The lesson plan will investigate the difference between weather and climate as well as The Köppen climate classification for climate and how this affects our lives. It will present different forms of energy renewable and non renewable  and how we can move to transitive forms of energy. It will explore the future of energy as well as future of the environment depending on actions that we can take 

Just like the permanent exhibit it was created to complement, the online Hall of Biodiversity showcases the beauty, diversity, and abundance of life on Earth while warning of the threats posed by human activity. Along with a brief introduction to the exhibit, it includes these four sections: Spectrum of Life - A virtual journey through 3.5 billion years of evolution on Earth. The interactive cladogram includes detailed information on more than 25 diverse life forms. Transformation of the Biosphere - An overview of how the Earth is continually experiencing climatic changes and changes brought on by physical events, such as meteorite collisions. The Dzanga-Sangha Rain Forest - An explanation of what visitors will find when they explore this walk-through diorama at the Museum, which features the sights and sounds of a dense tropical rain forest. Solutions - A list of concrete actions individuals can take to help save the Earth's resources for generations to come.

This video describes the effect of a warming climate on the tundra biome and specifically the impacts of changing climate on the Rocky Mountain Pika, a small mammal that struggles with summer heat.

This article provides links to standards-based science and literacy lessons about weather, climate, polar climates, and climate change.

This short Youtube video shows a visual model of greenhouse gases using tennis balls, explaining why carbon dioxide absorbs more heat energy than oxygen or nitrogen.

This article provides links to hands-on science activities that could be used in an festival or informal learning event. National standards correlations are provided.

This lesson introduces the ways that engineers study and harness the wind. Students will learn about the different kinds of winds and how to measure wind direction. In addition, students will learn how air pressure creates winds and how engineers build and test wind turbines to harness energy from wind.

In this learning activity students learn how to and practice having conversations about climate change with adults or peers. The activity is based on psychological and social science research.

A pro-Jackson commentary on the confrontation between the United States and France over reparations due the U.S. under the Treaty of 1831 (See "Spirit of the Times" no. 1836-4). The situation reached crisis intensity in 1836 when France refused payment pending an apology for remarks purportedly offensive to that nation in a Jackson speech the previous December. The print was deposited for copyright on January 25, ten days after Jackson's Special Message to Congress, wherein he suggested preparation for hostilities in the event that payment was not forthcoming. The cartoon spoofs the bellicose climate generated in part by American and French presses before spoliation payments were begun in May, and to the rivalry between New York newspapers the "Morning Courier and New York Enquirer," the "Sun," and the "Herald." The print is based on a fable by Jean de la Fontaine ("Fables de la Fontaine" Livre XII, Fable 4), about two she-goats who confront each other on a plank high above a river. Each is too proud to make way for the other, and hence both end up falling into the river. Similarly, two goats with the heads of French king Louis Philippe (left) and Andrew Jackson (right) meet on a plank bridging a channel. The Jackson goat says "By the 8th of January I shall not go back." Louis Philippe responds "Nor I by the 3d day of July." (January 8 is the anniversary of Jackson's famous victory at the Battle of New Orleans.) Below them John Bull waves his hat and says, "Go it my Harties fifty to one on Brother Jonathan, Some one will profit by this. I don't say who!" On the left the Gallic cock stands on a bale with the words "La raison du plus fort est toujours la meilleure" (loosely translated: "Might makes right"). He crows that "Orleans has been his [Jackson's] rise, Orleans will be his Fall," alluding to Jackson's famous victory at the Battle of New Orleans, and the French royal family, the house of Orleans. On the right is an American eagle with thunderbolts in his talons. In the lower half of the print editors of three French journals, "La Quotidienne, Le Constitutionel" and "Les Debats," shout taunts like "Go on! Go on! Vive la gloire!!" and "Might makes Right" across a small body of water at American editor James Watson Webb, on the right. Webb sits on a bale of saltpetre cheering Jackson and waving a "Bennett Bludgeon" club. The saltpetre symbolizes Webb's aggressive stance on enforcement of the spoliation claims; the bludgeon his well-publicized beating of James Gordon Bennett, editor of the rival New York "Herald," in January 1836. From Webb's pocket a boy surreptitiously removes a copy of Jackson's "Special Message" saying "The "Sun" shines for all," perhaps a reference to the New York "Sun's "non-partisan editorial policy.|Entered . . . 1836 N.Y.; added by hand in ink: "By Jos. Mouls."|Sold at 36 Maiden Lane 3d. Story.|Title appears as it is written on the item.|Weitenkampf, p. 42.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1836-3.

In this video segment adapted from United Tribes Technical College, meet Native Americans who are concerned about climate change and believe that action today can help future generations once again live in harmony with Earth.

