How is saving energy linked to saving wildlife? Climate change is impacting habitats and animals across the globe. When we use energy, we create carbon dioxide, which when released into the atmosphere, causes changes in climate. Excess carbon creates an overall warming effect and we are already starting to see an impact on wildlife. • More than a third of all amphibians – most of which are frogs and toads – have already been lost, and more are disappearing every day partly due to climate change. • Two-thirds of the world’s polar bears could disappear by 2050 as climate change continues to melt the Arctic’s sea ice. • Butterflies are feeling the effects too. The timing of migration and rainfall patterns in their forest habitat are being altered due to climate change. What is the solution? Kids have the power to make a difference by influencing their community to reduce their energy use. Young people today are more socially conscious than prior generations and need our support to help bring their ideas to life. With that in mind, the Zoo wants to see that your UNLESS campaign is student-led with an emphasis on positive advocacy. Simple things can really make a difference, from turning off water while brushing your teeth, to unplugging the phone charger or recycling a plastic bottle. If we all made the right choices every day it could really add up to help wildlife — from frogs to polar bears and even butterflies! If a million kids turned the computers off for 2 hours a day that is equivalent to taking 15,000 cars off the road. The solutions are simple but it takes the power of many to make change! 2012-2013 UNLESS Contest Teacher Primer Take Action… For wildlife with the UNLESS contest Children have the passion, enthusiasm and creativity to solve problems related to wildlife and the environment if we give them a chance to be involved. This school year we look forward to providing an opportunity for your students to participate in an authentic service learning experience that focuses on a real-world issue — energy use and climate change. Our everyday choices related to energy conservation can have an impact on wildlife here at home and around the globe. This guide will provide you with the tools and resources that you need to start building your UNLESS campaign and engage your family, school and community! Inside you will find tips to building a successful campaign, details about the contest and resources related to animals and reducing your energy usage. As you build your campaign, focus on engaging people to reduce their energy use, which will in turn help animals big and small, close to home and across the globe. Since you have a limited time, we did the homework for you already! Provided in this packet, you will find information and how our energy use impacts animals like polar bears, frogs and butterflies. We want to see your students come up with innovative ways to reduce their energy use and get their communities to do the same. In the words of Dr. Seuss…”Unless someone like you cares an awful whole lot, nothing is going to get better, it’s not”.
Transcript
How is saving energy linked to saving wildlife?Climate change is impacting habitats and animals across the globe. When we use energy, we create carbon dioxide, which when released into the atmosphere, causes changes in climate. Excess carbon creates an overall warming effect and we are already starting to see an impact on wildlife.
• More than a third of all amphibians – most of which are frogs and toads – have already been lost, and more are disappearing every day partly due to climate change.
• Two-thirds of the world’s polar bears could disappear by 2050 as climate change continues to melt the Arctic’s sea ice.
• Butterflies are feeling the effects too. The timing of migration and rainfall patterns in their forest habitat are being altered due to climate change.
What is the solution?Kids have the power to make a difference by influencing their community to reduce their energy use. Young people today are more socially conscious than prior generations and need our support to help bring their ideas to life. With that in mind, the Zoo wants to see that your UNLESS campaign is student-led with an emphasis on positive advocacy.
Simple things can really make a difference, from turning off water while brushing your teeth, to unplugging the phone charger or recycling a plastic bottle. If we all made the right choices every day it could really add up to help wildlife — from frogs to polar bears and even butterflies! If a million kids turned the computers off for 2 hours a day that is equivalent to taking 15,000 cars off the road.
The solutions are simple but it takes the power of many to make change!
2012-2013 UNLESS Contest Teacher Primer
Take Action…For wildlife with the UNLESS contest
Children have the passion, enthusiasm and creativity to solve problems related to wildlife and the environment if we give them a chance to be involved. This school year we look forward to providing an opportunity for your students to participate in an authentic service learning experience that focuses on a real-world issue — energy use and climate change. Our everyday choices related to energy conservation can have an impact on wildlife here at home and around the globe.
This guide will provide you with the tools and resources that you need to start building your UNLESS campaign and engage your family, school and community! Inside you will find tips to building a successful campaign, details about the contest and resources related to animals and reducing your energy usage.
