Background Information
The Climate Science Alliance teamed up with local ecologists and climatologists to assess how climate change is impacting San Diego ecosystems and wildlife. The data used in this curriculum is based on a technical report “San Diego County Ecosystems: The Ecological Impacts of Climate Change on a Biodiversity Hotspot” which contributed to California’s 4th Climate Change Assessment.
While using the San Diego Wildlife, Climate Change, and You! Curriculum, students have the chance to explore how climate change will impact our community with a special focus on four different local species in our own backyard.
REGIONAL IMPACTS TALKING POINTS
Front Cover
This student exploration guides participants through the science of climate impacts to wildlife along the watershed. Students are challenged to analyze and interpret precipitation, wildfire, temperature, and marine layer data as it pertains to species of concern. Lastly, students are encouraged to tell their story to their communities and help give wildlife a break.
Note to facilitator: As you guide students through this exploration they will be asked to analyze and interpret data. Sometimes students might interpret data differently and that’s okay. Encourage students to support their claims with evidence or their observations in nature. Ask facilitating questions such as, “What brought you to that conclusion? Can you expand on your statement? Or do others agree or disagree? Why?”
Science is a process and an ongoing conversation, and we want to encourage students to explore this.
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Trip Preparation: Provide students with background on the San Dieguito Watershed and their journey.
Student Activity: Outline the extent of the watershed and mark the trail for their exploration.
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Trip Preparation: Over the next 5 days, students will investigate how climate change impacts the animals and plants that call this, and other San Diego watersheds, home. Encourage students to make observations of climate impacts as they make their way.\
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Climate change has insurmountable evidence. Based on over a century of research, the scientific community’s consensus is that:
- Earth’s climate is changing;
- Human activity is responsible for the change in climate;
- Climate change will have a significant ecological, cultural, and economic consequences on our society and the world;
- And humans are able to take actions to reduce the impact of climate change. (National Center for Science Education).
We rely on fossil fuel resources like oil to drive our cars, and natural gas to light our houses and cook our food; however, these fossil fuels are non- renewable and cannot be replenished. By burning fossil fuels, greenhouse gases like carbon dioxide (CO2) are released into the atmosphere at alarming rates. While greenhouse gases are heat trapping gases that exist naturally, we are releasing them in such large quantities, that they are accumulating in our atmosphere and acting like a heat- trapping blanket around our earth. This heat-trapping blanket traps additional solar radiation on earth that would normally escape back through the atmosphere and out to space, causing an increase in global temperatures.
Examples of Greenhouse Gases: Carbon Dioxide (CO2), Methane (CH4), Nitrous Oxide (N2O)
Ask Students: What are some of the impacts you have noticed climate change having on the Earth? (Sea level rise, frequent wildfires, longer periods of drought in some regions and an increase in the number, duration and intensity of tropical storms- Intergovernmental Panel on Climate Change (IPCC))
We know that overall the temperature of the Earth is increasing and causing shifts in our climate, but different areas will experience changes differently. Because of this, it is important to have information available specific to the wildlife and habitats in a particular area or region.
Ask students: What might we need to know about how climate change will impact us here in San Diego? (Wildlife, habitat shifts and thresholds)
We will be reviewing findings from a new resource available to San Diego called The San Diego Ecosystems Assessment. This project paired a team of climatologists and ecologists with current, regional climate information and research on local species/habitats that are at risk due to climate variability and other stressors.
Ask students: Why is it important to use local scientists from different backgrounds to make a comprehensive assessment? (They can identify knowledge gaps and have different skills to look at the problem from different angles).
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If we are to make our natural and human communities more resilient to climate change impacts – we must work together.
Climate Kids are scientists and as scientists we have three main jobs: (1) Figure out the Problem, (2) Find the Solution, and (3) Tell the Story.
Throughout our journey together we will take a look at real scientific data from the San Diego Ecosystems report and explore the current “state of the science” for the San Diego county region. You will be focusing on four main climate impacts in San Diego – wildfire, temperature, precipitation, and the marine layer. Together, we will review and discuss the climate impacts, analyze real data, and make predictions of what the data and impacts might mean for San Diego wildlife and people.
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Humans are the major driver of fire activity, but extreme precipitation events followed by intense drought will make fires more intense and more frequent.
More intense and frequent fires impact plant, animal and human communities. Habitat type conversions may result when areas are exposed to repeat fires. What once was an oak woodland forest may be changed to a non-native grassland because the landscape cannot bounce back quickly enough before another fire hits.
Repeated fires decrease nesting habitat for the California Gnatcatcher (Polioptila californica) pictured on Page 5.
Ask students: How might less nesting habitat influence Gnatcatcher populations? What other species of animals might wildfires impact and how?
Ask students: Has anyone experienced a wildfire before? What was that experience like?
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Have students review the wildfire data on Page 6.
Ask students: What years do each of the figures represent? What does the green space represent vs the red space?
Ask students: Compare and contrast the two figures. Which map is impacted by wildfire more heavily? By how much more (percentage)? What can we say with this data?
We know that more intense and frequent fires will lead to habitat type conversion, impacting plant communities and the species they can support. Take a minute to answer the questions below the graph and discuss as a group.
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We know that the anthropogenic release of carbon dioxide and other heat trapping gases is causing an increase of global temperatures.
In San Diego, we can expect to see the daily temperature range to grow more extreme.
Heat waves will be more frequent and intense, impacting younger populations the most.
Habitat ranges for many species will shift as temperatures change.
Warmer temperatures may create mismatch between food and habitat availability as well as species arrival
Ask students: Would anyone like to share their experiences with recent heat waves in San Diego? How did they adapt to the hot conditions?
