An interactive data visualization map of the USGS data of water usage from 2015 of the USA and US territories.

This classroom demonstration illustrates the amount of water stored in various parts of the Earth system in a straightforward manner. Students estimate the proportions of water in the oceans, icecaps and glaciers, groundwater, freshwater lakes, inland seas, soil moisture, atmosphere, and rivers. Then they fill beakers with the actual proportion and discuss what elements of the activity were surprising to them. Information on flash floods and flood preparedness and safety are included.

Water is a natural resource that is vital for human survival and health, although only a tiny fraction of the Earth's supply is available to humans and terrestrial animals. In this unit we look at threats, such as pollution, to water's capacity to support life around the world.

Property owners in New Jersey can check their vulnerability to sea level rise and storm surge using an interactive mapping tool—the NJ Flood Mapper. Here's how one restaurant owner used results from the tool in his long-term planning.

This course is designed to address the interlocked problems of unwillingness to confront the dimensions of the environmental crisis and the feelings of helplessness and despair that often accompany perceiving the gravity of the situation.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

“There are no passengers on Spaceship Earth, we are all crew.”

Marshall McLuhan, “At the Moment of Sputnik” in Journal of Communication Issue 24 (Winter 1974) © Estate of Marshall McLuhan, with permission.

This artist book is an extension of the The Art for Science Mural project, located in Columbia, Missouri and funded by the 2018 Art for Science Rising initiative of the Union of Concerned Scientists. The book consists of a recreation of the mural design in coloring book format, and a workbook which can be used to create an asset map of a given locale’s sustainable resources so that readers can make conscious choices about how they use the assets within a given community. It is meant to be an educational and information gathering tool that is open source (with a copyleft license) and where the collection of this information is decentralized.

The McLuhan quote suggests we must all do the work, and be responsible, in the care for our one and only home. One way that this work can be done is collating and sharing information about the available sustainable resources in a given area.

These two projects, the mural and artist book, were made possible through the sponsorship of Science Rising and the Union of Concerned Scientists.

#artliveshere #artforscience #artforsciencerising #sciencerising #comoclimateaction #climateactionmap #weareallcrew

Copyleft 2019, Resident Arts

Mural Artists:
Co-lead artists: Madeleine LeMieux and Lisa Simms
Assistant artist: Micah Baker
Artist trainees: Vivian Noland and Samantha Whitworth

Book Artists:
Madeleine LeMieux
Levi Sherman

Partners:
City of Columbia
Hinkson Creek Restoration Project
Union of Concerned Scientists
Resident Arts

Printing by @there.there.now

The 11 books selected for inclusion in the issue of Beyond Weather and the Water Cycle devoted to climate studies range from easy readers to biographies. Each book is briefly described; all were reviewed for accuracy and appropriate reading levels for students in grades K-5. Several books deal with careers in meteorology.

This humorous video suggests what might happen if a weather forecaster reported the weather in the context of climate change. There is a sharp contrast between the anchor focusing on short-term local concerns and the weather forecaster describing what is happening on a long-term global basis.

This detailed animated map shows global weather and climate events from the beginning of 2009 to the present. As the animation plays, specific events are highlighted to provide context and details for the viewer.

This article highlights children's literature about weather and climate, the polar regions, and climate change for use in the elementary classroom.

This article explains the difference between weather and climate, the role of the polar regions in the global climate system, and how climate change is affecting these areas. Links to content knowledge resources and the National Science Education Standards are provided.

In this video, students see how data from the ice core record is used to help scientists predict the future of our climate. Video features ice cores extracted from the WAIS Divide, a research station on the West Antarctic Ice Sheet.

SYNOPSIS: This lesson introduces the importance of bees to humans, our food supply, and how children can create a healthy habitat for bees.

SCIENTIST NOTES: This lesson plan discusses pollination, bees' role in pollination, and how climate change may affect both bees and pollination. The climate change fact sheet provided is accurate, up to date, and includes references for more information. This lesson helps students think about how nature and the climate are connected. This resource is recommended for teaching.

