This resource provides a short reading section with experimental data and a few questions about the text. It was created with standardized assessment in mind and aligned with Next Generation Science Standards.

This is an art project carried out by students and won first prize at the 2021 ‘Festival des Vocations’, a festival that promotes projects to take better care of our planet.

This sequence of instruction was developed in the Growing Elementary Science Prjoject to help elementary teachers who were working remotely.  We developed a short storyline that ties together a few sessions to help explore a specific concept.  We tried to include some activities that honored and included the student’s family and experience, and some that included the potential for ELA learning goals.
In this Unit of Instruction, students observe animal behaviors - both in video format and in their own neighborhoods - then create a model to explain how these behaviors help the animals meet their needs.
It is part of ClimeTime - a collaboration among all nine Educational Service Districts (ESDs) in Washington and many Community Partners to provide programs for science teacher training around Next Generation Science Standards (NGSS) and climate science, thanks to grant money made available to the Office of the Superintendent of Public Instruction (OSPI) by Governor Inslee.

This sequence of instruction was developed in the Growing Elementary Science Project to help elementary teachers who were working remotely.  We developed a short storyline that ties together a few sessions to help explore a specific concept.  We tried to include some activities that honored and included the student’s family and experience, and some that included the potential for ELA learning goals.
In this Unit of Instruction, students observe and act out animal behaviors, then observe animal behaviors for animals in their lives. They use these observations to determine what some animals' needs may be.
It is part of ClimeTime - a collaboration among all nine Educational Service Districts (ESDs) in Washington and many Community Partners to provide programs for science teacher training around Next Generation Science Standards (NGSS) and climate science, thanks to grant money made available to the Office of the Superintendent of Public Instruction (OSPI) by Governor Inslee. 

The CA CSEFEL Teaching Pyramid’s tiered approach—promoting healthy social-emotional skills; preventing challenging behaviors and intervening for problematic behaviors—transforms early childhood classroom climates by focusing on social-emotional development and building the skills of the adults in the child’s life; while supporting children with specific promotion and prevention strategies. This strategy is being taught across California and connects to school-wide Positive Behavioral Interventions and Supports. There is also a strong emphasis on partnerships with families; and the approach directly supports several of the protective factors from Strengthening Families.

This professional development article describes approaches to using social media in harnessing the power of Web 2.0 technologies to reinforce the connection between multimedia literacy and powerful content-area learning in grades K-5. The emphasis is on collaboration with the school librarian. The article appears in the free online magazine Beyond Weather and the Water Cycle, which is structured around the seven essential principles of the climate sciences.

In this video, NOAA's Deke Arndt, Chief of the Climate Monitoring Branch at the National Climatic Data Center, recaps the temperature and precipitation data for the continental US in summer 2012. It describes how these conditions have led to drought and reduced crop yields.

This interactive activity, in applet form, guides students through the motion of the sun and how they relate to seasons.

The lesson plan focuses on the students playing the role of adult effective decision-makers who can help the planet and imagine its future. Students will build upon their knowledge of climate change causes, effects, and solutions. Students use the four-language skills in content based and language instructions class. They work cooperatively and collaboratively utilizing different higher thinking skills. Students are assigned to write their reflection about the lesson using Google forms and turn their ideas for the planet future into a  projects.Photo was made by Salwa Aly using Canva App

This learning activity explores the concept of resiliency. It allows students to make city planning decisions and then employs a game to test their resilience decisions against potential impacts from severe weather, climate change, and natural hazards.

This 5th grade STEM Storyline Unit from Washington Educational Service District 112 is focused around Climate Justice, Over five NGSS aligned lessons and using the 5E model, students are presented with the ideas of environmental stewardship and restoration.

This interactive shows the extent of the killing of lodgepole pine trees in western Canada. The spread of pine beetle throughout British Columbia has devastated the lodgepole pine forests there. This animation shows the spread of the beetle and the increasing numbers of trees affected from 1999-2008 and predicts the spread up until 2015.