Ask students: How might warming temperatures affect animals such as the California Owl (Strix occidentalis occidentalis) pictured here or perhaps a bobcat with a thick fur coat?
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Have students review the temperature data on Page 8.
Ask students: Look at the red and blue bar graph. Based on what you read, what is the data showing here? What does the X-axis represent? What does the Y-axis represent?
We know that more frequent and intense heat waves can impact wildlife and people. Take a minute to answer the questions below the graph and discuss as a group.
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Southern California has more year-to-year precipitation variability than anywhere else in the country.
As the climate changes, variability will become more extreme resulting in more frequent and prolonged drought followed by intense flood events.
Extreme wet days will be wetter which can overburden critical riparian habitats.
Spring and Fall will be drier, causing longer drought seasons.
Ask students: Review the climate impact of precipitation and discuss in your group. How can the spring drying of rivers and streams can impact humans and animals?
Ask students: What is important for the survival of the Arroyo Toad? How do you think climate change will impact this animal?
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Have students review the precipitation data on Page 10.
Ask students: Look at the green bar graph. What is the data showing (title)? What does the X-axis represent? What does the Y-axis represent?
We know that more intense and frequent droughts will result in changes to plant communities and the species they can support. Have the students answer the questions under the graph and discuss in your group.
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Coastal low clouds and fog (CLCF) – also known as the marine layer – strongly influences the types of plants and animals that can live along the coast.
On June 20, 2017, record breaking heat hit San Diego County deserts with temperatures reaching 124 degrees Fahrenheit! Coastal Del Mar was almost 60 degrees Fahrenheit cooler because the low clouds lessened the impact of the heat wave!
CLCF provides relief during hot, dry summer months and prolonged drought periods. CLCF might also help reduce fire events by providing moisture to dry vegetation.
Ask students: Compare and contrast observations of CLCF and ecosystems between the inland portion of the watershed and the coastal portion. What were the observed differences? How might this impact wildlife?
Multiple species are limited to areas with CLCF, like Wart-stemmed Ceanothus (Ceanothus verrucosus)
Ask students: What are the key characteristics that make this plant unique to Southern California? Have you seen similar species along your hike? What made them similar?
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Have students review the marine layer/fog data on Page 12.
Ask students: Look at the blue line graph. What is the data showing (title)? What does the X-axis represent? What does the Y-axis represent?
We know that the marine layer strongly influences the resident biological community and dynamics along the coast. Have the students answer the questions under the graph and share in their groups.
Ask students: Is the data showing a clear trend for the presence of low clouds and the marine layer?
Share answer: No, the future of the marine layer under climate change is still not clear and we need scientists to do more research to help us better understand.
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As a group, review 10 Things we can do to give wildlife a break.
- Stay on trials. Trails are designed to give you the best view of local wildlife while avoiding damage to their habitat. If you encounter wildlife, admire them from a distance.
- Reduce fire risks. Clearing vegetation away from your home, toasting your s’mores in a properly-made campfire, and maintaining outdoor equipment and vehicles to avoid sparks are simple things you can do to lower fire risk!
- Take only pictures. It may be obvious to leave animals in their habitat, but did you know that taking rocks, wood, shells, and plants from wild spaces can disturb the ecosystem too? Every piece of nature plays an important role, so leave it alone and take a picture instead.
- Watch for wildlife. Watch out for wildlife crossing roads.
- Keep an eye on your pets. Not only is it safer for your cat to be indoors and your dog to be on a leash, it’s safer for wildlife too! Supervise your pets to protect birds, insects, reptiles, and small mammals.
- Avoid harmful pesticides and herbicides. Using toxic chemicals to handle pests and weeds often causes unintentional harm to wildlife.
- Make a home for wildlife. Habitat loss is a huge threat to wildlife in San Diego. Plant native vegetation, a pollinator garden, or hang up a bird or bat house to support local wildlife.
- Stay updated on regulations. Be sure to review the latest state, federal, and local regulations before hunting and fishing! Following these laws helps keep wildlife populations balanced and sustainable.
- Volunteer. Volunteer to remove invasive plants, clear trash, and raise awareness! There are many ecological reserves and organizations in San Diego where you can volunteer your time to help local wildlife.
- Share the story. Share what you have learned with friends and family.
Ask students: Circle 3 or more things to commit to help give wildlife a break.
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Encourage students to come up with an action plan to either tell their climate story or to take action in their community. Invite students to share out at the end.
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Students can complete this Climate Change Mad Lib as a bonus activity.
Answer key located at the bottom of curriculum packet.
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This page is for student notes and observations – encourage them to use throughout.
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Congratulations you have finished your journey!
Challenge students to share what they are doing to give wildlife a break on social media with the hashtag #10ThingsForWildlife
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Have students fill out their names and instructor can sign and date.
This is also a good opportunity to have students verbalize their commitments to give wildlife a break.
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For more information about Climate Kids visit: https://www.climatekids.org/
Report Citation: Jennings, Megan K., Dan Cayan, Julie Kalansky, Amber D. Pairis, Dawn M. Lawson, Alexandra D. Syphard, Udara Abeysekera, Rachel E.S. Clemesha, Alexander Gershunov, Kristen Guirguis, John M. Randall, Eric D. Stein, and Sula Vanderplank. (San Diego State University). 2018. San Diego County ecosystems: ecological impacts of climate change on a biodiversity hotspot. California’s Fourth Climate Change Assessment, California Energy Commission. Publication number: SUM-CCCA4-2018-013. http://www.climatesciencealliance.org/sdc-ecosystems-assessment