As you build your campaign, focus on engaging people to reduce their energy use, which will in turn help animals big and small, close to home and across the globe. Since you have a limited time, we did the homework for you already! Provided in this packet, you will find information and how our energy use impacts animals like polar bears, frogs and butterflies. We want to see your students come up with innovative ways to reduce their energy use and get their communities to do the same.
In the words of Dr. Seuss…”Unless someone like you cares an awful whole lot, nothing is going to get better, it’s not”.
Grades K through 12 UNLESS Contest DetailsUNLESS Contest Criteria• The UNLESS campaign should be student-centered. Students
should take the lead toward inspiring others to save energy to save wildlife!
• Link energy conservation (climate change) to saving animals – big and small, here at home and around the globe – students should focus their “energy” on one of the following themes:
Frogs and Polar Bears OR Butterflies and Polar Bears
• Students should share simple choices that people can make to reduce energy at home, at school and in their community.
• Students should create a logo and tagline for their energy action campaign.
• Students should inspire others to take action.• K to 2, 3 to 5, 6 to 8, and 9 to 12 grades will be judged separately.• Submissions will be judged on creativity and originality of the logo,
tagline and story as well as the scale and impact of their awareness campaign.
• Campaign should produce measurable results of influencing others to reduce energy. The UNLESS judging criteria rubric can be found at www.philadelphiazoo.org.
• Results should be tracked and report should show the number of people reached through the UNLESS campaign.
• Each class or club (up to 40 students) should submit one representative UNLESS project.
Deadlines• Application deadline is November 9, 2012• Progress Report is due January 11, 2013• Final submission of UNLESS campaign is March 8, 2013
Tips for a successful submissionComplete submissions will include a campaign with a logo and tagline (created by your students).
We recommend that you spend more time thinking about solutions related to energy reduction than researching animal information. We have provided fact sheets about animals in this packet so that students can focus their energy on SOLUTIONS.
Planning (2-3 weeks)Work with students to learn about the issues. Share goals and outcomes with stakeholders like students, parents and community leaders. Ask students to set a timeline for when work will be completed.
Implementation (6-8 weeks)Students create logo and tagline for campaign and begin work on campaign elements.
Remember to record information about number of people reached, resources used, etc. You will needs this for the next phase!
Evaluation (Measuring Results) (1-3 weeks)We are looking for qualitative (descriptive) results as well as quantitative (numbers) results. The best submissions will include both and we will look for accuracy in reporting. There are lots of ways to get measurable results from your campaign and we have included some examples.
Reduce energy use at your school and/or at home by a measurable percentage change. Start by learning about historical data and find out how you can measure reduction (i.e. by comparing an energy bill or meter readings). We have provided a few resource links below on how to do school and home energy audits.Use SMART goals (specific, measurable, achievable, relevant and time-bound).Utilize online evaluation tools and resources. For example, if you are engaging parents in energy reduction initiatives and want to get baseline information then websites like www.surveymonkey.com allow you to create an online survey for no cost.
During your planning phase, determine your goals and outcomes that you would like to see from your project. Here are a few examples
Examples of measureable resultsQuantitative (numbers)• Assess the electricity bill of your family, school or community in
the beginning of the project and at the end, note changes in energy usage during your campaign.
• Record the number of people in your family, school or community who participated in your campaign.
• Measure changes in attitudes or behaviors through an online survey.
Qualitative (descriptive)• Ask participants to share their inspiring stories of change.• Photographs and video of participants reducing their energy.• Letters or media coverage for your campaign.
Suggestions for learning across the curriculumScience Investigation – Involve your students in a national citizen science project like FrogWatch USA (www.aza.org/frogwatch) or the Great Backyard Bird Count (www.birdsource.org/gbbc)
Language Arts – Develop a written component that conveys a message about how you can reduce energy to help frogs, polar bears and butterflies. Be creative – write a children’s book, poem, persuasive story or even a comic strip.
Math – Track and chart your progress showing how much your project affected change on reducing energy at home, school and/or in your community. Track how many people you reached, how many agreed to reduce their energy, etc.
Technology – Create a tool (website, social media, video essay) to share your results with others. Connect with students across the country to share your message or find out how others reduce their energy.
