In this activity, students conduct a short hands-on demonstration that simulates ocean acidification resulting from excess atmospheric carbon dioxide and discuss potential implications of increases in ocean temperatures and acidification due to climate change.

This set of animations and interactive simulations from the Byrd Polar Research Center at Ohio State University helps students develop an understanding of models used to understand the Earth system. Students consider the types of data that need to be included in a climate model, looking at inputs, outputs, and variables. The animations show how data is calculated for grid cells and assembled into a comprehensive model.

The Council on Foreign Relation's (CFR) "Deforestation in the Amazon" InfoGuide provides a compelling look at the causes and consequences of deforestation in the Brazilian Amazon and is available online in English and Portuguese. CFR InfoGuides are a multimedia series to promote understanding of complex foreign policy issues.

This video segment, from the 'Earth: The Operators' Manual' featuring climate expert Richard Alley, shows how ice cores stored at the National Ice Core Lab provide evidence that ancient ice contains records of Earth's past climate - specifically carbon dioxide and temperature.

This video is narrated by climate scientist Richard Alley. It examines studies US Air Force conducted over 50 years ago on the warming effects of CO2 in the atmosphere and how that could impact missile warfare. The video then focuses on the Franz Josef glacier in New Zealand; the glacier is used to demonstrate a glacier's formation, depth of snow fall in the past, and understand atmospheric gases and composition during the last Ice Age. Supplemental resources are available through the website.

C-ROADS is a simplified version of a climate simulator. Its primary purpose is to help users understand the long-term climate effects (CO2 concentrations, global temperature, sea level rise) of various customized actions to reduce fossil fuel CO2 emissions, reduce deforestation, and grow more trees. Students can ask multiple, customized what-if questions and understand why the system reacts as it does.

Short Description:
In this introductory book on CSR and Sustainability Communication, we discuss the evolution of the sustainability story in corporate, political, and environmental discourses as well as paradigms and theoretical approaches to better understand communication about, of and for sustainability. The textbook follows a strategic communication perspective and offers practical examples and exercises for making sustainability and related issues accessible and comprehensible, for co-creating social change. The book offers students and instructors as well as (future) communication strategists and campaigners foundations, strategies, tools and methodologies of sustainability communication to create a new story and take authorship for the new narrative. Furthermore, it attracts professionals, advocates, and academics who are passionate about taking proactive roles in restoratively addressing the pressing interrelated sociocultural and ecological issues if our times, to become reflexive leaders and advocates.

Long Description:
Over the last two decades, sustainability has become a widespread normative framework or regulatory idea – mostly communicated in a context of sustainable development and thus as ‘alternative to’ or ‘fight against climate change’. Sustainability is generally defined as the fact that a given activity or action is capable of being sustained and therefore continued, related to the responsibility for the future, meeting global needs, the protection of the environment, development and ecocultural consciousness as a deeper logic and matter of life, as well as participation and engagement. Thus, sustainability communication encompasses the relationship between humans and their environment and focuses on social discourses (Godemann at al., 2011). Here, a critical approach seems to be fruitful to grasp the largely amorphous concept of sustainability that gets bent into many different shapes in the public sphere (Weder et al., 2019a; 2021; Dimitrov, 2018).

For the introductory book at hand, we focus on the role of strategic communication in shaping sustainability as current narrative of our society in relation to the ‘old’ climate change narrative of destruction and imbalance between human and nature. Therefore, we conceptualize the evolution of the sustainability narrative as core process of strategic communication. We focus on organizations and their responsibility towards the society (Corporate Social Responsibility) and identify the potential of strategic communication for a transition of the old to the ‘new’ narrative.

After the clarification of the basic paradigms of Corporate Responsibility, Environmental and Social Governance, and Sustainability as normative framework and narrative of the future, we introduce the basic paradigms of communication, communication from a functional, rather instrumental and critical, social-constructivist perspective, before we focus on sustainability and CSR communication and related strategies and tactics of content-related, storytelling-focused communication management.

