{"id":230,"date":"2019-08-16T21:16:19","date_gmt":"2019-08-16T21:16:19","guid":{"rendered":"https:\/\/pressbooks.usnh.edu\/methods\/chapter\/effects-of-climate-change\/"},"modified":"2023-03-24T15:03:19","modified_gmt":"2023-03-24T15:03:19","slug":"effects-of-climate-change","status":"publish","type":"chapter","link":"https:\/\/pressbooks.usnh.edu\/methods\/chapter\/effects-of-climate-change\/","title":{"raw":"Global Climate Change","rendered":"Global Climate Change"},"content":{"raw":"<strong>Climate Change<\/strong>\n<div class=\"textbox textbox--examples\"><header class=\"textbox__header\">\n<p class=\"textbox__title\">According to a recent headline from the National Oceanic and Atmospheric Administration (NOAA),<\/p>\n\n<h1><span style=\"color: #ffffff\"><strong>\"July 2019 was hottest month on record for the planet\"<\/strong><\/span><\/h1>\n<span style=\"text-align: initial;font-size: 1em\">Click <\/span><a style=\"text-align: initial;font-size: 1em\" href=\"https:\/\/www.ncei.noaa.gov\/news\/global-climate-201907\">here<\/a><span style=\"text-align: initial;font-size: 1em\"> to read the full report.<\/span>\n\n<span style=\"text-align: initial;font-size: 1em\">NOAA. (2019). July 2019 was the hottest month on record for the planet. Retrieved from https:\/\/www.noaa.gov\/news\/july-2019-was-hottest-month-on-record-for-planet<\/span>\n\n<\/header>\n<div class=\"textbox__content\">\n\nFast Facts:\n<ul>\n \t<li>Since record keeping began in 1880, July 2019 was the hottest month on record.<\/li>\n \t<li>Year-to-date, January to July 2019 was the second-hottest time period on record with temperatures 1.71\u00a0degrees F higher than average globally.<\/li>\n \t<li>Arctic and Antarctic sea ice levels were both at record lows for the month of July.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<div class=\"textbox textbox--exercises\"><\/div>\nAt the most basic level, climate change is a significant change over a 30-year period from the typical or expected weather patterns of an area. Earth's climate has always fluctuated; the difference now is that Earth is experiencing significant climate change in a much shorter time period--decades rather than millions of years.\n\n<span style=\"color: #000080\"><strong>Climate change is human-caused<\/strong><\/span>. Since the rise of industrialization in the 19th century, humans have relied more and more on [pb_glossary id=\"320\"]fossil fuels[\/pb_glossary] for energy. However, fossil fuels release a significant amount of [pb_glossary id=\"315\"]greenhouse gases[\/pb_glossary], especially carbon dioxide, into the air when they are burned. This has led to a rapid rise in global temperature as well as many other changes to Earth's natural balance.\n\nThe video, below, shows Earth's temperature increase between 1880 and 2017.\n\nhttps:\/\/www.youtube.com\/watch?v=Z4bSxb5THm4\n<h5>Video Credit: \"<a href=\"https:\/\/www.youtube.com\/watch?v=Z4bSxb5THm4\">Global Temperature<\/a>\" by <a href=\"https:\/\/climate.nasa.gov\">NASA Climate Change<\/a> is public domain<\/h5>\n<strong>Tipping Points: The Point of No Return<\/strong>\n\nHuman caused climate change is not a new idea.\n<ul>\n \t<li>In 1861, scientist John Tyndall explained how greenhouse gases like carbon dioxide and water vapor absorb heat in the atmosphere.<\/li>\n \t<li>In 1896, scientist Svante Arrhenius built upon Tyndall's work and predicted global warming.<\/li>\n \t<li>In 1956, an article published in the New York Times discussed the role of carbon dioxide in human-caused climate change (Click <a href=\"https:\/\/static01.nyt.com\/packages\/pdf\/weekinreview\/warm1956.pdf\">here<\/a> to access the article).<\/li>\n \t<li>In 2006,\u00a0Al Gore's popular documentary <em>An\u00a0<\/em><i>Inconvenient Truth\u00a0<\/i>warned the general public of imminent and serious consequences of climate change.<\/li>\n<\/ul>\nDespite decades of warnings and scientific data, human-caused climate change has severely escalated. Atmospheric carbon dioxide has massively increased leading to higher global temperatures and a multitude of other serious consequences for the planet.\n\nRecently, scientists have warned that we are near to reaching a tipping point, a place of irreversible damage where abnormal and extreme climate change conditions become the norm. Some climate models predict that Earth could reach a tipping point by 2060 if significant action is not taken to reduce greenhouse gas emissions and other human factors that accelerate climate change.\n\n<strong>Global Impact of Climate Change<\/strong>\n\nDue to climate change, Earth's systems are out of balance. Global systems have more energy than normal and climate change events are often amplified by each other. This creates a [pb_glossary id=\"291\"]positive feedback loop[\/pb_glossary] which has wide-ranging effects. including more extreme temperatures, more extreme weather events, melting sea ice, glacier retreat, sea level rise, and ecosystem disruption.\n\nWatch the video, below, for a quick overview of the impacts of climate change.\n\nhttps:\/\/www.youtube.com\/watch?time_continue=85&amp;v=nAuv1R34BHA\n<h5>Video Credit: \"<a href=\"https:\/\/www.youtube.com\/watch?time_continue=85&amp;v=nAuv1R34BHA\">Earth Has a Fever<\/a>\" by <a href=\"https:\/\/climate.nasa.gov\">NASA Global Climate Change<\/a> is public domain<\/h5>\n<span style=\"color: #000080\"><strong>More Extreme Temperatures<\/strong><\/span>\n\n[pb_glossary id=\"303\"]Climate change[\/pb_glossary] is not just global warming. Although Earth's climate is heating up overall, climate change leads to increased frequency and intensity of temperature--a [pb_glossary id=\"301\"]weather[\/pb_glossary] event--at both the high and low range of the spectrum.\n\nFor example, July 2019 was the hottest month on record globally. On the map, below, the pink and red shading indicates areas that had warmer than average temperatures (essentially the entire planet).\n\n[caption id=\"attachment_229\" align=\"aligncenter\" width=\"1024\"]<img class=\"wp-image-216 size-large\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2019\/07\/July-2019-Global-Temperature-Percentiles-Map-1024x724.png\" alt=\"\" width=\"1024\" height=\"724\"> \"<a href=\"https:\/\/www.ncei.noaa.gov\/news\/global-climate-201907\">Temperature Map<\/a>\" by <a href=\"https:\/\/www.noaa.gov\/\">NOAA<\/a> is public domain[\/caption]\n\nOn the other hand, climate change can also cause extreme and abnormally cold temperatures. As seen in the images below, the polar vortex--a system of freezing wind and air--split from its normal position over the Arctic in January 2019. The vortex, now unstable, caused the [pb_glossary id=\"316\"]jet stream[\/pb_glossary] to warp from its normal pattern. This pushed extremely cold Arctic air down to the midwestern United States while areas of Alaska experienced warm weather. While the polar vortex is an example of [pb_glossary id=\"301\"]weather[\/pb_glossary], not [pb_glossary id=\"302\"]climate[\/pb_glossary], it is likely that the planet will experience more frequent and unexpected temperature extremes such as this due to the effects of climate change.\n\n[caption id=\"attachment_229\" align=\"aligncenter\" width=\"1024\"]<img class=\"size-large wp-image-217\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/GRAPHIC-polarvortex_explained_updated-012919-4034x2912-e1566081408173-1024x538.png\" alt=\"\" width=\"1024\" height=\"538\"> \"<a href=\"https:\/\/www.noaa.gov\/multimedia\/infographic\/science-behind-polar-vortex\">Polar Vortex<\/a>\" by <a href=\"https:\/\/www.noaa.gov\">NOAA<\/a> is public domain[\/caption]\n\n<span style=\"color: #000080\"><strong>More Extreme Weather Events<\/strong><\/span>\n\nAn increase in the frequency and intensity of extreme weather events is one way many people can observe and recognize climate change.\u00a0The image, below, shows weather events that typically increase due to climate change. From left to right they are: heat waves, drought, hurricanes, wildfires, and melting sea ice.\n\n[caption id=\"attachment_229\" align=\"aligncenter\" width=\"1024\"]<img class=\"size-large wp-image-218\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/Photo-collage-climate-scenarios-global-climate-reports-NOAA-image-landscapes-1024x488.jpg\" alt=\"\" width=\"1024\" height=\"488\"> \"<a href=\"https:\/\/www.noaa.gov\/news\/july-2019-was-hottest-month-on-record-for-planet\">Photo Collage<\/a>\" by <a href=\"https:\/\/www.noaa.gov\">NOAA<\/a> is public domain[\/caption]\n\n<div class=\"textbox shaded\">\n\n<span style=\"text-align: initial;font-size: 1em\">The map, below, shows the cost per state in weather disasters causing $1 billion or more in damages between 1980 and 2019. In total, these disasters costed the U.S. more than $1.7 trillion, although different states were affected by different types of weather. <\/span>\n<ul>\n \t<li><span style=\"text-align: initial;font-size: 1em\">Iowa (shaded a medium red color on the map) has experienced the most impact from drought and flood-related damages, each costing between $10-20 billion. <\/span><\/li>\n \t<li><span style=\"text-align: initial;font-size: 1em\">Texas (shaded a dark red color on the map) has suffered the most from tropical cyclones--including Hurricanes Rita, Ike, and Harvey--with a total cost of $100-200 billion.<\/span><\/li>\n<\/ul>\n<span style=\"text-align: initial;font-size: 1em\">Click\u00a0<\/span><a style=\"text-align: initial;font-size: 1em\" href=\"https:\/\/www.ncdc.noaa.gov\/billions\/mapping\">here<\/a><span style=\"text-align: initial;font-size: 1em\">\u00a0to access the interactive map and see data for other states.<\/span>\n\n[caption id=\"attachment_219\" align=\"aligncenter\" width=\"1024\"]<img class=\"size-large wp-image-219\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/Screen-Shot-2019-08-17-at-6.14.36-PM-1024x883.png\" alt=\"\" width=\"1024\" height=\"883\"> \"<a href=\"https:\/\/www.ncdc.noaa.gov\/billions\/mapping\">Billion-Dollar Weather Events<\/a>\" by <a href=\"https:\/\/www.ncdc.noaa.gov\">NOAA National Centers for Environmental Information<\/a> is public domain[\/caption]\n\n<\/div>\n<div class=\"textbox textbox--exercises\"><header class=\"textbox__header\">\n<p class=\"textbox__title\">K-6 Standards<\/p>\n\n<\/header>\n<div class=\"textbox__content\">\n\nMS-ESS3-2. Analyze and interpret data on natural hazards to forecast future catastrophic\nevents and inform the development of technologies to mitigate their effects.\n\n<\/div>\n<\/div>\n&nbsp;\n\n<strong style=\"text-align: initial;font-size: 1em;color: #000080\">Melting Sea Ice<\/strong>\n\nMelting sea ice affects the entire planet, not just the Arctic. Arctic sea ice acts as Earth's air conditioner. [pb_glossary id=\"299\"]Air masses[\/pb_glossary] and ocean currents carry the ice's cooling effect to other parts of the planet. As shown in the animation, below, Arctic sea ice has been steadily shrinking for decades.