In this exercise, students will use the Neotoma database and ArcGIS Online to create a distribution map of modern collection localities of beetle taxa associated with an assemblage of fossil beetles from the Conklin Quarry site in eastern Iowa.

a data rich exercise to help students discover how organisms move in response to climate change

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

Begin Research“Where Do I Start?”Do you have an assignment to write a research paper but you’re not sure where to start? Take a deep breath and begin by carefully reading the assignment requirements. This will help you understand the work you need to do.First, let’s think about what we mean when we say “research.”HOW MUCH DO YOU ALREADY KNOW?What makes a good topic?It is broad enough that you can find enough information on the subject.It is focused enough that you are not overwhelmed with too much information.The topic is interesting to you.All of the above.If you don’t know much about your topic, what resources would be most helpful when you being your research?Encyclopedias and websitesScholarly articlesNewspapers and magazinesStatistical informationIt is always a good idea to brainstorm different words for similar ideas when you first begin to research your topic.TrueFalseWhat statement below is generally true about beginning research?It is pretty easy to find information on any topic.As long as you have a good topic, researching for it will not take a long time.No matter t he assignment, good research takes time and effort.None of the above.ANSWERSAll of the above.2.1True4.3Read Your Assignment CarefullyBefore you can even begin your research, though, you need to read the assignment instructions carefully—more than once! This will help you understand the work you need to do.Highlight topic guidelines, required length, and the types of information sources allowed.Let’s take a look at a sample assignment.UNDERSTAND YOUR ASSIGNMENTLily is taking a University Studies class and must complete this assignment:In this paper, you will analyze the scientific aspects of a known environmental problem and identify and discuss at least two proposed solutions.Now, analyze this assignment step by step.Find the words that tell you what to do (think verbs!): analyze, identify, and discuss.Find the limits of the assignment: scientific aspects and two proposed solutions.Find the key theme: a known environmental problemBy reading the assignment carefully, we know that Lily has to analyze an environmental problem and identify and discuss at least two proposed solutions.Pick a Good TopicLily’s assignment is broad enough to give her some choices when picking a topic. So, what makes a good topic?It interests you! You’ll enjoy it and do a better job.It meets the requirements of your assignment.It’s broad enough to give you several search options.It’s focused enough that you’re not overwhelmed with information.HOT TIP!Explore the library’s databases to get you started.Browse newspapers and news sources.Talk to your instructors and fellow students.Consult with a librarian.TOO BROAD, TOO NARROW, OR JUST RIGHT?Air pollution in urban areasToo broadToo narrowJust rightRespiratory diseases in children in high-density urban areasToo broadToo narrowJust rightEnvironmental consequences of California’s October 2007 forest firesToo broadToo narrowJust rightPolar bear adaptation to global warming in the ArcticToo broadToo narrowJust rightRenewable energy in the United StatesToo broadToo narrowJust rightThe design and implementation of Cal-Cars—the California Cars InitiativeToo broadToo narrowJust rightANSWERSToo broad. You’d need to identify an aspect of air pollution to narrow down the scopeJust right! This is a good topic. You’ll continue to refine your ideas as you learn more about the topic.A bit narrow. It will be hard to find information on just one event. Look more broadly for information on forest fires in California or the West.Just right. There should be just enough information to get you started. You will continue to refine your ideas as you learn more about the topic.Too broad. This is a good starting place, but you’d want to focus the topic by selecting a specific renewable energy like solar power or wind.Too narrow. It’s going to be difficult to find information on such a narrow topic. Broaden the focus to look at initiatives like this one that are less regional.Identify Potential IdeasNow it’s time to really focus your topic. Browse a few resources for ideas and identify different aspects of the topic.Remember, if you pick a subject that interests you, you’ll enjoy the research process much more!Customize Your TopicLet’s say your assignment is to research an environmental issue. This is a broad starting point, which is a normal first step.One way to customize your topic is to consider how different disciplines approach the same topic in different ways. For example, here’s how your broad topic of “environmental issues” might be approached from different perspectives.Social Sciences: Economics of Using Wind to Produce Energy in the United StatesSciences: Impact of Climate Change on the Habitat of Desert Animals in ArizonaArts and Humanities: Analysis of the Rhetoric of Environmental Protest LiteratureTurn Your Topic into a QuestionWhen you’ve chosen a topic, it’s time to ask some questions. Using “environmental issues” as our general research interest, let’s ask some questions about environmental issues and agriculture.How: How do government agricultural subsidies impact the price of food?  How does the use of pesticides affect food safety?Who: Consumers, farmers, farm workersWhat: Food safety, pesticides, food prices, genetically modified food, organic farmingWhere: United States, developing nations, European UnionWhy: Why does the European Union ban the sale and distribution of genetically modified food?What’s Your Angle?Let’s say that the most interesting question that emerged from the last exercise was: “How does repeated pesticide use in agriculture impact soil and groundwater pollution?”Find Your KeywordsNow that we have our sample research question, we need to identify the key concepts and their related keywords.Using our research question, “How does repeated pesticide use in agriculture impact soil and groundwater pollution?” we might consider these keywords:A SYMPHONY OF SYNONYMSLet’s examine our research question again:How does repeated pesticide use in agriculture impact soil and groundwater pollution?Now analyze this assignment step by step:Find important words and phrases that describe this topic (you can ignore common words that don’t have a lot of meaning, such as prepositions, articles, and adjectives): pesticide, agriculture, soil, and pollution.Now, think of some synonyms for the keywords you found:pesticideagrochemicals, pest management, weed management,diazinan, malathionagriculturefarming, food crops, specific types of cropssoilclay, organic componentsgroundwater watershed, water resources, water table, aquaticspollutionenvironmental impact, degradation, exposure, acid rainWhy