In this introductory book on CSR and Sustainability Communication, we discuss the evolution of the sustainability story in corporate, political, and environmental discourses as well as paradigms and theoretical approaches to better understand communication about, of and for sustainability. The textbook follows a strategic communication perspective and offers practical examples and exercises for making sustainability and related issues accessible and comprehensible, for co-creating social change. The book offers students and instructors as well as (future) communication strategists and campaigners foundations, strategies, tools and methodologies of sustainability communication to create a new story and take authorship for the new narrative. Furthermore, it attracts professionals, advocates, and academics who are passionate about taking proactive roles in restoratively addressing the pressing interrelated sociocultural and ecological issues if our times, to become reflexive leaders and advocates.

Word Count: 36013

ISBN: 978-1-74272-361-7

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

SYNOPSIS: In this lesson, students calculate their own carbon footprint using Peter Kalmus's methodology in his book Being the Change: Live Well and Spark a Climate Revolution.

SCIENTIST NOTES: This lesson shows basic techniques to calculate individual carbon footprint. There are no contradictions in the data source or methods for calculating carbon footprint as indicated in this lesson. All the examples shown are valid estimations. This lesson has passed our science review and is suitable for classroom.

POSITIVES:
-This lesson features many math skills: addition, subtraction, multiplication, and division by rational numbers; estimation; conversion between metric and imperial units; and logic and reasoning skills.
-Students manipulate data in a spreadsheet and create a pie chart using many different data points.
-Students engage with many different units, including CO2e, CCF, kWh, and therms.
-This lesson provides students with the opportunity to measure their own impact on the Earth. Students can reflect on their own impact and brainstorm ways to live a more sustainable lifestyle.

ADDITIONAL PREREQUISITES:
-You must be sensitive to your students if you choose to run this lesson. Be mindful of socioeconomic status in your classroom.
-Students will most likely ask their families for certain data points, like electricity or fossil gas usage. Be sensitive to your students' families. Some families may not want to share this information with their child's teacher.
-In most situations, it would be useful for students to have the option to share final numbers with the class. You do not have to make it mandatory.
-This lesson was adapted from "Leaving Fossil Fuel" Chapter 9 from Peter Kalmus's book Being the Change: Live Well and Spark a Climate Revolution.

DIFFERENTIATION:
-This lesson can be used as an extension, extra credit opportunity, or one option in a menu of choices.
-If everyone feels comfortable, students can collaborate as they figure out their respective carbon footprints.
-Students should use the glossary at the end of the Teacher Slideshow to help them understand new terms and concepts.
-Students can use the 2nd and 3rd tabs in their spreadsheets to see finished examples. This is author Dan Castrigano's carbon footprint data from 2019-2020.

SYNOPSIS: This lesson introduces solar energy and tasks students with solving an algebraic equation to determine the amount of daily sunlight needed to make a solar panel effective.

SCIENTIST NOTES: This lesson lets students analyze peak sun hours needed to generate electricity from a solar panel. The equation used in the calculation is appropriate, and students would be able to calculate their electricity footprint in real-time. All accompanying materials, case studies, and activities contained in this lesson are well-sourced. Accordingly, this lesson has passed our science credibility and is recommended for teaching.

POSITIVES:
-The lesson is personalized to the students' community, which will make it more engaging and relevant.
-This lesson ties closely with the following lesson in the unit, but it can also be used as a standalone lesson if desired.

ADDITIONAL PREREQUISITES:
-This is lesson 1 of 5 in our 6-8th grade Renewable Energy Algebra unit.
-Students should be familiar with renewable energy. If not, more time may be needed in the Inquire section to introduce renewable energy. This video can be used.
-Students should know kWh refers to Kilowatt-hour. This interactive map about the carbon intensity of electricity by country measured in kWh can support students with better visualizing the unit.
-Students should understand that kilo means 1,000, so a kilowatt is 1,000 watts. This reading can help students build background knowledge on electric power and its units of measure.

