Climate Change and Health

Project Overview

Everyone is interested in the weather - How cold is it outside? Is there going to be enough rain for the crops? Is there a smog alert so I shouldn’t run outside today?

Over the past few decades scientists have become concerned with the possibility of climate change and how it will affect not only our comfort, but our ecosystems, our food supply, our health, and even where we can live.

This RWLO introduces students to the root causes of climate change and how these changes can and will affect their health. Students will explore an overview of global warming, the water cycle, and the carbon cycle. After learning how climate is influenced by these factors, the students will review a few websites discussing how changing temperatures, water levels, and air pollutants affect health throughout the world.

Students will then investigate two diseases influenced by climate change. They will write a short paper on their topic which will be posted on the class Discussion Board or on a Weblog.

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Student Learning ObjectivesFor this RWLO, the student will be able to:

Identify at least three means by which climate change affects health.

Describe the causes, symptoms, and physiology involved in two diseases influenced by climate change

Publish the results of this research on the class Discussion Board or a Weblog available to the college community.

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ProcedureTime: Approximately 75 minutes exploring the web plus time outside class to complete the paper and publish it on the class Discussion Board or the provided Weblog.

Materials: Computer access with internet capability, student handout.

Prerequisites: At least a basic understanding of human biology. Students in anatomy and physiology, nursing, microbiology, or environmental science would be expected to answer questions in considerably more depth than students in introductory biology.

Implementation: This RWLO can be delivered entirely online or on campus in a computer lab. All computers will need internet access.

Steps:

1. Prior to the class or at the start of class students will be asked to complete the Savvy Cyber Professor Student Technology Survey Student Technology Survey

This RWLO only requires competency in searching the internet, word processing, posting to an online discussion, and citing web sources used in research. If several students do not have these skills, the instructor can do a short demonstration, or the students can be paired with other students who can help them. A reference for citing web sources is available at http://owl.english.purdue.edu/owl/resource/560/10/

2. Students will use the computer to explore an overview of global warming, the water cycle, and the carbon cycle by going to the EPA Kids Website on Climate Change http://www.epa.gov/climatechange/kids/index.html. The website explains how our climate is affected by these cycles leading to drought, floods, increasing temperatures, and various types of air pollution. Although this site is for children, it has excellent animations and is a good place for a quick, accurate overview of the processes involved.

3. Following the overview, students should have a few minutes of discussion or question and answers to be sure they understand the concepts.

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4. Students will then review one or more of the general websites on climate change and health. Since some of them are longer than others, you might suggest that they scroll down through the documents to find illustrations, graphs, or topic headings of specific interest to them. They should note that there are several aspects of climate change included on each website and that each has its particular slant due to the country it is from or the specific governmental or private agency sponsoring the website.

5. Each student will then pick two diseases or health conditions that can be spread or exacerbated by climate change. There are a variety of websites for them to explore. The websites are grouped (to some degree although there is some overlap) by the causative agent or climate aspect that influences its occurrence.

6. The students will be assigned to write a short (1-3 page) paper from the results of their research. The paper should include information on the following questions for each of the two diseases/disorders.

The condition/disease and its symptoms Its cause (insect vector, type of air pollutant, extreme temperatures, rising

water levels, etc.) How climate change can result in an increase in the disease incidence or

its presence in an area where it was previously unknown or rare. Whether or not some people are more at risk than others for contracting

this condition. What a person can do to prevent or lessen chances of getting this disease

or condition. What, if anything, the government (local, state, federal) might do to

prevent or alleviate this situation.

7. Students will need time outside class to complete the paper, which they will then post on the class Discussion Board or on the provided Weblog.

8. Each student should read other classmates’ postings and comment on at least two. Each student must also answer any questions about his/her

posting.

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Content MaterialSTUDENT DIRECTIONS

OverviewEveryone is interested in the weather - How cold is it outside? Is there going to be enough rain for the crops? Is there a smog alert so I shouldn’t run outside today?

Over the past few decades scientists and students alike have become concerned with the possibility of climate change and how it will affect not only our comfort, but our ecosystems, our food supply, our health, and even where we can live.

This RWLO introduces you to the root causes of climate change and how these changes can and will affect your health.

First, you will explore an overview of global warming, the water cycle, and the carbon cycle. The website also explains how climate is affected by these factors. Then you will review a few websites discussing how changing temperatures, water levels, and air pollutants affect health throughout the world.

