This video segment adapted from NOVA/FRONTLINE looks at American energy consumption and the resulting production of greenhouse gases.

In this video from DragonflyTV, follow the investigation of Isaac and Anjali as they record, measure, and analyze data about how the Sun's position in the sky affects a solar-powered car's speed.

In this video segment adapted from ZOOM, cast members assemble a solar still and make fresh water from saltwater, demonstrating two steps of the water cycle, evaporation and condensation.

looks at how the sun creates a changing set of conditions in space. Learn about coronal holes, solar flares, coronal mass ejections, solar wind, magnetosphere, and auroras. See photos, graphs, and live data. Make your own space weather predictions.

This whole-class activity will involve students in creating static electricity and developing a model to explain what happens when static electricity is formed from wool, plastic, and a paper clip.

In this video profile produced for Teachers' Domain, meet conservationist Steve MacLean, an Inupiaq from Barrow, Alaska, who works to preserve the health of the Bering Sea ecosystem.

SYNOPSIS: This lesson introduces students to narratives by young people impacted by severe weather and guides students in writing their own stories.

SCIENTIST NOTES: This lesson provides a profound insight for students to share their experience with hurricanes or extreme weather events and how it impacts their lives, livelihoods, and property. Then, students reflect on their feelings and share these narratives to encourage others to respond to any natural disaster in the future. All materials contained in this lesson have been verified, and this lesson is endorsed for teaching.

POSITIVES:
-The stories in this lesson include diverse geographical regions in the United States and young people from diverse backgrounds.
-Students learn about storytelling by listening to the stories of other young people.
-Students express their feelings and personal experiences of climate change through writing.
-Students reflect on how personal narratives could influence others, including leaders and politicians.

ADDITIONAL PREREQUISITES:
-Students need a device with an internet connection in order to access the videos in the Investigate section.
-Students should be familiar with some narrative techniques.

DIFFERENTIATION:
-Teachers can choose to focus on the oral elements of storytelling such as intonation, pauses, and pacing.
-Students can compare the audio-only podcast with the visual elements in the videos and choose an audio-only or video format to record their narratives.
-To shorten the lesson, teachers can pick one picture to use for the Inquire section and one video to use in the Investigate section.

Students learn that wind and storms can form at the boundaries of interacting high and low pressure air masses. They learn the distinguishing features of the four main types of weather fronts (warm fronts, cold fronts, stationary fronts and occluded fronts) and how those fronts are depicted on a surface weather analysis, or weather map. Students also learn several different ways that engineers help with storm prediction, analysis and protection.

This article provides elementary school teachers with background knowledge about science concepts needed to understand the first of seven essential principles of climate literacy--the sun is the primary source of energy for our climate system. Graphs, diagrams, and oneline resources provide more background for the teacher. The article appears in a free online magazine that focuses on the seven essential princples of the climate sciences.

SYNOPSIS: In this lesson, students learn about the role the sun plays in our daily lives and how solar energy can be used.

SCIENTIST NOTES: In this lesson, students learn about the role the sun plays in our daily lives and how solar energy can be used.

POSITIVES:
-Students participate in whole and small group discussions and exploration.
-Students explore topics through hands-on inquiry-based activities.
-Students share information and encourage positive climate action.

ADDITIONAL PREREQUISITES:
-Most required materials are typical classroom items. However, the teacher will need to source some additional materials to complete the mini-lessons and stations, such as pizza boxes, aluminum foil, thermometers, etc.

DIFFERENTIATION:
-This lesson was designed to be used in a kindergarten classroom but can easily be modified for first and second grade. See Station and Mini-Lesson Guide for more information about scaffolding the lesson up or down for students.
-Students work at their own pace in stations.
-Students choose a method of sharing knowledge according to their personal learning.
-Additional or alternative texts:
-Sun! One in a Billion by Stacy McAnulty
-This text focuses on the sun and space, with the sun serving as the narrator.
-The Sun Is My Favorite Star by Frank Asch
-Narrative with beautiful imagery.
-Simple text. It may be appropriate for some students to read independently.
-Running on Sunshine: How Does Solar Energy Work? by Carolyn Cinami DeCristofano
-nonfiction text
-This book can be quite dense, so it may be best to read it in chunks for younger students.

