.org/wiki/File:Larsen_B_Collapse_Size_Comparison.png

Presentation notes







Many tourists base their travel decisions on images of sun, sand, and sea, or the availability of snow. Therefore, climate change will affect travel behavior and trends in a major way.

Places such as the Mediterranean, South Africa, and parts of the western United States are already experiencing hotter summers. The summer of 2006 was the hottest in Europe in over 500 years! Popular winter sports destinations such as the European Alps and the Rocky Mountains are also experiencing warmer winters. Melting glaciers have caused severe rock falls in ski areas.

Our oceans are also warmer. Warmer water temperatures have been associated with an increase in tropical storms, such as the recent hurricanes that have devastated parts of the Caribbean and the United States.

Climate change does not always result in warmer seasons. Some parts of the world have experienced colder winters in recent years. When Arctic ice melts, it creates regional warming on lower air levels. This in turn leads to disturbances in atmospheric airstreams, which causes cold winter extremes in Europe, the northern parts of North America, and northern Asia. The winter months of 2013, 2014, and 2015 were the coldest in US history in many states.

Presentation notes



Water is a nonrenewable resource; there is a finite amount of fresh water on the earth. Tourist destinations with swimming pools and golf courses use a tremendous amount of water. The average golf course requires 312,000 gallons of water every day to keep it lush and green. That’s the same amount of water used by a town of 5,000-10,000 people!

According to studies, one typical tourist can use 500 gallons of water in a single day! Compared to the global per person average of 42 gallons a day, this is quite a difference. And, this 500-gallon estimate does not include the amount of water used to generate energy. For example, it takes around two gallons of water to produce a gallon of gasoline. People could not travel without water.

With many places in the world beginning to experience droughts, tourism’s wasteful use of water will have to change. Places such as Australia, the southwestern United States, Central America, and others have already started experiencing lengthy, devastating droughts.

Presentation notes



As the global temperature increases, it causes the water in the oceans to heat up several degrees and to expand. In addition, as the glaciers and ice caps melt, they add more water to the oceans. All of these factors are causing sea levels to rise around the world. Until around 100 years ago, the rise in sea level was barely noticeable. But starting 100 years ago, the seas began rising, and now they are rising at a much higher rate. According to the US Global Change Research Program, levels are expected to rise between one and four feet by 2100.

The consequences of sea-level rise will be most severe in low-lying countries and on islands. Places such as Florida, the Mediterranean, and the Polynesian and Micronesian islands are considered the most at-risk destinations. US cities like Miami, San Francisco, New Orleans, Washington, DC, and New York City could also be seriously affected.

Presentation notes



Climate change is causing harmful algal blooms, which are outbreaks of algae and bacteria along the coast of many countries. Some people call them “red tides,” but scientists prefer the term HAB, which stands for “harmful algal bloom.” For one thing, the blooms can be green or brown, not just red. HAB exposes people and wildlife to toxins that make them sick or kill them. HABs are causing economic losses because of their harm to fish, birds, and mammals.

Lake Erie’s 2015 algal bloom may be the worst ever recorded, according to the National Oceanic and Atmospheric Administration. In 2005, an HAB occurred on Florida’s southwest coast. It lasted for nine months, causing beachgoers to have itching and burning eyes and throats and killing thousands of sea animals.

Huge increases in jellyfish are also a problem. Their tentacles, used to paralyze prey, cause burning rashes on people’s skin. Researchers believe that jellyfish invasions at beaches over the past decade are from overfishing (many fish eat jelly fish, but now there aren’t enough of them) and warmer water.

Jellyfish surges are causing power plant outages, destroying fisheries, and cluttering the beaches of holiday destinations.

Red tide image from Wikimedia Commons: http://en.wikipedia.org/wiki/File:La-Jolla-Red-Tide.780.jpg

Presentation notes


http://en.wikipedia.org/wiki/File:La-Jolla-Red-Tide.780.jpg


In the 1970s, many experts thought diseases such as cholera, malaria, and tuberculosis would soon be eradicated forever. But now these diseases are increasing again, along with newer ones such as Lyme disease. Lyme disease increased by 80% in the United States between 1993 and 2007. One reason is that more people travel now and they introduce diseases to new places.

