Anticipating increasing demand as well as changes in the timing and amount of future water supply, state agencies and researchers are gathering information to help decision makers plan for Colorado's water future.
Short Description:
This online course will introduce various climatic and ecological modelling tools and guide the students to practical applications of scale-free climate models and niche-based ecological models in forest and ecological (such as birds, fish and animals) resource management to increase the resilience and viability of forest ecosystems.
Long Description:
This online course will introduce various climatic and ecological modelling tools and guide the students to practical applications of scale-free climate models and niche-based ecological models in forest and ecological (such as birds, fish and animals) resource management to increase the resilience and viability of forest ecosystems. By the end of the course, students will master skills and techniques to, 1) use climatic models to generate spatial climate data; 2) understand niche-based ecological models; and 3) interpret and apply model output to forest management practice.
The course is designed for forest professionals who are interested in professional forestry and forest adaptation to climate change.
This course is part of the Adaptation Learning Network led by the Resilience by Design Lab at Royal Roads University. The project is supported by the Climate Action Secretariat of the BC Ministry of Environment & Climate Change Strategy and Natural Resources Canada through its Building Regional Adaptation Capacity and Expertise (BRACE) program. The BRACE program works with Canadian provinces to support training activities that help build skills and expertise on climate adaptation and resilience.
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How do clouds form? How are clouds affected by (and how do they affect) climate change? Students create a cloud in the classroom, and then investigate climate models and real-time cloud observation data. This guide is an extension of the TILclimate episode "TIL about clouds."
Students analyze and interpret graphs to compare the flow of shortwave energy from the Sun toward China over the course of a year on cloudy versus clear days.
Coal is the most carbon-intensive fossil fuel and a huge contributor to climate change, air pollution, and land disruption. It is a chemically complex, rock-like hydrocarbon that contains heavy metals (e.g., mercury and lead), sulfur, and radioactive material. Coal is mined from the Earth and burned to convert chemical energy to heat. Coal is primarily used to generate electricity and for heating.
Has your attention recently been caught by news of coastal catastrophes such as hurricanes and tsunamis? Do you wonder why so many coastal communities in the world are vulnerable to flooding and other coastal hazards? Have you considered what coastal flood protections cities like Houston and Miami will need in the future to protect their residents? This course will provide a better understanding of these phenomena. We present a global perspective of coastal landscapes, the geologic processes responsible for their formation, and ways that society responds to hazards like sea level rise and catastrophic weather events. You will participate in active learning exercises such as analyzing real-world datasets and applying critical thinking to real-world societal problems while investigating a coastal community.
This professional development article identifies resources that show young learners (K-grade 5) how scientists study Earth's climate and make predictions. The online lessons either allow students to collect and analyze data or learn about tools and technologies that make data collection possible. The lessons are aligned with national content standards for science education. The article appears in the free, online magazine Beyond Weather and the Water Cycle, which examines the recognized essential principles of climate literacy and the climate sciences for elementary teachers and their students.
Climate change poses a threat to the traditional livelihoods and the sustainably managed forestlands of the Menominee Nation. However, climate change also presents an opportunitya chance to apply indigenous knowledge to adapt and sustain native communities, and for the Menominee Nation to share its understandings with others seeking to address this global issue.
This visualization shows the molecular interaction of infrared radiation with various gases in the atmosphere. Focus is on the interaction with C02 molecules and resultant warming of the troposphere.
This activity addresses climate change impacts that affect all states that are part of the Colorado River Basin and are dependent on its water. Students examine available data, the possible consequences of changes to various user groups, and suggest solutions to adapt to these changes.
This video features CU Boulder Professor Jeff Mitton and his research team, who study the effects of mountain pine beetle infestations on the forest ecology in the Rocky Mountains. They explain the pine beetle life cycle and how they attack trees. An outlook into the future is also provided.
An attractive concept/mind map that illustrates various human strategies for responding to climate change. It was developed by a psychologist and not by an educator or scientist but can be used to inspire discussion and artistic representations of the human dimension to climate and energy issues.
This article lists common misconceptions about weather, climate change, and the polar regions. It provides formative assessment probes and information about teaching for conceptual change.
In this activity, students use climate data to develop a simple graph of how climate has changed over time and then present the result in a blog, emphasizing effective science communication.
This activity explores how the topic of climate change is represented in various forms of writing, from scholarly articles to opinion pieces and works of fiction. While the content does not emphasize climate science itself, it instead allows students to focus on how the science is being portrayed.
This reader is an Open Educational Resource, meant to accompany a graduate or higher-level undergraduate university course in climate change resilience, adaptation, and/or planning. While the material is geared toward students in urban and regional planning, it may also be of interest to students of urban studies, public health, geography, political science, sociology, risk management, and others.
In this activity, students collect data and analyze the cost of using energy in their homes and investigate one method of reducing energy use. This activity provides educators and students with the means to connect 'energy use consequences' and 'climate change causes.' Through examining home energy use and calculating both pollution caused by the generation of electricity and potential savings, students can internalize these issues and share information with their families.
SYNOPSIS: In this lesson, students are introduced to biomass energy and use algebra to calculate the amount of land needed to produce biofuel using different plants.
SCIENTIST NOTES: This lesson introduces students to biofuels and how they are sourced, including the supply chain. It does not only equip them to compute the acres of land needed to grow crops to produce biofuels but allows them to compare biofuels with other renewable energy sources, including the benefits and limitation to scale up. All the materials have been fact-checked, and they are suitable to build students' knowledge on the topic. Hence, this lesson has passed our science credibility process.
POSITIVES:
-Students have opportunities to think critically about the topic of renewable energy in their community.
-Students have the chance to use math in a real-world application, which makes it more relevant and engaging.
ADDITIONAL PREREQUISITES:
-This is lesson 4 of 5 in our 6th-8th grade Renewable Energy Algebra unit.
-This lesson could be used as a standalone lesson if desired.
-There are quite a few drawbacks and challenges to large-scale biofuel production and use. Students should begin to see this through their calculations and discussion. An optional extension video is included at the end of the lesson that looks more at some of the issues with biofuel.
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 in a small group with students who may need additional assistance with the calculations.
-Teachers can limit the number of questions students complete. Questions get progressively more difficult on the Student Document.
-Interdisciplinary connections can be made with Earth science, physical science, and engineering design.
In this lesson, students are introduced to biomass energy and use algebra to calculate the amount of land needed to produce biofuel using different plants.
Step 1 - Inquire: Students watch a video on biofuels and discuss how biofuels are similar to or different from other renewable energy sources.
Step 2 - Investigate: Students complete real-world math problems that compare the amount of land needed for various biofuel crops.
Step 3 - Inspire: Students explore the current use of biomass in their region using this map and discuss potential benefits and drawbacks to increasing biomass energy in their community.
This well-designed experiment compares CO2 impacts on salt water and fresh water. In a short demonstration, students examine how distilled water (i.e., pure water without any dissolved ions or compounds) and seawater are affected differently by increasing carbon dioxide in the air.