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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.

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This resource was created by Ross Renfo, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.

Students are encouraged through writing and research activities to discover a greater sense of place and express their increased awareness of local ecosystems and cultural communities.

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In this video, Jonathan travels to Holbox, Mexico in search of the massive whale shark‰ŰÓthe world‰ŰŞs largest fish. Reaching 50 feet long, these animals grow larger than a school bus, but they are completely harmless since they eat only plankton and small fish. Jonathan gets up close and personal to a mouth the size of a small car in his investigation to discover why so many whale sharks visit Holbox every summer. Please see the accompanying study guide for educational objectives and discussion points.

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.

“What lives here?” is a question that students tend to wonder about, and this activity taps into that natural curiosity. Students figure out what lives in an ecosystem by looking for evidence and by using a simple field guide. They deepen their understanding of evidence, both the evidence organisms leave behind and evidence in general. Often, students might see a hair, track, or other piece of evidence and jump to conclusions about what left it behind. They may also treat all evidence as equal, whether it’s actually flimsy or strong. This activity helps them slow down, make observations, and evaluate their evidence as strong, less strong, or weak. Later in the activity, students make ecosystem models from their notes and, through discussion, use them as evidence to try to better understand the ecosystem.

This video from ClimateCentral looks at the way climate conditions can affect vegetation in the West, and what influence this has on wildfires. Drought and rainfall can have very different wildfire outcomes, depending on vegetation type, extent, and location.

In this video you learn what happens when a Beluga whale, normally found far north in the arctic, suddenly shows up in a Bay in Nova Scotia? What happens when she starts swimming with people and approaching boats full of tourists? This segment shows how one incredible friendly whale transformed a town, and captured the hearts of children and adults alike. Please see the accompanying study guide for educational objectives and discussion points.

In this video segment adapted from Haskell Indian Nations University, meet Elders who describe dramatic changes that they have witnessed in their local environments.

This video segment examines the issue of climate change from the perspective of Native Americans. The video segment was adapted from a student video produced at Haskell Indian Nations University in Lawrence, Kansas.

This resource is based on the 2015 Climate Change Summit, and it shares both environmental and social concerns related to climate change. This is an activity for elementary school students to role-play. It is a UN-style discussion of climate change from different cultures and perspectives around the world.

This lesson guides students to connect the PBS Adaptation video series on climate adaptation to their own community. Students describe their community, identify climate impacts faced by their community, research how their community is adapting to those impacts, and then create a digital story about what they found.

This interactive world map shows the impact of a global temperature rise of 4 degrees Celsius on a variety of factors including agriculture, marine life, fires, weather patterns, and health. Hot Spots can be clicked on to get more specific information about the problems in different regions.

Students work in groups to develop posters that communicate their concept of landscape following several field labs (soils, sediment analysis, river discharge, vegetation survey, aquatic life) at one location. They must consider four categories: landscape interactions, landscape history, life, and perspectives/communication.

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By the end of this section, you will be able to:Describe the basic types of ecosystems on EarthExplain the methods that ecologists use to study ecosystem structure and dynamicsIdentify the different methods of ecosystem modelingDifferentiate between food chains and food webs and recognize the importance of each