In this activity students utilize collected data and propose solutions to mitigate food waste in their school.

This lesson outlines for students how to design and carry out an investigation to audit their school’s food waste system.

In this problem-based learning activity, students learn about global precipitation patterns. They assume the role of climatologists and teach a newspaper reporter about the scientific method, explore how rainfall patterns impact society using TRMM (Tropical Rainfall Measuring Mission) satellite data, and brainstorm needed weather instruments to be built in the future. The resource includes teacher notes, student worksheet, glossary and an appendix introducing problem-based learning. This resource is the third of the 3-part learning module, Investigating the Climate System:Precipitation.

This animated video discusses how climate change is altering the environment and increasing disease risk from air pollution, spread of disease vectors, increased high temperatures, violent storms and flooding. Ideas for community preparedness are offered.

This week we tackle the intersection of art and our changing climate. Throughout history, art has helped reveal the climate around us and highlight our fragile relationship to it. We look at navigational charts from the Marshall Islands, Katsushika Hokusai’s "Under the Wave off Kanagawa", Pieter Bruegel the Elder’s "Hunters in the Snow", Mali's Great Mosque of Djenné, the Ise Shrine in Japan, steadily sinking Venice, the cave paintings of Lascaux, and Robert Smithson's Spiral Jetty, among others.

The purpose of this investigation is to facilitate understanding of the basics of cloud formation involving the changing state of water. This activity should enhance the understanding of the change of state concept, which is important in the study of meteorology.

This video segment adapted from NOVA describes the emergence of life on the islands of Hawaii from a barren volcanic platform under the ocean waves to the rich explosion of life that covers the many climate zones of the islands today.

In this video segment adapted from NOVA, dramatic footage of avalanches and animations of ice crystals illustrate how a layer of weakly-bonded snow can contribute to a devastating avalanche.

This article discusses the physical and behavioral adaptations that allow birds to survive in cold climates such as the polar regions.

This animated video explains how the molecular structure of atmospheric gases can absorb and re-radiate infrared energy. The video uses simple models and analogies to aid in student understanding.

This demonstration shows that an increase in temperature will speed up the water cycle. One outcome will be an increase in rainfall. A second outcome will be the increase in total evaporation of water and subsequent drought. Materials required include two aquariums, plastic wrap, 2 clamp lamps with 60 watt light bulbs, pebbles and rocks, modeling clay, blue food coloring, and water. Student worksheets, background information for teachers, and a scoring rubric are included. This is Activity 2 in Too Many Blankets, a module in the lesson series, Potential Consequences of Climate Variability and Change.

Students explore the greenhouse effect in this lesson using a computer simulation and develop a model for how it works.

In this video, a PhD Student from the University of Maine explains how ice cores are used to study global climate change.

This is a kinesthetic activity that demonstrates how shortwave radiation emitted by the sun and longwave thermal radiation emitted by the earth interact differently in the atmosphere. It allows students to experience this difference and reinforces their understanding of greenhouse gases as well. Students should have an understanding of shortwave and longwave thermal radiation and of greenhouse gases before doing this activity, but there is a minimal amount of background information about those topics included in this pdf. Additional resources/background info for teachers can be found on the website for the Little Shop of Physics.

In this video segment adapted from NOVA, scientists use computer simulations to explore the question of how supercell thunderstorms produce tornadoes.

This short video from Climate Central explains the technology used to monitor changes in Arctic sea ice. Long-term tracking (since the late 1970's) shows Arctic sea ice has been on a steady decline and this could have significant implications for global temperatures.

From this original story, young readers and listeners learn about four tools scientists use to study climate - climate stations, weather balloons, satellites, and buoys. The story is available at two reading levels and in three formats - text-only, illustrated booklet, and electronic book. Glossary included. Each issue of Beyond Weather and the Water Cycle contains an original story that expands on the theme.

SYNOPSIS: In this lesson, students will examine the 2020 Almeda Fire in Oregon and explore the disproportionate impacts of wildfires.

