Inside the Greenhouse: North Carolina’s Hottest Year on Record

In the past 30 years, North Carolina has recorded each of its five warmest years on record — along with 10 of its top 30 warmest years. Over that same time, we have recorded zero of our 30 coolest years on record.

North Carolina Standard Course of Study

6^th grade science:

• 6.E.1 Understand the earth/moon/sun system, and the properties, structures, and predictable motions of celestial bodies in the universe.
• 6.E.1.1 Explain how the relative motion and relative position of the sun, Earth, and moon affect the seasons, tides, phases of the moon, and eclipses.
• 6.L.2 Understand the flow of energy through ecosystems and the responses of populations to the biotic and abiotic factors in their environment.
• 6.L.2.3 Summarize how the abiotic factors (such as temperature, water, sunlight, and soil quality) of biomes (freshwater, marine, forest, grasslands, desert, tundra) affect the ability of organisms to grow, survive, and/or create their own food through photosynthesis.

7^th grade science:

• 7.E.1 Understand how the cycling of matter (water and gases) in and out of the atmosphere relates to Earth’s atmosphere, weather, and climate and the effects of the atmosphere on humans.
• 7.E.1.2 Explain how the cycling of water in and out of the atmosphere and atmospheric conditions relate to the weather patterns on Earth.
• 7.E.1.3 Explain the relationship between the movement of air masses, high and low pressure systems, and frontal boundaries to storms (including thunderstorms, hurricanes, and tornadoes) and other weather conditions that may result.
• 7.E.1.4 Predict weather conditions and patterns based on information obtained from:
  • Weather data collected from direct observations and measurements (wind speed and direction, air temperature, humidity and air pressure)
  • Weather maps, satellites, and radar
  • Cloud shapes and types and associated elevation
• 7.E.1.6 Conclude that the good health of humans requires: monitoring the atmosphere, maintaining air quality, and stewardship.

HS Biology:

• Bio.2.2 Understand the impact of human activities on the environment.
• Bio.2.2.1 Infer how human activities (including population growth, pollution, global warming, burning of fossil fuels, habitat destruction, and introduction of nonnative species) may impact the environment.
• HS Earth/Environmental Science:
• EEn.2.6 Analyze patterns of global climate change over time.
• EEn.2.6.3 Analyze the impacts that human activities have on global climate change (such as burning hydrocarbons, greenhouse effect, and deforestation).
• EEn.2.6.4 Attribute changes in Earth systems to global climate change (temperature change, changes in pH of ocean, sea level changes, etc.).

Ocean Literacy Standards

• 3. The ocean is a major influence on weather and climate.
• 3.b. The ocean moderates global weather and climate by absorbing most of the solar radiation reaching Earth. Heat exchange between the ocean and atmosphere drives the water cycle and oceanic and atmospheric circulation.
• 3.c. Heat exchange between the ocean and atmosphere can result in dramatic global and regional weather phenomena, impacting patterns of rain and drought.
• 3.f. The ocean has had, and will continue to have, a significant influence on climate change by absorbing, storing, and moving heat, carbon, and water. Changes in the ocean’s circulation have produced large, abrupt changes in climate during the last 50,000 years.
• 3.g. Changes in the ocean-atmosphere system can result in changes to the climate that, in turn, cause further changes to the ocean and atmosphere. These interactions have dramatic physical, chemical, biological, economic, and social consequences.
• 4. The ocean made Earth habitable.
• 4.c. The ocean provided and continues to provide water, oxygen, and nutrients, and moderates the climate needed for life to exist on Earth.
• 6. The ocean and humans are inextricably interconnected.
• 6.e. Changes in ocean temperature and pH due to human activities can affect the survival of some organisms and impact biological diversity (e.g., coral bleaching due to increased temperature and inhibition of shell formation due to ocean acidification).
• 6.g. Everyone is responsible for caring for the ocean. The ocean sustains life on Earth and humans must live in ways that sustain the ocean. Individual and collective actions are needed to effectively manage ocean resources for all.

Guiding Questions

Use the article, as well as the resources below, to respond to the following focus questions.

1. When did North Carolina’s long-term weather observations begin, and what technology was used?
2. Analyze the bottom graph on page 25 (North Carolina Minimum Temperature). In one or two concise sentences, describe what the data show.
3. Explain this statement: “…North Carolina’s climate isn’t a staircase.” Use specific examples from the article to justify your explanation.
4. Why are more record-breaking warm years in North Carolina likely in the future?
5. What is one step you would like to see your community take to offset the effects of climate change?

Lesson Links and Resources

North Carolina Climate Science Report – Released in March 2020, this document from the North Carolina Institute for Climate Studies is an independent assessment of our state’s climate, both observed and projected.

Coastwatch Articles on Sea Level Rise and Climate Change – Articles in recent issues of Coastwatch have focused on the intersection of sea level rise and climate change in our coastal region. Discover what the research says about the concerns, the science, and the solutions.

North Carolina Climate Blog – The North Carolina Climate Office offers a climate blog that shares news and stories about our state’s climate and weather. You can sign up for new blog notices on the following website.

North Carolina King Tides Project – Citizen scientists are documenting extreme high tides, or king tides, with photographs. Join in the experience.

Yale Climate Connections – Yale’s School of the Environment offers a variety of print articles and audio programs from around the globe focused on climate. Sign up for their weekly e-newsletter.

Community Collaborative Rain, Hail & Snow Network (CoCoRaHS) – A nonprofit, community-based group of volunteers working together to measure and map precipitation (rain, snow, and hail).

Science Friday – Real Estate Hunting for the Climate Apocalypse is an activity for grades 9-12 in which students explore the potential impacts of climate change on natural resources and on different locations across the country.

Bridge Ocean Science Education Data Archive – A collection of activities developed by marine education specialists with Virginia Sea Grant based on research data. The data activity below correlates with this Coastwatch article and is appropriate for grades 9-12.

• The Heat Is On: Global Climate Change Revisited – Students use long-term carbon dioxide data from the Mauna Loa Observatory in Hawaii to evaluate climate trends over the past 50 years, as well as seasonal variations in sea level.

Additional Reading

• Cherry, Lynne and Gary Braasch. 2008. How We Know What We Know about Our Changing Climate: Scientists and Kids Explore Global Warming. Nevada City, CA: Dawn Publications.
• Malnor, Carol L. 2008. A Teacher’s Guide to How We Know What We Know about Our Changing Climate. Nevada City, CA: Dawn Publications.
• Pilkey, Orrin H. and Keith C. Pilkey. 2011. Global Climate Change: A Primer. Durham, NC: Duke University Press.