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Database Provider

Author

New York DEP

Grades

9th, 10th, 11th, 12th, AP® / College

Subjects

Science, Earth and Space Sciences, Mathematics

Resource Types

  • Presentation Slides
  • Data

Regional Focus

North America, United States, USA - Northeast, New York, New York City

Format

PDF

Overview of Climate Change in New York City

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Synopsis
  • This slide presentation provides thorough information about the effects of climate change on a global scale and for New York City specifically.
  • Students will learn about emissions, observed trends, climate extremes, changes in precipitation, sea level rise, and the urban heat island effect.
Teaching Tips

Positives

  • Almost all 35 slides can stand alone as catalysts for classroom lessons.
  • The slides present information clearly and sequentially, moving from basic climate change information to effects on a global scale to specific details about New York City.

Additional Prerequisites

  • Students will benefit from a definition list for unknown words.
  • The information is realistic but also starkly negative for New York City's future, so teachers may wish to discuss their students' emotional reactions to the slides and perhaps have students participate in a reflection activity after the lessons are complete.
  • Even though there is a slide to define the greenhouse effect, students may benefit from a more in-depth explanation before viewing the presentation. 

Differentiation

  • Science teachers can have students study the slides and then create personal charts of their ecological and carbon footprints, as referenced on Slide 20.
  • The last slide (35) contains a list of climate actions students can take in their own lives, so teachers can have students study the slides and then work in small groups to create narratives of their climate solution actions.
  • Math teachers can use the many graphs and projections depicted for data analysis.
  • This presentation is an excellent starting point for conversations about heat waves, the urban heat island effect, extreme weather events, water shortages, and resilience.
  • Some students may find the vast amount of data overwhelming or too much to comprehend as a whole presentation. These students may benefit from focusing on one or two slides with a similar theme and interpreting the story this data tells.
Scientist Notes
This resource from the New York City Department of Environmental Protection presents a comprehensive introduction to climate change in general before turning specifically to how climate change affects New York City today and into the future. The format of this resource is a classic slideshow featuring a wealth of figures and illustrations, all with sources cited. Key terms are clearly defined, notably the oft-misunderstood 100-year flood. This resource is recommended for teaching.
Standards

This resource addresses the listed standards. To fully meet standards, search for more related resources.

  • Mathematics
    • Statistics & Probability: Interpreting Categorical & Quantitative Data (9-12)
      • HSS.ID.A.3 Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).
      • HSS.ID.C.9 Distinguish between correlation and causation.
    • Statistics & Probability: Making Inferences & Justifying Conclusions (9-12)
      • HSS.IC.B.6 Evaluate reports based on data.
  • Science
    • ESS2: Earth's Systems
      • HS-ESS2-4. Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.
    • ESS3: Earth and Human Activity
      • HS-ESS3-5. Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth’s systems.
      • HS-ESS3-6. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.
    • LS2: Ecosystems: Interactions, Energy, and Dynamics
      • HS-LS2-6. Evaluate claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
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