Students will embody a specific person who is impacted by climate change and engage in conversations during a mixer. In these conversations, the students will learn how people from around the world are impacted by climate change.

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.

Short Description:
In this course you’ll learn how to lead or participate in community engagement, without triggering fear and overwhelming others; practise critical self-awareness and self-reflection; and consider equity-based and decolonizing approaches.

Long Description:
Professionals working across public, private and community sectors are facing complex questions about how to prepare for and adapt to the unavoidable impacts of a changing climate. In the context of a growing climate emergency, how do we engage internal and external stakeholders, build lasting collaborative partnerships, and embed climate adaptation strategies into organizational priorities, when professional silos, scarce resources and competing demands can pose potent obstacles to the change that is urgently needed?

This course will provide you with skills to overcome barriers to action, mobilize knowledge and data effectively, and work across silos in genuine interdisciplinary and collaborative practice. You’ll learn how to lead or participate in community engagement, without triggering fear and overwhelming others; practise critical self-awareness and self-reflection; and consider equity-based and decolonizing approaches.

This course is designed for professionals looking to advance the intersecting work of climate action and adaptation, including planners, engineers, elected officials and community leaders. You will leave with practical and relevant skills to lead, accelerate and participate in the essential work of climate adaptation in your organization and community.

This course is part of the Adaptation Learning Network led by the Resilience by Design Lab at Royal Roads University. The project is supported by the Climate Action Secretariat of the BC Ministry of Environment & Climate Change Strategy and Natural Resources Canada through its Building Regional Adaptation Capacity and Expertise (BRACE) program. The BRACE program works with Canadian provinces to support training activities that help build skills and expertise on climate adaptation and resilience.

Word Count: 28195

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Short Description:
The forest industry is increasingly global and every marketer of forest products should have a global perspective. As a natural resource-based industry, the forest industry has an especially high profile role in environmental protection and is increasingly involved in climate change mitigation and management. Global forests are not only important because they provide a source of industrial raw material, but also because of the various other human needs they satisfy. A forest products marketer should have a basic understanding of the role that global forests play in society. Data dashboard

Word Count: 91722

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SYNOPSIS: In this lesson, students learn about the Indigenous peoples of Oregon’s distinct ways of knowing and living, how colonization damaged Indigenous lands and natural resources, and what can be done to start to repair some of the damage.

SCIENTIST NOTES: This lesson underscores the importance of strengthening and building the capacity of the Indigenous peoples of Oregon to protect their lands, territories, and natural resources. It allows students to gain insights into the history of the Indigenous peoples, reflect on how they were colonized, and understand how the nine tribes have evolved from the past to the present. It also stretches students' ability to develop tactics to help support the Indigenous peoples to protect their lands from degradation. The materials, images, and videos used in creating this lesson were fact-checked, and this lesson has passed our science review process.

POSITIVES:
-Students will learn that even though Indigenous people’s land was forcibly taken from them, they continue to maintain and pass on their ways of living and doing.
-Students will gain a greater sense of place as they discover which federally recognized Native American reservations are located near their community.
-Students will have the chance to reflect on their feelings and emotions as they learn about colonization and forced relocation.

ADDITIONAL PREREQUISITES:
-Speaking about colonization can raise emotions. Both educators and students need to understand that colonization is an ongoing process with many lands still being occupied due to broken and deceptive treaties.
-Teachers may wish to view the film, Broken Treaties, before teaching this lesson to gain a greater understanding of the history of the Indigenous peoples of Oregon. The film includes information about violent massacres that may not be appropriate for younger students. The two short segments of the film that are included in the lesson were selected because they are age-appropriate.

DIFFERENTIATION:
-Students can complete the research activity individually, in pairs, or in small groups. You can also choose to go over the research materials (articles, videos, etc.) as a class and have students answer the research questions after.
-You can give students the chance to choose any project in the Inspire section, you can limit the choices to one or two project ideas, or you can choose to have the students all complete the same project.
-As an extension, invite a Tribal member to visit the class in person or via video call.

In this activity, students research various topics about ocean health, e.g. overfishing, habitat destruction, invasive species, climate change, pollution, and ocean acidification. An optional extension activity has them creating an aquatic biosphere in a bottle experiment in which they can manipulate variables.

This NASA video reviews the role of the sun in driving the climate system. It uses colorful animations to illustrate Earth's energy balance and how increased greenhouse gases are creating an imbalance in the energy budget, leading to warming. The video also reviews how the NASA satellite program collects data on the sun.

