T204 Hands-On Teaching Demonstrations that Combine Geoscience and Societal Issues: Audience Participation Requested!

Tuesday, 24 October 2017
8:00 AM - 12:00 PM
Room 3A

USING ROLE-PLAYING TO HELP STUDENTS APPRECIATE THE COMPLEXITIES OF CLIMATE MODELING

Paper number: T204-2
Program: Technical Sessions
Time: 8:05 AM – 8:20 AM

Authors

Abstract

Discussing climate modeling in an introductory geoscience course is a daunting task because of the complexity of the system and the number of variables. The simplest models consider the role of the greenhouse effect and the net balance of incoming and outgoing energy. They also need to incorporate the effects of positive and negative feedback loops that are associated with processes in the ocean, atmosphere, cryosphere, biosphere, and geosphere that can affect the magnitude of expected warming or cooling. Unit 5 of the InTeGrate module “Climate of Change: Interactions and Feedbacks between Water, Air, and Ice” describes a role-playing activity in which students engage in climate modeling that accounts for feedback loops. The materials focus on systems relationships rather than politics, thus avoiding controversy related to students’ positions along the “climate change spectrum”. In small groups each student takes on a different role as a climate attribute, such as glaciers, oceans, greenhouses gases, temperature, human population, etc. They are provided with a preparatory climate response guide that helps them know how to “react” to a variety of forcing mechanisms. Worksheets provide students with one of several climate scenario starting points (e.g., uplift and volcanic eruptions have increased; global temperatures have increased) and each member of the group responds appropriately for their attribute. After one round in which everyone has reacted, a second round is played where students must react to all of the changes from the first round. This can continue for a third and fourth round. These climate model simulations help students appreciate the complexity of climate modeling. They also learn the importance of positive and negative feedback related to understanding the uncertainties associated with future climate projections. The audience will participate in a modified version of the activity that will illustrate the actual classroom procedures for small groups. Details can be found at serc.carleton.edu/integrate/teaching_materials/climate_change/index.html.

Geological Society of America Abstracts with Programs. Vol. 49, No. 6

doi: 10.1130/abs/2017AM-302035

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