\n\nhttps:\/\/www.youtube.com\/watch?v=c6jX9URzZWg\n<h5>Video credit: \"<a href=\"https:\/\/www.youtube.com\/watch?v=c6jX9URzZWg\">Arctic sea ice growing younger, thinner<\/a>\" by <a href=\"https:\/\/www.youtube.com\/channel\/UCAoqY69CgTdx-xT55DwtiXg\">NOAAClimate<\/a> is public domain<\/h5>\nTemperatures at the North and South Poles are rising at twice the rate of the rest of the world due to melting ice and the [pb_glossary id=\"292\"]albedo[\/pb_glossary] effect. This is an example of a [pb_glossary id=\"291\"]positive feedback loop[\/pb_glossary]: As temperatures warm, more sea ice melts into water which absorbs solar radiation and causes temperatures to warm even further. The image, below, illustrates this positive feedback loop.\n\n[caption id=\"attachment_229\" align=\"aligncenter\" width=\"300\"]<img class=\"wp-image-220 size-medium\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/PositiveFeedbackLoop-590-e1566028728332-300x240.jpg\" alt=\"\" width=\"300\" height=\"240\"> \"<a href=\"https:\/\/climatekids.nasa.gov\/arctic-animals\/\">Positive Feedback Loop<\/a>\" by <a href=\"https:\/\/climatekids.nasa.gov\">NASA Climate Kids<\/a>\u00a0is public domain[\/caption]\n\nAs the darker-colored seawater absorbs the Sun's radiation, the oceans heat up. Higher ocean temperatures negatively affect plants and living creatures in aquatic ecosystems which affects marine-based economic industries, such as fishing, in turn.\n\nThe photos, below, show the Bering and Chukchi Seas which are located in the northern Pacific Ocean between Alaska and Russia. These seas typically have maximum ice cover in late March and early April; as seen in the image on the left, most of the sea is covered in ice. Just five years later, the image on the right shows significantly less ice on the sea. In fact, 2019 had the lowest levels of ice on record for this region.\n\n[caption id=\"attachment_229\" align=\"aligncenter\" width=\"1024\"]<img class=\"wp-image-221 size-large\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/2014_2019-AKseaice-1024x576.jpg\" alt=\"\" width=\"1024\" height=\"576\"> \"<a href=\"https:\/\/www.nesdis.noaa.gov\/content\/bering-sea-appears-largely-ice-free-noaa-20\">Sea Ice<\/a>\" by <a href=\"https:\/\/www.noaa.gov\/\">NOAA<\/a> is public domain[\/caption]\n\n<span style=\"color: #000080\"><strong>Glacier Retreat<\/strong><\/span>\n\nGlaciers are large bodies of snow and ice that move slowly across land. Glaciers naturally fluctuate in size with the seasons, but climate change has led to warmer temperatures overall. This means that glaciers melt at a faster rate than snow falls to rebuild the glacier's mass, a phenomenon called glacier retreat.\n\nMelting glaciers affects the ecosystem of an area because different plants and animals will not be able to survive in a changing landscape. Additionally, humans rely on typical ice melt from glaciers as a critical water source which dwindles when glaciers retreat.\n\nFor example, when Montana's Glacier National Park was created in 1910, it had 150 glaciers. Today, only 26 remain and they are all significantly smaller than their original size. The image, below, shows the significant retreat of the Boulder Glacier. Today, the glacier is so small it is considered inactive. Click <a href=\"https:\/\/www.nps.gov\/glac\/learn\/nature\/melting-glaciers.htm\">here<\/a> to see more images of [pb_glossary id=\"323\"]glacier retreat[\/pb_glossary].\n\n[caption id=\"attachment_229\" align=\"aligncenter\" width=\"1024\"]<img class=\"size-large wp-image-222\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/Screen-Shot-2019-08-16-at-9.01.45-PM-1024x528.png\" alt=\"\" width=\"1024\" height=\"528\"> \"<a href=\"https:\/\/www.usgs.gov\/centers\/norock\/science\/boulder-glacier-ice-cave?qt-science_center_objects=0#qt-science_center_objects\">Retreat of Boulder Glacier<\/a>\". Left photo by George Grant. Right photo by Jerry DeSanto. Images courtesy of <a href=\"https:\/\/www.usgs.gov\/centers\/norock\">NOROCK<\/a> are public domain.[\/caption]\n\n<span style=\"color: #000080\"><strong>Sea Level Rise<\/strong><\/span>\n\nThe main cause of sea level rise is [pb_glossary id=\"317\"]thermal expansion[\/pb_glossary]. When water is heated, its volume increases. Picture a pot of water boiling on the stove: When the liquid water heats, it expands and turns to steam which has a larger volume.\n\nThe same thing happens with water in the ocean. As Earth's temperature increases due to climate change, the oceans are absorbing 90% of the increased heat. As the temperature of the ocean increases, its volume increases so sea level rises.\n\nWatch the following video for more explanation of thermal expansion.\n\nhttps:\/\/www.youtube.com\/watch?v=fuvY5YG5zA4\n<h5>Video Credit: \"<a href=\"https:\/\/www.youtube.com\/watch?v=fuvY5YG5zA4\">The Secret to Rising Sea Levels--Thermal Expansion<\/a>\" by <a href=\"https:\/\/www.youtube.com\/channel\/UCC552Sd-3nyi_tk2BudLUzA\">ASAP Science<\/a>, video used with permission<\/h5>\nThe second cause of sea level rise is ice melt from land. As global temperatures rise, ice sheets and [pb_glossary id=\"324\"]glaciers[\/pb_glossary] are melting at increasingly fast rates. However, it is important to note that only ice melt from Antarctica and other land masses contributes to sea level rise.\n<ul>\n \t<li>Antarctica is a continent so it has land underneath the ice. When the ice melts, it runs off into the ocean. Thus, there is more water in the ocean and sea level rises.<\/li>\n \t<li>Ice at the North Pole floats in the ocean; it does not have land underneath. Therefore, the volume of water in the ocean stays the same and sea level does not change when Arctic ice melts.<\/li>\n<\/ul>\nLike Antarctica, ice melting off of Greenland contributes to sea level rise because Greenland is an island (there is land underneath the ice). Watch the following short video for further explanation.\n\nhttps:\/\/www.youtube.com\/watch?time_continue=100&amp;v=yLm7PSsvW8g\n<h5>Video Credit: \"<a href=\"https:\/\/www.youtube.com\/watch?time_continue=100&amp;v=yLm7PSsvW8g\">Greenland Ice<\/a>\" by <a href=\"https:\/\/climate.nasa.gov\">NASA Global Climate Change<\/a> is public domain<\/h5>\n<span style=\"color: #000080\"><span style=\"color: #000080\"><strong>Ecosystem Disruption<\/strong><\/span><\/span>\n\nAs the climate changes, the delicate balance of many [pb_glossary id=\"318\"]ecosystems[\/pb_glossary] is disrupted or even destroyed. One example is coral reefs. Coral reefs play a critical role in the ocean ecosystem--they provide shelter for thousands of marine species, they regulate carbon dioxide levels in the ocean, they protect the shoreline from rough waters and storms, and they generate billions of dollars in revenue from fishing and tourism.\n\nCoral reefs are severely impacted by climate change. Scientists estimate that more than a quarter of coral reefs have died worldwide in the last three decades. Read the infographic below to learn more about coral reefs and climate change.\n\n[caption id=\"attachment_229\" align=\"aligncenter\" width=\"1200\"]<img class=\"size-full wp-image-223\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/coralreef-climate.jpg\" alt=\"\" width=\"1200\" height=\"782\"> \"<a href=\"https:\/\/oceanservice.noaa.gov\/facts\/coralreef-climate.html\">Threats to Coral Reefs<\/a>\" by <a href=\"https:\/\/oceanservice.noaa.gov\/welcome.html\">NOAA National Ocean Service<\/a> is public domain[\/caption]\n\n<div class=\"textbox textbox--exercises\"><header class=\"textbox__header\">\n<p class=\"textbox__title\">K-6 Standards<\/p>\n\n<\/header>\n<div class=\"textbox__content\">\n\nK-ESS2-2. Construct an argument supported by evidence for how plants and animals (including\nhumans) can change the environment to meet their needs.\n\n<\/div>\n<\/div>\n&nbsp;\n\n<strong>What is Being Done?<\/strong>\n<div class=\"textbox textbox--examples\"><header class=\"textbox__header\">\n<p class=\"textbox__title\">A Short Timeline of Events<\/p>\n\n<\/header>\n<div class=\"textbox__content\">\n<ul>\n \t<li><strong>December 2015<\/strong>-Paris Climate Accord: 195 countries agree to reduce greenhouse gas emissions in order to keep the global temperature increase below 1.5-2\u00b0C.<\/li>\n \t<li><strong>June 2017<\/strong>-President Trump announced that the U.S. would be pulling out of the Paris Climate Accord.<\/li>\n \t<li><strong>October 2018<\/strong>-A special report from the Intergovernmental Panel on Climate Change (IPCC) states that Earth could reach the 1.5\u00b0C [pb_glossary id=\"325\"]tipping point[\/pb_glossary] by 2040. The world is not on track to meet this goal without huge and immediate changes.<\/li>\n \t<li><strong>July 2019<\/strong>-The hottest month on record globally according to a report by NOAA,.<\/li>\n \t<li><strong>September 2019<\/strong>-Global Climate Strike: Led by young people and 16-year-old activist Greta Thunberg, millions of people gather around the world to demand action on climate change.<\/li>\n \t<li><strong>October 4, 2019<\/strong>-Greta Thunberg visits Iowa City (!) in support of local student-led climate strikers. More than 3,000 people attended the climate strike in downtown Iowa City.<\/li>\n<\/ul>\n[caption id=\"attachment_1122\" align=\"aligncenter\" width=\"231\"]<img class=\"wp-image-1122 size-medium\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/Greta_Thunberg_4-scaled-1.jpg\" alt=\"\" width=\"231\" height=\"300\"> \"<a href=\"https:\/\/en.wikiquote.org\/wiki\/Greta_Thunberg#\/media\/File:Greta_Thunberg_4.jpg\">Greta Thunberg<\/a>\" by Anders Hellberg is licensed under <a href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA 4.0<\/a>[\/caption]\n\n<\/div>\n<\/div>\nClimate change is in the news nearly every day. One way to keep up with current events is to subscribe to <a href=\"https:\/\/www.nytimes.com\/newsletters\/climate-change\">Climate Fwd<\/a>, a weekly newsletter from the New York Times. You can find information in the <a href=\"\/methods\/chapter\/helpful-links\/\">Helpful Links<\/a> chapter of this book.\n\n<strong>Misinformation and Doubt<\/strong>\n<div class=\"textbox textbox--key-takeaways\"><header class=\"textbox__header\">\n<p class=\"textbox__title\">Key Takeaway<\/p>\n\n<\/header>\n<div class=\"textbox__content\">\n\nAs shown in the graphic, below, <strong>97% of scientists agree that climate change is human-caused<\/strong>. This data comes from a <a href=\"https:\/\/iopscience.iop.org\/article\/10.1088\/1748-9326\/8\/2\/024024\">study<\/a> of 11,944 peer-reviewed scientific articles by Cook, et al. (2013).\n\n[caption id=\"attachment_226\" align=\"aligncenter\" width=\"500\"]<img class=\"size-full wp-image-225\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/consensus_97_percent_med.jpg\" alt=\"\" width=\"500\" height=\"375\"> \"<a href=\"https:\/\/skepticalscience.com\/graphics.php?g=19\">97% Consensus<\/a>\" by <a href=\"https:\/\/skepticalscience.com\">Skeptical Science<\/a> is licensed under <a href=\"http:\/\/creativecommons.org\/licenses\/by\/3.0\/\">CC BY 3.0<\/a>[\/caption]\n\nAs shown in the graphic, below, this conclusion has been corroborated by a number of other studies. Among scientists, there is near-consensus that climate change is human-caused.