But scientists also believe that warmer global temperatures are allowing certain illnesses to cover a wider range of territories. Many of them are carried by mosquitoes, ticks, and rodents. They are known as “vectors” because of their disease-carrying ability. Colder temperatures are barriers to insects and animals that need warmth to thrive. The warmer it gets, the more places these creatures can live, and they are spreading. In recent years, diseases that could once only be found near the equator are making their way northward as temperatures climb. In the late 1990s, New York experienced an outbreak of West Nile virus, a disease carried by mosquitoes that used to be confined only to parts of Africa and Asia.

Bacteria and parasites are thriving in our food and water as temperatures rise. Hotter climates also mean earlier blooms for spring and longer allergy seasons. More pollution and wildfires could worsen air quality for people who suffer from asthma or other respiratory illnesses.

Presentation notes



Researchers have been investigating the relationship between tourism and the environment for more than 30 years. Tourism started to become important to the economy in the 1950s, after World War II. It was not until the 1960s and 1970s, though, that people started to see some of the local environmental impacts, such as erosion and crowding, that tourism was causing.

Climate change not only impacts the tourism industry and the tourist experience: the tourism industry contributes to climate change. For example, greenhouse gases are released by airplanes and other forms of transportation.

Today, industry experts acknowledge tourism’s contribution to global climate change. They are looking for sustainable ways to develop tourism and to encourage responsible travel among tourists. The industry is also quickly becoming aware of the ways the changing global climate is starting to affect tourism itself. Because most recreational and tourism activities are dependent on climate and natural resources, it is important for tourism professionals to understand the effects of climate change and how tourist actions can contribute to climate change.

Presentation notes



Humans are very creative and good at inventing things. Many of our inventions—cars, computers, plastic—have contributed to climate change because they require energy from fossil fuels. But we can use that same creativity and inventiveness to find new ways to get the energy we need.

We have already begun. Today we have solar panels and wind turbines to draw energy from natural, renewable resources. Some people are driving electric or hybrid cars, which require much less gas. And more and more people are using CFLs (compact fluorescent light bulbs), which last longer and use less electricity.

At the 2014 Climate Summit sponsored by the United Nations, more than 100 world leaders agreed that climate change is the defining issue of our time and that climate action should be undertaken with the concurrent goal of eradicating extreme poverty and promoting sustainable development.

People are working every day to find new ways to address climate change. Together, we can turn this around!

Presentation notes




Assessment Criteria: Climate Change SnapshotStudent Name:_______________________________________________________________

Date:_______________________________________________________________________

Using the following criteria, assess whether the student met each one.

Met Partially Met

Didn’t Meet

The information on climate change comes from one or more reputable source(s) and was reported within the last two years.

□ □ □

The information is new, unusual, or important, and it’s very clear which of these applies. □ □ □The information is summarized accurately. □ □ □The assignment includes a thoughtful student response. □ □ □The completed assignment is neat and uses proper spelling and grammar. □ □ □

Additional Comments:

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________




Guide: Teaching ReflectionThis guide provides ideas for improving students’ ability to reflect on their learning. It includes specific suggestions for helping students reflect on meeting the learning objectives of a lesson. Students participating in NAFTrack Certification will benefit from practicing reflective writing, since they will respond to reflection prompts as part of the NAFTrack Certification process.

All thinking requires some type of reflection in order for learning to take place. Reflection is a cluster of skills that involves observing, questioning, and putting ideas and experiences together to give a fresh meaning to them all. The reflection activities throughout this course bring students a sense of ownership of what they have learned and a better understanding of themselves and their abilities.

Build your students’ reflection skills by starting with easier reflection questions that lead to more complex ones. The list below, based on Bloom’s Taxonomy, helps students break down what they need to think about so that they gain confidence and strengthen their metacognition. Because each question takes the previous answer a step further, students can come up with answers to each question and eventually wind up with everything they need to work with to craft an answer for the highest-level reflection questions.

Learning Levels (From Lower to Higher Order) Examples of Reflection Questions

Remembering (retrieving, recognizing, recalling) What can I remember? What did I do?

Understanding (constructing meaning) What do I think it means? What conclusions did I come to? What are my takeaways? What did I get out of it?

Applying (extending learning to a new setting) How could I use this [knowledge, experience] again? In what new way could this be valuable?