This exercise follows several class lectures and reading assignments that focus on solar energy fluxes, wind, and ocean circulation as separate components. Students are split into small groups (2-4 depending on class size) and are asked to answer the questions presented based on the graphed data. Student groups are given approximately 20 minutes to discuss their answers. This is followed by instructor moderated discussion of the different group answers in the context of the role of heat as the engine of the climate system. Most students have little background in graph interpretation (especially understanding negative values) and the small group format creates a less-threatening peer environment which helps to involve all students in the exercise. The group discussion provides a great lead in for further lecture on interactions between different elements in the global climate system in following class periods and assignments.

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This video discusses carbon dioxide concentrations in the atmosphere that have increased due to the burning of fossil fuels in electricity generation, transportation, and industrial processes. Video includes history of Keeling and his research, as well as the seasonal fluctuations in CO2.

This lesson explores the chemistry of some of the greenhouse gases that affect Earth's climate. Third in a series of 9 lessons from an online module entitled 'Visualizing and Understanding the Science of Climate Change'.

The is a curriculum module from the project Data Sets and Inquiry in Geoscience Education (DIGS). The module consists of a week-long unit and two-day performance assessment in which students apply the inquiry skills to problem-based investigations of urban micro-climates. The unit and performance assessment present semi-parallel tasks but about different cities (Phoenix and Chicago).

Sudents draw conclusions about the extent to which multiple decades of temperature data about Phoenix suggest that a shift in local climate is taking place as opposed to exhibiting nothing more than natural variability. The data are from the Global Climate Historical Network (GHCN) database. GHCN is a large, multi-year, international project to measure temperature, precipitation, and air pressure from near the ground. Each monthly maximum and minimum temperature is the highest and lowest temperature reading for the month, measured in Celsius. In Phoenix and in most other places, the temperature data are collected at local airports. The performance assessment for this module requires that students apply the methods and findings from the investigation of the climate data for Phoenix to climate data for Chicago. The Chicago data shows less evidence of trends in temperature change, and this is most evident comparing the night-time minimum temperature fluctuations between the two cities. Chicago also exhibits less increase in urban development and population growth than does Phoenix. In contrast to the curriculum unit, which primarily uses constructed-response tasks to encourage student explanation and discussion, the climate assessment tasks pose explicit selected- and constructed-response questions to ensure that the items elicit the intended thinking and hence provide evidence of the targeted standards-aligned skills and understandings.

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This textbook, Heritages of Change: Curatorial Activism and First-Year Writing, includes principles of writing and information literacy through the lenses of curatorial activism, cultural heritage, and curation/exhibition. Heritage topics that students are introduced to include (but are not limited to): anti-racism, #MeToo, indigenous peoples, women/gender/LGBTQIA+, climate change, etc. They gain a broader understanding of cultural heritage and heritages of change, particularly disability heritage, in general in order to apply the concepts through their writing. This textbook presents these topics, but more specifically how to communicate about and research them.

In first-year writing courses, it can often feel that we practice writing and research in a vacuum. Writing is about communication, and, if we do not feel that we have an audience, then it can seem like our writing has no purpose (even though practice of any kind will help us develop these skills). Heritages of Change: Curatorial Activism and First-Year Writing is a method for students to think about the social changes that were prevalent during the COVID years and remain important in their wake. Heritages of Change is a lens for thinking and writing about these ideas. Through curation and exhibition as an act of activism, students focus on a specific audience with whom they can communicate authentically about this dynamic world.

This training provides an overview of the Ophidia HPDA framework main features for climate data analysis and a practical tutorial on how to use the framework in examples of real-world analysis. It covers all the key concepts needed to effectively start using Ophidia in HPDA applications. The contents of this training have been extracted from the ESiWACE2 2021 course on HPDA and Visualisation. The code shown in the practical part is based on the Ophidia Python bindings: PyOphidia v1.9. For questions, please contact ophidia-info@cmcc.it

This task by ClimeTime educators, is designed for high school students studying the impacts of human activities on the carbon cycle and/or global warming. Given two people with different human activities, students compare and contrast the behaviors that impact climate change.
This resource includes a student task document, teacher guide, and task facilitation slides.

In this assessment task from ClimeTime educators, students explore data relevant to the claim “A change in air quality can affect rates of asthma-related hospitalizations.” using the Department of Health’s Washington Tracking Network (WTN). Students develop an argument based on the evidence they gather that supports or refutes the claim.
Resource includes a student task document, teacher guide, and task facilitation slides.

Students make the connection between the geography/climate and success of agriculture in Wyoming.

Elwyn Robinson's sweeping History of North Dakota has become a classic in American state histories. One of the state's great professors and historians takes into account not only politics, but sociology, economics, ethnology, theology, nature studies and geography to describe North Dakota to the world and to itself.

Geography, in particular, formed the basis of Professor Robinson's historical interpretation. His 'too-much mistake,' the belief that North Dakota built too much, too fast, in an isolated area buffeted by difficult climate, has become the guiding principle for a quarter century of historical debate on Dakota plains history.