\n\n[caption id=\"attachment_226\" align=\"aligncenter\" width=\"1200\"]<img class=\"wp-image-226 size-full\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/Cook_et_al._2016_Studies_consensus.jpg\" alt=\"\" width=\"1200\" height=\"675\"> \"<a href=\"https:\/\/skepticalscience.com\/graphics.php?g=242\">Scientific Consensus<\/a>\" by <a href=\"https:\/\/skepticalscience.com\">Skeptical Science<\/a> is licensed under <a href=\"http:\/\/creativecommons.org\/licenses\/by\/3.0\/\">CC BY 3.0<\/a>[\/caption]\n\n<\/div>\n<\/div>\nDespite the scientific data, there is still widespread misinformation and doubt spread to the public.\u00a0Large corporations and wealthy individuals have significant economic and political through which they influence climate change policies and information. <span style=\"color: #000080\"><strong>These climate deniers are economically driven; by donating to causes that deny climate change, climate deniers make more money.<\/strong><\/span> As such, conservative billionaires and mega corporations spend billions of dollars funding climate denial initiatives each year. As a result, misinformation and incomplete information about climate change is disseminated to the public causing confusion and doubt.\n\nClick <a href=\"https:\/\/drive.google.com\/file\/d\/1aawblIa8PfqEe_7vXqnXGzAftDFz9Hua\/view?usp=sharing\">here<\/a>\u00a0to \"Meet the Money Behind the Climate Denial Movement\".\n\nProminent climate deniers include:\n<ul>\n \t<li><strong>ExxonMobil<\/strong>: One of the largest oil companies in the world.<\/li>\n \t<li><strong>Koch family foundations<\/strong>: Related to Koch Industries, a multi-billion dollar conglomerate of companies in the oil, gas, paper, and chemical industries.<\/li>\n \t<li><strong>The Bradley Foundation, Searle Freedom Trust, Coors affiliated foundations, Scaife affiliated foundations, and the DeVos Foundation<\/strong>: Wealthy conservative family foundations that have contributed to climate change denial.<\/li>\n \t<li><strong>Donors Trust and Donors Capital Fund<\/strong>: Two related organizations that pool the funds of large donors to give to conservative causes. Known donors include, again, the Bradley Foundation, Searle Freedom Trust, Coors affiliated foundations, the DeVos family, and the Koch family.<\/li>\n<\/ul>\n[caption id=\"attachment_229\" align=\"aligncenter\" width=\"1024\"]<img class=\"size-full wp-image-227\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/AttackTheConsensus_1024w.jpg\" alt=\"\" width=\"1024\" height=\"770\"> \"<a href=\"https:\/\/skepticalscience.com\/graphics.php?g=100\">Attack the Consensus<\/a>\" by <a href=\"https:\/\/skepticalscience.com\">Skeptical Science<\/a> is licensed under <a href=\"http:\/\/creativecommons.org\/licenses\/by\/3.0\/\">CC BY 3.0<\/a>[\/caption]\n\n<div class=\"textbox shaded\">\n\n<strong>Climate change information on the Environmental Protection Agency's (EPA) website has been significantly altered during the Trump administration.<\/strong>\n<ul>\n \t<li>Starting in 2017, several pages about climate change were removed or \"being updated\" for a year and a half. If you visit the EPA's\u00a0<a href=\"https:\/\/www.epa.gov\">website<\/a>, climate change is not one of the suggested environmental topics nor does it appear anywhere on the homepage.<\/li>\n \t<li><span style=\"text-align: initial;font-size: 1em\">In October 2018, the EPA stopped updating many of its climate pages. The image, below, shows what happens if you navigate to <\/span><a style=\"text-align: initial;font-size: 1em\" href=\"http:\/\/epa.gov\/climatechange\">epa.gov\/climatechange<\/a><span style=\"text-align: initial;font-size: 1em\">, the former climate change homepage.<\/span><\/li>\n<\/ul>\n[caption id=\"attachment_228\" align=\"aligncenter\" width=\"2200\"]<img class=\"wp-image-228 size-full\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/Screen-Shot-2019-09-20-at-9.46.46-PM.png\" alt=\"\" width=\"2200\" height=\"670\"> Screenshot of <a href=\"http:\/\/epa.gov\/climatechange\">epa.gov\/climatechange<\/a>[\/caption]\n\nIn a 2019 report, the Environmental Data and Governance Initiative analyzed 5,300 government webpages. They found that \"over half of all pages where 'climate change' was completely removed from public access (73\/136) were U.S. Environmental Protection Agency (EPA) pages\" (Nost et al., 2019). All of these changes limit and confound the public's access to credible scientific information.\n\n<\/div>\nWe need to be clear on the science behind climate change. Although the majority of science teachers cover climate change in their curriculum, one <a href=\"https:\/\/www.washingtonpost.com\/news\/energy-environment\/wp\/2016\/02\/11\/how-teachers-are-getting-it-wrong-on-climate-change\/\">survey<\/a> found that 30% of teachers \"tell students that the current warming 'is likely due to natural causes'\" (Mooney, 2016). As teachers, it is up to us to help our students access accurate scientific information and prevent misconceptions.\n\nTo find more credible sources of information about all things science, check out the <a href=\"\/methods\/chapter\/helpful-links\/\">Helpful Links<\/a> chapter of this book.\n\n[caption id=\"attachment_229\" align=\"aligncenter\" width=\"300\"]<img class=\"size-medium wp-image-229\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/modis_wonderglobe-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\"> \"<a href=\"https:\/\/earthobservatory.nasa.gov\/images\/885\/earth-from-space\">Earth from Space<\/a>\" by <a href=\"https:\/\/www.nasa.gov\">NASA<\/a>\/<i>Reto St\u00f6ckli, Nazmi El Saleous, and Marit Jentoft-Nilsen is public domain<\/i>[\/caption]\n\nSources:\n\nMooney, C. (2016). How teachers are getting it wrong on climate change.\u00a0<i>The\u00a0Washington Post<\/i>. Retrieved from https:\/\/www.washingtonpost.com\/news\/energy-environment\/wp\/2016\/02\/11\/how-teachers-are-getting-it-wrong-on-climate-change\/\n\nNost, E., Gehrke, G., Lemelin, A., Beck, M., Braun, S., Malival, G., and EDGI. (2019). New report analyzes changes to climate topics across thousands of US federal agency websites. Retrieved from https:\/\/envirodatagov.org\/new-report-analyzes-changes-to-climate-topics-across-thousands-of-us-federal-agency-websites\/\n\n&nbsp;\n\nNGSS\n<table>\n<tbody>\n<tr>\n<th>5-ESS3-1.<\/th>\n<td><span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>Obtaining, Evaluating, and Communicating Information<\/h4><p>Obtaining, evaluating, and communicating information in 3\u20135 builds on K\u20132 <\/p>\n<p>experiences and progresses to evaluating the merit and accuracy of ideas and methods.<\/p><ul><li>Obtain and combine information from books and\/or other reliable media to explain phenomena or <\/p>\n<p>solutions to a design problem.<\/ul>\">Obtain and combine information about<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>ESS3.C:  Human Impacts on Earth Systems<\/h4><ul><li>Human activities in agriculture, industry, and everyday life have had major effects on the land, vegetation, <\/p>\n<p>streams, ocean, air, and even outer space. But individuals and communities are doing things to help protect Earth\u2019s resources and environments.\">ways individual communities use science ideas to protect the Earth\u2019s<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>Systems and System Models <\/h4><ul><li>A system can be described in terms of its components and their interactions<\/ul>\">resources and environment.<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n&nbsp;\n<table>\n<tbody>\n<tr>\n<th>MS-ESS3-5.<\/th>\n<td><span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>Asking Questions and Defining Problems<\/h4><p>Asking questions and defining problems in grades 6\u20138 builds on grades K\u20135 experiences and progresses to specifying relationships between variables, and clarifying arguments and models.<\/p><ul><li>Apply scientific knowledge and evidence to explain real-world phenomena, examples, or events.<\/li><li>Ask questions to identify and clarify evidence of an argument.<\/li><\/ul>\">Ask questions to clarify evidence<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>ESS3.D:  Global Climate Change<\/h4><ul><li>Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth\u2019s mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities.<\/li><\/ul>\">of the factors<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>Stability and Change<\/h4><ul><li>Stability might be disturbed either by sudden events or gradual changes that accumulate over time.<\/li><\/ul>\">that have caused the rise in<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>ESS3.D:  Global Climate Change<\/h4><ul><li>Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth\u2019s mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities.<\/li><\/ul>\">global temperatures over the past century.<\/span>\u00a0<span class=\"red\">[Clarification Statement: Examples of factors include human activities (such as fossil fuel combustion, cement production, and agricultural activity) and natural processes (such as changes in incoming solar radiation or volcanic activity). Examples of evidence can include tables, graphs, and maps of global and regional temperatures, atmospheric levels of gases such as carbon dioxide and methane, and the rates of human activities. Emphasis is on the major role that human activities play in causing the rise in global temperatures.]<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table>\n<tbody>\n<tr>\n<th>MS-ESS3-4.<\/th>\n<td><span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>Engaging in Argument from Evidence<\/h4><p>Engaging in argument from evidence in 6\u20138 builds on K\u20135 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed world(s).<\/p><ul><li>Construct an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem.<\/li><\/ul>\">Construct an argument supported by evidence for how<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>ESS3.C:  Human Impacts on Earth Systems<\/h4><ul><li>Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise.<\/li><\/ul>\">increases in human population and per-capita consumption of natural resources<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\" data-original-title=\"<h4>Cause and Effect<\/h4><ul><li>Cause and effect relationships may be used to predict phenomena in natural or designed systems.<\/li><\/ul>\">impact Earth's systems.<\/span>\u00a0<span class=\"red\">[Clarification Statement: Examples of evidence include grade-appropriate databases on human populations and the rates of consumption of food and natural resources (such as freshwater, mineral, and energy). Examples of impacts can include changes to the appearance, composition, and structure of Earth\u2019s systems as well as the rates at which they change. The consequences of increases in human populations and consumption of natural resources are described by science, but science does not make the decisions for the actions society takes.]