Finally, you will choose two climate-related health situations to investigate. You will write a short paper on the topic which you will submit to your class Discussion Board or publish on a Weblog. Each student will read the other students’ postings and comment on them.

Procedure1. Learn about global warming, the water cycle, and the carbon cycle.

Go to the Environmental Protection Agency’s website for kids (a great overview)http://www.epa.gov/climatechange/kids/index.htmlClick on “Climate Change, What It Is” and go through the explanation. In addition to the text, there are excellent animations explaining global warming and the water and carbon cycles. You can go directly to those animations at http://www.epa.gov/climatechange/kids/version2.html

While you are studying the website, think about these questions: What are the causes of climate change? Have you noticed any of these changes first-hand? Can you think of any articles or presentations related to climate

change that you have read or seen recently? How might these changes affect organisms that can influence your

health? How might the changes in temperature, water availability and/or

water level affect you?

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2. Go to one or more of the following websites to see an overview of how climate change is affecting health. World Health Organization – Climate change and human health – risks

and responsesAt the website you check out individual sections to learn about specific climate changes and their health effects.http://www.who.int/globalchange/climate/summary/en/index.html

Health Canada - Your Health and a Changing Climate http://www.hc-sc.gc.ca/ewh-semt/pubs/climat/brochure/index_e.htmlClick around the site to see different aspects of climate and health.

Thermal Change and Healthhttp://www.grida.no/climate/ipcc_tar/wg2/507.htm

Using Climate to Predict Disease Epidemicshttp://www.who.int/globalchange/publications/infectdiseases/en/index.html

Global Warming in New Hampshirehttp://www.ucsusa.org/global_warming/science/global-warming-in-new-hampshire.html

World Health Organization – Climate and Health http://www.who.int/mediacentre/factsheets/fs266/en/print.html Intergovernmental Panel on Climate Change - Part of 2001 report on

health effects. A new report is due in February 2007.http://www.grida.no/climate/ipcc_tar/wg2/548.htm

3. Using the internet, choose two diseases or health conditions that can be spread or exacerbated by climate change. As a start, some websites are provided below. Research the topic and write a short (1-3 page) paper. Be sure to cite your references. In your paper include the following: The condition/disease and its symptoms Its cause (insect vector, type of air pollutant, extreme temperatures, rising

water levels, etc.) How climate change can cause an increase in its incidence or its presence in

an area where it was previously unknown or rare. Whether or not some people are more at risk than others for contracting this

condition. What a person can do to prevent or lessen chances of getting this disease or

condition. What, if anything, the government (local, state, federal) might do to prevent or

alleviate this situation.

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As you are writing your paper consider that some of the references you have read are relatively “old,” up to five years ago. Do the more recent sites substantiate their point of view, or is there a conflicting report?

Some websites you might find helpful in your research are:Vector Diseases

Global climate change and emerging infectious diseaseshttp://jama.ama-assn.org/cgi/content/abstract/275/3/217

United Nations Environment Program – This is an older site, but it has a good table of projected disease spread

http://www.grida.no/climate/vital/39.htm Washington Post, May 5, 2006, Climate Change Drives Disease to New

Territory - http://www.washingtonpost.com/wp-dyn/content/article/2006/05/04/AR2006050401931.html

CDC West Nile Virus Maps – updated each week throughout disease season. End-of-year maps can show comparisons from 1999 to present.United States http://www.cdc.gov/ncidod/dvbid/westnile/Mapsactivity/surv&control06Maps.htmCanada http://www.phac-aspc.gc.ca/wnv-vwn/map-carte/index.html

USGS. Maps of a variety of types of encephalitis. Can track human, birds, equine, etc. as specific as the county the cases are in. Also can track the diseases for the previous year. Current to the week .http://diseasemaps.usgs.gov/eee_us_human.html

Air Pollution Global health benefits of mitigating ozone pollution with methane

emission controls - Annual Review of Pathology: Mechanisms of Disease – March 6, 2005http://www.pnas.org/cgi/content/full/103/11/3988

CDC – Air Pollution and Respiratory Healthhttp://www.cdc.gov/nceh/airpollution/

Kids Health – Ozone, Air Quality and Asthmahttp://www.kidshealth.org/parent/medical/allergies/ozone_asthma.html

Air Quality Maps – EPA siteUnited States http://cfpub.epa.gov/airnow/index.cfm?action=airnow.currentconditions&RegionID=6Canada - http://cfpub.epa.gov/airnow/index.cfm?action=airnow.canadamapsThis site has links to international sites in addition to Canada. It has an air quality index (overall quality), particles (posted each hour), ozone (posted each hour), forecast maps for daily and other time frames for very specific areas of the country. It also has action days, days when air quality index is in unhealthy range.