Analyzing (breaking material apart, seeing how the parts fit together and what the overall purpose is)

What are the different parts of this [experiment, assignment, project, experience]? As a whole, what is the purpose/main idea?

Evaluating What has this [project, assignment, experience, experiment] taught me about myself—my strengths, my challenges? What am I proud of? What could I do better next time? What are my contributions? I used to think…but now I think….

Creating Is there another, better way to put the pieces of this [project, assignment, experience, experiment] together? What could I [create, write, plan] next?

Another source of ideas for teaching reflection: http://www.visiblethinkingpz.org/

Follow these tips to guide students in responding to reflection questions on learning objectives:


http://www.visiblethinkingpz.org/


Read the reflection question aloud to the class and have students rephrase the question using their own words.

Explain that they should use the reflection question to describe what they have learned during the lesson as it relates to the learning objective.

Review the meaning of the learning objective before students get started on their reflections.

Refer to the examples below, which represent good responses to these types of reflection questions.

ExampleBelow is an example learning objective with example student reflection prompts and responses. Although students only encounter the actual NAFTrack Certification prompts once they are on the NAFTrack Certification assessment platform, examples like these give students a sense of the type of reflection they will be asked to engage in. You can copy and paste these examples into a Word document for students to review and discuss as a class. You can add more prompts for students to answer, or customize this content to best suit your students and your goals for them.

Learning objective Evaluate how travel and tourism has changed in the last 100 years

Prompts and responsesThink of the assignments that you completed during this lesson. Choose one to use as your work sample as you answer the questions below.

Explain how completing this work sample helped you to meet this learning objective. Describe the ideas and skills that you used.

For my Then and Now assignment, I compared lodging from a century ago to lodging today. It helped me to meet this learning objective because I evaluated change over time in this sector of hospitality and tourism. This assignment involved thinking about many ideas that show how change has occurred. The idea of comfort, for example: lodging today is much more comfortable than it used to be. Other ideas are convenience and privacy. Today, hotel rooms have their own bathrooms. But in 1914 there might be only one bathroom for 15 hotel bedrooms. Or, there might just be an outhouse and no indoor bathroom at all. Skills I used to complete this assignment include researching and analyzing. I used these skills in order to learn about changes and evaluate them.

Describe what you could improve about your work sample.

My hotel room pictures for today weren’t always a good match for the pictures from a century ago. It would have been easier to see how much change has happened if the matches were better. I also think my summary was more like a description with lots of details than a summary. It was hard to stick to the main points.

Promoting Reflection in the ClassroomYou can also use the following sample questions to promote a culture of reflection in your classroom—during class and small-group oral reflections, during PowerPoint presentations, and when students are having a discussion and you want to draw them out more.

Can you discuss that more?

Why do you think that happens?

What evidence do you have to support that?

Do you see a connection between this and _________?



Does this remind you of anything else?

How else could you approach that?

How could you do that?




Key Vocabulary: Climate Change and Tourism

Term Definition

algal bloom A rapid increase in the population of algae in an aquatic system such as the ocean.

carbon emissions trading A government-regulated approach to control pollution by making companies pay more money if they produce too many carbon emissions. Also called cap and trade.

drought An extended period of months or years when a region has less water than usual.

fauna All the animal life in a particular region or destination.

flora All the plant life in a particular region or destination.

glacial retreat When a glacier decreases in size and is replaced by moraines, or the rocks and debris left over from a glacier. Moraines are used by scientists to determine how much the glacier has shrunk.

glacier A large, slow-moving mass of ice formed from compacted layers of snow that slowly deforms and flows in response to gravity, high pressure, and temperature changes.

global climate change In this context, the gradual warming of the earth most scientists believe to be the result of human-made emissions of greenhouse gases. Climate change refers to the erratic and unpredictable weather patterns and other effects of this warming pattern. Also referred to as global warming.

greenhouse gasses Gases, such as carbon dioxide and methane, that produce a greenhouse effect by holding the sun’s heat within the atmosphere, the way a greenhouse holds heat nearer to plants

HAB Abbreviation for “harmful algal bloom.” See red tide.

hurricane A tropical cyclone, or storm system, characterized by a large low-pressure center and numerous thunderstorms that produce strong winds, flooding rain, and storm surges.