POSITIVES:
-This lesson creates a collaborative learning environment as students engage with a variety of ELA applications to develop an action plan.
-The story highlights the value of friendship and the need for beekeeping.
-The story also suggests solutions for readers to help bee populations, such as growing flowering plants.
-The video on pollination provides a foundation for students to understand the importance of pollinators.
-Students are prompted to take action and develop a plan to make a difference, even at a young age, right in their own New Jersey schoolyards or backyards.

ADDITIONAL PREREQUISITES:
-Students will need a basic understanding of what pollination is and examples of pollinators (bees, hummingbirds, moths, etc.).
-Additionally, students should observe pollinators, such as bees, in their natural habitat, if possible.
-Teachers should be prepared with crafting materials and paper for letter writing.

DIFFERENTIATION:
-For remote learning classes, students can have access to teacher slides and digital resources to participate from home, as needed.
-This lesson provides opportunities for students to learn about the topic using various modalities including visual, auditory, kinesthetic, and tactile.
-Groups of students with mixed abilities can collaborate on their storybook scripts and action plans.
-Learning is structured around explaining or solving a social or community-based issue.
-Extension activities include:
-Sharing action plans with peers, other school community members
-Creating an outdoor pollinator garden on school grounds. Most home and garden supply stores will offer free seeds to schools.
-Join the Million Pollinator Garden Challenge. It’s free!

This video provides history on product development by General Motors and other industries that led to the release of Chlorofluorocarbons (CFCs). It explains the connection between global warming and the ozone hole, chemical build-up in our lower and upper atmospheres, the increase in GWP gases, increased air quality ozone alerts and the 1987 Montreal Protocol that banned the use of CFCs globally.

SYNOPSIS: This lesson introduces carbon emissions and the idea of carbon and ecological footprints to students.

SCIENTIST NOTES: Students understand key greenhouse gases that cause global warming, explain the greenhouse effect, identify carbon sources from the various transportation modes, and explore ways to reduce their individual carbon footprint from the transportation sector. All materials are well-sourced. As a result, this lesson has passed the science credibility process and is recommended for teaching.

POSITIVES:
-This lesson connects to science standards and the understanding of the relationship between human activities and Earth.
-Students will develop a strong connection to self and the environment.
-This lesson features interaction with technology and digital literacy.
-This lesson features excellent vocabulary development.

ADDITIONAL PREREQUISITES:
-This is lesson 1 of 6 in our 3rd-5th grade Green Transportation unit.
-If students do not have a prior understanding of photosynthesis, it may be best to do a mini lesson on photosynthesis.

DIFFERENTIATION:
-Definitions can be broken down for friendlier understanding.
-You can pause the videos to check for understanding and explain new ideas.
-Questions on the ecological footprint calculator quiz can be read aloud to students and taken as a whole class.

SYNOPSIS: This lesson introduces students to renewable and nonrenewable energy resources. Students read about an energy resource, complete a graphic organizer, explain to their classmates why their energy resource is the best, and vote for their favorite type of energy.

SCIENTIST NOTES: It is important for cities to shift to renewable energy. This lesson spotlights the offerings of renewable and nonrenewable sources and allows students to create and pitch a real-life renewable energy product. There are no contradictions in the lesson. Thus, this lesson is hereby approved for classroom use.

POSITIVES:
-Students will have to weigh the pros and cons of different energy resources. This is happening in real life, as policymakers and other leaders decide the best way to rapidly deploy clean energy.
-Students practice their public speaking skills.

ADDITIONAL PREREQUISITES:
-This is lesson 3 of 6 in our 3rd-5th grade Renewable Energy unit.
-It is important for students to understand the advantages and disadvantages of different energy sources. However, it is critical for them to know that burning fossil fuels is causing catastrophic climate and ecological breakdown. The students who are pitching the burning of oil and natural gas, therefore, should most likely "lose" the voting in the town hall. If natural gas or oil "win" in the voting, it's probably best to pivot and spend time teaching about the devastating effects of climate change.
-If your students need to see the clear disadvantages of burning fossil fuels, you can show them this video on the causes and effects of climate change, this video on the sixth mass extinction, or this video explaining how climate change makes extreme weather worse.