Objectives of this mini unit:For students to explore the "universal call to action" laid out in the Sustainable Development Goals (SDGs) and consider how they may respond to that call;Build background knowledge about specific issues impacting the Arctic including: indigenous rights, indigenous health, biodiversity, tourism and marine pollution; Build background knowledge about specific issues impacting their local communtiy (using Michigan as a case-study) including: hunger, homelessness, poverty, youth violence and the environment;Create an action plan to address needs within their local communities driven by their unique passions, interests and skills;Consider the importance of impact vs intention when engaging with community action projects

This visualization is an interactive Energy System Map, which includes short write-ups introducing students to fundamental energy system topics, paired with animated videos and deep dive resources.

This module follows the 5E instructional model to promote student discovery and learning about the complex interactions between climate change, the environment and human health. Students describe the impacts of changing climatic conditions on human health with emphasis on vulnerable populations and apply systems thinking to create a visual model of various health implications arising from climate change.

Assignment #1 Student-led discussion of articles from the literature
We assign one or two groups of two or three students to each of four or four or five topics related to climate change, and provide each group a set of related articles from the literature on their assigned topic. The group will lead a one-hour, in-class discussion on the topic, with up to a dozen students and one instructor in each discussion. In preparation for the discussion, the discussion co-leaders must collectively write a set of "Reading Questions" about each assigned article, which help readers focus on the key points made by the articles and can serve as points of discussion. The other students participating in the discussion must read the articles with the aid of these Reading Questions and annotate the portions of the articles that address the Reading Questions. We (instructors) evaluate the Reading Questions written by the co-leaders (they receive a shared grade for these), and we also check the annotated articles turned in by the other discussion participants to ensure that they prepared to participate in the discussion (they receive individual grades this). Discussion co-leaders each receive a grade for the quality of their discussion leadership.

The purpose of this assignment is in part to help students prepare for their final writing assignment by requiring that they read a set of articles closely enough to help other students discuss and understand the key points, and get feedback about their level of understanding, up to a month before the final paper on the topic is due. The immediate outcome that we expect from this assignment is a demonstration that students can read the assigned articles critically, identify and articulate the key points, and help engage other students in a discussion about the articles, including conceptually important or difficult aspects of them.
Assignment #2: Final writing assignment

For this assignment, which follows from the previous one, students are asked to:

locate two or more significant additional articles that relate closely to the articles on which they based the discussion that they co-led; and
write a 8-12 page (typed, double spaced) overview of the history and current state of our scientific understanding about the topic(s) covered by the set of discussion articles, based on the articles themselves plus relevant material presented in class or in assigned reading. In particular, wherever justified by the source material, students should try to include the following in the narrative:

initial observations/evidence;
initial hypotheses posed to account for initial observations/evidence (including external forcings and feedbacks);
subsequent observations/evidence that have confirmed or disproved earlier hypotheses;
technology that made making observations/gathering evidence possible and led to breakthroughs in understanding;
scientific controversies and how they played out historically or are currently playing out;
current understanding and remaining uncertainties.

The outcome should be a written demonstration of the student's ability to analyze and synthesize a set of articles from the literature and supporting materials provided in class to describe the history, current state, and unresolved aspects of our scientific understanding of an interdisciplinary aspect of climate change.

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This assignment provides students a storytelling structure that allows for their own voice and creativity to be applied. This is accomplished through the selection of an audience for a recorded voicemail and the climate science/societal issues of meaning to them from a United Nations Conference of Parties (COP) event.

This short video features the Alaska Lake Ice and Snow Observatory Network (ALISON project), a citizen science program in which 4th and 5th graders help scientists study the relationship between climate change and lake ice and snow conditions.

In this video segment, two students discuss the greenhouse effect and visit with research scientists at Biosphere 2 in Arizona, who research the effects of global climate change on organisms in a controlled facility. Their current research (as of 2002) focuses on the response to increased quantities of CO2 in a number of different model ecosystems.

A short video on how changing climate is impacting the ecosystem and thereby impacting traditional lifestyles of the Athabaskan people of Alaska.

For teachers in K-Grade 5 classrooms, the author of this article reviews the reading comprehension strategies known as Summarizing and Synthesizing. She provides links to web sites and to a book that will provide more background information and lessons. The article appears in the free, online magazine Beyond Weather and the Water Cycle, which focuses on the seven essential principles of climate science.

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.

These videos capture how the sun warms the Earth with support materials for teachers and students. Students will make observations to use as evidence that sunlight warms Earth's surface.

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.