DIFFERENTIATION:
-Teachers can have students work with a partner on the calculations in the Investigate section and purposefully group students based on skill level.
-Teachers can work with small groups of students who may need additional assistance with the calculations.
-Teachers can limit the number of questions students complete. The questions get progressively more difficult.
-Some questions have the same setup but use different numbers. If necessary, some could be taken out to save time (questions 1-4 and questions 5-7).

In this lesson, students complete real-world calculations related to residential solar energy use, including the number of solar panels needed to power the average house and how many solar panels could fit on their own home or a local building.

Step 1 - Inquire: Students complete calculations to determine if the average American home could be powered using solar panels.

Step 2 - Investigate: Students explore the Google Project Sunroof site and use data on their home address to solve problems.

Step 3 - Inspire: Students discuss the benefits and drawbacks to using solar energy and explore equity issues related to the affordability of solar panels.

SYNOPSIS: In this lesson, students complete real-world calculations related to residential solar energy use, including the number of solar panels needed to power the average house and how many solar panels could fit on their own home or a local building.

SCIENTIST NOTES: This lesson lets students evaluate the impact of solar energy in addressing the energy crisis and energy inequities, especially in low-income communities. It would build their analytic skills in calculating the amount of energy a solar panel can produce per hour, which is important information for houseowners to choose the size of solar panels to build. All materials embedded in the lesson are illustrative and were fact-checked thoroughly. On that account, this lesson has passed our science credibility process and is recommended for teaching.

POSITIVES:
-Students are able to use algebra skills in real-world applications.
-The lesson is engaging for students because it is personalized to each student's actual home or local building.

ADDITIONAL PREREQUISITES:
-This lesson is 2 of 5 in our 6-8th Grade Renewable Energy Algebra unit.
-If teachers did not complete lesson 1, omit questions 1, 3, and 5 on the Student Document and use this video to introduce solar energy and its connections to climate change.
-Slides 14-16 are vocabulary words from the first lesson that teachers may wish to review with students again or introduce if teachers skipped lesson 1.
-Students need access to computers and calculators for this lesson.

DIFFERENTIATION:
-Students can work individually or in groups.
-If students do not feel comfortable using their actual address, they can select a random nearby address to use.
-Teachers can walk students through certain calculations as a class. Teachers can also pull small groups to work through any areas with the most needs.

SYNOPSIS: In this lesson, students use algebra to calculate the number of wind turbines needed to power a local community.

SCIENTIST NOTES: This lesson has students determine the energy generated from a wind turbine. They would be able to analyze the number of units needed for a household, a community, or a small town and share with their community the pros and cons of investing in wind power. All materials were thoroughly reviewed, and this lesson has passed the credibility review process.

POSITIVES:
-Students use their algebra skills in a real-world application.
-The calculations are relevant to students because they estimate the number of wind turbines needed for their own city.
-Students practice supporting their ideas with evidence, which is a skill that is applicable across all disciplines.

ADDITIONAL PREREQUISITES:
-This is lesson 3 of 5 in the 6th-8th grade Renewable Energy Algebra unit.
-Students will need calculators.
-Teachers may need to provide the population of their city to students for question 5 on the Student Document.
-One-to-one technology is ideal. If this is not possible, omit questions 9 and 10 on the Student Document or complete these questions as a class.

DIFFERENTIATION:
-Teachers can have students work in pairs or small groups to complete the calculations instead of individually.
-The discussion at the end of the lesson could be done as a whole group instead of first in pairs.
-Teachers can complete the first few questions with students to get them started before letting them work individually.

SYNOPSIS: In this lesson, students learn about climate change, calculate their carbon footprint, and take steps to reduce their carbon footprint.