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Temperature Change (mainly) Canadian Medical Association Journal – Feb 15, 2005

Global climate change and health: recent findings and future steps http://www.cmaj.ca/cgi/content/full/172/4/501

Intergovernmental Panel on Climate Change - Thermal Change and Healthhttp://www.grida.no/climate/ipcc_tar/wg2/507.htm

Nationmedia.com – Global warming blamed for malaria upsurgehttp://www.nationmedia.com/specials/climate/nairobi/nairobi0611064.htm

Legislation in Progress Union of Concerned Scientists

http://www.ucsusa.org/global_warming/solutions/climate-policy-update-01-2007.html

NPR report: Climate Change Becoming an Issue, January 17, 2007http://www.npr.org/templates/story/story.php?storyId=6915563

4. Following your instructor’s directions, post your paper to your class Discussion Board or the following Weblog. http://climatechangeandhealth.blogspot.com/

5. Read your classmate’s postings and comment on them. You should comment on at least two postings and reply to any comments or questions about yours.

6. You will be graded according to these criteria: Assessment

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Referenced URLs: http://www.epa.gov/climatechange/kids/index.html http://www.who.int/globalchange/climate/summary/en/index.html http://www.hc-sc.gc.ca/ewh-semt/pubs/climat/brochure/index_e.html http://www.grida.no/climate/ipcc_tar/wg2/507.htm http://www.who.int/globalchange/publications/infectdiseases/en/index.html http://www.who.int/mediacentre/factsheets/fs266/en/print.html http://www.grida.no/climate/ipcc_tar/wg2/548.htm http://jama.ama-assn.org/cgi/content/abstract/275/3/217 http://www.grida.no/climate/vital/39.htm http://www.washingtonpost.com/wp-dyn/content/article/2006/05/04/

AR2006050401931.html http://www.cdc.gov/ncidod/dvbid/westnile/Mapsactivity/surv&control06Maps.htm http://www.phac-aspc.gc.ca/wnv-vwn/map-carte/index.html .http://diseasemaps.usgs.gov/eee_us_human.html http://www.pnas.org/cgi/content/full/103/11/3988 http://www.cdc.gov/nceh/airpollution/ http://www.kidshealth.org/parent/medical/allergies/ozone_asthma.html http://cfpub.epa.gov/airnow/index.cfm?

action=airnow.currentconditions&RegionID=6 http://cfpub.epa.gov/airnow/index.cfm?action=airnow.canadamaps http://www.cmaj.ca/cgi/content/full/172/4/501 http://www.grida.no/climate/ipcc_tar/wg2/507.htm http://www.nationmedia.com/specials/climate/nairobi/nairobi0611064.htm http://climatechangeandhealth.blogspot.com/

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Student Technology Survey

Student: Semester:

Instructor: Course:

Computer Access Evaluation Yes Some-times

No

1. I own or have regular access to a personal computer outside of school.2. This computer is connected to the Internet.

Research/Learning Yes Some-

timesNo

3. I know how to cite web sources in research papers.4. I know how to post to an online discussion.

5. I know how to quickly find information on the Internet.

Self-Evaluation of experience level

Extensive Moderate Minimal None

6. Email7. Word Processing8. Internet9. Databases10. Spreadsheets (i.e. Excel)11. PowerPoint12. Creating Web Pages13. Computer Programming

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Assessment

Paper – Points to be discussed1. The condition/disease and its symptoms2. Its cause (insect vector, type of air pollutant, extreme temperatures, rising water

levels, etc.)3. How climate change can cause an increase in the disease incidence or its

presence in an area where it was previously unknown or rare.4. Whether or not some people are more at risk than others for contracting this

condition.5. What a person can do to prevent or lessen chances of getting this disease or

condition.6. What, if anything, the government (local, state, federal) might do to prevent or

alleviate this situation.