On Sept. 29, 2012, the Center for Green Schools at the U.S. Green Building Council will host the first ever Green Apple Day of Service. For one day, advocates from across the country and around the world will come together in support of healthy, sustainable schools by taking real action in their communities. With more than 700 million children in a school building each day, there is no questioning the enormity and urgency of the task before us. This event will bring together individuals and communities to make changes in their schools and surrounding areas, and there are plenty of ways for you to get involved with this effort. From South Africa to Canada, Korea to Brazil, every school can be better served by our commitment on this day. Join us! How will you take part in Green Apple Day of Service? Go to www.mygreenapple.org and get started by clicking on “Get Involved” to pledge your support, share your commitment, and connect with USGBC about news and upcoming resources.
Suggested LiteratureBerger Kaye, Cathryn. A Kids’ Guide to Climate Change & Global Warming. Minnesota: Free Spirit Publishing.
Henson, Robert. (2011). The Rough Guide to Climate Change. New Delhi, India: Rough Guides Ltd.
Kelsey, Elin. (2010). Not Your Typical Book About the Environment. Toronto, Canada: Owlkids Books, Inc.
Sacco, Joe (2010). Dancer Under the Lights – Polar Bears, Climate Change and You! Indiana: Dog Ear Publishing.
Cherry, Lynne and Braasch. (2008) How We Know What We Know About Our Changing Climate. California: Dawn Publications.
AttachmentsFact Sheet on Polar Bears Fact Sheet on Butterflies Fact Sheet on Frogs Fact Sheet on Climate Change
Polar Bear Fact SheetPolar bears are the largest land carnivore (meat-eater) in the world! Although they do spend most of their time on land and ice, they are also excellent swimmers and are protected by law as a marine mammal. Their white fur (actually clear-colored upon closer inspection) allows them to camouflage with their icy home. They can withstand sub-freezing temperatures because of this insulating fur and a thick layer of blubber.
Where do they live?Polar bears are only found in the Arctic Circle which surrounds the North Pole. They are most common on sea ice around Canada, the United States, Greenland, and Russia. They have historically hunted on large ice masses, which extend from the land.
What do they eat?The only true carnivorous bear, polar bears find prey using their powerful sense of smell, as well as keen sight and hearing. They have 42 teeth and are well adapted to their carnivorous lifestyle. Their canines are the largest and longest of any other bear and they use their extremely sharp carnassials and molars for shearing and biting food. They can run very fast, moving at speeds of 25 mph or higher but prefer to wait by the edge of ice holes for prey to surface. In the wild, they eat mostly seals but will also eat young walrus and land mammals, birds and beached whales. At the Zoo they eat fish, ground meat, and omnivore biscuits. Forage foods such as apples, raisins, honey, and peanut butter are included in their diet. In addition, shank bones are provided as enrichment.
BehaviorPolar bears are solitary animals and mating occurs during the summer season. At the end of the Polar winter, which is in March or April, females give birth to between one and four cubs that stay with their mother for one or two years. Because of the Arctic or midnight sun, polar bears are active any time of the day or night. On bitterly cold days, they might dig a hole, curl up and even cover their noses with their paws to keep warm. In warmer weather they might also burrow into the earth to keep cool.
AdaptationsAn adult male polar bear can be over 1,200 lbs. and 7-8.5 ft. long (the world record is 2,200 lbs.)! Females are generally much smaller, weighing up to 650 lbs.
Polar bears have adapted well to life in cold climates where winter temperatures can actually dip 50°F below zero! They are well insulated with blubber and two thick coats of hair. Their streamlined snout, small tail and small ears also help to prevent heat loss.
The skin of a polar bear is black, as well as its nose, footpads and claws. The layer of fat beneath their skin acts not only as insulation, but also as a food reserve. The rough leather pads on the bottom of their feet help them keep their balance on slippery surfaces.
Considering their large size, polar bears are surprisingly fast. On land, they can outrun a reindeer for short distances, moving at speeds of 25 mph. In water, polar bears can swim for considerable distances at a speed of up to six miles per hour. They paddle with their front feet and use their back feet as rudders. They spend a great deal of time in the water and often referred to as “sea bears”.
How do they reproduce?Females typically give birth to twins and less commonly, triplets, they have a slow reproductive rate so a good amount of energy is invested in making sure young survive. In the fall, a pregnant mother bear will find a den. This is usually on land and dug into the snow and ice but may be into the frozen ground if the snowfall is light. Cubs are born between November and February, blind and helpless, weighing in at about 2 lbs. Mom and cubs leave as winter ends in the early spring, during this time, the mother lives solely off of her stored fat, up to 8 months! Cubs will nurse for about 2 ! years, then leave after they have learned to hunt and survive on their own. Mothers are extremely protective and affectionate of their cubs.
