CRLS Climate Day RSTA MiniLesson

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CRLS Climate Day RSTA Mini-Lesson

• How will global climate change and the solutions
  to decreasing humanitys greenhouse gas emissions
  affect what we at CRLS teach to our students?

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CRLS Climate Day RSTA Mini-Lesson

• Thursday, February 14th 15-20 minute Do Now type
  lesson on how climate change will affect your
  discipline.
• Friday, February 15th X-block. Each grade will
  hear different sets of speakers discuss climate
  change.

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CRLS Climate DayRSTA Mini-Lesson

• Lesson Plan
• Quotes or facts as the hook
• 5-10 minutes brainstorming in small groups
• 5-10 minutes as a class listing what the groups
  came up with and discussing how climate change
  and the technological solutions to it will change
  your discipline.

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RSTA Disciplines Covered

• Automotive Technology
• Culinary Arts
• Engineering
• Information Technology
• Visual Arts
• Carpentry
• Business
• Health and Biotechnology

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Automotive Technology

• The transportation sector produces around 21 of
  the worlds greenhouse gas emissions.
• Since 1981, the US vehicle fleets CAFE has not
  increased while the average horsepower for cars
  has increased by 89 and 99 for trucks.

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Automotive Technology

• Brainstorm in small groups
• What technologies are out there to increase the
  fuel economy of a ICE vehicle?
• What technologies are out there to replace the
  internal combustion engine?

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Automotive Technology

• As a class, list the possible changes to
  automotive technology over the next 20 years.
• How have/should your classes adapt so that you
  will be prepared to work with these new
  technologies?

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Culinary Arts

• Food production is now so energy-intensive that
  more carbon is emitted providing a person with
  enough calories to walk to the shops than a car
  would emit over the same distance.
• The average meal travels 1,200 miles to reach
  your kitchen.
• If every American lost just 1 pound, it would
  decrease out countrys carbon emissions by
  hundreds of thousands of tons per year.

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Culinary Arts

• Brainstorm in small groups
• What ways are there to decrease the carbon
  footprint of the food that we eat?
• Is it possible to get the same variety of food
  year-round and still decrease the emissions from
  transporting it.

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Culinary Arts

• As a class, list the possible changes that could
  be made to decrease the amount of greenhouse
  gases from food production and transportation.
• How have/should your classes adapt so that you
  can incorporate those changes into your cooking?

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Engineering

• Buildings account for about 48 of greenhouse gas
  emissions and 71 of electricity in the US.
• LEED certified buildings save up to 50 in
  electrical usage.

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Engineering

• Brainstorm in small groups
• What ways are there to engineer a building so
  that it uses less energy?
• What ways are there to engineer products
  differently so that they use less energy and are
  less polluting to the environment?

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Engineering

• As a class, list the possible changes that could
  be made to decrease the amount of greenhouse
  gases used by a building or used in the
  manufacturing of a product.
• How have/should your classes adapt so that you
  can incorporate those changes into your designs?

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Information Technology

• Over 10 million tonnes of electronic waste is
  produced globally every year and it is expected
  to double over the next couple of decades.

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Information Technology

• Brainstorm in small groups
• What ways are there to decrease the amount of
  e-waste produced in the world?
• What ways are there to make electronic products
  more environmentally friendly?

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Information Technology

• As a class, list the possible changes that could
  be made to decrease the amount of e-waste and
  make it less ecologically destructive.
• How have/should your classes adapt so that you
  will be able to help decrease e-waste when you
  get into the workforce?

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Visual Arts

• Residents upset over Cape Cod wind-farm plan
  Clean power source would be unsightly, opponents
  argue.
• Bill Gates is looking forward to a
  near-paperless world where we wont want
  magazines, students wont need textbooks, and
  paper forms will be redundant.

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Visual Arts

• Brainstorm in small groups
• How can the visual arts be used to make the
  green economy look more attractive to the average
  person?
• How has the conversion of the production of
  most visual arts from paper and ink to computers
  affected the environment?

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Visual Arts

• As a class, list the ways in which the visual
  arts can be used to make green technology more
  visually attractive and can be greener in its
  production.
• How have/can your classes be designed so that the
  medium that you use is less environmentally
  damaging?

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Carpentry

• Deforestation contributes somewhere between
  20-30 of all carbon dioxide emissions on the
  planet.
• Around 80 million acres of forest is cut down
  each year.
• Wood waste accounts for 40-50 of the residential
  construction waste stream.

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Carpentry

• Brainstorm in small groups
• What ways are there to get the wood that people
  need without destroying our forests?
• What ways are there to use non-wood products or
  recycled wood to replace the wood framing of
  houses, wood furniture, and other places where
  wood is used?

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Carpentry

• As a class, list the possible changes that could
  be made to decrease the amount of new-wood used
  in construction.
• How have/should your classes adapt so that you
  can decrease the amount of wood that you use in
  the construction of a house or a product?

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Business

• It is estimated that more than 7 trillion of new
  investment in so-called clean energy technologies
  by 2030.
• Wal-Mart is investing around 500 million in
  sustainability projects to increase its energy
  efficiency, is the biggest seller of organic milk
  and the biggest buyer of organic cotton in the
  world, and is also changing its supply chain to
  be more environmentally conscious.

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Business

• Brainstorm in small groups
• How has the greening of business changed the
  way companies operate?

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Business

• As a class, list the possible changes to business
  practices that will decrease a companys carbon
  footprint.
• How have/should your classes adapt so that you
  will be prepared to work in and take advantage of
  a green economy?

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Health and Biotechnology

• Climate variability and change cause death and
  disease through natural disasters, such as
  heatwaves, floods and droughts. In addition, many
  important diseases are highly sensitive to
  changing temperatures and precipitation. These
  include common vector-borne diseases such as
  malaria and dengue as well as other major
  killers such as malnutrition and diarrhea.

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Health and Biotechnology

• Brainstorm in small groups
• How could climate change affect the health of
  human populations around the world?
• How could biotechnology and our understanding
  of ecological systems be used to mitigate climate
  change?

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Health and Biotechnology

• As a class, list the possible changes to human
  health from climate change and the biological
  methods to slow/stop the change.
• How have/should your classes adapt so that you
  will be prepared to work in an environmentally
  changing world?