Paper Assessment for each condition/disease = 84 pointsNumbers 1-3 = 10 points eachNumbers 4-6 = 4 points each

Total = 42Times two conditions = 84

Posting on Discussion Board or Weblog 2 comments or questions of other postings = 10 points

10 points = Comments are thoughtful and on-topic. If disagreeing with the posting, disagreement or objection is clearly, yet politely, stated. Few if any errors in spelling and/or grammar.8 points = Comments tend to be generalizations and do not clearly address the topic. Few if any errors in spelling or grammar.6 points = Comments address peripheral issues. Grammatical and spelling errors.4 points = Doesn’t express self clearly. Grammatical and spelling errors.0 points = Comments are off topic. Rude or abusive to others. Doesn’t participate.

Response to any comment or question = 6 points6 points = Clearly addresses question or comment. No errors in spelling and/or grammar.3 points = Clear response, but some errors in spelling/grammar.0 points – Does not address question or comment. Errors in spelling and grammar.

Total Points = 100

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Links to Course Competencies

This RWLO could be applied in the following courses: General Biology II, Principles of Biology II, Essentials of Anatomy and Physiology, Anatomy and Physiology II, Fundamentals of Microbiology, Principles of Environmental Sciences and Safety, Environmental Health and Safety, Environmental Organization Issues and Analyses, and several nursing courses. Specifically, this RWLO meets the following course and college competencies:

Students will be able to explain connections between concepts in anatomy & physiology and their applications to specific allied health and nursing situations.

Students will discuss health factors associated with problems stemming from contamination of air, water, and food.

Students will analyze the environment-human interaction and its impact including food- and water-borne disease.

Students will suggest possible approaches to control major environmental health problems.

Students will demonstrate an understanding of computer literacy.

Students will demonstrate the ability to be competent critical thinkers, able to analyze, interpret, synthesize and assess what they learn both in and out of the classroom and apply this knowledge in various situations.

Students will demonstrate an understanding of the interdependence of the countries of the world and its people.

Students will have a general understanding of current scientific and technological topics and their impact on society.

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Supplementary Resources

Kyoto Protocol 1997http://unfccc.int/resource/docs/convkp/kpeng.html

EPA’s Greenhouse Gas Calculatorhttp://www.koshland-science-museum.org/teachers/postvgw-act009.jsp

NPR report Climate Change Becoming an Issue, January 17, 2007http://www.npr.org/templates/story/story.php?storyId=6915563

Union of Concerned Scientists http://www.ucsusa.org/global_warming/solutions/climate-policy-update-01-2007.html

CDC – Air Pollution and Respiratory Healthhttp://www.cdc.gov/nceh/airpollution/

Global Climate Change, Exploratoriumhttp://www.exploratorium.edu/climate/about.html

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Recommendations

Recommendations for Integration:

This RWLO can be used as a stand-alone assignment for individual students replacing a lecture or lab.

It can also be the basis for a group assignment. Groups of students could sign up for particular topics to research. They could then prepare presentations incorporating internet websites into PowerPoint or other presentation software.

The RWLO could be part of a case study.

It can be an enrichment activity in a microbiology or environmental science class when appropriate topics are being studied.

Several of the websites lend themselves to group activities or new RWLOs. For example, the websites for west Nile virus and equine encephalitis could easily be incorporated into graphing activities, tracing the spread of a disease geographically or over time, comparing the spread of the disease in animals vs. humans, etc.

The websites involving air pollution could be used for a comparison of data on incidence of asthma or other respiratory diseases from the Centers for Disease Control or National Institutes of Health.

Many foreign students in particular might find applying the RWLO to parts of the world different from the United States or Canada would be of interest and could be related to political and economic circumstances.

Use the RWLO as a jumping off point for a discussion of public policy. To what extent can government impact climate change and therefore the health of its citizens?

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Back-up:

The student handout, directions for citing websites, assessment criteria, and a backup printout of the RWLO should be saved on disc. Then, if the internet is down, students will be able to get oriented to the project using the discs or using hard copies made from the disc material.

If at least one computer is working, the instructor can use a projector to model parts of the project. If only a few computers are working, students can be put into groups to share equipment. If the computer problem is only in the classroom, students can be moved to open computer labs.

The exercise could be assigned as entirely a homework assignment.

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