DIFFERENTIATION:
-It may be best to choose well-liked or confident students to research the fossil fuels. They will most likely "lose" when your students vote. These students should be good sports and have good humor.
-It may be best to group students of different abilities so stronger students can model good note-taking for weaker students.
-Each student should have at least one speaking part when they give their "pitch" to the rest of the class.

SYNOPSIS: This lesson engages students with various animations about climate change topics.

SCIENTIST NOTES: This lesson allows students to learn about animations that discuss climate change and the effects on people, other organisms, and the planet. Through the use of reflection questions, students can gain an understanding of how animations can relay information and elicit emotions. Students are then encouraged to create their own comic strip about how they feel about climate change. This is a great lesson that encourages creativity, imagination, and visualization of issues surrounding climate change.

POSITIVES:
-Students are exposed to a variety of engaging videos about climate change.
-Students are given opportunities to think critically, work collaboratively, and work independently.

ADDITIONAL PREREQUISITES:
-This is lesson 1 of 4 in our 3rd-5th grade Animate for the Animals unit.
-It is necessary to have worksheets printed or digitally shared before the lesson.

DIFFERENTIATION:
-Students could be grouped in mixed ability groups to support students of all ability levels.
-Students could extend and practice public speaking skills by sharing their findings with the class.

SYNOPSIS: This lesson explores ways in which students can address environmental injustice.

SCIENTIST NOTES: This lesson provides basic knowledge on how trees sink CO2 and give off O2. Trees are one of the key solutions to drawdown of CO2, and students learn how to interpret and analyze tree maps in relation to environmental justice and the right action to green their environment. This lesson, including additional links, is properly cited. In this light, we recommend this lesson for classroom use.

POSITIVES:
-This lesson directly shows the relationships among race, income, tree cover, and air pollution.
-It is very powerful when students compare the maps of Compton and Pasadena and begin to connect the dots.

ADDITIONAL PREREQUISITES:
-This is lesson 5 of 6 in our 3rd-5th grade Green Spaces unit.
-You will use two maps of Los Angeles during the Investigate phase of the lesson. The best move would probably be to print the maps beforehand. The lesson also calls for plastic sheet protectors and dry erase markers so students can compare the maps. If you do not have these materials or access to a printer, students can compare the two maps on a device.
-To learn more about youth climate activists, students can research groups like Zero Hour, Fridays for Future, or the Sunrise Movement.

DIFFERENTIATION:
-Depending on the needs of your students, it may be best to compare the two maps of Los Angeles as an entire class.
-Higher-level students can compare maps in another lesson designed for 6th-8th graders called Redlining & Environmental Racism.

SYNOPSIS: In this lesson, students learn about youth activists around the world, choose an environmental campaign, and collect data to support their campaign.

SCIENTIST NOTES: This lesson has students identify key environmental problems that concern them, learn from other young environmental activists, evaluate other activists' work, and take action to solve the environmental issues in their community. All materials embedded in the lesson are properly sourced. Accordingly, this lesson has passed our scientific credibility.

POSITIVES:
-Students are able to share their climate feelings with each other.
-Students are inspired by youth climate activists around the world.
-Students collaborate to create a class climate action plan.
-Students collect data in a real-world context.

ADDITIONAL PREREQUISITES:
-This is lesson 4 of 6 in our 3rd-5th grade Art for the Earth unit.
-Students will need enough iPads or laptops to complete Option #1 in the Investigate section. If there are not enough devices for every student, this can be completed in groups or as a whole class.
-Students will need an understanding of how to collect data in a table and the importance of accuracy and consistency in data collection.
-The Explore Youth Activists Student Document should be printed or shared digitally with the students before class.

DIFFERENTIATION:
-The Investigate section of this lesson features two options. Choose the one that fits best for your students.
-Be strategic with partnering and grouping students throughout this lesson. When discussing feelings and ability to make change, it may be best to group students together who have varying levels of interpersonal intelligence, intrapersonal intelligence, and existential intelligence.
-A talking stick may be a great tool to use when students are choosing the class campaign.
-The Inspire section calls for data collection. Depending on your campaign, it may be difficult for all students to participate. A select group of students could be the "data collectors" for the class. Another idea is to have students collect data in waves or groups outside of regular class time. Students could then collate the data into one larger data set.

This activity examines the impacts of hurricanes and storm surges on coastal communities.