Term Definition

polar ice cap A high latitude region of the earth that is covered in ice. Scientific research suggests that the extent of the polar ice cap is diminishing, which many attribute to global warming.

red tide A layperson’s term for a natural phenomenon known to scientists as a harmful algal bloom, or HAB. HABs can create large-scale marine mortality and have been associated with various types of shellfish poisonings. Warmer water temperatures due to climate change may be one factor that has led to an increase in red tides that affect coastal communities in recent years.

sea-level rise The average sea level around the world is trending upwards. This is happening for several reasons, including regional geological movements and global climate change. This rate is increasing mainly as a result of human-induced global warming; measurements from the period 1993–2003 indicated a mean rate of 3.1 mm/year, as opposed to around 1.8 mm per year for the past century. Many scientists believe that global warming will continue to increase sea level for at least the coming century.

vector-borne disease An illness transmitted to humans or other animals by an insect or other arthropod. Global climate change may lead to increased temperatures and humidity, which may cause a higher level of vector-borne disease.

wetland An area of land whose soil is saturated with moisture either permanently or seasonally. Wetlands are distinguished from other water bodies or landforms based on their water level and on the types of plants that thrive within them.




Bibliography: Climate Change and TourismThe following sources were used in the preparation of this lesson and may be useful for your reference or as classroom resources. We check and update the URLs annually to ensure that they continue to be useful.

PrintCook, Roy A., Laura J. Yale, and Joseph J. Marqua. Tourism: The Business of Travel, 3rd ed. Upper Saddle River, NJ: Pearson Prentice Hall, 2006.

Gössling, Stefan, and C. Michael Hall. Tourism and Global Environmental Change. New York: Routledge, 2006.

Herremans, Irene M., PhD, ed. Cases in Sustainable Tourism: An Experiential Approach to Making Decisions. New York: Haworth Press, 2006.

O’Halloran, Robert M., PhD. “Tourism: A Community Business.” Daniels Business Review (University of Denver) (Winter 1997): 20–25.

OnlineAmerican Association for the Advancement of Science, http://www.aaas.org/sites/default/files/migrate/uploads/1021climate_letter1.pdf (accessed October 12, 2015).

Blakemore, Bill. “New York Can be a Vibrant Venice as Sea Level Now Rises, Say Engineers.” ABC News Nature and Environment blog, November 4, 2012. http://abcnews.go.com/blogs/technology/2012/11/new-york-can-be-a-vibrant-venice-as-sea-level-now-rises-say-engineers/ (accessed November 8, 2015).

Blakemore, Bill. “Sea Level Rising toward Washington and Other Cities.” ABC News Nature and Environment blog, October 14, 2012. http://abcnews.go.com/blogs/technology/2012/10/sea-level-rising-toward-washington-and-other-cities/ (accessed November 8, 2015).

Borick, Christopher and Barry Rabe. “Fall 2011 National Survey of American Public Opinion on Climate Change.” Brookings.edu, http://www.brookings.edu/~/media/research/files/papers/2012/2/climate%20change%20rabe%20borick/02_climate_change_rabe_borick.pdf (accessed November 8, 2015).

“Changes in the Incidence of Vector-borne Diseases Attributable to Climate Change.” Center for International Earth Science Information Network, http://www.ciesin.columbia.edu/TG/HH/veclev2.html (accessed November 8, 2015).

“Climate Change Brings Jellyfish Plague to Europe’s Beaches.” Deutsche Welle, July 5, 2008, http://www.dw-world.de/dw/article/0,2144,3460949,00.html (accessed November 8, 2015).

Climate Summit 2014: Catalyzing Action, http://www.un.org/climatechange/summit/2014/09/2014-climate-change-summary-chairs-summary/ (accessed October 12, 2015).

“Current Sea Level Rise.” Wikipedia, http://en.wikipedia.org/wiki/Current_sea_level_rise (accessed November 8, 2015).

“Drought.” Wikipedia, http://en.wikipedia.org/wiki/Drought (accessed November 8, 2015).

