This video on phenology of plants and bees discusses the MODIS satellite finding that springtime greening is happening one half-day earlier each year and correlates this to bee pollination field studies.

This video describes how field research -- in this case, making water measurements in rugged mountain locations -- helps us to understand the complex relationships among changing climate, populations, and water usage.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Left unchecked, excessive CO₂ emissions have the potential to significantly warm the planet in the coming decades. One way to curb this trend is to develop more efficient power electronics, which can channel electricity from clean energy sources to the global grid, with minimal energy losses. A new study reports one device that could help make this clean future a reality. Losses in traditional power electronics can be traced to the relatively sluggish movement of the charge carriers that carry current through them. That translates to slow switching speeds and overall inefficient device performance. This new device takes advantage of a phenomenon called bulk conduction, where charge carriers are generated (in this case, with light) and controlled nearly simultaneously throughout the device. Results showed that the device, made from silicon carbide, could perform 6 times faster than existing solid-state devices. That speed improvement alone could help reduce global CO₂ emissions by more than 10%..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

SYNOPSIS: In this lesson, students use what they have learned about renewable energy to create their own plan to implement green energy in their community.

SCIENTIST NOTES: This lesson stretches students' capability to compute and determine the type of renewable energy plan that is suitable for their community. The lesson would provide them with insights on how renewable energy access is important. They will be able to analyze the land size and energy output required to design specific renewable energy projects that would efficiently power the energy needs in their community. The lesson has passed our science credibility, and there is a high confidence in using it for teaching.

POSITIVES:
-The lesson connects to students’ own communities.
-Students are able to think critically about the viability of renewable energy.
-Students engage with their community to find possible solutions and places for renewable energy.
-Students are introduced to ideas of urban planning and community building.

ADDITIONAL PREREQUISITES:
-This is lesson 5 of 5 in our 6th-8th grade Renewable Energy Algebra unit.
-Students will need access to a device to view Google Maps.

DIFFERENTIATION:
-Students can work in groups instead of individually.
-Teachers can walk the class through creating the map of the community using Google Maps if technology access is an issue or to provide additional support to students if necessary.
-Students can present their projects in small groups instead of doing the gallery walk.
-The final activity where students create something to educate their community can be completed as homework.
-Interdisciplinary connections can be made with Earth science, physical science, and engineering design.

In this lesson, students use what they have learned about renewable energy to create their own plan to implement green energy in their community.

Step 1 - Inquire: Students watch the short video Can 100% Renewable Energy Power the World? and discuss their opinions regarding the viability of renewable energy completely powering their community.

Step 2 - Investigate: Students draw a map of their community, create a renewable energy plan, and complete calculations to maximize the production of solar, wind, and biomass energy.

Step 3 - Inspire: Students share their plans with the class through a gallery walk and have a final discussion about the viability of using renewable energy to fully power their community.

Short Description:
This open online course introduces participants to the financial risks and impacts associated with climate change.

Long Description:
This four-week course introduces participants to the financial risks and impacts associated with climate change. Participants will explore a range of risk pathways that link climate and economic systems, including:

• physical risks related to direct exposure to climate hazards in the value chain; • transition risks arising from abrupt transitions to a low-carbon economy; • systemic risks transmitted throughout the economy; • extreme risks arising from the complex dynamic nature of climate-economy systems.

Topics will be explored through the use of case study examples, group-based analysis and problem solving. The learning is supported by readings, videos and live, interactive online sessions. Participants are encouraged to share their own knowledge and expertise in group-based discussion forums. Upon completion of the course, participants will have a foundational understanding of the relationship between climate change and the economy. Participants will develop their ability to identify climate-related financial risks within their own organizations—critical groundwork for effective planning and decision-making for mitigation and adaptation.

As an introductory course, this course is suited to those with limited previous experience in climate-related finance or economics. However, a basic understanding of climate science is presumed.

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.

Word Count: 9867

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

This activity involves plotting and comparing monthly data on atmospheric C02 concentrations over two years, as recorded in Mauna Loa and the South Pole, and postulating reasons for differences in their seasonal patterns. Longer-term data is then examined for both sites to see if seasonal variations from one site to the other carry over into longer term trends.

SYNOPSIS: In this lesson, students learn the five climate zones in New Jersey and interpret facts into a poetic voice from the point of view of nature.

SCIENTIST NOTES: This lesson plan gives students an overview of the five climate zones in New Jersey and relates them to tones or poetry. As a note these are not the traditionally Köppen climate zones but rather zones specific to New Jersey. The link provided is accurate and up to date. Additionally, that website has more information if desired. This lesson helps students think about different climates from a more descriptive and imaginative perspective than just statistics, which can help provide a deeper understanding of the different climates. This resource is recommended for teaching.

POSITIVES:
-This lesson can be used in any English class.
-Students are given voice and choice in this lesson.
-Students learn to manipulate voice to achieve different outcomes.
-Students will use descriptive and poetic language.

ADDITIONAL PREREQUISITES:
-It may be best to confirm that all five climate zones have been selected by at least one student. Poems may become repetitive if all climate zones are not selected.
-You can read background information and analysis on “There Will Come Soft Rains” on this website.

