This narrated slide show gives a brief overview of coral biology and how coral reefs are in danger from pollution, ocean temperature change, ocean acidification, and climate change. In addition, scientists discuss how taking cores from corals yields information on past changes in ocean temperature.

SYNOPSIS: In this lesson, students explore increased precipitation and sea level rise in New Jersey and advocate for a climate adaptation strategy.

SCIENTIST NOTES: In this lesson, students will learn the basics of sea level rise and extreme rainfall and how that specifically is impacting New Jersey. They will also be introduced to a variety of ideas and technology to combat the increased flooding due to these things. Finally, they will be inspired to take action and propose an idea that will benefit their local community. All the videos have been reviewed for accuracy. The two mapping tools also explain where they are getting their data from. This resource is recommended for teaching.

POSITIVES:
-This lesson can be used in English, social studies, or science classes.
-Students are given voice and choice in this lesson.
-Students become agents of change in their own communities.

ADDITIONAL PREREQUISITES:
-Students should be familiar with the basics of climate change and sea level rise.
-Students will be advocating for climate adaptation strategies. Climate adaptation strategies are ways humans are adapting to a changing climate. This is different from climate mitigation, which are ways humans are slowing down climate change. Climate mitigation strategies include reducing fossil fuel use and ending deforestation.
-The first two videos in the Investigate section will autoplay only the segment of the video that pertains to this lesson.
-How Climate Change Has Intensified Hurricane Season will play from 02:59-03:36.
-Thermal Expansion & Sea Level Rise will play from 01:27-02:54.
-The Investigate section features six different resources. These resources (four videos, one map, and one podcast) should not take that much time individually.

DIFFERENTIATION:
-Students' communication can be as simple or as thorough as you desire. They will need more time to research and craft their communication if you want their writing to be more fact-based and robust.
-Some students may wish to communicate their advocacy via social media. Make sure to follow all school rules and monitor students' progress if you allow this in the classroom.
-Allow students to pursue other methods of communication, adaptation strategies, and recipients not listed in the chart in the Inspire section.
-In certain situations, it may be best to allow students to teach their family and friends about increased precipitation and sea level rise. This could be used as a replacement activity instead of student communication to government and business leaders.

This project will allow students to create a mathematical model to help in making decision about replacing HVAC units on a large scale.

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The online discussions are the single most important part of this course. They are worth more than any other component of the course and the students and I all put considerable time and energy into the discussions.

Disseminating course content is one of the more challenging aspects of online teaching, and discussions help to fill this gap. In order to have meaningful contributions to the discussions, students have to not only understand the topic, but also need to share their comments on it and relate the topics to a larger question. For example, a discussion about developing geologically active land prompts responses that demonstrate understanding of dynamic landscapes, geologic processes, the role of zoning, hazard mitigation and disaster insurance. In addition, a few students are likely to have had personal experiences with natural disasters and thus add firsthand insights that enrich the discussion.

Discussions are also a place where misconceptions arise and they can be easily addressed within this format. In a perfect world, students would be quick to point out flaws in each others' understanding, but when that does not happen, I seize the opportunity to point out the misconception (gently) and clarify it.

Because students have time to research their answers and reflect on their writing, online discussions can bring out wonderful insights and rewarding debates. Introverted students who might otherwise not be inclined to raise their hand in a face to face classroom seem to have an easier time jumping in. If students are not participating enough, I let them know ask them if anything is preventing them from participating, encourage them to get more involved, and suggest some ways for them to jump in.

The discussion topics all begin with open-ended questions that leave a lot of room for interpretation and the discussion is best when it wanders across a few topics. The discussions last for 1-3 weeks. For the longer discussions I have a series of follow-up questions at the ready. I post these to keep the topic moving, to get the class back on track, or simply to toss out a pop-quiz type question that alert students can grab onto.

