SYNOPSIS: This lesson guides students to explore color in art and the connection of color to emotions.

SCIENTIST NOTES: This lesson builds the capacity of students to analyze the contents in an artwork, probe why the artists used the colors in the piece, and explore the underlying feelings attached to the colors. The activity in this lesson would also enable them to interpret the colors in artworks and communicate their feelings towards extreme climate impact. All the materials featured in the lesson have been verified, and this lesson is recommended for teaching.

POSITIVES:
-Students engage with hands-on activities to demonstrate their understanding of the relationship between color and emotions.
-Students understand the meaning of climate change artworks.
-Students understand why artists use color in their artwork.
-Students practice painting techniques.

ADDITIONAL PREREQUISITES:
-This is lesson 2 of 3 in our K-2nd grade Emotive Art unit.
-The Teacher Slideshow does not feature an Inquire section. You can use the Teacher Slideshow for the Investigate and Inspire sections of this lesson plan.
-Make sure you prepare the Feelings Cards, templates, and painting materials prior to the lesson.
-You can alternatively use cut-up colored paper instead of printing the Feelings Cards.
-You will need to have artworks printed if you want students to participate in a gallery walk.

DIFFERENTIATION:
-Students can complete the activities in pairs, small groups, or a whole class, dependent on ability.
-Students could also split into ability groups to support all students.

SYNOPSIS: This lesson engages students with identifying their own emotions through responding to artworks with body language, facial expressions, and their own artwork.

SCIENTIST NOTES: This lesson features artworks that would engage students to communicate their feelings about climate change. They would learn how to use cutting, gluing, collaging, and other art techniques to create a piece and lead the climate conversation. This resource is verified and is recommended for teaching.

POSITIVES:
-Teacher engages students by asking them to demonstrate using their face and body different feelings (happy, excited, sad, angry, worried, etc.).
-Teacher introduces students to the vocabulary words.
-Teacher explains the difference between emotions (what's inside), facial expression (our face showing our emotions), and body language (our body showing our emotions).
-Teacher explains that students will be learning about emotions in artworks.

ADDITIONAL PREREQUISITES:
-Teacher shows the climate change artworks and encourages students to use their facial expressions and/or body language to demonstrate their emotions when looking at the artwork.
-Students can explain why they feel those particular emotions.
-It is important for the teacher to emphasize to the students that it is also OK if they do not know why they are feeling a certain emotion and that they may need time to process their feelings.
-It is important to highlight to students that people have emotions when looking at the artwork. Art impacts everyone in different ways.
-Students discuss as a class why the artist would want us to feel certain emotions whilst looking at artworks.
-Teacher explains to students what each artwork is about.

DIFFERENTIATION:
-Teacher creates groups of students.
-Teacher gives each group of students collaging materials and a copy of one of the artworks discussed during the Investigation stage.
-Students use the provided materials to create an emotional portrait of how they feel looking at the artwork in front of them.
-Students share their work and explain why they feel that way. Students may write a simple sentence using sentencers or verbally explain their emotions to their peers, depending on student ability.

In this video Dr. Richard Alley poses and addresses a simple question: What does carbon dioxide have to do with global warming?

In this lesson, students utilize case studies to learn about the ways climate change is currently impacting people and other living things around the world.

This static image from NOAA's Pacific Marine Environmental Laboratory Carbon Program offers a visually compelling and scientifically sound image of the sea water carbonate chemistry process that leads to ocean acidification and impedes calcification.

SYNOPSIS: This lesson introduces the idea of green spaces to students.

SCIENTIST NOTES: This lesson introduces students to green spaces and how they can be identified and mapped. The read aloud, vocabulary, and external links are thoroughly sourced and written. This lesson has passed our science review.

POSITIVES:
-This lesson creates a collaborative learning environment for students as an introduction to green spaces and how to create more green spaces.
-This lesson features kinesthetic learning if teachers walk with their students around their school.
-Students will develop a strong connection to self and community through the read aloud of Sofia Valdez, Future Prez.
-This lesson features excellent vocabulary development.

ADDITIONAL PREREQUISITES:
-This is lesson 1 of 6 in our 3rd-5th grade Green Spaces unit.
-It is necessary to procure a copy of Sofia Valdez, Future Prez for this lesson.
-Identify the green spaces on your campus on your own before introducing this lesson to your class to make sure that you have accounted for all the green spaces.

DIFFERENTIATION:
-Think-pair-share during read aloud where students can make predictions or answer questions.
-You can pause the read aloud before the text is read for students to make observations and predictions about the story.
-Groups of students with mixed abilities can collaborate on their green spaces map.
-Possible extension: Do a campus tour and have students take notes on green spaces they observe.

In this lesson, students explore reasons why temperatures in particular Colorado cities are rising.

This module contains an 8-lesson curriculum to study greenhouse gases and global warming using data and visualizations. The students will summarize the issue in a mock debate or a presentation.

(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.)

This activity addresses naturally occurring climate change involving ENSO (El-NiÃo Southern Oscillation). In this activity, students play the role of a policy maker in Peru. First, they determine what sort of ENSO variation is occurring. Then, they must decide how to allocate Peru's resources to manage for possible weather-related problems.

This visualization explains in simple and easy-to-understand visuals the causes of sea-level change.

This online quiz tests knowledge about climate change, its impacts, how we know about earth's climate, and potential solutions.

This activity is a hands-on guided inquiry activity designed to highlight the role of an ice shelf on slowing the movement of continental ice sheets in Antarctica. Students build a model of Antarctica and both continental glaciers and ice shelves using paper models of the land and slime for glaciers and ice. Students use their model to explore the impact of recent and potential ice shelf melting and break-up.

An in depth guide on the the causes and effects of climate change, including climate change throughout history and human impact.

We know that temperatures on Earth have fluctuated dramatically in the past, but we also know that by burning fossil fuels we are causing temperatures to rise faster than ever. In this episode of Crash Course Climate and Energy, we’ll introduce some core concepts that will help us throughout the series, like the difference between climate and weather, and take a look back through the Earth’s history at other periods of significant climate change.

Chapters:
Introduction: Climate Change
The Greenhouse Effect
Earth's Climate Record
Fossil Fuels & The Industrial Revolution
Climate vs. Weather
Climate Change's Effects
Review & Credits
Credits

This lesson explores climate data at local, national, and global levels to determine that temperatures are changing all over the world, and that there are certain locations where temperatures are warming faster than the global average.

In this interactive activity students will create a very simple climate model. They use worksheets, chips/tokens, and follow rules for heat exchange. The activity only models temperature but there are instructions for adaptations of the model, such as rule changes for an atmosphere with increased levels of CO2.

In this activity students build a model of a watershed to learn where water goes when it rains. Students then make predictions and draw what they observe.

This infographic provides an overview of what coral bleaching is and its causes. The resource combines short summaries of the steps of coral bleaching with more in-depth (though still succinct) explanations for what is happening to cause the coral to appear white. A short list of causes for coral bleaching is also provided.

This activity is a framework for general chemistry students to explore the costs, ethics and alternatives to coal-fired electricity.

(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.)

Students consider why the observed atmospheric CO2 increase rate is only ~60% of the CO2 loading rate due to fossil fuel combustion. They develop a box-model to simulate the atmospheric CO2 increase during the industrial era and compare it to the historic observations of atmospheric CO2 concentrations. The model is then used to forecast future concentrations of atmospheric CO2 during the next century.