The rapid depletion of fossil fuels and the rising sea level from the warming of the earthŐs atmosphere are converging to dramatically alter our future. Edward Mazria, founder of Architecture 2030, unveils a new study of sea level rise showing fly-over 3D images depicting potentially calamitous coastal and national impacts. (57 minutes)

Dr. Joseph Bookstein argues that the real cause of global warming is not the burning of fossil fuels but rather the needs and wants of the global human population, now over 6.6 billion. He discusses methods, feasibility, and implementation strategies for voluntary population reduction. (52 minutes)

2008 Nierenberg Award recipient James Hansen explores the global threats inherent in global warming. (55 minutes)

This activity is a classroom and field activity in which students record observations of birds in their natural habitat and make connections between the structure and function of the bird feet.

In this MS/HS unit supported by NASA, students engage with online interactives, authentic datasets, and citizen science protocols to construct models and explanations for the unit driving question, "How do landscapes recover after a wildfire?"

The GLOBE Cave Protocol Field Guide utilizes existing GLOBE protocols to explore an extreme environment. Caves provide an opportunity to utilize GLOBE protocols to investigate underground environments and compare them to surface environments. Outside the cave, students record elevation, MUC, latitude and longitude, air temperature, relative humidity and air pressure. Inside the cave, students record air temperature, relative humidity and air pressure as well as observe and describe cave features in each room. Students also note evidence of biological activity and human impact. If water is present inside the cave, students record water temperature and pH. Follow up questions are included in the Field Guide.

Students are divided into teams, each of which is given a list of instructions and a GPS unit, and sent to find certain locations. At each stop, they identify a particular building stone or a plant.

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Guia desenvolvido pela Mestranda Yara Santucci Barreto, sob a Supervisão e Orientação da Professora Doutora Fernanda da Rocha Brando Fernandez, como "Produto Final" do Mestrado Profissional em Ciências Ambientais, através do Programa de Pós-Graduação em Rede Nacional para o Ensino de Ciências Ambientais, PROFCIAMB, através da Escola de Engenharia de São Carlos, EESC, USP de São Carlos, em parceria com a Agência Nacional de Águas (ANA).
Este Guia de Princípios da Escola Sustentável tem por objetivo instrumentalizar e orientar gestores e a comunidade escolar, de forma compartilhada e conjunta, a detectarem nos respectivos domínios de sua instância escolar as adequações que se façam necessárias, de ordem física e também social e econômica, de forma que as ações de incrementos que desse instrumento se revertam favoreçam a transição das escolas para o conceito Escola Sustentável e, dessa forma, se alinhem à Educação para o Desenvolvimento Sustentável (EDS). Vem elencar 282 princípios balizadores acerca dos aspectos até hoje contemplados por autores atentos há décadas ao tema Escolas Sustentáveis, abrangentes o bastante para assegurar uma transição real para a EDS. Trata-se de um repertório reunido de forma inédita como forma de obter o estado da arte do que é possível chamar de Escola Sustentável e que vem contribuir para o alinhamento das escolas às agendas internacionais já criadas.

Students use geochemical tools used to track the presence of marine (salmon) derived nutrients in the terrestrial and freshwater ecosystems of creeks where salmon spawn. They also explore pros and cons of hatchery-raised salmon.

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This project involved students in in-depth research, thus understanding, of the geological setting of Bozeman. Teams defined the scope of their investigations (with faculty oversight) and delegated tasks to build a knowledge base. This understanding lead to the outreach component -- a poster session to present this knowledge to the campus and broader community. The poster contents were submitted in a digital form as well, with the long-term goal the compilation of a printed poster (suitable for the Chamber of Commerce, for example, to distribute) analogous to those produced for the Geoscape Canada project.
As a hook, I would plan to do a brief pretest on the region involving WHAT students know about the region beforehand and WHY they might need to know. Sample questions: Content: How deep would one have to dig or drill to find groundwater under downtown Bozeman Under the airport?? Significance: Which of the following processes/hazards are made worse by groundwater close to the surface? Earthquakes, Landslides... An advantage to such a pretest would be an end-of-semester reflection exercise including the same test as a post-test.

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This geotechnical project allows the student to become familiar with laboratory soil report and construction site maps. Student gain insight to the responsibilities of a Geotechnical Soil Scientist through determining the best use of soils and location for building structures and retention ponds.
The student is the on-site soil scientist/engineer for a construction project. The project is to build a local farm stand. Three site maps are provided: a topographic map of the site, a topographic map showing the location of the building pad and boreholes; a site map showing the topography after the construction is complete. The building pad will be at 27' and be the foundation for the farm stand. In this lab, students will solve problems that typically arise during the design and construction phase of a project. To help complete the lab, students need to create a soil laboratory report (see my activity: Soils as Construction Materials).

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The purpose of the resource is to introduce students to Landsat images and how to identify the land cover types within those images.

Featuring images of glacier formations, this interactive resource adapted from the National Park Service explains what glaciers are, where they are found, how they form, and how they move.

This video segment adapted from NOVA/FRONTLINE examines the greenhouse effect, its role in keeping Earth habitable, and the industrial changes that have led to an increase in the planet's average temperature.

In this video segment adapted from Spanner Films, visit the Alaska Native village of Shishmaref, and learn how an entire town may be forced to relocate because of warmer temperatures, melting sea ice, and coastal erosion.

In this video segment adapted from NOVA, a meteorologist explains how an unusual weather pattern led to one of the most devastating floods of this century.

The Greater Yellowstone Science Learning Center is a portal to information about the natural and cultural resources of Yellowstone and Grand Teton (including John D. Rockefeller, Jr. Memorial Parkway) national parks and Bighorn Canyon National Recreation Area. By reporting on what has been learned from research and monitoring in these parks, we hope to increase public awareness of new findings and encourage studies that will help guide park management decisions. The National Park Service has set up Research Learning Centers as public-private partnerships that promote the sharing of scientific knowledge about the parks.

The purpose of this resource is to observe plant green-down and report greendown data to help validate estimates of the end of the plant growing season. Students monitor the change in color of selected leaves of trees, shrubs or grasses.

Runoff in urban areas is an increasingly important issue when it comes to water quality. It is a major hydrologic issue in New York City, as urban infrastructure creates excess runoff and impervious surfaces decrease the infiltration rate of land surfaces. This excess runoff, which often times carries with it pollutants and contaminants, has proven to create water quality issues. It has become ever more critical to try to mitigate the influx of runoff into our waterways. Urbanization increases runoff, and in NYC 64% of the area is impervious.
In this module students will explore green roofs as a potential solution to the environmental impacts of increased precipitation brought on by climate change. They will evaluate data collected from studies on 15 green roofs from different areas of the US and other countries, as well as historical precipitation data from Central Park in NY to illustrate how precipitation patterns are changing and if we need to use green infrastructure, such as green roofs, to combat the symptoms of climate change. Students will also use Model My Watershed , a watershed-modeling web app, to analyze real land use data, model storm-water runoff and water-quality impacts using professional-grade models, and compare how different conservation or development scenarios could modify runoff and water quality.

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The purpose of this resource is to observe plant green-up and report data that will be used by scientists to validate satellite estimates of the beginning of the plant growing season. Students monitor budburst and growth of leaves of selected trees, shrubs, or grasses. Species chosen should be native, deciduous, and dominant in your area.