Teaching Tips
Adaptations that allow this activity to be successful in an online environment
We all know the dreadful feeling when you pose a question to a lecture hall full of students and all you hear are crickets. An online discussion can be far more thought-provoking than a face-to-face discussion because students have time to reflect on the topic, read up on it, and compose their response. So the adaptations are to start off with a very broad question that allows the topic to wander a bit. A sufficient time frame is needed (minimum of one week) to allow the discussion to develop. Lastly, the discussions have to be worth some significant part of the grade so that students do not treat them as optional.
Elements of this activity that are most effective
The most effective element of online discussion is the way students get pulled into the course and are engaged with the content. This is easy to observe by simply noting how active the discussion is. The discussion about climate change never fails to be the most active one and it really brings everybody to the table (including me!).
Recommendations for other faculty adapting this activity to their own course:

Start off with a very broad question that has no correct answer. When you compose the original question, also prepare a series of follow-up questions that you can use to keep the discussion moving.
Limit the number of discussion boards to one at a time. Having multiple discussions going on simultaneously only dilutes the participation.
Being engaged is critical. The first time I taught this course I really stuck by the "guide on the side" tactic. After that fell fairly flat I got more involved. Students enjoy the interactivity and we all get to know each other much better that way. I post pictures, share anecdotes and seize opportunities to respond to posts in a way that builds content, clears up misconceptions, asks questions, and praises outstanding contributions.

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In this 60-minute interactive demonstration, students use ice blocks and heat lamps to model what will happen to coastlines around the world as glaciers melt. They explore why glaciers are melting as a consequence of global warming and how human activity has added to the amount of warming.

Chemistry is designed to meet the scope and sequence requirements of the two-semester general chemistry course. The textbook provides an important opportunity for students to learn the core concepts of chemistry and understand how those concepts apply to their lives and the world around them. The book also includes a number of innovative features, including interactive exercises and real-world applications, designed to enhance student learning.

Coverage and scope
Our Chemistry textbook adheres to the scope and sequence of most general chemistry courses nationwide. We strive to make chemistry, as a discipline, interesting and accessible to students. With this objective in mind, the content of this textbook has been developed and arranged to provide a logical progression from fundamental to more advanced concepts of chemical science. Topics are introduced within the context of familiar experiences whenever possible, treated with an appropriate rigor to satisfy the intellect of the learner, and reinforced in subsequent discussions of related content. The organization and pedagogical features were developed and vetted with feedback from chemistry educators dedicated to the project.

Chapter 1: Essential Ideas
Chapter 2: Atoms, Molecules, and Ions
Chapter 3: Composition of Substances and Solutions
Chapter 4: Stoichiometry of Chemical Reactions
Chapter 5: Thermochemistry
Chapter 6: Electronic Structures and Periodic Properties of Elements
Chapter 7: Chemical Bonding and Molecular Geometry
Chapter 8: Advanced Theories of Covalent Bonding
Chapter 9: Gases
Chapter 10: Liquids and Solids
Chapter 11: Solutions and Colloids
Chapter 12: Kinetics
Chapter 13: Fundamental Equilibrium Concepts
Chapter 14: Acid-Base Equilibria
Chapter 15: Equilibria of Other Reaction Classes
Chapter 16: Thermodynamics
Chapter 17: Electrochemistry
Chapter 18: Representative Metals, Metalloids, and Nonmetals
Chapter 19: Transition Metals and Coordination Chemistry
Chapter 20: Organic Chemistry
Chapter 21: Nuclear Chemistry

Pedagogical foundation and features
Throughout Chemistry, you will find features that draw the students into scientific inquiry by taking selected topics a step further. Students and educators alike will appreciate discussions in these feature boxes.

Chemistry in Everyday Life ties chemistry concepts to everyday issues and real-world applications of science that students encounter in their lives. Topics include cell phones, solar thermal energy power plants, plastics recycling, and measuring blood pressure.
How Sciences Interconnect feature boxes discuss chemistry in context of its interconnectedness with other scientific disciplines. Topics include neurotransmitters, greenhouse gases and climate change, and proteins and enzymes.
Portrait of a Chemist presents a short bio and an introduction to the work of prominent figures from history and present day so that students can see the “face” of contributors in this field as well as science in action.