<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nDCI\n\nFifth GRade\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=194\">ESS3.C: Human Impacts on Earth Systems<\/a><\/h3>\n<ul>\n \t<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=194\">Human activities in agriculture, industry, and everyday life have had major effects on the land, vegetation, streams, ocean, air, and even outer space. But individuals and communities are doing things to help protect Earth\u2019s resources and environments. (5-ESS3-1)<\/a><\/li>\n<\/ul>\nmiddle school\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=196\">ESS3.D: Global Climate Change<\/a><\/h3>\n<ul>\n \t<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=196\">Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth\u2019s mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities. (MS-ESS3-5)<\/a><\/li>\n<\/ul>\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=194\">ESS3.C: Human Impacts on Earth Systems<\/a><\/h3>\n<a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=194\">Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. (MS-ESS3-3),(MS-ESS3-4)<\/a>","rendered":"<p><strong>Climate Change<\/strong><\/p>\n<div class=\"textbox textbox--examples\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">According to a recent headline from the National Oceanic and Atmospheric Administration (NOAA),<\/p>\n<h1><span style=\"color: #ffffff\"><strong>&#8220;July 2019 was hottest month on record for the planet&#8221;<\/strong><\/span><\/h1>\n<p><span style=\"text-align: initial;font-size: 1em\">Click <\/span><a style=\"text-align: initial;font-size: 1em\" href=\"https:\/\/www.ncei.noaa.gov\/news\/global-climate-201907\">here<\/a><span style=\"text-align: initial;font-size: 1em\"> to read the full report.<\/span><\/p>\n<p><span style=\"text-align: initial;font-size: 1em\">NOAA. (2019). July 2019 was the hottest month on record for the planet. Retrieved from https:\/\/www.noaa.gov\/news\/july-2019-was-hottest-month-on-record-for-planet<\/span><\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>Fast Facts:<\/p>\n<ul>\n<li>Since record keeping began in 1880, July 2019 was the hottest month on record.<\/li>\n<li>Year-to-date, January to July 2019 was the second-hottest time period on record with temperatures 1.71\u00a0degrees F higher than average globally.<\/li>\n<li>Arctic and Antarctic sea ice levels were both at record lows for the month of July.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<div class=\"textbox textbox--exercises\"><\/div>\n<p>At the most basic level, climate change is a significant change over a 30-year period from the typical or expected weather patterns of an area. Earth&#8217;s climate has always fluctuated; the difference now is that Earth is experiencing significant climate change in a much shorter time period&#8211;decades rather than millions of years.<\/p>\n<p><span style=\"color: #000080\"><strong>Climate change is human-caused<\/strong><\/span>. Since the rise of industrialization in the 19th century, humans have relied more and more on <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_230_320\">fossil fuels<\/a> for energy. However, fossil fuels release a significant amount of <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_230_315\">greenhouse gases<\/a>, especially carbon dioxide, into the air when they are burned. This has led to a rapid rise in global temperature as well as many other changes to Earth&#8217;s natural balance.<\/p>\n<p>The video, below, shows Earth&#8217;s temperature increase between 1880 and 2017.<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-1\" title=\"Global temperature anomalies from 1880 to 2017\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/Z4bSxb5THm4?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<h5>Video Credit: &#8220;<a href=\"https:\/\/www.youtube.com\/watch?v=Z4bSxb5THm4\">Global Temperature<\/a>&#8221; by <a href=\"https:\/\/climate.nasa.gov\">NASA Climate Change<\/a> is public domain<\/h5>\n<p><strong>Tipping Points: The Point of No Return<\/strong><\/p>\n<p>Human caused climate change is not a new idea.<\/p>\n<ul>\n<li>In 1861, scientist John Tyndall explained how greenhouse gases like carbon dioxide and water vapor absorb heat in the atmosphere.<\/li>\n<li>In 1896, scientist Svante Arrhenius built upon Tyndall&#8217;s work and predicted global warming.<\/li>\n<li>In 1956, an article published in the New York Times discussed the role of carbon dioxide in human-caused climate change (Click <a href=\"https:\/\/static01.nyt.com\/packages\/pdf\/weekinreview\/warm1956.pdf\">here<\/a> to access the article).<\/li>\n<li>In 2006,\u00a0Al Gore&#8217;s popular documentary <em>An\u00a0<\/em><i>Inconvenient Truth\u00a0<\/i>warned the general public of imminent and serious consequences of climate change.<\/li>\n<\/ul>\n<p>Despite decades of warnings and scientific data, human-caused climate change has severely escalated. Atmospheric carbon dioxide has massively increased leading to higher global temperatures and a multitude of other serious consequences for the planet.<\/p>\n<p>Recently, scientists have warned that we are near to reaching a tipping point, a place of irreversible damage where abnormal and extreme climate change conditions become the norm. Some climate models predict that Earth could reach a tipping point by 2060 if significant action is not taken to reduce greenhouse gas emissions and other human factors that accelerate climate change.<\/p>\n<p><strong>Global Impact of Climate Change<\/strong><\/p>\n<p>Due to climate change, Earth&#8217;s systems are out of balance. Global systems have more energy than normal and climate change events are often amplified by each other. This creates a <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_230_291\">positive feedback loop<\/a> which has wide-ranging effects. including more extreme temperatures, more extreme weather events, melting sea ice, glacier retreat, sea level rise, and ecosystem disruption.<\/p>\n<p>Watch the video, below, for a quick overview of the impacts of climate change.<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-2\" title=\"NASA&#39;s Earth Minute: Earth Has a Fever\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/nAuv1R34BHA?start=85&#38;feature=oembed\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<h5>Video Credit: &#8220;<a href=\"https:\/\/www.youtube.com\/watch?time_continue=85&amp;v=nAuv1R34BHA\">Earth Has a Fever<\/a>&#8221; by <a href=\"https:\/\/climate.nasa.gov\">NASA Global Climate Change<\/a> is public domain<\/h5>\n<p><span style=\"color: #000080\"><strong>More Extreme Temperatures<\/strong><\/span><\/p>\n<p><a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_230_303\">Climate change<\/a> is not just global warming. Although Earth&#8217;s climate is heating up overall, climate change leads to increased frequency and intensity of temperature&#8211;a <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_230_301\">weather<\/a> event&#8211;at both the high and low range of the spectrum.<\/p>\n<p>For example, July 2019 was the hottest month on record globally. On the map, below, the pink and red shading indicates areas that had warmer than average temperatures (essentially the entire planet).<\/p>\n<figure id=\"attachment_229\" aria-describedby=\"caption-attachment-229\" style=\"width: 1024px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-216 size-large\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2019\/07\/July-2019-Global-Temperature-Percentiles-Map-1024x724.png\" alt=\"\" width=\"1024\" height=\"724\" srcset=\"https:\/\/pressbooks.usnh.edu\/methods\/files\/2019\/07\/July-2019-Global-Temperature-Percentiles-Map-1024x724.png 1024w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2019\/07\/July-2019-Global-Temperature-Percentiles-Map-300x212.png 300w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2019\/07\/July-2019-Global-Temperature-Percentiles-Map-768x543.png 768w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2019\/07\/July-2019-Global-Temperature-Percentiles-Map-65x46.png 65w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2019\/07\/July-2019-Global-Temperature-Percentiles-Map-225x159.png 225w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2019\/07\/July-2019-Global-Temperature-Percentiles-Map-350x248.png 350w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2019\/07\/July-2019-Global-Temperature-Percentiles-Map.png 1052w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><figcaption id=\"caption-attachment-229\" class=\"wp-caption-text\">&#8220;<a href=\"https:\/\/www.ncei.noaa.gov\/news\/global-climate-201907\">Temperature Map<\/a>&#8221; by <a href=\"https:\/\/www.noaa.gov\/\">NOAA<\/a> is public domain<\/figcaption><\/figure>\n<p>On the other hand, climate change can also cause extreme and abnormally cold temperatures. As seen in the images below, the polar vortex&#8211;a system of freezing wind and air&#8211;split from its normal position over the Arctic in January 2019. The vortex, now unstable, caused the <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_230_316\">jet stream<\/a> to warp from its normal pattern. This pushed extremely cold Arctic air down to the midwestern United States while areas of Alaska experienced warm weather. While the polar vortex is an example of <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_230_301\">weather<\/a>, not <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_230_302\">climate<\/a>, it is likely that the planet will experience more frequent and unexpected temperature extremes such as this due to the effects of climate change.<\/p>\n<figure id=\"attachment_229\" aria-describedby=\"caption-attachment-229\" style=\"width: 1024px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"size-large wp-image-217\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/GRAPHIC-polarvortex_explained_updated-012919-4034x2912-e1566081408173-1024x538.png\" alt=\"\" width=\"1024\" height=\"538\" srcset=\"https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/GRAPHIC-polarvortex_explained_updated-012919-4034x2912-e1566081408173-1024x538.png 1024w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/GRAPHIC-polarvortex_explained_updated-012919-4034x2912-e1566081408173-300x157.png 300w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/GRAPHIC-polarvortex_explained_updated-012919-4034x2912-e1566081408173-768x403.png 768w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/GRAPHIC-polarvortex_explained_updated-012919-4034x2912-e1566081408173-1536x806.png 1536w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/GRAPHIC-polarvortex_explained_updated-012919-4034x2912-e1566081408173-2048x1075.png 2048w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/GRAPHIC-polarvortex_explained_updated-012919-4034x2912-e1566081408173-65x34.png 65w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/GRAPHIC-polarvortex_explained_updated-012919-4034x2912-e1566081408173-225x118.png 225w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/GRAPHIC-polarvortex_explained_updated-012919-4034x2912-e1566081408173-350x184.png 350w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><figcaption id=\"caption-attachment-229\" class=\"wp-caption-text\">&#8220;<a href=\"https:\/\/www.noaa.gov\/multimedia\/infographic\/science-behind-polar-vortex\">Polar Vortex<\/a>&#8221; by <a href=\"https:\/\/www.noaa.gov\">NOAA<\/a> is public domain<\/figcaption><\/figure>\n<p><span style=\"color: #000080\"><strong>More Extreme Weather Events<\/strong><\/span><\/p>\n<p>An increase in the frequency and intensity of extreme weather events is one way many people can observe and recognize climate change.