SCIENTIST NOTES: After introducing students to climate change, this lesson immediately makes the climate crisis personal, challenging them to analyze how their behavior affects the climate. Excellent video resources from National Geographic and Rutgers are presented that explain the climate crisis and how it impacts New Jersey and provide actionable steps to conserve energy and mitigate climate change. Individuals are tasked with calculating their climate footprint and then creating a weeklong journal that aids them in discovering ways to reduce carbon emissions. These journals provide students with practice constructing and then solving their own word problems before comparing their results with other students. Finally, groups create posters that demonstrate how they can affect change in their community. This lesson plan is well-sourced, offers multiple opportunities for collaborative learning, and is recommended for teaching.

POSITIVES:
-This lesson includes hands-on activities that relate to students’ daily lives and the real world.
-Materials are easily accessible for teachers without much planning.
-The lesson is intended for students to be reflective, creative, cooperative, and innovative.

ADDITIONAL PREREQUISITES:
-Teachers should have a basic understanding of climate change.
-Students should understand cooperative learning essentials, including how to be a good teammate and how to work in groups.

DIFFERENTIATION:
-Two carbon footprint calculator options are provided. Students can use one or both.
-Children’s literature can be used to support English Language Learners or provide supplements for enrichment. Possible books include:
-The Tantrum that Saved the World by Megan Herbert and Michael E. Mann
-Winston of Churchill: One Bear’s Battle Against Global Warming by Jean Davies Okimoto
-The Magic School Bus and the Climate Challenge by Joanna Cole
-What Is Climate Change? by Gail Herman
-It’s Your World: Get Informed, Get Inspired, & Get Going by Chelsea Clinton
-The Last Wild by Piers Torday
-Our House Is on Fire by Jeanette Winter
-Saving Earth Climate Change and the Fight for Our Future by Olugbemisola Rhuday-Perkovich
-Additional resources for enrichment can be found at NOAA.gov and EnergyStar.gov.

In this lab activity, students learn about the relationships between sea level and glaciers during glacial and interglacial periods. First the students need to calculate the maximum sea level rise assuming all water stored in glaciers and ice caps will melt. Then, they are asked to calculate the ice sheet distribution during the last glacial maxima based on the information that sea level dropped by 125 m.

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Prior to assigning this activity in lecture, students gather information about their personal energy consumption so that they can calculate their personal carbon footprint. Specifically they need to determine the gas mileage of their vehicle, the average number of miles they drive in a month, and bring to class an electric bill and a natural gas bill from their apartment. I provide the appropriate information for students living in dorms. Their task during the class period is to assemble this information and calculate how much carbon their activities are responsible for generating. Once this portion of the assignment is complete, they investigate options for reducing their carbon emissions and the costs of those options. The pros and cons of carbon-reduction strategies form the basis for the class discussion. Lastly, students are asked to brain storm a list of potential carbon sources that are not included in this simple exercise, such as the carbon required to make the things we buy (computers, edible dinosaurs, q-tips, etc.).

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Students conduct a greenhouse gas emission inventory for their college or university as a required part of the American College and University Presidents Climate Commitment.

In this nonfiction story, young readers and listeners learn how scientists use cross sections from trees to reconstruct past climates. Versions are provided for readers at two levels, k-2 and 3-5, and in text-only and illustrated formats. The story is also available as an electronic book with recorded narration. An original story is a regular feature of each issue of the free, online magazine Beyond Weather and the Water Cycle. The story can be used in science and literacy lessons and activities throughout the magazine.

This video focuses on animals that have quickly evolved in order to meet their needs from the impacts of climate change.

This PBS video shows how Klaus Lackner, a geophysicist at Columbia University, is trying to tackle the problem of rising atmospheric CO2 levels by using an idea inspired by his daughter's 8th-grade science fair project. The video examines the idea of pulling CO2 out of the atmosphere via a passive chemical process.

In this learning activity, students use a web-based carbon calculator to determine their carbon footprint on the basis of their personal and household habits and choices. Students identify which personal activities and household choices produce the most CO2 emissions, compare their carbon footprint to the U.S. and global averages, and identify lifestyle changes they can make to reduce their footprint.