“Emissions Trading.” Wikipedia, http://en.wikipedia.org/wiki/Emissions_trading (accessed November 8, 2015).


http://en.wikipedia.org/wiki/Emissions_trading

http://en.wikipedia.org/wiki/Drought

http://en.wikipedia.org/wiki/Current_sea_level_rise

http://www.un.org/climatechange/summit/2014/09/2014-climate-change-summary-chairs-summary/

http://www.un.org/climatechange/summit/2014/09/2014-climate-change-summary-chairs-summary/

http://www.dw-world.de/dw/article/0,2144,3460949,00.html

http://www.ciesin.columbia.edu/TG/HH/veclev2.html

http://www.brookings.edu/~/media/research/files/papers/2012/2/climate%20change%20rabe%20borick/02_climate_change_rabe_borick.pdf

http://www.brookings.edu/~/media/research/files/papers/2012/2/climate%20change%20rabe%20borick/02_climate_change_rabe_borick.pdf

http://abcnews.go.com/blogs/technology/2012/10/sea-level-rising-toward-washington-and-other-cities/

http://abcnews.go.com/blogs/technology/2012/10/sea-level-rising-toward-washington-and-other-cities/

http://abcnews.go.com/blogs/technology/2012/11/new-york-can-be-a-vibrant-venice-as-sea-level-now-rises-say-engineers/

http://abcnews.go.com/blogs/technology/2012/11/new-york-can-be-a-vibrant-venice-as-sea-level-now-rises-say-engineers/

http://www.aaas.org/sites/default/files/migrate/uploads/1021climate_letter1.pdf


“Everglades National Park.” Wikipedia, http://en.wikipedia.org/wiki/Everglades_National_Park (accessed November 8, 2015).

“Experts Warn of Severe Water Shortages by 2080.” MSNBC World News, November 18, 2008, http://www.msnbc.msn.com/id/27781117/ (accessed November 8, 2015).

“Glacier.” Wikipedia, http://en.wikipedia.org/wiki/Glacier (accessed November 8, 2015).

“Glacier National Park (U.S.).” Wikipedia, http://en.wikipedia.org/wiki/Glacier_National_Park_%28U.S.%29 (accessed November 8, 2015).

“Glaciers Melting in Montana Park.” CBS News, March 13, 2006, http://www.cbsnews.com/stories/2006/03/13/tech/main1391827.shtml (accessed November 8, 2015).

Goldenberg, Suzanne. “Droughts ‘May Lay Waste’ to Parts of US.” Guardian, February 26, 2009, http://www.guardian.co.uk/science/2009/feb/26/drought-us-climate-change (accessed November 8, 2015).

Goodnough, Abby. “Persistent Red Tide Takes Toll on Florida Sea Life and Tourism.” New York Times, October 8, 2005, http://www.nytimes.com/2005/10/08/national/08tide.html (accessed November 8, 2015).

“Greenhouse Effect and Global Warming.” Clean Air Kids, http://www.clean-air-kids.org.uk/globalwarming.html (accessed November 8, 2015).

“Grenada.” Wikipedia, http://en.wikipedia.org/wiki/Grenada (accessed November 8, 2015).

“Harmful Algal Bloom.” Wikipedia, http://en.wikipedia.org/wiki/Harmful_algal_bloom#Harmful_algal_blooms (accessed November 8, 2015).

“Lake Erie May Soon See Worst Toxic Algal Bloom Ever Measured,” Tech Times, http://www.techtimes.com/articles/69674/20150718/lake-erie-may-soon-see-worst-toxic-algal-bloom-ever-measured.htm (accessed October 11, 2015).

“Jellyfish Are Taking Over the Seas, and It May Be Too Late to Stop Them,” Quartz, http://qz.com/133251/jellyfish-are-taking-over-the-seas-and-it-might-be-too-late-to-stop-them/ (accessed October 11, 2015).

“The Latest Myths and Facts on Global Warming.” Environmental Defense Fund, http://www.edf.org/documents/4418_MythsvFacts_05.pdf (accessed November 8, 2015).

Madigan, Nick. “South Florida Faces Ominous Prospects from Rising Waters.” New York Times, http://www.nytimes.com/2013/11/11/us/south-florida-faces-ominous-prospects-from-rising-waters.html?pagewanted=all&_r=1& (accessed November 8, 2015).

“National Climate Assessment,” http://nca2014.globalchange.gov/highlights/overview/overview (accessed October 11, 2015).