\u00a0The image, below, shows weather events that typically increase due to climate change. From left to right they are: heat waves, drought, hurricanes, wildfires, and melting sea ice.<\/p>\n<figure id=\"attachment_229\" aria-describedby=\"caption-attachment-229\" style=\"width: 1024px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"size-large wp-image-218\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/Photo-collage-climate-scenarios-global-climate-reports-NOAA-image-landscapes-1024x488.jpg\" alt=\"\" width=\"1024\" height=\"488\" srcset=\"https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Photo-collage-climate-scenarios-global-climate-reports-NOAA-image-landscapes-1024x488.jpg 1024w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Photo-collage-climate-scenarios-global-climate-reports-NOAA-image-landscapes-300x143.jpg 300w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Photo-collage-climate-scenarios-global-climate-reports-NOAA-image-landscapes-768x366.jpg 768w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Photo-collage-climate-scenarios-global-climate-reports-NOAA-image-landscapes-1536x732.jpg 1536w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Photo-collage-climate-scenarios-global-climate-reports-NOAA-image-landscapes-2048x976.jpg 2048w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Photo-collage-climate-scenarios-global-climate-reports-NOAA-image-landscapes-65x31.jpg 65w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Photo-collage-climate-scenarios-global-climate-reports-NOAA-image-landscapes-225x107.jpg 225w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Photo-collage-climate-scenarios-global-climate-reports-NOAA-image-landscapes-350x167.jpg 350w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><figcaption id=\"caption-attachment-229\" class=\"wp-caption-text\">&#8220;<a href=\"https:\/\/www.noaa.gov\/news\/july-2019-was-hottest-month-on-record-for-planet\">Photo Collage<\/a>&#8221; by <a href=\"https:\/\/www.noaa.gov\">NOAA<\/a> is public domain<\/figcaption><\/figure>\n<div class=\"textbox shaded\">\n<p><span style=\"text-align: initial;font-size: 1em\">The map, below, shows the cost per state in weather disasters causing $1 billion or more in damages between 1980 and 2019. In total, these disasters costed the U.S. more than $1.7 trillion, although different states were affected by different types of weather. <\/span><\/p>\n<ul>\n<li><span style=\"text-align: initial;font-size: 1em\">Iowa (shaded a medium red color on the map) has experienced the most impact from drought and flood-related damages, each costing between $10-20 billion. <\/span><\/li>\n<li><span style=\"text-align: initial;font-size: 1em\">Texas (shaded a dark red color on the map) has suffered the most from tropical cyclones&#8211;including Hurricanes Rita, Ike, and Harvey&#8211;with a total cost of $100-200 billion.<\/span><\/li>\n<\/ul>\n<p><span style=\"text-align: initial;font-size: 1em\">Click\u00a0<\/span><a style=\"text-align: initial;font-size: 1em\" href=\"https:\/\/www.ncdc.noaa.gov\/billions\/mapping\">here<\/a><span style=\"text-align: initial;font-size: 1em\">\u00a0to access the interactive map and see data for other states.<\/span><\/p>\n<figure id=\"attachment_219\" aria-describedby=\"caption-attachment-219\" style=\"width: 1024px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"size-large wp-image-219\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/Screen-Shot-2019-08-17-at-6.14.36-PM-1024x883.png\" alt=\"\" width=\"1024\" height=\"883\" srcset=\"https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Screen-Shot-2019-08-17-at-6.14.36-PM-1024x883.png 1024w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Screen-Shot-2019-08-17-at-6.14.36-PM-300x259.png 300w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Screen-Shot-2019-08-17-at-6.14.36-PM-768x663.png 768w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Screen-Shot-2019-08-17-at-6.14.36-PM-65x56.png 65w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Screen-Shot-2019-08-17-at-6.14.36-PM-225x194.png 225w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Screen-Shot-2019-08-17-at-6.14.36-PM-350x302.png 350w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Screen-Shot-2019-08-17-at-6.14.36-PM.png 1398w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><figcaption id=\"caption-attachment-219\" class=\"wp-caption-text\">&#8220;<a href=\"https:\/\/www.ncdc.noaa.gov\/billions\/mapping\">Billion-Dollar Weather Events<\/a>&#8221; by <a href=\"https:\/\/www.ncdc.noaa.gov\">NOAA National Centers for Environmental Information<\/a> is public domain<\/figcaption><\/figure>\n<\/div>\n<div class=\"textbox textbox--exercises\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">K-6 Standards<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>MS-ESS3-2. Analyze and interpret data on natural hazards to forecast future catastrophic<br \/>\nevents and inform the development of technologies to mitigate their effects.<\/p>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<p><strong style=\"text-align: initial;font-size: 1em;color: #000080\">Melting Sea Ice<\/strong><\/p>\n<p>Melting sea ice affects the entire planet, not just the Arctic. Arctic sea ice acts as Earth&#8217;s air conditioner. <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_230_299\">Air masses<\/a> and ocean currents carry the ice&#8217;s cooling effect to other parts of the planet. As shown in the animation, below, Arctic sea ice has been steadily shrinking for decades.<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-3\" title=\"Arctic sea ice growing younger, thinner\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/c6jX9URzZWg?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<h5>Video credit: &#8220;<a href=\"https:\/\/www.youtube.com\/watch?v=c6jX9URzZWg\">Arctic sea ice growing younger, thinner<\/a>&#8221; by <a href=\"https:\/\/www.youtube.com\/channel\/UCAoqY69CgTdx-xT55DwtiXg\">NOAAClimate<\/a> is public domain<\/h5>\n<p>Temperatures at the North and South Poles are rising at twice the rate of the rest of the world due to melting ice and the <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_230_292\">albedo<\/a> effect. This is an example of a <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_230_291\">positive feedback loop<\/a>: As temperatures warm, more sea ice melts into water which absorbs solar radiation and causes temperatures to warm even further. The image, below, illustrates this positive feedback loop.<\/p>\n<figure id=\"attachment_229\" aria-describedby=\"caption-attachment-229\" style=\"width: 300px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-220 size-medium\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/PositiveFeedbackLoop-590-e1566028728332-300x240.jpg\" alt=\"\" width=\"300\" height=\"240\" srcset=\"https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/PositiveFeedbackLoop-590-e1566028728332-300x240.jpg 300w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/PositiveFeedbackLoop-590-e1566028728332-65x52.jpg 65w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/PositiveFeedbackLoop-590-e1566028728332-225x180.jpg 225w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/PositiveFeedbackLoop-590-e1566028728332-350x280.jpg 350w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/PositiveFeedbackLoop-590-e1566028728332.jpg 554w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><figcaption id=\"caption-attachment-229\" class=\"wp-caption-text\">&#8220;<a href=\"https:\/\/climatekids.nasa.gov\/arctic-animals\/\">Positive Feedback Loop<\/a>&#8221; by <a href=\"https:\/\/climatekids.nasa.gov\">NASA Climate Kids<\/a>\u00a0is public domain<\/figcaption><\/figure>\n<p>As the darker-colored seawater absorbs the Sun&#8217;s radiation, the oceans heat up. Higher ocean temperatures negatively affect plants and living creatures in aquatic ecosystems which affects marine-based economic industries, such as fishing, in turn.<\/p>\n<p>The photos, below, show the Bering and Chukchi Seas which are located in the northern Pacific Ocean between Alaska and Russia. These seas typically have maximum ice cover in late March and early April; as seen in the image on the left, most of the sea is covered in ice. Just five years later, the image on the right shows significantly less ice on the sea. In fact, 2019 had the lowest levels of ice on record for this region.<\/p>\n<figure id=\"attachment_229\" aria-describedby=\"caption-attachment-229\" style=\"width: 1024px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-221 size-large\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/2014_2019-AKseaice-1024x576.jpg\" alt=\"\" width=\"1024\" height=\"576\" srcset=\"https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/2014_2019-AKseaice-1024x576.jpg 1024w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/2014_2019-AKseaice-300x169.jpg 300w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/2014_2019-AKseaice-768x432.jpg 768w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/2014_2019-AKseaice-1536x864.jpg 1536w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/2014_2019-AKseaice-65x37.jpg 65w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/2014_2019-AKseaice-225x127.jpg 225w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/2014_2019-AKseaice-350x197.jpg 350w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/2014_2019-AKseaice.jpg 1920w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><figcaption id=\"caption-attachment-229\" class=\"wp-caption-text\">&#8220;<a href=\"https:\/\/www.nesdis.noaa.gov\/content\/bering-sea-appears-largely-ice-free-noaa-20\">Sea Ice<\/a>&#8221; by <a href=\"https:\/\/www.noaa.gov\/\">NOAA<\/a> is public domain<\/figcaption><\/figure>\n<p><span style=\"color: #000080\"><strong>Glacier Retreat<\/strong><\/span><\/p>\n<p>Glaciers are large bodies of snow and ice that move slowly across land. Glaciers naturally fluctuate in size with the seasons, but climate change has led to warmer temperatures overall. This means that glaciers melt at a faster rate than snow falls to rebuild the glacier&#8217;s mass, a phenomenon called glacier retreat.