The purpose of this resource is to observe seasonal migration patterns, feeding habits, and nesting behavior of Ruby-throated Hummingbirds (Archilochus colubris) in North and Central America. All students will learn about hummingbird natural history and ecology. Students will learn how to identify and age male and female Ruby-throated Hummingbirds and to observe migration and feeding behavior. Students will learn how to make connections among hummingbird behavior and weather, climate, food availability, seasonality, photoperiod (day length), and other environmental factors.

Students work in engineering teams to optimize cleaner energy solutions for cooking and heating in rural China. They choose between various options for heating, cooking, hot water, and lights and other electricity, balancing between the cost and health effects of different energy choices.

In this optional activity, students analyze maps of wind patterns from three levels in the atmosphere in order to infer global atmospheric circulation patterns and their role in balancing the radiation budget they established in Units 4 and 5. The main activity is a jigsaw in which students explore a single map on their own prior to class, confer with their classmates in specialty groups, and then synthesize atmospheric circulation for an assigned latitudinal zone. In these synthesis groups, students create maps and cross-section concept sketches to use in a full class discussion at the end of class. A follow-up assignment asks students to infer the relationship between global atmospheric circulation patterns and precipitation and then predict possible consequences of changes in these patterns due to global warming.

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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:

"Take. Make. Dispose. Long the mantra of modern industry, this linear model of economic growth is unsustainable. It has drained the planet of natural resources and amplified the climate-altering effects of human activity. Fortunately, it’s not too late to turn it around. The United Nations’ 2030 Agenda for Sustainable Development outlines a plan of action for preserving peace, people, prosperity, and our planet. Central to that plan is the promotion of a new industrial model of reduction, reuse, and recycling. Scientists from Sweden are taking up that cause in an unlikely but impactful place: inside plants. Biomass is a highly underutilized natural resource. Currently, humans use only about 3.5% of net growth of global biomass. It’s not hard to envision how adding more biomass to the world’s current energy mix could substantially offset harmful fossil fuels..."

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

A statewide resource for Oregon educators working toward integration and infusion of PK-12 climate change education across all core subject areas.

SYNOPSIS: In this lesson, students learn about the Indigenous first foods of Oregon, discuss the connection between food and climate change, and take action to improve their personal health and the health of the planet.

SCIENTIST NOTES: This lesson allows students to explore the history of the Indigenous Peoples of Oregon and how they coped with their food systems under the past and present climate. It also underscores the impact of food production on the climate, how their food choices influence human and environmental health, and proposes strategic measures to mitigate emissions from the food sector and food choices that could improve human and environmental health. All the materials were reviewed, and this lesson has passed our science credibility process.

POSITIVES:
-Students learn about the Indigenous Peoples of Oregon and their food traditions.
-Students feel empowered to make food choices that are better for the planet.

ADDITIONAL PREREQUISITES:
-Students should have some awareness of climate change and how it is affecting the Earth. Teacher can show the video Introduction to Climate Change before the lesson.
-Students should be aware that the Indigenous Peoples of Oregon are the original people of Oregon and that European settlers stole land that belonged to the Indigenous Peoples.
-When students fill out the food tracker, teacher may need to explain that “kg” is short for kilogram, that a kilogram is a kind of measurement, and that 1 kg is about 2.2 pounds.
-Keep in mind that students in elementary school often have little to no control over their food choices. Be sensitive to the fact that some students will have less access to more climate-friendly foods, and try to encourage students to make climate-friendly food choices when they have the opportunity to do so.

