Incorporating elders wisdom in the process of systematically analyzing climate impacts and vulnerabilities in nine categories of tribal life prioritizes actions to take to enhance the evolution of an ancient culture, while protecting tribal traditions.
This activity represents a culmination project for this unit by means of which students can assess whether the IPCC prediction of increased storminess as an outcome of global warming survives testing. For the previous three weeks students will have conducted several inquiry-based group activities designed to introduce and reinforce fundamental meteorology/climatology concepts. In this 2-day project, students access online AVHRR SST imagery, as well as tabulated numeric data regarding historical North American tropical cyclones, import data into Excel for interpretation and analysis, and submit two group reports.
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Each winter, massive waves attract surfers and visitors to the North Shore of Oahu in Hawaii. Some years, the waves cause severe erosion, and continuing sea level rise will accelerate this issue. Residents and the state are taking steps to preserve homes and beaches.
This article from the free online magazine Beyond Weather and the Water Cycle provides appropriate science lessons for Grades K-5. The focus is on acquainting young learners with climate-change concepts that are not too complex for their grade level and will not frighten them. In each issue, the magazine develops articles around one of the seven essential principles of climate science. The author believes early lessons about water availability and extreme weather events will prepare students for complex climate concepts they will encounter in later grades.
A two-day assignment focusing in the melting or Arctic sea ice and the increased global temperature. The lesson involves reading the text Decline in Arctic Sea Ice, reviewing video clips, in depth discussions, and independent research and writing.
SYNOPSIS: In this lesson, students learn about how people are protecting living things and create their own plan to protect living things.
SCIENTIST NOTES: The lesson features human actions to improve biodiversity. It would inspire students to lead initiatives on biodiversity conservation in their community. All materials have been fact-checked, and this lesson has passed our credibility process.
POSITIVES:
-This lesson creates a collaborative learning environment for students to consider positive action in their community.
-Students will consider how responsible decision-making directly impacts them and their environment.
-This lesson introduces options for helping wildlife using multiple learning styles.
ADDITIONAL PREREQUISITES:
-This is lesson 3 of 3 in our Number Sense and Biodiversity unit.
-You can choose to use the animals featured on the IUCN’s Red List slides in the Teacher Slideshow or identify 1-2 species on the IUCN’s Red List from your local area and adapt the slides. To find other animals, you may search for a specific species you know is in danger or use the directions below:
-Click on Advanced Search.
-Click on Land Regions.
-Click on the Arrow next to the Land Region you live in. This further narrows down the region.
-Click on Habitats. Choose a habitat that describes your area.
-Click on Red List Category, and select all categories except for Least Concern, Data Deficient and Extinct.
-The species will appear in a list. To view them on the map, choose the map setting on the gray header across the top.
DIFFERENTIATION:
-As a possible extension, students can share their design with the class and/or community leaders using cause and effect language.
-In the Inspire section, the class can choose to brainstorm ideas together and vote to create one conservation plan.
-The Student Worksheet has an adapted version for younger students.
This web page from the National Snow and Ice Data Center contains two related visualizations and supporting information about them. The first visualization gives an estimate of the percent contribution to sea level change since the 1990s from three contributors - small glaciers and ice caps, the Greenland Ice Sheet and the Antarctic Ice Sheet. The second visualization shows the cumulative contribution to sea level from small glaciers and ice caps plotted with the annual global surface air temperature anomaly.
Think science has all the answers? Think again. This course will use real, authentic data to explore and investigate modern controversies in Earth Sciences. Use tide gauge records to understand how countries around the world attempt to protect themselves from tsunami events. Process seismic data to predict earthquake recurrence in the New Madrid seismic zone, right here in the breadbasket of the US. Sort through the millions of years of the geologic timeline to shed some light on what actually did, and did not, kill the dinosaurs. Finally, use global atmospheric data to understand how misrepresentation of data can be used to paint a distorted view of past, present, and future climate.
Conversations host Harry Kreisler welcomes Yale Professor James Gustave Speth for a discussion of his career in the environmental movement. Professor Speth traces his changing perspective on the appropriate response to the environmental crisis. Concluding that only a radical transformation of capitalism will save the planet for future generations, he outlines the changes in consciousness and in the political agenda that will be required. (54 minutes)
This Earth Exploration Toolbook chapter is a detailed computer-based exploration in which students learn how various climatic conditions impact the formations of sediment layers on the ocean floor. They analyze sediment core data from the Ross Ice Shelf in Antarctica for evidence of climate changes over time. In addition, they interact with various tools and animations throughout the activity, in particular the Paleontological Stratigraphic Interval Construction and Analysis Tool (PSICAT) that is used to construct a climate change model of a sediment core from core images.
SYNOPSIS: In this lesson, students learn about climate anxiety and create a climate anxiety toolkit.
SCIENTIST NOTES: The lesson provides deep thoughts for students to understand and proffer strategies to overcome climate anxiety and chronic fear of environmental doom. This lesson is imperative as it will help students and young people to cope with emotional distress, inequities, depression, and marginalization they often face when engaging in climate action. It is also a source of inspiration to share their climate stories and to take opportunities to save the planet for the future. All materials, videos, and images are well-sourced, and this lesson is recommended for classroom use.
POSITIVES:
-Students are able to practice emotional regulation and identify specific coping strategies that work for them.
-Students have a choice in which strategy to research and can use creativity in creating their mini-poster.
ADDITIONAL PREREQUISITES:
-This lesson focuses on coping strategies; however, this is not an indication that coping with climate anxiety is a solution to the root causes of the climate crisis.
-There may be students who feel little or no climate anxiety. Teachers should remind students that these strategies help process many different emotions like sadness, anger, frustration, etc. Also, these strategies can be used to process feelings from any situation or cause such as academics, family, relationships, friendships, body image, etc.