<\/p>\n<p>Melting glaciers affects the ecosystem of an area because different plants and animals will not be able to survive in a changing landscape. Additionally, humans rely on typical ice melt from glaciers as a critical water source which dwindles when glaciers retreat.<\/p>\n<p>For example, when Montana&#8217;s Glacier National Park was created in 1910, it had 150 glaciers. Today, only 26 remain and they are all significantly smaller than their original size. The image, below, shows the significant retreat of the Boulder Glacier. Today, the glacier is so small it is considered inactive. Click <a href=\"https:\/\/www.nps.gov\/glac\/learn\/nature\/melting-glaciers.htm\">here<\/a> to see more images of <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_230_323\">glacier retreat<\/a>.<\/p>\n<figure id=\"attachment_229\" aria-describedby=\"caption-attachment-229\" style=\"width: 1024px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"size-large wp-image-222\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/Screen-Shot-2019-08-16-at-9.01.45-PM-1024x528.png\" alt=\"\" width=\"1024\" height=\"528\" srcset=\"https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Screen-Shot-2019-08-16-at-9.01.45-PM-1024x528.png 1024w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Screen-Shot-2019-08-16-at-9.01.45-PM-300x155.png 300w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Screen-Shot-2019-08-16-at-9.01.45-PM-768x396.png 768w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Screen-Shot-2019-08-16-at-9.01.45-PM-1536x791.png 1536w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Screen-Shot-2019-08-16-at-9.01.45-PM-2048x1055.png 2048w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Screen-Shot-2019-08-16-at-9.01.45-PM-65x33.png 65w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Screen-Shot-2019-08-16-at-9.01.45-PM-225x116.png 225w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Screen-Shot-2019-08-16-at-9.01.45-PM-350x180.png 350w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><figcaption id=\"caption-attachment-229\" class=\"wp-caption-text\">&#8220;<a href=\"https:\/\/www.usgs.gov\/centers\/norock\/science\/boulder-glacier-ice-cave?qt-science_center_objects=0#qt-science_center_objects\">Retreat of Boulder Glacier<\/a>&#8220;. Left photo by George Grant. Right photo by Jerry DeSanto. Images courtesy of <a href=\"https:\/\/www.usgs.gov\/centers\/norock\">NOROCK<\/a> are public domain.<\/figcaption><\/figure>\n<p><span style=\"color: #000080\"><strong>Sea Level Rise<\/strong><\/span><\/p>\n<p>The main cause of sea level rise is <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_230_317\">thermal expansion<\/a>. When water is heated, its volume increases. Picture a pot of water boiling on the stove: When the liquid water heats, it expands and turns to steam which has a larger volume.<\/p>\n<p>The same thing happens with water in the ocean. As Earth&#8217;s temperature increases due to climate change, the oceans are absorbing 90% of the increased heat. As the temperature of the ocean increases, its volume increases so sea level rises.<\/p>\n<p>Watch the following video for more explanation of thermal expansion.<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-4\" title=\"The Truth About Rising Sea Levels\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/fuvY5YG5zA4?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<h5>Video Credit: &#8220;<a href=\"https:\/\/www.youtube.com\/watch?v=fuvY5YG5zA4\">The Secret to Rising Sea Levels&#8211;Thermal Expansion<\/a>&#8221; by <a href=\"https:\/\/www.youtube.com\/channel\/UCC552Sd-3nyi_tk2BudLUzA\">ASAP Science<\/a>, video used with permission<\/h5>\n<p>The second cause of sea level rise is ice melt from land. As global temperatures rise, ice sheets and <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_230_324\">glaciers<\/a> are melting at increasingly fast rates. However, it is important to note that only ice melt from Antarctica and other land masses contributes to sea level rise.<\/p>\n<ul>\n<li>Antarctica is a continent so it has land underneath the ice. When the ice melts, it runs off into the ocean. Thus, there is more water in the ocean and sea level rises.<\/li>\n<li>Ice at the North Pole floats in the ocean; it does not have land underneath. Therefore, the volume of water in the ocean stays the same and sea level does not change when Arctic ice melts.<\/li>\n<\/ul>\n<p>Like Antarctica, ice melting off of Greenland contributes to sea level rise because Greenland is an island (there is land underneath the ice). Watch the following short video for further explanation.<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-5\" title=\"NASA&#39;s Earth Minute: Greenland Ice\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/yLm7PSsvW8g?start=100&#38;feature=oembed\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<h5>Video Credit: &#8220;<a href=\"https:\/\/www.youtube.com\/watch?time_continue=100&amp;v=yLm7PSsvW8g\">Greenland Ice<\/a>&#8221; by <a href=\"https:\/\/climate.nasa.gov\">NASA Global Climate Change<\/a> is public domain<\/h5>\n<p><span style=\"color: #000080\"><span style=\"color: #000080\"><strong>Ecosystem Disruption<\/strong><\/span><\/span><\/p>\n<p>As the climate changes, the delicate balance of many <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_230_318\">ecosystems<\/a> is disrupted or even destroyed. One example is coral reefs. Coral reefs play a critical role in the ocean ecosystem&#8211;they provide shelter for thousands of marine species, they regulate carbon dioxide levels in the ocean, they protect the shoreline from rough waters and storms, and they generate billions of dollars in revenue from fishing and tourism.<\/p>\n<p>Coral reefs are severely impacted by climate change. Scientists estimate that more than a quarter of coral reefs have died worldwide in the last three decades. Read the infographic below to learn more about coral reefs and climate change.<\/p>\n<figure id=\"attachment_229\" aria-describedby=\"caption-attachment-229\" style=\"width: 1200px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-223\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/coralreef-climate.jpg\" alt=\"\" width=\"1200\" height=\"782\" srcset=\"https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/coralreef-climate.jpg 1200w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/coralreef-climate-300x196.jpg 300w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/coralreef-climate-1024x667.jpg 1024w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/coralreef-climate-768x500.jpg 768w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/coralreef-climate-65x42.jpg 65w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/coralreef-climate-225x147.jpg 225w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/coralreef-climate-350x228.jpg 350w\" sizes=\"auto, (max-width: 1200px) 100vw, 1200px\" \/><figcaption id=\"caption-attachment-229\" class=\"wp-caption-text\">&#8220;<a href=\"https:\/\/oceanservice.noaa.gov\/facts\/coralreef-climate.html\">Threats to Coral Reefs<\/a>&#8221; by <a href=\"https:\/\/oceanservice.noaa.gov\/welcome.html\">NOAA National Ocean Service<\/a> is public domain<\/figcaption><\/figure>\n<div class=\"textbox textbox--exercises\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">K-6 Standards<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>K-ESS2-2. Construct an argument supported by evidence for how plants and animals (including<br \/>\nhumans) can change the environment to meet their needs.<\/p>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<p><strong>What is Being Done?<\/strong><\/p>\n<div class=\"textbox textbox--examples\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">A Short Timeline of Events<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<ul>\n<li><strong>December 2015<\/strong>-Paris Climate Accord: 195 countries agree to reduce greenhouse gas emissions in order to keep the global temperature increase below 1.5-2\u00b0C.<\/li>\n<li><strong>June 2017<\/strong>-President Trump announced that the U.S. would be pulling out of the Paris Climate Accord.<\/li>\n<li><strong>October 2018<\/strong>-A special report from the Intergovernmental Panel on Climate Change (IPCC) states that Earth could reach the 1.5\u00b0C <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_230_325\">tipping point<\/a> by 2040. The world is not on track to meet this goal without huge and immediate changes.<\/li>\n<li><strong>July 2019<\/strong>-The hottest month on record globally according to a report by NOAA,.<\/li>\n<li><strong>September 2019<\/strong>-Global Climate Strike: Led by young people and 16-year-old activist Greta Thunberg, millions of people gather around the world to demand action on climate change.<\/li>\n<li><strong>October 4, 2019<\/strong>-Greta Thunberg visits Iowa City (!) in support of local student-led climate strikers. More than 3,000 people attended the climate strike in downtown Iowa City.<\/li>\n<\/ul>\n<figure id=\"attachment_1122\" aria-describedby=\"caption-attachment-1122\" style=\"width: 231px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-1122 size-medium\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/Greta_Thunberg_4-scaled-1.jpg\" alt=\"\" width=\"231\" height=\"300\" \/><figcaption id=\"caption-attachment-1122\" class=\"wp-caption-text\">&#8220;<a href=\"https:\/\/en.wikiquote.org\/wiki\/Greta_Thunberg#\/media\/File:Greta_Thunberg_4.jpg\">Greta Thunberg<\/a>&#8221; by Anders Hellberg is licensed under <a href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA 4.0<\/a><\/figcaption><\/figure>\n<\/div>\n<\/div>\n<p>Climate change is in the news nearly every day. One way to keep up with current events is to subscribe to <a href=\"https:\/\/www.nytimes.com\/newsletters\/climate-change\">Climate Fwd<\/a>, a weekly newsletter from the New York Times. You can find information in the <a href=\"\/methods\/chapter\/helpful-links\/\">Helpful Links<\/a> chapter of this book.<\/p>\n<p><strong>Misinformation and Doubt<\/strong><\/p>\n<div class=\"textbox textbox--key-takeaways\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Key Takeaway<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>As shown in the graphic, below, <strong>97% of scientists agree that climate change is human-caused<\/strong>. This data comes from a <a href=\"https:\/\/iopscience.iop.org\/article\/10.1088\/1748-9326\/8\/2\/024024\">study<\/a> of 11,944 peer-reviewed scientific articles by Cook, et al. (2013).<\/p>\n<figure id=\"attachment_226\" aria-describedby=\"caption-attachment-226\" style=\"width: 500px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-225\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/consensus_97_percent_med.