Each student is assigned a sphere: Lithosphere, Atmosphere, or Biosphere. They will be responsible for constructing a timeline documenting events in the evolution of that sphere from 4.5 to 1.0 Gya. They are then given a set of cards, each with a photo of a rock/mineral from that time period, a summary of the research done on it and the conclusions various researchers have reached about that rock/mineral, and references. Students need to use the rocks to assemble their timeline. After each student is done, each student shares their timelines with the group, fills in the timelines for the three other spheres, and draws conclusions about how the three spheres interacted with each other as they evolved.
Teaching Tips
Adaptations that allow this activity to be successful in an online environment
In the classroom, I use groups and hang a giant map of the world on the wall; then tape the rock cards as posters near the map, connecting them by string to the place the rocks were found. This doesn't work as well online! But the cards can easily be distributed electronically.
Elements of this activity that are most effective
Having students be responsible for teaching the rest of the class about the evolution of their spheres in quite effective - as teachers, they're forced to articulate the timeline in a way that they wouldn't have to on paper.
Recommendations for other faculty adapting this activity to their own course:

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This video series highlights the travel, science, and life at the South Pole research station. In this 10-part series, topics are explained in 3-4 minute, digestible segments which include photos and videos from the narrator's trip, as well as anecdotes to help viewers get a personal perspective of Antarctica.

Tipping points are critical points at which sub-systems of our planet are drastically altered by small disruptions. Tipping a system leads to irreversible responses which can push the Earth into a Hothouse state. Past the tipping point, self-reinforcing feedbacks within the system instead of human influences will become the main drivers of change. Additionally, so-called domino effects will amplify changes as tipping of one system leads to tipping of others. Although it might be too late for some systems, it is imperative that the Paris Climate Agreement goals are reached in order to prevent the drastic and unforeseeable changes that result from tipping our Earth’s systems.

Overview of the Lesson Plan:This lesson plan will be a part of a bigger project on environmental literacy. The overarching rationale of the project is to raise students' awareness about climate change and enhance their readiness to share their products or findings with the wider school community and to learn how to communicate ideas with others (e.g. teachers, town community, city hall…).This specific lesson plan aims at developing research and presentation skills; facilitating students’ creativity, speaking, and listening skills in English.

This web-based activity tackles the broad reasons for undertaking ocean exploration - studying the interconnected issues of climate change, ocean health, energy and human health. Students examine the types of technology ocean scientists use to collect important data.

This short animated video provides a general overview of the atmosphere, carbon dioxide, and the greenhouse effect.

This video describes the joint NASA-JAXA GPM (Global Precipitation Measurement) satellite mission and why it is necessary for monitoring precipitation around the Earth. It discusses the science around the hazards of extreme precipitation such as landslides and drought. It emphasizes the value of comprehensive datasets and their ability to help predict natural disasters.

Interpret properties of the landscape using topographic maps of well-known national parks. Direct link on ArcGIs. THE EARTH SCIENCE GEOINQUIRY COLLECTIONhttp://www.esri.com/geoinquiriesThe Earth Science GeoInquiry collection contains 15 free, web-mapping activities that correspond and extend map-based concepts in leading middle school Earth science textbooks. The activities use a standard inquiry-based instructional model, require only 15 minutes for a teacher to deliver, and are device agnostic.  The activities harmonize with the Next Generation Science Standards. Activity topics include:•                 Topographic maps•                 Remote sensing•                 Minerals / Mining•                 Rock Types•                 Landforms•                 Plate tectonics•                 Earthquakes•                 Volcanoes•                 Mountain building•                 Fresh water•                 Ocean features•                 Ground wind and temperature patterns•                 Weather•                 Storms•                 Climate change

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:

"The microbes found in topsoil are a vital part of the Earth’s ecology. While several recent studies have explored these microbiomes on a global scale, their data on sub-Saharan Africa was sparse, despite the looming threat of climate change to the region. To close this gap, researchers recently examined the microbial ecology of 810 sites across 9 sub-Saharan African countries. The topsoil microbiomes were shaped by a broad range of environmental factors, particularly pH, precipitation, and temperature, and each nation had a quantifiably distinct topsoil microbiome. Computer models based on the data also predicted how country-specific microbiomes might respond to climate change. In Kenya, for example, higher temperatures and lower rainfall could diminish microbial diversity, whereas in Benin, the predicted increase in precipitation is likely to boost fungal biodiversity..."

