At each station, students will:
- Watch the corresponding YouTube video provided by the Transatlantic Outreach Program to learn more about each location.
- Read the background information.
- Use Google Earth to develop a sense of place.
- Analyze a climograph and describe patterns of temperature and rainfall used to classify the location climate type.
- Evaluate data and observations related to signs of climate change.
- Explore the effects of climate change.
- Explain the impacts of climate change.
- Consider responses to climate change.
- Engage in an activity.
Specific signs of climate change by location are:
- Bremerhaven—sea-level rise and storm surge
- Isenthal—Alpine glacial ice loss
- Seneghe—invasive species
- Kanak—Desertification
- Ikenge—African rainforest changes
- Queen Maud Land—Antarctic ice changes
- Satitoa—sea-level rise and ocean acidification
- Gambell—Arctic sea ice loss and permafrost thaw
- Hallig Langeness—sea-level rise
Activities at Klimahaus Stations:
Bremerhaven (Germany): Students will propose a mitigation and/or an adaptation strategy for sea level rise and storm surges.
Isenthal (Switzerland): Students should learn that glacial melting and recession are associated with mudslides and rock slides in mountainous regions. They will create a virtual or a physical model to show why landslides occur when glaciers recede.
Seneghe (Sardinia, Italy): Students will create a slideshow presentation on what desertification means for the ecosystem in the affected region.
Kanak (Niger): Students should observe how vegetation could mitigate desertification.
Ikenge (Cameroon): Students will observe evapotranspiration.
Queen Maud Land (Antarctica): Students will model land ice melt.
Satitoa (Samoa):
Activity 1: For the first activity, students will model seawater expansion by designing a system.
Activity 2: For the second activity, students should model ocean acidification.
Gambell (Alaska, U.S.): Students will create a visual model of methane from thawing of permafrost.
Hallig Langeness (Germany): Students can identify materials that are the most environmentally friendly for inhabitants of the Halligen islands to use for human-made hills called terps.