are synonyms necessary? You’ll often need to search for different words relating to the same concept.Dive Into a Sea of Resources!Browse through general sources to get familiar with your topic. You will find many sources for locating background information. Remember our point from earlier in this tutorial: the source you select will determine what you find. Make sure you spend your time looking in the right places.HOT TIP!Is there enough info on your topic? If not, review the earlier steps for starting your research. It’s normal to refine and revise your topic multiple times.What Do You Know?Once you’ve established your focused topic, you need to get familiar with it by doing some reading. Start with more general sources and then work up to more specific and detailed sources. Where you go next depends on how much you know.So, just how much do you know about your topic?Not All That MuchI’ve Got the BasicsI’m Ready for DetailsSounds like you need the type of information typically found in encyclopedias and websites.Sounds like you’ve got a basic understanding of your topic and just need to learn more. Check out books, magazines, and newspapers.Specific information is what you need. You’ll want to find relevant scholarly articles, statistical sources, and government publications.Matching Resources to Your Information NeedNewspaper: Current regional or local informationScholarly journal article: Detailed analysis of a complex problem.Book or book chapter: Summary of what is known about a topic.Encyclopedia or website: Factual information like names, dates, and definitions.TEST YOURSELF: WHAT HAVE YOU LEARNED?What are the characteristics of a good topic?(Select all that apply) It interests you.It meets the requirements of your assignment.It’s broad enough to give you several search options.It’s focused enough that you’re not overwhelmed with information.Rank the following questions in order from most general to most specific (1 being the most general):Are pesticides bad?Do video games cause violent behavior in adolescent males?Are agricultural workers in Mexico at a higher risk of health problems due to pesticide exposure because of lax government safety standards?Is there a relationship between fast food consumption and obesity?What is the best way to focus  your topic?Think about the discipline that you are researching for.Tailor your topic to the requirements of your assignment.Talk to a librarian about the resources that are available for your topic.All of the above.Pick the best set of keywords to begin searching for information on global warming.Rising ocean levels, air pollution, greenhouse gasesBiodiversity, atmospheric temperature, ozone layerGlobal climate change, greenhouse effect, atmospheric carbon dioxideEnvironment sustainability, alternative energy, biofuelsWhy is it a good idea to use different words to describe similar ideas when you are beginning research?(Select all that apply) Because there is only one right answer and you can find it by trial and error.Because  using different words will help you cast a broader net than just using the same term over and over.Different researchers might use different terms to describe the same idea.You might spell some of the words wrong and not get any results.What is the most difficult aspect of beginning to research a topic that you don’t know very much about?You don’t know enough about the topic to know what is important and what is not.You don’t understand the technical aspects of the topic.It takes a lot of time to do research.All of the above.For you, what the most difficult part about beginning your research?ANSWERSA good topic will incorporate all these characteristics.1 = Are pesticides bad?2 = Is there a relationship between fast food consumption and obesity?3 = Do video games cause violent behavior in adolescent males?4 = Are agricultural workers in Mexico at a higher risk of health problems due to pesticide exposure because of lax government safety standards?The more a research question incorporates the concepts of Who, What, When, Where, Why, and  How the more specific it will be.All of the above.4.3; think carefully about which terms are closely related to global warming.5.2 and 5.3; there may be many ways to describe a single topic. Using as many related words as possible will help you find the most information!All of the above; remember that research takes time and energy and isn’t an easy thing to do!No matter what, coming to the library and talking to a librarian will help you get started. Finding information effectively and efficientlyLevel 2 teaches you how to structure a search for the information you need to write a paper, for example. You will learn the following:how to construct a search strategy using the aspects defined in level 1how to perform a smart search using the information sources available at TU Delft LibraryDetermining search termsNow it is time to do an actual search! In level 1 you divided the search topic into its different aspects. What’s next? Are you going to use Google and type in all the aspects, like you probably do every day? What will you do with all the search results? Are you going to study them all? No, there is a smarter way!Exercise 1Plug in your earphones or turn down the volume and watch the clip ‘Web Search Strategies Explained in Plain English‘ by Commoncraft about smart searching on the web.Searching the web is very similar to searching other information sources such as Worldcat Discovery. Doing the following exercise will teach you how to apply the aspects of your search topic in a smart search. Complete the exercise on how to find suitable search terms matching the aspects of the search topic. Determining search strategyNow you are going to convert the synonyms you have found into a smart search strategy. You have to use search operators to use all the synonyms properly.Exercise 2Study the TUlib module Search operators.If you want to perform a smart search, you must combine your search terms. Complete thisexercise on combining search terms with Boolean operators.Towards information sourcesNow you have formulated a search strategy, which you will use to search the various information sources. But where to start? How do you choose which information source you want to use? This table gives an overview of the differences between Worldcat Discovery, Scopus and Google Scholar and helps you determine when to use each one.Exercise 3Watch the first two sections (“Basic searching” and “Retrieving documents”) of this video about searching in WorldCat Discovery (which includes the TU Delft Library catalogue).Watch this video with an example of a search strategy carried out in article database Scopus.Complete the exercise on carrying out your search strategy in various information sources.Now you have learned how to convert the aspects of your search topic into a search strategy and how to apply this strategy in a number of information sources.You can find other relevant information sources for your subject area in the “Useful links” overview in the section “What’s next”.