SCIENTIST NOTES: This engaging lesson helps students comprehend what wildfires are, the climatic factors that could start them and speed up their spread, and the potential losses and harm that they could do to vulnerable and marginalized populations. The wildfire simulator has been evaluated and is suitable for use by students. Additionally, the lesson's videos and other supporting resources have been examined, and this lesson has passed our science credibility process.

POSITIVES:
-This lesson clearly explains the connection between climate change and wildfires.
-This lesson allows students to realize how wildfires disproportionately impact different groups of people. It provides space for students to better understand the concept of climate justice.

ADDITIONAL PREREQUISITES:
-Be sensitive to the needs of your students if they have been personally impacted by wildfire. Depending on the circumstances, this lesson may not be appropriate or may need to be adapted for your class.
-This lesson assumes that students have prerequisite knowledge of climate change, including understanding the basic science behind climate change.
-Each student will need access to a device in order to play with the Wildfire Simulation. If each student does not have a device, students may share devices. If there are no devices for students, teacher can project and play with the Wildfire Simulation on an interactive whiteboard.

DIFFERENTIATION:
-Pay close attention to how student groups are formed in the jigsaw activity during the Investigate section. Students will be jointly constructing meaning from reading different parts of the article. Groups of students with varying reading levels will probably work best, as high-achieving peers can model meaning-making for students at lower reading levels.
-It may be best to steer students toward one or more options in the menu in the Inquire section, depending on their ability and preference for demonstrating their knowledge.
-In the Inquire section, it may not be possible for any or all of your students to create a wildfire emergency supply kit. Gathering and paying for all of those items is expensive. Be sensitive to your students. In some cases, it may be best to remove that option from the menu before sharing it with your students.

SYNOPSIS: In this lesson, students unpack the complexities of the global food system and climate change.

SCIENTIST NOTES: This lesson allows students to explore the impact of climate change on the global food system and why it is important to change food choices that would adversely impact on the climate. They would learn how to use concept maps to ideate high-impact solutions that would address climate change and food insecurity in their community. All materials used in creating the lesson were fact-checked, and this lesson has passed our science credibility process.

POSITIVES:
-Students think critically about the ways climate change and the global food system are intertwined.
-Students collaborate and build on ideas they explored in previous lessons.
-Students explore the relationships and connections in a highly complex system in a scaffolded and supported way.

ADDITIONAL PREREQUISITES:
-This is lesson 6 of 6 in our 6th-8th grade Climate Change, Food Production, and Food Security unit.
-Students will get the most out of this activity if they have completed most of the previous lessons in the Climate Change, Food Production, and Food Security unit.
-Students may need to gather materials, such as paper and markers, for students to create their concept maps.

DIFFERENTIATION:
-Teachers can assign the Teacher Slideshow on Google Classroom and students can submit their work independently.
-Students can create the concept map as a whole class or they can work in small targeted groups.
-Students can create their concept maps independently.

SYNOPSIS: This lesson teaches students about the different ways farms and agriculture are being impacted by climate change.

SCIENTIST NOTES: This lesson allows students to explore the impact of climate change on agriculture. They would be able to identify the underlying climatic variables that affect farming systems in different geographies. All resources were fact-checked, and this lesson has passed the science credibility process.

POSITIVES:
-Students are able to learn about specific climate change topics that are interesting to them.
-Students can learn about the many different ways in which climate change impacts agriculture.
-Students can learn from their peers.

ADDITIONAL PREREQUISITES:
-This is lesson 3 of 6 in our 6th-8th grade Climate Change, Food Production, and Food Security unit.
-While not necessary, it is helpful for students to have a general sense of some of the global impacts of climate change.
-You must create a free account to access the Newsela article.

DIFFERENTIATION:
-Teachers can assign the Teacher Slideshow on Google Classroom and students can submit their work independently.
-Teachers can group students for the guided research section and assign them level-appropriate resources.
-Teachers can eliminate options in the guided research section if the options are overwhelming.
-Teachers can eliminate the video option in the guided research if they want to exclusively assign readings.
-Teachers can review the teacher slideshow as a class and answer the questions as a whole group assignment.