Atmosphere and Human Health 2

Analyze the production, reliability and uses of geoscience data to investigate the effects of a changing climate on society and the environment.

## Indicators

**a. Examine the types of questions that scientists attempt to answer with respect to Earth’s climate and past, present and potential future climate changes.**

https://www.nature.org/en-us/what-we-do/our-priorities/tackle-climate-change/climate-change-stories/climate-change-frequently-asked-questions/ - This link is goin to take you to the website witch gives the answer for the questions that scientists answer with respect to Earth’s climate and a bit of past, present and potential future climate changes. It answers questions about solving climate change problems. It answers on question why we dont have time to hazitate and a lot of other question like "Are human activity the main reason of climate change?" - AZ

**b. Examine how different techniques (e.g., satellite imagery, ice core samples and dendrology) provide scientists with a variety of data regarding climate change.**

https://climate.nasa.gov/climate\_resources/293/how-nasa-satellites-help-model-the-future-of-climate/ - This website from NASA shows how NASA's satellites help them predict climate change for the future. -DG

http://www.antarcticglaciers.org/glaciers-and-climate/ice-cores/ice-core-basics/ This website talks about how ice sheets allow us to go back in time to sample accumulation, air temperature and air chemistry from another time. In ice cores scientists can look at past concentrations of greenhouse gases, and how present amounts of carbon dioxide and methane compare to the past, as well as compare past concentrations of greenhouse gases to temperature. -KTMP

https://www.geospatialworld.net/blogs/satellites-for-monitoring-climate-change/ This website offers many different explanations to explain how satellite imagery specifically is used to monitor climate change. The article provides a way they are used and includes a picture for an example. The article describes how dwindling ice covers, pinpointing emissions and pollution, deforestation, ocean pollution, coral reefs, and desertification affect earth's temperature change, The article also talks about using an array of satellites, organizations like NASA, NOAA, and ESA and how organizations like this monitor ocean conditions, clouds, temperature, sea levels, and heat content, to get information on how fast Earth’s temperature is changing. I chose this link for this indicator because it specifically talked about the use of satellite imagery, and it was the website that I felt described the technique well and provided pictures for a better understanding. -TC

**c. Investigate the Arctic as an indicator region of climate change, including the impact on traditional lifestyles of Northern peoples, given the general vulnerability to climate change effects at northern versus equatorial latitudes.**

**https://sencanada.ca/content/sen/committee/372/agri/power/north-e.htm**

this website describes the different impacts climate change has had on traditional lifestyles. This website tells you how much impact climate change has had, and how it is reduced now. There many different explanations of many different impacts from climate change such as: the projected impacts of climate change, the impacts of climate change on northern indigenous peoples, the adaptation to climate change, etc. ZB

**d. Examine how and why organizations such as the Intergovernmental Panel on Climate Change (IPCC), Canadian Centre for Climate Modeling and Analysis and Prairie Adaptation Research Collaborative (PARC) work to provide scientific research related to climate change and its potential environmental and societal implications.**

**e. Identify the contributions of Indigenous knowledge in policy decisions related to climate change.**

https://unu.edu/publications/articles/why-traditional-knowledge-holds-the-key-to-climate-change.html -This link provides information about Indigenous knowledge about climate change and the land. Indigenous people should be able to work with scientists to share the knowledge. JK

https://www.tvo.org/article/what-are-indigenous-knowledge-systems-and-how-can-they-help-fight-climate-change- this website teaches you about past events that have occured with policy decisions. It tells you how the knowledge systems work, and how the indigenous people can manage the climate crisis. It also gives a description of the different challenges they faced but how they overcame and worked as a group. KDP

**f. Examine the degree to which the scientific community has achieved consensus regarding the reality of anthropogenic climate change.**

https://climate.nasa.gov/scientific-consensus/ This consensus contains information from NASA and other sources from scientific programs regarding climate change. -EB

**g. Investigate potential environmental, economic and societal impacts of climate change in Saskatchewan on human health, population distribution and access to water and other resources.**

**h. Interpret climate data (e.g., tables, maps, graphs, visualizations and other representations) to determine climate patterns and trends over specific time periods.**

https://impactlab.org/map/#usmeas=absolute&usyear=2080-2099&gmeas=absolute&gyear=1986-2005 - This website allows the user to view a global climate impact map over the years. It is colour coded and it has the option for the user to switch from Fahrenheit to Celsius. Under the Methodology section, users are able to read about climate and damage projections. This site is very simple to use, but it shows just how much our climate has changed. SR

**i. Investigate how climate models simulate important aspects of past and present climate and climate changes, and provide projections about future effects of climate changes with varying degrees of complexity and reliability.**

**j. Recognize how phenomena such as El Niño, La Niña and ocean acidification provide evidence of how the effects of climate change on one earth system (i.e., geosphere, hydrosphere, atmosphere and biosphere) can produce effects across other earth systems.**

**k. Investigate the adaptation and mitigation strategies developed to minimize the potential impacts of climate change on the agriculture, energy, forestry, transportation and/or tourism sectors in Saskatchewan.**

https://www.youtube.com/watch?v=KjwFGVe6FgE – The link I have attached is a video on YouTube posted by Premier Brad Wall discussing
Saskatchewan’s plan for climate change. He discusses how serious this issue is,
and that we need to step up now if we want to make a difference. There are
three ways to attack climate change: Policies, Technological Innovation, and
Taxation. The federal government is looking at taxation, which runs a high risk
of negatively affecting the economy. Saskatchewan is looking at technological
innovation. With low risk to hurt the economy and a high success rate, this
provides a reasonable option. This link fits under “Atmosphere and Human Health
2” under indicator “k” because the video outlines ways that Saskatchewan will
conquer climate change. BS

**l. Hypothesize how life on earth might respond to a changing global climate given different scenarios change such as sea level rise, extreme weather events, water shortages, increased spread of disease, flooding and acidification of the oceans.**

https://time.com/5824295/climate-change-future-possibilities/ - This article by TIME magazine explains in a story-like sense what the future might look like if humans do not respond to the changing climate change. It explains that their will be extreme pollution and the temperature will rise 3 degrees. Few forests will be left, and most of them will be logged or consumed by wildfire. Coastal cities will experience extreme flooding, killing thousands. Oceans will be acidic and hostal to marine life. The article shares many different scenarios of our future. - RL

 https://www.ipcc.ch/sr15/chapter/chapter-3/ i think that this website is a good representation of this sentence and it tends to talk about global warming a bit more than the others kw