DIFFERENTIATION:
-Students’ communication and vocabulary can be as simple or as thorough as you desire.
-Students may use the poem outline at the bottom of the Student Handout if necessary.
-This lesson is easily adaptable to Advanced Placement or Honors level classes through incorporating specific literary and language elements.
-You can require students to add domain-specific vocabulary from the Rutgers website to their poems.

Students learn how scientists assess wildfires using remote sensing, then use some of the same techniques to solve grade-level appropriate math problems.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"As global warming persists, it’s becoming clear that even the smallest forms of life need protection, including in the cold deserts of Antarctica. But scientists know very little about the microbes that make their home in Antarctic soil, leaving the picture of biodiversity and ecological change in this region incomplete. Now, researchers from Australia are filling in the blanks. They’ve conducted the first-ever microbial biodiversity report for two Antarctic regions: the extremely dry Vestfold Hills and the Windmill Islands. Bacterial communities in both areas were dominated by microbes of the metabolically and physiologically diverse phylum Actinobacteria, but the Vestfold Hills showed a higher prevalence of members of the Bacteriodetes phylum, likely due to the saltier soils found in this region. Overall, the observed diversity of community members suggests that microbes have found a way to share their environment equitably..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

This NASA animation of the Five-Year Average Global Temperature Anomalies from 1881 to 2009 shows how temperature anomalies have varied in the last 130 years. The color-coded map displays a long-term progression of changing global surface temperatures from 1881 to 2009. Dark red indicates the greatest warming and dark blue indicates the greatest cooling.

This video introduces viewers to oceanic thermohaline circulation - the system of global ocean currents that cycle warm and cold water across the planet.

Flubber Flow is a 30-minute activity in which teams of four to five children experiment with Flubber and investigate how a solid can flow! They predict and model the properties of glaciers, view images of advancing glaciers, and create their own Flubber flow.

This interactive online visualization allows the user to view a variety of weather patterns including temperature, wind, and wave action over time.

After 90 percent of the town was damaged or destroyed by a tornado, Greensburg, Kansas, and Kiowa County Memorial Hospital developed a Long-Term Community Recovery plan to rebuild for resilience.

This resource has students role-play as farmers from around the world and consider how agricultural practices are part of climate solutions. This resource includes role-play activities for students to learn more about La Via Campesina, one of the largest social movements around the world. Students get to discuss why they may not have heard of this in their history books and embody La Via Campesina activists.

SYNOPSIS: This lesson explores the complexities of food waste and its connection to climate change.

SCIENTIST NOTES: This lesson illustrates the concept of food waste and food loss and provides initiatives to reduce food waste. This will not only help in improving food security but is a good alternative to drawdown greenhouse gas emissions from food waste. All materials have been fact-checked, and the lesson is credible for teaching.

POSITIVES:
-This lesson includes a diverse set of perspectives, communities, and solutions.
-Students are able to learn about the complexity of food waste from different contexts.

ADDITIONAL PREREQUISITES:
-Students are likely to have different perspectives and emotions regarding food waste. It can be an overwhelming experience to learn about the severity of this problem. This lesson embeds questions to give students time and space to process these emotions and inequities.
-The Big Waste video contains some statistics from 2012-2013, so some data may be outdated and obsolete.

DIFFERENTIATION:
-Seeing the severity and inequities of food waste might cause feelings of anxiety, sadness, anger, despair, or surprise in some students. It is recommended for teachers to remind them that those feelings are normal and natural. Sharing those feelings with the class can help support students’ social-emotional learning. It is recommended to encourage students to share their honest reactions.
-This exploration and these discussions might naturally lead into the “What can we do about it?” discussion.

This lesson explores the complexities of food waste and its connection to climate change.

Step 1 - Inquire: Students think about food waste and how it may be connected to climate.

Step 2 - Investigate: Students learn about different sources and areas of food waste, how food waste is rooted in inequity, and how food waste contributes to greenhouse gas emissions.

Step 3 - Inspire: Students discuss different solutions and actions being taken to address food waste and reflect on the actions they can take within their own community.

In this psychology real-life investigation, students investigate the food on their plates, identify the source location of the foods they consume on a regular basis, and calculate their carbon footprint. The goal is to identify their diet (its source of origin – where was it grown, packaged, shipped from, etc.), its impact on their subjective well-being (also known as "happiness"), and its impact on their health as well as climate justice. Students conduct research to identify one potentially problematic ingredient that they frequently ingest. The idea here is for the students to investigate their carbon footprint and reflect on their current dietary choices, and also consider food ingredient(s) that might be detrimental to their well-being, such as increasing the vulnerability to certain diseases such as COVID-19, cancer, diabetes, etc. The goal is to widen students' awareness and encourage them to make up their own minds about their dietary choices while considering new directions to take. Furthermore, with the encouragement of a TED Talk on the power of talking about climate change with others, students are asked to create/design an infographic to effectively engage with the larger community on the issues of climate change and climate justice, and then use the infographic to talk to friends and family about what you are learning about climate change and climate justice.