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/consensus_97_percent_med.jpg 500w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/consensus_97_percent_med-300x225.jpg 300w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/consensus_97_percent_med-65x49.jpg 65w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/consensus_97_percent_med-225x169.jpg 225w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/consensus_97_percent_med-350x263.jpg 350w\" sizes=\"auto, (max-width: 500px) 100vw, 500px\" \/><figcaption id=\"caption-attachment-226\" class=\"wp-caption-text\">&#8220;<a href=\"https:\/\/skepticalscience.com\/graphics.php?g=19\">97% Consensus<\/a>&#8221; by <a href=\"https:\/\/skepticalscience.com\">Skeptical Science<\/a> is licensed under <a href=\"http:\/\/creativecommons.org\/licenses\/by\/3.0\/\">CC BY 3.0<\/a><\/figcaption><\/figure>\n<p>As shown in the graphic, below, this conclusion has been corroborated by a number of other studies. Among scientists, there is near-consensus that climate change is human-caused.<\/p>\n<figure id=\"attachment_226\" aria-describedby=\"caption-attachment-226\" style=\"width: 1200px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-226 size-full\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/Cook_et_al._2016_Studies_consensus.jpg\" alt=\"\" width=\"1200\" height=\"675\" srcset=\"https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Cook_et_al._2016_Studies_consensus.jpg 1200w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Cook_et_al._2016_Studies_consensus-300x169.jpg 300w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Cook_et_al._2016_Studies_consensus-1024x576.jpg 1024w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Cook_et_al._2016_Studies_consensus-768x432.jpg 768w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Cook_et_al._2016_Studies_consensus-65x37.jpg 65w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Cook_et_al._2016_Studies_consensus-225x127.jpg 225w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Cook_et_al._2016_Studies_consensus-350x197.jpg 350w\" sizes=\"auto, (max-width: 1200px) 100vw, 1200px\" \/><figcaption id=\"caption-attachment-226\" class=\"wp-caption-text\">&#8220;<a href=\"https:\/\/skepticalscience.com\/graphics.php?g=242\">Scientific Consensus<\/a>&#8221; by <a href=\"https:\/\/skepticalscience.com\">Skeptical Science<\/a> is licensed under <a href=\"http:\/\/creativecommons.org\/licenses\/by\/3.0\/\">CC BY 3.0<\/a><\/figcaption><\/figure>\n<\/div>\n<\/div>\n<p>Despite the scientific data, there is still widespread misinformation and doubt spread to the public.\u00a0Large corporations and wealthy individuals have significant economic and political through which they influence climate change policies and information. <span style=\"color: #000080\"><strong>These climate deniers are economically driven; by donating to causes that deny climate change, climate deniers make more money.<\/strong><\/span> As such, conservative billionaires and mega corporations spend billions of dollars funding climate denial initiatives each year. As a result, misinformation and incomplete information about climate change is disseminated to the public causing confusion and doubt.<\/p>\n<p>Click <a href=\"https:\/\/drive.google.com\/file\/d\/1aawblIa8PfqEe_7vXqnXGzAftDFz9Hua\/view?usp=sharing\">here<\/a>\u00a0to &#8220;Meet the Money Behind the Climate Denial Movement&#8221;.<\/p>\n<p>Prominent climate deniers include:<\/p>\n<ul>\n<li><strong>ExxonMobil<\/strong>: One of the largest oil companies in the world.<\/li>\n<li><strong>Koch family foundations<\/strong>: Related to Koch Industries, a multi-billion dollar conglomerate of companies in the oil, gas, paper, and chemical industries.<\/li>\n<li><strong>The Bradley Foundation, Searle Freedom Trust, Coors affiliated foundations, Scaife affiliated foundations, and the DeVos Foundation<\/strong>: Wealthy conservative family foundations that have contributed to climate change denial.<\/li>\n<li><strong>Donors Trust and Donors Capital Fund<\/strong>: Two related organizations that pool the funds of large donors to give to conservative causes. Known donors include, again, the Bradley Foundation, Searle Freedom Trust, Coors affiliated foundations, the DeVos family, and the Koch family.<\/li>\n<\/ul>\n<figure id=\"attachment_229\" aria-describedby=\"caption-attachment-229\" style=\"width: 1024px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-227\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/AttackTheConsensus_1024w.jpg\" alt=\"\" width=\"1024\" height=\"770\" srcset=\"https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/AttackTheConsensus_1024w.jpg 1024w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/AttackTheConsensus_1024w-300x226.jpg 300w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/AttackTheConsensus_1024w-768x578.jpg 768w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/AttackTheConsensus_1024w-65x49.jpg 65w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/AttackTheConsensus_1024w-225x169.jpg 225w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/AttackTheConsensus_1024w-350x263.jpg 350w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><figcaption id=\"caption-attachment-229\" class=\"wp-caption-text\">&#8220;<a href=\"https:\/\/skepticalscience.com\/graphics.php?g=100\">Attack the Consensus<\/a>&#8221; by <a href=\"https:\/\/skepticalscience.com\">Skeptical Science<\/a> is licensed under <a href=\"http:\/\/creativecommons.org\/licenses\/by\/3.0\/\">CC BY 3.0<\/a><\/figcaption><\/figure>\n<div class=\"textbox shaded\">\n<p><strong>Climate change information on the Environmental Protection Agency&#8217;s (EPA) website has been significantly altered during the Trump administration.<\/strong><\/p>\n<ul>\n<li>Starting in 2017, several pages about climate change were removed or &#8220;being updated&#8221; for a year and a half. If you visit the EPA&#8217;s\u00a0<a href=\"https:\/\/www.epa.gov\">website<\/a>, climate change is not one of the suggested environmental topics nor does it appear anywhere on the homepage.<\/li>\n<li><span style=\"text-align: initial;font-size: 1em\">In October 2018, the EPA stopped updating many of its climate pages. The image, below, shows what happens if you navigate to <\/span><a style=\"text-align: initial;font-size: 1em\" href=\"http:\/\/epa.gov\/climatechange\">epa.gov\/climatechange<\/a><span style=\"text-align: initial;font-size: 1em\">, the former climate change homepage.<\/span><\/li>\n<\/ul>\n<figure id=\"attachment_228\" aria-describedby=\"caption-attachment-228\" style=\"width: 2200px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-228 size-full\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/Screen-Shot-2019-09-20-at-9.46.46-PM.png\" alt=\"\" width=\"2200\" height=\"670\" srcset=\"https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Screen-Shot-2019-09-20-at-9.46.46-PM.png 2200w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Screen-Shot-2019-09-20-at-9.46.46-PM-300x91.png 300w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Screen-Shot-2019-09-20-at-9.46.46-PM-1024x312.png 1024w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Screen-Shot-2019-09-20-at-9.46.46-PM-768x234.png 768w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Screen-Shot-2019-09-20-at-9.46.46-PM-1536x468.png 1536w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Screen-Shot-2019-09-20-at-9.46.46-PM-2048x624.png 2048w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Screen-Shot-2019-09-20-at-9.46.46-PM-65x20.png 65w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Screen-Shot-2019-09-20-at-9.46.46-PM-225x69.png 225w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/Screen-Shot-2019-09-20-at-9.46.46-PM-350x107.png 350w\" sizes=\"auto, (max-width: 2200px) 100vw, 2200px\" \/><figcaption id=\"caption-attachment-228\" class=\"wp-caption-text\">Screenshot of <a href=\"http:\/\/epa.gov\/climatechange\">epa.gov\/climatechange<\/a><\/figcaption><\/figure>\n<p>In a 2019 report, the Environmental Data and Governance Initiative analyzed 5,300 government webpages. They found that &#8220;over half of all pages where &#8216;climate change&#8217; was completely removed from public access (73\/136) were U.S. Environmental Protection Agency (EPA) pages&#8221; (Nost et al., 2019). All of these changes limit and confound the public&#8217;s access to credible scientific information.<\/p>\n<\/div>\n<p>We need to be clear on the science behind climate change. Although the majority of science teachers cover climate change in their curriculum, one <a href=\"https:\/\/www.washingtonpost.com\/news\/energy-environment\/wp\/2016\/02\/11\/how-teachers-are-getting-it-wrong-on-climate-change\/\">survey<\/a> found that 30% of teachers &#8220;tell students that the current warming &#8216;is likely due to natural causes'&#8221; (Mooney, 2016). As teachers, it is up to us to help our students access accurate scientific information and prevent misconceptions.<\/p>\n<p>To find more credible sources of information about all things science, check out the <a href=\"\/methods\/chapter\/helpful-links\/\">Helpful Links<\/a> chapter of this book.<\/p>\n<figure id=\"attachment_229\" aria-describedby=\"caption-attachment-229\" style=\"width: 300px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-229\" src=\"http:\/\/pressbooks.usnh.edu\/methods\/wp-content\/blogs.dir\/31\/files\/2023\/03\/modis_wonderglobe-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\" srcset=\"https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/modis_wonderglobe-300x300.jpg 300w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/modis_wonderglobe-150x150.jpg 150w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/modis_wonderglobe-65x65.jpg 65w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/modis_wonderglobe-225x225.jpg 225w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/modis_wonderglobe-350x350.jpg 350w, https:\/\/pressbooks.usnh.edu\/methods\/files\/2023\/03\/modis_wonderglobe.jpg 540w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><figcaption id=\"caption-attachment-229\" class=\"wp-caption-text\">&#8220;<a href=\"https:\/\/earthobservatory.nasa.gov\/images\/885\/earth-from-space\">Earth from Space<\/a>&#8221; by <a href=\"https:\/\/www.nasa.gov\">NASA<\/a>\/<i>Reto St\u00f6ckli, Nazmi El Saleous, and Marit Jentoft-Nilsen is public domain<\/i><\/figcaption><\/figure>\n<p>Sources:<\/p>\n<p>Mooney, C. (2016). How teachers are getting it wrong on climate change.\u00a0<i>The\u00a0Washington Post<\/i>. Retrieved from https:\/\/www.washingtonpost.com\/news\/energy-environment\/wp\/2016\/02\/11\/how-teachers-are-getting-it-wrong-on-climate-change\/<\/p>\n<p>Nost, E., Gehrke, G., Lemelin, A., Beck, M., Braun, S., Malival, G., and EDGI. (2019). New report analyzes changes to climate topics across thousands of US federal agency websites. Retrieved from https:\/\/envirodatagov.org\/new-report-analyzes-changes-to-climate-topics-across-thousands-of-us-federal-agency-websites\/<\/p>\n<p>&nbsp;<\/p>\n<p>NGSS<\/p>\n<table>\n<tbody>\n<tr>\n<th>5-ESS3-1.