This book list contains children's books that have been screened for accuracy in depicting scientific concepts. Each book's content is briefly described and its cover pictured. The topics of the books support learning in Grades K-5 about the issue's theme. The list appears in the free, online magazine Beyond Weather and the Water Cycle, which focuses on the essential principles of climate literacy.

Beginning with examples from the polar regions, this article examines the question Š—“Why do we have seasons?Š— Included are links to lesson plans, a list of childrenŠ—Čs books, and suggested alignments with science, literacy, geography, and climate instruction in K-5 classrooms. The article appears in the free, online magazine Beyond Penguins and Polar Bears.

In this lab students will create a weather report and practice talking about the weather. Then, students will work together to discuss and suggest activities that are appropriate based on the weather report that they came up with.

The Third Grade Elementary Framework for Science and Integrated Subjects, Weather, uses the phenomena of extreme weather events.  It is part of Elementary Framework for Science and Integrated Subjects project, a statewide Clime Time collaboration among ESD 123, ESD 105, North Central ESD, and the Office of Superintendent of Public Instruction. Development of the resources is in response to a need for research- based science lessons for elementary teachers that are integrated with English language arts, mathematics and other subjects such as social studies. The template for Elementary Science and Integrated Subjects  can serve as an organized, coherent and research-based roadmap for teachers in the development of their own NGSS aligned science lessons.  Lessons can also be useful for classrooms that have no adopted curriculum as well as to serve as enhancements for  current science curriculum. The EFSIS project brings together grade level teams of teachers to develop lessons or suites of lessons that are 1) pnenomena based, focused on grade level Performance Expectations, and 2) leverage ELA and Mathematics Washington State Learning Standards.

This video from NASA explains the process by which gamma-ray flashes associated with storms produce matter/antimatter particle pairs.

Students learn about tornadoes, the damage they cause, and how to rate tornadoes. Specifically, students investigate the Enhanced Fujita Damage Scale of tornado intensity, and use it to complete a mock engineering analysis of damage caused by a tornado. Additional consideration is given to tornado warning systems and how these systems can be improved to be safer. Lastly, students learn basic tornado safety procedures.

The students will observe a maple tree throughout the year and recognize changes in weather and phenology using their 5 senses.

This list of children's books recommends nonfiction titles that supplement basic information found in lessons and activities of this themed issue of the online magazine Beyond Weather and the Water Cycle. The books are grouped by topic -- water, weather and climate, and atmosphere. Each book is described by its content, reading level, and possible uses in the classroom. Covers are pictured. The online magazine is produced for elementary school teachers and is structured around the essential principles of climate sciences and climate literacy.

SYNOPSIS: This lesson introduces the concept of weather to students.

SCIENTIST NOTES: Observing the weather to track changes is an important activity. This lesson allows students to understand the local weather and observe the patterns and their impact on their daily activities and the environment. All materials are suitable techniques for qualitative weather forecasting. On that account, this lesson has passed our scientific credibility process and is recommended for teaching.

POSITIVES:
-This lesson creates a collaborative learning environment for students as they are introduced to weather and its importance.
-This lesson features sensory learning as students use their five senses to make observations about the weather.
-This lesson features excellent vocabulary development.
-This lesson provides an introduction to the relationship between climate and weather.

ADDITIONAL PREREQUISITES:
-You can place a thermometer in an easily accessed outside location (e.g., near the recess area) and check the temperature daily.
-It is necessary to print the weather journal and weather wheel ahead of time.

DIFFERENTIATION:
-You can have students think-pair-share during the read aloud. Students can make predictions or answer questions.
-You can pause the read aloud before the text is read for students to make observations and predictions about the story.
-Groups of students with mixed abilities can collaborate on their weather wheel and their future climate prediction.
-Possible Extension: Work with the school administration to find a way for students to share a daily weather report with the school (e.g., live morning assembly, email blast, TV announcement, etc.).