Week 13: Local Climate Change

 1. What did you do in lab today?

  • Temperature: 
    • My group did temperature, as seen on ICON
  • Precipitation: 
    • rising global temperatures are driving major shifts in precipitation
    • snow harms crops by allowing deep soil freezing-snow acts as a insulator which protects soil from freezing.
    • Iowa city is seeing more extreme precipitation, 50% increase in days with more than 4 inches of rain
    • bigger storms = more flooding 
    • regionally there has been more precipitation
    • more floods when it rains --> more drought stress when it doesn't 
    • wet times wetter, dry times drier. 
    • precipitations has increase in inches, numbers of days, and extremities because of an increase in global temperature. 
  • Ag & Plant Life: 
    • We know climate change is happening because Iowa temperatures have increased 1 degree since 1980.
    • Iowa now gets about 4 more inches of rain per year.
    • heavy rainstorms are happening more often.
    • longer growing seasons and increased temperatures allow opportunities for plant alternatives of crops and trees to grow.
    • unpredicted spring freezes damaging trees and crops. 
    • farmers can consider planting earlier in the season (late march, early april).
    • choose crops that are more suited for future conditions including tolerance and water stress.
    • the planet has warmed by about 2 degrees since the late 1800s 
    • heatwaves, droughts, and intense storms are becoming more frequent

2. What was the big question? How is climate transforming life in Iowa, and what can we do to respond?

3. What did you learn in Thursday's discussion? 

Notes
  • Global warming 'pause' expands to 'new record length:' no warming for 18 years 5 months 
  • politics
  • 1896: Global warming predicted
  • Glacier retreat: front edge of glacier is melting off 
  • Albedo effect - cold sinks, convection currents 
  • warmer water expands --> thermal expansion 
  • Paris Agreement: international treaty on climate change that was created to limit global warming to a change of 2 degrees celcius - we have already warmed 1 degree
    • includes 195 nations that meet together every 5 yeras 
    • adopted on december 12, 2015

4. Read online textbook, chapter 13:
- What did you learn? 

  • Climate change is local, not just global. Iowa is already experiencing hotter summers, more extreme precipitation, and shifting plant zones.

  • Heat events will intensify. By 2050, Des Moines could see 57–68 days above 90°F compared to 23 historically. Heat waves may average 98°F, sometimes reaching 105°F.

  • Floods and droughts are increasing. The 2008 flood devastated the University of Iowa campus, showing how extreme precipitation can overwhelm infrastructure.

  • Agriculture is vulnerable. Longer growing seasons may boost yields but also increase pests, soil erosion, and livestock deaths from heat stress.

  • Habitats are shifting. Iowa’s plant hardiness zones have already moved northward, affecting ecosystems and species survival.

- What was most helpful? 

  • Concrete Iowa examples. The flood of 2008, rebuilding efforts, and the Iowa Flood Center make climate change tangible for students.

  • Data-driven graphics. Charts showing projected heat days and hardiness zone shifts provide clear evidence of climate change.

  • Action steps. Suggestions like calculating carbon footprints and contacting politicians help move from awareness to agency.

- What do you need more information on?

  • Teaching strategies. How to scaffold these complex ideas for K–6 students so they connect local climate impacts to global systems.

  • Student misconceptions. Guidance on common misunderstandings (e.g., weather vs. climate, short-term vs. long-term changes) and how to address them.

  • Equity and accessibility. More resources on making climate lessons inclusive for multilingual learners and diverse backgrounds.

  • Inquiry activities. Examples of hands-on projects (like weather journals or soil erosion experiments) that align with the Coupled Inquiry Cycle you’re working on.

5. What questions, concerns, and/or comments do you have? How can I integrate student identity and voice into climate lessons so they feel personally connected?

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