Climate change is an urgent problem. Because it is causing new weather extremes and fatal catastrophes, climate change is better termed climate disruption. Bending the curve to flatten the upward trajectory of pollution emissions responsible for climate disruption is essential in order to protect billions of people from this global threat. Education is a key part of the solution.

The goal of this unit is for students to gain an awareness of several potential ways to mitigate climate change. Many climate solutions exist, are in use, and can be expanded in scale. Students will examine solutions from Bending the Curve, explore carbon sequestration by trees, coastal wetland restoration, and food waste reduction in more detail. They will propose three (3) realistic solutions that could happen at an individual, school, or community scale that would assist in mitigating climate change.

Learners research the effects of melting sea ice in the Bering Sea Ecosystem. They create research proposals to earn a place on the scientific research vessel Healy and present their findings and proposals to a Research Board committee.

The pandemic has highlighted major inequalities that existed before, in the "normal.” In the news, there is talk of a return to "normal", but for many in marginalized communities"normal" was not justice. This project outlines three areas of local and global opportunity in our community: education, racial equity, and climate change.Through investigation, students will examine multiple perspectives, ask critical questions, analyze information, and act on what they learn. Their project is not only about the end product, but also the process.

This article provides a brief discussion of the importance of teaching students to analyze data and representations of data as well as two resources that can help teachers implement these strategies into their instruction.

In this activity, students conduct an energy audit to determine how much carbon dioxide their family is releasing into the atmosphere and then make recommendations for minimizing their family's carbon footprint.