-There may be students in the class who are suffering from more severe anxiety or depression. Teachers should look out for students who may be displaying concerning behavior and need outside support. Teachers should be prepared to direct students toward school or community resources and contact relevant parties about their concerns.
-Students should be familiar with finding credible sources and completing short research assignments.
-Students should already have an understanding of climate change and the risks to the future of the planet. If necessary, this video can be used as a primer.
-Students will need access to a computer.
DIFFERENTIATION:
-Teachers who have additional time to devote to this topic can show this twenty-minute video that deeply explores climate anxiety and navigating our complex emotional landscape. Teachers could show the video at the beginning of the lesson to introduce the concept of climate anxiety, or it could be used later in the lesson for a class discussion.
-Students can work with a partner or small group instead of individually in the Investigate section of the lesson.
-Students can make digital mini-posters on a Google Document or a single Google Slide, or they can make them by hand if the materials are available.
-If time and weather permit, teachers can take students outside for the end of the Investigate section to practice their strategies. This would allow more space for strategies like yoga and spending time in nature.
-Teachers can display student posters in a classroom or hallways as a physical reminder of their climate anxiety toolkit strategies.
-The lesson can be completed over two or three class periods instead of one. For two classes, students can end the first class with strategy research work time and begin the second class with additional work time as needed. For three classes, the Inquire, Investigate, and Inspire sections of the lesson can be completed on three separate days.
This teaching activity addresses environmental stresses on corals. Students assess coral bleaching using water temperature data from the NOAA National Data Buoy Center. Students learn about the habitat of corals, the stresses on coral populations, and the impact of increased sea surface temperatures on coral reefs. In a discussion section, the connection between coral bleaching and global warming is drawn.
Coral Reefs in Hot Water is a short video displaying computerized data collected on the number of reefs impacted by coral bleaching around the world.
The concepts that underlie the fourth essential principle of climate literacy ("Climate varies over space and time through both natural and man-made processes.") are too complex for students in early and upper-level elementary school, but the foundational knowledge can be taught within existing curriculums and standards. This foundational knowledge will lead to understanding in later years. The author shows the correlation to the national science education standards, identifies misconceptions among elementary school students, suggests formative assessment probes, and identifies lessons and activities to make curriculum connections. The free, online magazine Beyond Weather and the Water Cycle is based on the seven essential principles of the climate sciences.
This activity has students investigate their own cost, CO2 output, and time for commuting. They then compare their commute to an environmentally conscious alternative by using comparable metrics.
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Course outline and reading list; spreadsheet with list of readings by topic with licensing info for each.
Course Description:
Covers environmental topics that are primarily geological in nature. Includes geology basics, soil resources, hydrogeology, nonrenewable mineral and energy resources, perpetual energy resources, and solid waste. The associated laboratories will illustrate these topics and may include fieldwork.
Upon completion of the course students should be able to:
Express graphically, orally or in writing, basic elements of environmental earth-sciences.
Identify and express geological interactions of humans and the environment.
Utilize field and laboratory methods/technologies to measure and describe environmental factors.
Demonstrate an understanding of geologic time scales and processes.
This 2.5 minute video presents techniques used in climate change denial argumentation in a humorous cartoon format. The argumentation techniques addressed are misleading cherry picking, fake experts, logical fallacies, impossible expectations and conspiracy theories.
SYNOPSIS: In this lesson, students learn watercolour techniques, identify their target audience and create a rubric, and complete their artwork.
SCIENTIST NOTES: This lesson connects arts with science, and it is ideal to communicate environmental change. Students learn basic watercolor techniques and apply the technique to create an artwork that would make an impact in their community. The procedures and tools used in the lesson are suitable for achieving the lesson outcomes. The lesson has passed our science review process and is recommended for use.
POSITIVES:
-Students explore and utilize visual art techniques to evoke emotions and encourage change.
-Students identify a target audience and develop a rubric to evaluate the effectiveness of their project.
ADDITIONAL PREREQUISITES:
-This is lesson 6 of 6 in our 3rd-5th grade Art for the Earth unit.
-Watercolour paints, water, and paper are necessary for this lesson. Thick watercolour paper will allow for more control of the paint but is not necessary.
-Make sure to provide enough time for setup and cleanup.
-If students are completing reflections and rubrics, the Student Reflection & Rubrics Document must be printed beforehand or shared digitally with the students.
-The Inspire section is listed as 30 minutes long. The final parts of this project may take much longer, depending on what you intend to do with your students. Additional time will probably be needed for displaying artwork, completing reflections, completing rubrics, and distributing and collecting rubrics from the target audience.
DIFFERENTIATION:
-Displaying options, target audience, and evaluation methods can vary depending on time, resources, student ability, grade level, and school environment.
-Ideas for target audiences: another class or grade level, the general school community, families, or an outside community that the class decides could benefit from this education.
-Ideas for displaying options: in a classroom space, hallway, or common room space; in a digital exhibition; at a school event (e.g., art show, classwork presentation evening, parents' night, etc.)
In this activity students make biodiesel from waste vegetable oil and develop a presentation based on their lab experience. Parts of the activity include creation of bio-diesel from clean vegetable oil, creation of bio-diesel from waste vegetable oil, chemical analysis of biodiesel, purification of biodiesel, and creation of soap from glycerin.
DASHlink is a virtual laboratory for scientists and engineers to disseminate results and collaborate on research problems in health management technologies for aeronautics systems. Managed by the Integrated Vehicle Health Management project within NASA's Aviation Safety program, the Web site is designed to be a resource for anyone interested in data mining, IVHM, aeronautics and NASA.