<\/th>\n<td><span class=\"popup\" style=\"cursor: pointer\" title=\"\">Obtaining, Evaluating, and Communicating InformationObtaining, evaluating, and communicating information in 3\u20135 builds on K\u20132<br \/>\nexperiences and progresses to evaluating the merit and accuracy of ideas and methods.Obtain and combine information from books and\/or other reliable media to explain phenomena or<br \/>\nsolutions to a design problem.&#8220;&gt;Obtain and combine information about<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\">ESS3.C:  Human Impacts on Earth SystemsHuman activities in agriculture, industry, and everyday life have had major effects on the land, vegetation,<br \/>\nstreams, ocean, air, and even outer space. But individuals and communities are doing things to help protect Earth\u2019s resources and environments.&#8221;&gt;ways individual communities use science ideas to protect the Earth\u2019s<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\">Systems and System Models A system can be described in terms of its components and their interactions&#8220;&gt;resources and environment.<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<table>\n<tbody>\n<tr>\n<th>MS-ESS3-5.<\/th>\n<td><span class=\"popup\" style=\"cursor: pointer\" title=\"\">Asking Questions and Defining ProblemsAsking questions and defining problems in grades 6\u20138 builds on grades K\u20135 experiences and progresses to specifying relationships between variables, and clarifying arguments and models.Apply scientific knowledge and evidence to explain real-world phenomena, examples, or events.Ask questions to identify and clarify evidence of an argument.&#8220;&gt;Ask questions to clarify evidence<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\">ESS3.D:  Global Climate ChangeHuman activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth\u2019s mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities.&#8220;&gt;of the factors<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\">Stability and ChangeStability might be disturbed either by sudden events or gradual changes that accumulate over time.&#8220;&gt;that have caused the rise in<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\">ESS3.D:  Global Climate ChangeHuman activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth\u2019s mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities.&#8220;&gt;global temperatures over the past century.<\/span>\u00a0<span class=\"red\">[Clarification Statement: Examples of factors include human activities (such as fossil fuel combustion, cement production, and agricultural activity) and natural processes (such as changes in incoming solar radiation or volcanic activity). Examples of evidence can include tables, graphs, and maps of global and regional temperatures, atmospheric levels of gases such as carbon dioxide and methane, and the rates of human activities. Emphasis is on the major role that human activities play in causing the rise in global temperatures.]<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table>\n<tbody>\n<tr>\n<th>MS-ESS3-4.<\/th>\n<td><span class=\"popup\" style=\"cursor: pointer\" title=\"\">Engaging in Argument from EvidenceEngaging in argument from evidence in 6\u20138 builds on K\u20135 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed world(s).Construct an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem.&#8220;&gt;Construct an argument supported by evidence for how<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\">ESS3.C:  Human Impacts on Earth SystemsTypically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise.&#8220;&gt;increases in human population and per-capita consumption of natural resources<\/span>\u00a0<span class=\"popup\" style=\"cursor: pointer\" title=\"\">Cause and EffectCause and effect relationships may be used to predict phenomena in natural or designed systems.&#8220;&gt;impact Earth&#8217;s systems.<\/span>\u00a0<span class=\"red\">[Clarification Statement: Examples of evidence include grade-appropriate databases on human populations and the rates of consumption of food and natural resources (such as freshwater, mineral, and energy). Examples of impacts can include changes to the appearance, composition, and structure of Earth\u2019s systems as well as the rates at which they change. The consequences of increases in human populations and consumption of natural resources are described by science, but science does not make the decisions for the actions society takes.]<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>DCI<\/p>\n<p>Fifth GRade<\/p>\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=194\">ESS3.C: Human Impacts on Earth Systems<\/a><\/h3>\n<ul>\n<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=194\">Human activities in agriculture, industry, and everyday life have had major effects on the land, vegetation, streams, ocean, air, and even outer space. But individuals and communities are doing things to help protect Earth\u2019s resources and environments. (5-ESS3-1)<\/a><\/li>\n<\/ul>\n<p>middle school<\/p>\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=196\">ESS3.D: Global Climate Change<\/a><\/h3>\n<ul>\n<li><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=196\">Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth\u2019s mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities. (MS-ESS3-5)<\/a><\/li>\n<\/ul>\n<h3><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=194\">ESS3.C: Human Impacts on Earth Systems<\/a><\/h3>\n<p><a href=\"http:\/\/www.nap.edu\/openbook.php?record_id=13165&amp;page=194\">Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. (MS-ESS3-3),(MS-ESS3-4)<\/a><\/p>\n<div class=\"glossary\"><span class=\"screen-reader-text\" id=\"definition\">definition<\/span><template id=\"term_230_320\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_230_320\"><div tabindex=\"-1\"><p>Finite sources of energy derived from ancient remains of decomposing organisms. The main fossil fuels are coal, oil, and natural gas.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_230_315\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_230_315\"><div tabindex=\"-1\"><p>An asymmetrical gas in Earth's atmosphere that traps heat. The main greenhouse gases are carbon dioxide, nitrous oxide, methane, and water vapor.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_230_291\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_230_291\"><div tabindex=\"-1\"><p>A process where one change triggers the next in a continuous cycle that encourages the initial change.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_230_303\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_230_303\"><div tabindex=\"-1\"><p>A significant change over a 30-year period from the typical or expected weather patterns of an area. Modern climate change is human-caused.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_230_301\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_230_301\"><div tabindex=\"-1\"><p>The short term atmospheric conditions in an area.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_230_316\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_230_316\"><div tabindex=\"-1\"><p>A large current of wind which carries warm and cold air masses to different areas of Earth.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_230_302\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_230_302\"><div tabindex=\"-1\"><p>The typical weather conditions in an area over a 30-year period.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_230_299\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_230_299\"><div tabindex=\"-1\"><p>A large body of air that takes on the climatic conditions of the area where it is formed.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_230_292\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_230_292\"><div tabindex=\"-1\"><p>The amount of energy reflected by a surface. Light surfaces tend to have a high albedo because they reflect more energy. Dark surfaces tend to have a low albedo because they absorb more energy.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_230_323\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_230_323\"><div tabindex=\"-1\"><p>When glaciers melt at a faster rate than snow falls to rebuild the glacier's mass.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_230_317\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_230_317\"><div tabindex=\"-1\"><p>An increase in the volume of matter when its temperature increases.<\/p>\n<p>As global temperature increases, ocean water heats and expands which contributes to sea level rise.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_230_324\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_230_324\"><div tabindex=\"-1\"><p>Large body of snow and ice that moves slowly across land.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_230_318\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_230_318\"><div tabindex=\"-1\"><p>An interconnected community of all the living organisms and the physical landscape of an area.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_230_325\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_230_325\"><div tabindex=\"-1\"><p>A place of irreversible damage where abnormal and extreme climate change conditions become the norm.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><\/div>","protected":false},"author":11,"menu_order":4,"template":"","meta":{"pb_show_title":"","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-230","chapter","type-chapter","status-publish","hentry"],"part":187,"_links":{"self":[{"href":"https:\/\/pressbooks.usnh.edu\/methods\/wp-json\/pressbooks\/v2\/chapters\/230","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.usnh.edu\/methods\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.usnh.edu\/methods\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.usnh.edu\/methods\/wp-json\/wp\/v2\/users\/11"}],"version-history":[{"count":2,"href":"https:\/\/pressbooks.usnh.edu\/methods\/wp-json\/pressbooks\/v2\/chapters\/230\/revisions"}],"predecessor-version":[{"id":415,"href":"https:\/\/pressbooks.usnh.edu\/methods\/wp-json\/pressbooks\/v2\/chapters\/230\/revisions\/415"}],"part":[{"href":"https:\/\/pressbooks.usnh.edu\/methods\/wp-json\/pressbooks\/v2\/parts\/187"}],"metadata":[{"href":"https:\/\/pressbooks.usnh.edu\/methods\/wp-json\/pressbooks\/v2\/chapters\/230\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.usnh.edu\/methods\/wp-json\/wp\/v2\/media?parent=230"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.usnh.edu\/methods\/wp-json\/pressbooks\/v2\/chapter-type?post=230"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.usnh.edu\/methods\/wp-json\/wp\/v2\/contributor?post=230"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.usnh.edu\/methods\/wp-json\/wp\/v2\/license?post=230"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}