Who lives at the Zoo?We have two females, both 32 years old. “Klondike” was born November 23, 1980 at the Bronx Zoo in New York. She arrived at the Zoo on October 1, 1981. She weighs over 475 lbs. “Coldilocks” was born December 13, 1980 at Seneca Park Zoo in Rochester, NY. She arrived at the Zoo on October 6, 1981. She is slightly smaller than Klondike, but still weighs over 450 lbs.
What is their conservation status?They are listed by the IUCN as Vulnerable. The US Department of the Interior listed them as a threatened species under the Endangered Species Act in 2008. Canada and Russia list them as a special species of concern.
Why are they threatened by climate change?Climate change is the most dangerous threat to polar bears. Polar bears only hunt on sea ice, which melts in the spring and refreezes in the fall every year. They have about three months to hunt seals and put on enough blubber to sustain them through the remaining nine months of the year. As the climate warms, polar bears’ sea ice habitat is melting sooner and freezing later. Scientists have found that declines in sea ice are accelerating rapidly and the ice is freezing later and later into the season each year. This means that the bears have less time to hunt and gain weight and also go for longer periods of time without eating. Scientists are seeing smaller litter sizes, an increased number of bears drowning and starving, as well as increased incidents of cannibalism. Bears are also coming into residential areas looking for human food and garbage, which creates a dangerous situation for the bears and for people. Through a program called Project Polar Bear, teens across the United States have been developing community projects to reduce the amount of carbon dioxide in the atmosphere. Learn more about polar bears and what kids can do to help by logging onto www.polarbearsinternational.org
Butterfly Fact SheetButterflies are one of the best known of all insects, with nearly 20,000 known species. They are easily recognized by their large, colorful wings. They are found right here in our backyards, gardens, and parks in the summer months and during the winter they travel great distances to reach warmer climates and food in Central and South America.
Where do they live?Butterflies are found on every continent but Antarctica and in nearly every climate. Most species prefer fields, forests, and jungles. There are a few species that live in deserts, mountains, and even the tundra.
What do they eat?Adult butterflies almost always drink nectar from flowers. This makes them important pollinators, much like honeybees. Some butterflies also enjoy drinking tree sap and juice from fallen fruits. A butterfly’s mouth is a proboscis, which is just like a curled-up straw. Young butterflies are called caterpillars and they use their mouth for chewing and eating the leaves of plants. Caterpillars usually eat only one kind of plant, called the host plant.
How big are they? The largest butterfly is the Queen Alexandra’s birdwing, which has a wingspan of over 12 inches. The smallest butterfly is the Western pygmy blue, which has a wingspan of less than ! inch.
What is their longevity?Most butterflies are short lived as adults. The longest-lived butterflies are mourning cloaks and monarchs, which can both live up to 9 months.
How do they reproduce?A mother butterfly always lays her eggs on or near the source of food for her caterpillars, usually hidden under the leaves of the host plant. Although she will never see her caterpillars, in this way she gives them a good start on life. The eggs hatch and the caterpillars eat fast and grow fast. Most caterpillar species grow over 1,000 times their original size, the equivalent of a human baby turning into an African elephant (usually in only two weeks)! Butterflies are insects with a complete metamorphosis. This means that before the caterpillar becomes a butterfly, it must become what is called a pupa or chrysalis. In this stage, the animal doesn’t move and looks more like a wrapped package. Meanwhile, inside the body changes from the worm-like caterpillar to winged butterfly! When ready, the chrysalis bursts open and the butterfly unfurls its wings and flies away.
Who do we have at the Zoo?The new KidZooU will have several species of heliconian butterflies, sometimes called longwings. They are bright, colorful butterflies that eat passion vine and come from Central and South America. Most are so brightly colored because they are toxic and most predators avoid them. KidZooU will also have a milkweed garden which will attract wild monarch butterflies. Monarchs might be the most famous of all butterflies because of their bold orange and black wings, larger size, and amazing mass migration, over 2,000 miles to Mexico each fall.
What is their conservation status?Most butterflies are defined as Least Concern by IUCN. However, more and more species are being listed as vulnerable or even endangered, mostly because of habitat destruction and pollution by pesticides. Some threatened and endangered butterflies include the Miami blue, Schaus’ swallowtail, Oregon silverspot, and Queen Alexandra’s birdwing.