DIFFERENTIATION:
-The Inquire section offers a variety of ways for students to learn about the Indigenous Peoples of Oregon and Indigenous first foods. Students can research the topic independently using the sources provided, read specific passages from the texts in small groups, or follow along as the texts are read aloud.
-Students can use the bar graph in the Investigate section of the Teacher Slideshow to explore why some foods are worse for the planet than others. Students can pick one food and research the number of resources needed to grow, harvest, or produce the food. Students can work individually or with a partner.
-Students can use a Venn diagram to compare and contrast one Indigenous Oregonian food with a food they eat. For example, students can explore the process of how salmon from the Columbia River and farm-raised salmon from the local grocery store make it to a student’s plate. Alternatively, students can draw the process and use arrows in between each stage.
-Using the Connecting First Foods and Conservation resource from the Inquire section, students can write the origin story for a native food from their own cultural or ethnic background.

COMM 800

Short Description:
Demonstrate an understanding of key topics and concepts, including communication networks, media management, organizational culture and climate, intercultural communication, meetings management, ethical communication, assessing communication quality, and crisis communication – and the impact of social technologies.

Long Description:
This course will examine fundamental principles and theories of organizational communication. Students will analyze the effects of communication on organizational quality; discuss specific skill sets necessary for effective internal communication; analyze methods of managing information; discuss the value and methods used to create organizational networks; and study the influence of organizational culture on organizational communication. Crisis communication, intercultural communication, and communication assessment will be introduced.

Word Count: 31790

(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.)

COMM 800

Short Description:
Demonstrate an understanding of key topics and concepts, including communication networks, media management, organizational culture and climate, intercultural communication, meetings management, ethical communication, assessing communication quality, and crisis communication – and the impact of social technologies.

Long Description:
This course will examine fundamental principles and theories of organizational communication. Students will analyze the effects of communication on organizational quality; discuss specific skill sets necessary for effective internal communication; analyze methods of managing information; discuss the value and methods used to create organizational networks; and study the influence of organizational culture on organizational communication. Crisis communication, intercultural communication, and communication assessment will be introduced.

Word Count: 23757

(Note: This resource's metadata has been created automatically as part of a bulk import process by reformatting and/or combining the information that the author initially provided. As a result, there may be errors in formatting.)

COMM 3893 & MGT 3123

Short Description:
Demonstrate an understanding of key topics and concepts, including communication networks, media management, organizational culture and climate, intercultural communication, meetings management, ethical communication, assessing communication quality, and crisis communication – and the impact of social technologies.

Long Description:
This course will examine fundamental principles and theories of organizational communication. Students will analyze the effects of communication on organizational quality; discuss specific skill sets necessary for effective internal communication; analyze methods of managing information; discuss the value and methods used to create organizational networks; and study the influence of organizational culture on organizational communication. Crisis communication, intercultural communication, and communication assessment will be introduced.

Word Count: 47313

(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.)

EMSC 302 provides an orientation of the Energy and Sustainability Policy (ESP) degree program, preparing students for further study in the five program learning outcome areas: energy industry knowledge, global perspective, analytical skills, communication skills, and sustainability ethics. It also provides an introduction to the basic skills necessary to be successful in higher-ed online learning, including communication and library skills.

This 3-part interactive and virtual lab activity examines the life cycle of the sea urchin, and how the increasing acidity of the ocean affects their larval development.

Here students use data from the NOAA carbon dioxide monitoring sites, such as Mauna Loa, to graph the Keeling Curve for themselves on large sheets of paper. Each group graphs one year, and the graphs are joined at the end to reveal the overall upward trend. The explanation describes the carbon cycle and how human activities are leading to the overall trend of rising carbon dioxide.

Our Coast, Our Future (OCOF) is a collaborative, user-driven project focused on providing coastal California resource managers and land use planners locally relevant, online maps and tools to help understand, visualize, and anticipate vulnerabilities to sea level rise and storms.

This peer-reviewed educational video explains human-caused climate change including the greenhouse effect. The role that greenhouse gases play in absorbing and re-emitting longwave radiation is illustrated. Information on how scientists know that the observed global warming is a result of human activities that burn fossil fuels is concisely explained.