Oliver, Rachel. “All About Planes,” CNN.com/asia, http://edition.cnn.com/2007/WORLD/asiapcf/11/05/eco.about.planes/ (accessed November 8, 2015).

“Seizing the Global Opportunity,” The New Climate Economy, http://2015.newclimateeconomy.report/ (accessed October 12, 2015).

Shah, Anup. “Climate Change and Global Warming Introduction.” Global Issues, http://www.globalissues.org/article/233/climate-change-and-global-warming-introduction#ExtremeWeatherPatterns (accessed November 8, 2015).

Sutter, John D. “Five Places to Go Before Global Warming Messes Them Up.” CNN.com, http://www.cnn.com/2009/TRAVEL/02/17/global.warming.travel/index.html (accessed November 8, 2015).

“2006 European Heat Wave.” Wikipedia, http://en.wikipedia.org/wiki/2006_European_heat_wave (accessed November 8, 2015).

“United Nations Framework Convention on Climate Change.” Kyoto Protocol, http://unfccc.int/kyoto_protocol/items/2830.php (accessed November 8, 2015).


http://unfccc.int/kyoto_protocol/items/2830.php

http://en.wikipedia.org/wiki/2006_European_heat_wave

http://www.cnn.com/2009/TRAVEL/02/17/global.warming.travel/index.html

http://www.globalissues.org/article/233/climate-change-and-global-warming-introduction#ExtremeWeatherPatterns

http://www.globalissues.org/article/233/climate-change-and-global-warming-introduction#ExtremeWeatherPatterns

http://2015.newclimateeconomy.report/

http://edition.cnn.com/2007/WORLD/asiapcf/11/05/eco.about.planes/

http://nca2014.globalchange.gov/highlights/overview/overview

http://www.nytimes.com/2013/11/11/us/south-florida-faces-ominous-prospects-from-rising-waters.html?pagewanted=all&_r=1&

http://www.nytimes.com/2013/11/11/us/south-florida-faces-ominous-prospects-from-rising-waters.html?pagewanted=all&_r=1&

http://www.edf.org/documents/4418_MythsvFacts_05.pdf

http://qz.com/133251/jellyfish-are-taking-over-the-seas-and-it-might-be-too-late-to-stop-them/

http://www.techtimes.com/articles/69674/20150718/lake-erie-may-soon-see-worst-toxic-algal-bloom-ever-measured.htm

http://www.techtimes.com/articles/69674/20150718/lake-erie-may-soon-see-worst-toxic-algal-bloom-ever-measured.htm

http://en.wikipedia.org/wiki/Harmful_algal_bloom#Harmful_algal_blooms

http://en.wikipedia.org/wiki/Grenada

http://www.clean-air-kids.org.uk/globalwarming.html

http://www.nytimes.com/2005/10/08/national/08tide.html

http://www.guardian.co.uk/science/2009/feb/26/drought-us-climate-change

http://www.cbsnews.com/stories/2006/03/13/tech/main1391827.shtml

http://en.wikipedia.org/wiki/Glacier_National_Park_(U.S.)

http://en.wikipedia.org/wiki/Glacier_National_Park_(U.S.)

http://en.wikipedia.org/wiki/Glacier

http://www.msnbc.msn.com/id/27781117/

http://en.wikipedia.org/wiki/Everglades_National_Park


“Water-Thirsty Golf Courses Need to Go Green.” NPR, http://www.npr.org/templates/story/story.php?storyId=91363837 (accessed November 8, 2015).

Wiley, Judy. “Global Warming Heats up Tourist Spots.” Orange County Register, August 31, 2008, http://www.ocregister.com/articles/global-warming-tourism-2139998-tourist-climate (accessed November 8, 2015).


http://www.ocregister.com/articles/global-warming-tourism-2139998-tourist-climate

http://www.npr.org/templates/story/story.php?storyId=91363837

http://www.npr.org/templates/story/story.php?storyId=91363837

curriculum.naf.orgcurriculum.naf.org/packaged/assets/downloads... · Web viewCopy and cut out the...

Documents

Transcript of curriculum.naf.orgcurriculum.naf.org/packaged/assets/downloads... · Web viewCopy and cut out the...