Why are they threatened by climate change? Although habitat destruction is driving many butterflies with small home ranges to extinction, climate change is proving to be disastrous for even the most widespread species. Climate change has altered the weather, creating unnatural periods of drought. This directly affects the plants butterflies and their caterpillars depend on for food, often killing them and leading to caterpillar starvation.
Climate change has the potential to be especially threatening to monarchs. These easily recognizable butterflies can be seen across the Delaware Valley in the summer but in the fall, monarchs leave the northeastern United States and travel several thousand miles to small mountain forest areas in central Mexico to overwinter. Along their migration route, it is important that plants are available when the monarchs arrive and scientists feel that early blooming plants could cause starvation to adults along this route. Most critical to monarchs is a healthy wintering ground in Mexico. Scientists fear that increased precipitation and cooler temperatures could make this important habitat less suitable for monarchs in the future and they are already seeing a loss in acres available to monarchs because of forest destruction. Coupled with drought and high temperatures in other parts of their migration route, this could spell big trouble for monarchs!
Frog Fact SheetFrogs are the best known of all amphibians; this class of animals also includes toads, salamanders, newts and caecilians. Amphibians today are experiencing the largest extinction in over 100,000 years, with over 200 species recently lost due to the chytrid fungus. Frogs are found on every continent except Antarctica and in any habitat with water. They live all around us and they need our help! Philadelphia Zoo has an ambitious amphibian conservation program, focusing on education, community conservation and breeding of Haitian frogs at the Philadelphia Zoo.
Amphibians are vertebrates distinguished by their ability to live in both aquatic and terrestrial habitats. The name, derived from the Greek amphibios meaning “living a double life,” reflects this dualability. Most species live part of their lives underwater and part on land. Most amphibians reproduce by laying soft eggs in masses or long strands. Most females lay eggs in the water, and the offspring live in the water using gills to breathe just as fish do. As the offspring grow, most amphibians develop legs and lungs that allow them to move onto land. This big change is called “metamorphosis.” Most amphibians have delicate, thin skin that aid in the animal’s ability to breathe. An amphibian’s thin skin also makes it sensitive to pollution and changes in climate. Amphibians are ectothermic or “cold-blooded”, like fish and reptiles. Ectothermic animals cannot regulate body temperature internally; their body temperature varies with the environment.
Where do they live? Frogs can be found on every continent but Antarctic and they depend on wet conditions for breeding. They are even found in deserts, with a few species able to sleep under the ground for years, waiting for rains to come. Most frogs live in ponds and wetlands, along the water’s edge. Tree frogs are able to live in trees.
What do they eat?All adult frogs are carnivores, meaning they eat other animals. Most eat insects and other invertebrates. Large frogs like the goliath frog and the African bullfrog may also eat vertebrates like mice, lizards, snakes, and even other frogs! They typically catch food with a sticky tongue, although some species prefer to bite. Tadpoles usually eat plankton, algae, vegetation, invertebrates or carrion. Many frogs eat pest species like mosquitos so they are often considered to be extremely beneficial.
How big are they? The smallest frog (and also the smallest vertebrate) is a tiny frog discovered in 2012 in Papua New Guinea named paedophryne amanuensis. It is at maximum 0.3 inches long and four could easily sit on a dime without having to crowd each other. The largest frog of all is the goliath frog from Central Africa. This frog is 13 inches long and weighs up to 8lbs.!
What is their longevity? Frog longevity is little understood, but for most species it is estimated to be between 4 and 15 years. However, some may be able to live up to 40 years.
How do they reproduce?Males will attract females using calls. Every kind of frog has its own distinct call, which helps them find each other (and also allowing scientists to identify them just by call). Most frogs lay their eggs, which are soft and jelly-like, directly in water, usually hidden among plants or mud. There, they hatch into tadpoles, which look almost like fish and breathe using gills. When the tadpoles grow large enough, they begin to grow small legs and lungs for breathing air. Eventually, young froglets will hop out of the water and lose their tails.
Who do we have at the Zoo?Our Reptile and Amphibian house has many species of frogs from all over the world. The new KidZooU will feature two species of frogs; the Panamanian golden frog and the La Hotte glanded frog from Haiti.
The Panamanian golden frog is a member of the harlequin toad family. This critically endangered species has not been seen in the wild since 2007. The La Hotte glanded frog is a member of the diverse Caribbean group called rain frogs or land frogs. They all share a common trait, their eggs, which are laid on the ground after it rains, hatch directly into froglets with no tadpole stage. This frog is endangered due to habitat loss, disease, and climate change. Learn more about the Philadelphia Zoo’s role in saving this critically endangered species here: http://philadelphiazoo.org/phila/Conservation---Travel/Protecting-Wildlife/Andean-Amphibians/Disappearing-Jewels-of-Haiti.htm
What is their conservation status? Frogs are declining faster than any other group of animals. Many species have become threatened, endangered and even extinct in the past few decades. This has been called a worldwide crisis by many conservation groups. It is largely a mystery, although a fungal disease called chytrid fungus, pollution, invasive species, habitat loss, and climate change might all be factors.
Why are they threatened by climate change? Climate change is a significant factor in worldwide frog disappearance. A clear relation is the increase in droughts and the lowering of water levels. Since frogs need water throughout their lives and especially when they are tadpoles, lack of water can be a real problem. High elevation frogs in particular are impacted because they depend on the cloud forests for moisture. As cloud forests move up the mountain, this forces frogs to move higher to find wet areas to lay their eggs. Mountain habitat becomes scarcer the higher the elevation and frog species have fewer habitats to survive. There is also evidence that climate warming also exacerbates the chytrid fungus, which hardens amphibians’ normally porous and sponge-like skin and prevents them from getting air and water.
Climate Change Fact SheetClimate change is a “hot topic” these days! Headlines like “July 2012… the hottest month ever” and “Polar Bears going extinct due to Climate Change” certainly catch people’s attention. There is a great deal of information in the media and on the internet; it can be difficult to distinguish what is most accurate. We encourage you to use the sources in this teacher guide for more information about climate change and its impact on wildlife.
What is Climate Change?The issue starts with naturally occurring greenhouse gases like water vapor, carbon dioxide, methane, nitrous oxide and ozone that absorb long-wave solar radiation emitted by the earth and then reflect some of it back. This is called the “greenhouse effect” and this is what keeps our planet warm enough to inhabit. Another way to describe this effect is to think of excess carbon in the environment as a heat trapping blanket that surrounds the earth. In the past 100 years, an unnatural increase is greenhouse gases, in particular, carbon dioxide have made this heat-trapping blanket thicker around the Earth’s atmosphere. This has resulted in an overall temperature rise by 1.4°F and scientists predict an increase of another 2-11.5°F in the next 100 years.
Burning fossil fuels (coal, oil, and natural gas) in particular has led to a significant increase in the amount of carbon dioxide (CO2) released into the atmosphere. Individuals and organizations, through their use of energy, generate CO2 emissions – these emissions are generally known as a “carbon footprint”. The average American generates about 25 tons of CO2 emissions annually. By reducing the amount of energy we use, changing the source of our energy and simultaneously removing CO2 from the atmosphere through carbon sequestration, we can reduce the amount of CO2 in the atmosphere and diminish its effects on global ecosystems and wildlife.
How does Climate Change impact animals?Scientists have seen impacts across many species of wildlife. Even a slight increase in temperature can cause disruptions in migratory patterns of birds and butterflies that depend on important plants to bloom at a certain time in the season. Changes in rainfall can have detrimental effects on species like frogs that depend on moist conditions for breeding. In Yellowstone National Park, scientists have found that pools are drying up each season before tadpoles have a chance to fully mature. Changes in temperature also have a dramatic effect on entire ecosystem, not just individual animals. Scientists have found that with rising temperatures, entire food webs become more complicated.
How do our actions impact climate change?Although you cannot see or smell carbon, it is released into the atmosphere when we do things like turn on lights, charge our cell phones or drive in our cars. All of these activities require us to burn fossil fuels at the power plant or gas refinery and burning fossil fuels releases carbon dioxide into the atmosphere. Scientists estimate that the average American burns about 25,000 tons of CO2 through their daily activities each year. This number is called our “carbon footprint”. Humans also contribute to the production of other greenhouse gases such as methane (through agricultural processes), nitrous oxide, ozone, water vapor and aerosols.
What is the difference between climate and weather?Weather refers to temperature and precipitation that we are currently experiencing. Climate refers to long term weather patterns. Over a period of 30 years, the average snowfall in a region is a measure of climate. If this average snowfall changes over several years, this could be an indication that the climate, or the amount of snowfall that we predict, could change. Weather refers to the amount of snowfall happening in a specific year. One really severe or really mild winter does not indicate climate change, however a long term change in the average snowfall and temperature does. We will always have unseasonably cold or hot days. Many experts say that climate is “what you expect” and weather is “what you get”.
What is the difference between a carbon sink and a carbon source?A carbon source is anything that produces carbon dioxide that will be released into the atmosphere. Carbon sources can be anthropogenic (human-made) or natural. Natural sources of carbon include decaying plants and animals, wildfires and volcanoes. Anthropogenic or human-made sources include burning fossil fuels to create energy. Carbon sinks are critical because they store excess carbon so that it is not released into the atmosphere, contributing to warming. Carbon sinks include living plants, especially trees, coral reefs and the ocean. One way to offset your carbon footprint is to help create carbon sinks by planting trees!
Can climate change really be reversed?Scientists predict that even if we stopped using all sources of carbon tomorrow, we would continue to see rising temperatures and sea level rise for the next 100 to 1000 years. However, the future is in still in our hands and the choices that we make today have the potential to slow and one day stop the rising temperatures. We are currently creating more carbon than the carbon sinks can absorb so a combination of planting trees or stopping deforestation (to create more carbon sinks) and using less energy (reducing the amount of carbon released into the atmosphere) will make a positive impact on the environment and wildlife.
Required Elements (Logo, Tagline,
Campaign results)
Content Accuracy
Content Relevance
Originality
Campaign Results
Campaign Audience and Scope
In your opinion, how insprirational is the submitted product?
Mid Year and Final Report
4
All 3 required elements were included along with additional information
and the submission related to one of the
themes provided (Polar Bears and Frogs or Polar Bears and Butterflies).
All facts within the submitted product
are accurate.
All content and graphics are related to the topic of reducing energy to
save wildlife. (Polar Bears and Butterflies or
Polar Bears and Frogs)
Content and graphics reflect an exceptional
degree of student creativity. Originality
in though and display is evident.
Results were both qualitative and
quantitative in nature. Results were accurate and analysis was expception, with recommendations
for the future of the campaign.
Students reached out to their families,
community and businesses.
The submitted product could stand on its
own and inspire others to take action.
Mid Year and Final Reports were both
submitted. Reports were very comprehensive and
concise. Every aspect of the campaign is clearly detailed.
3
All 3 required elements are included and the
submission related to one of the themes provided (Polar Bears and Frogs
or Polar Bears and Butterflies).
Most facts within the submitted product
are accurate.
Most of the content and graphics are related to the topic of reducing energy to save wildlife. (Polar Bears and Butterflies or Polar Bears and Frogs)
Most content are original in thought and display. Content and graphics from other sources are used in a creative way.
Results were qualitative or quantitative but
not both. Results were accurate and analysis
was clear and easy to understand.
Students reached out to their families
and students throughout the school.
The submitted product is done well and has
some potential to inspire others to take action.
Mid Year and Final reports were completed
and included some details about
the campaign.
2
1 of the required elements is missing or
submission did not focus on provided themes
(Polar Bears and Frogs or Polar
Bears and Butterflies)
Less than half of the facts within the submitted product are accurate.
More than 1/2 of the content and graphics are
related to the topic of reducing energy to save
wildlife. (Polar Bears and Butterflies or
Polar Bears and Frogs)
Some content and graphics are made by the students. Some content
and graphics are not original in source
and display.
Results were qualitative or quantitative but not both. Results mostly
accurate. Analysis was included but may not
have been relevant to the campaign.
Students reached out to at least one
other class within their school.
The submitted product would work better
with students explaining the topic.
One of the reports was not complete or not submitted.
1
More than 1 required element is missing.
None of the facts within the submitted product are accurate.
Less than 1/2 of the content and graphics are related to the topic of reducing energy to
save wildlife. (Polar Bears and Butterflies or Polar
Bears and Frogs)
Content and graphics not original in
source and display
Results were not provided or were not accurate.
Analysis was not included or was not relevant to the campaign.
Students did not reach out beyond
their own classroom.
The submitted product is not likely to inspire others to take action.
Mid Year and Final report were not
submitted.
Product___________________
Score_______________
0
Product___________________
Score_______________
0
Product___________________
Score_______________
0
School Name:______________________________________________________ Team:____________________________________________________