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

Students learn about tornadoes - their basic characteristics, damage and occurrence. Students are introduced to the ways that engineers consider strong winds, specifically tornadoes, in their design of structures. Also, students learn how tornadoes are rated, and learn some basics of tornado safety.

The lesson will begin with a brief review of the previous lesson on how climates and geographic locations can affect weather patterns and produce natural disasters. Students will watch a short video during the before strategy to engage learners in the lesson on a particular natural disaster--tornadoes. Students will read various texts and charts in order to understand the causes and effects of tornadoes, putting the information in a T-chart to help organize their thoughts. Students will then discuss their findings with an elbow partner and then write a two-paragraph cause and effect essay which will serve as the summative assessment. This unit was created as part of the ALEX Interdisciplinary Resource Development Summit.

This video shows some of the most dramatic fluctuations to our cryosphere in recent years, using visuals created with a variety of satellite-based data.

Homer, Alaska, has been taking action to reduce climate change for almost a decade. As the ten-year anniversary of their first plan looms on the horizon, the community is engaging in conversations about adaptation.

Using real data from NASA's GRACE satellites, students will track water mass changes in the U.S., data that measures changes in ice, surface and especially groundwater. The background information includes an animated video about where water exists and how it moves around Earth, as well as short video clips to introduce the GRACE mission and explain how satellites collect data. Students will estimate water resources using heat-map data, create a line graph for a specific location, then assess trends and discuss implications.

This activity illustrates the importance of water resources and how changes in climate are closely linked to changes in water resources. The activity could fit into many parts of a science curriculum, for example a unit on water could be connected to climate change.

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:

"Climate change is causing glaciers to melt at an unprecedented rate Although tracking this melting is essential to monitor changing sea levels and ocean conditions However, conducting research on glaciers can be extremely dangerous Huge icebergs can spontaneously break off, crashing into the surrounding water making glacier-front measurements risky But researchers have proposed a potential solution tuning into bubble noise Glacier ice contains thousands of tiny air bubbles As ice along the sea margin melts, the bubbles are released into the ocean Each released bubble produces a characteristic sound which can be recorded with underwater microphones The faster the ice melts, the greater the bubble noise By carefully analyzing the acoustic properties of this noise scientists can more safely track planetary changes O. Glowacki, et al. The Intensity, Directionality, and Statistics of Underwater Noise From Melting Icebergs..."

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

Hurricane Sandy served as a wake-up call for many coastal communities along the East Coast: they learned that planning and preparation for future hazards and climate change impacts needs to take place before the next disaster. As this type of planning was new to many communities, they needed assistance in identifying the most beneficial data, tools, and resources that could inform their local planning and decision making.

SYNOPSIS: In this final lesson in the green spaces unit, students will use their knowledge to take action.

SCIENTIST NOTES: The lesson emphasizes ways to create awareness to localize green spaces in classroom or community. This technique is suitable for students to adopt. This lesson has no scientific misconceptions and is recommended for use in the classroom.

POSITIVES:
-Students have great agency and control over their projects.
-Students can have a direct and positive impact on their classroom space.

ADDITIONAL PREREQUISITES:
-This is lesson 6 of 6 in our 3rd-5th grade Green Spaces unit.
-Students should be familiar with green spaces by completing the previous lessons in this unit plan.
-Following up with all the students and their projects will most likely take a lot of time. For example, writing a short letter to the principal is very different from planning and executing a school garden. Make sure to provide reasonable guidelines for how much extra class time can be spent on the projects.

DIFFERENTIATION:
-Students can pursue their projects individually or in groups.
-Weaker students may need more support than others, depending on which project they choose to pursue.
-Some students may have difficulty choosing a topic. Finding them a good partner or partners might help them fully engage in this project.

In this lesson, students collect outdoor observational data to create a song about climate change. Intermediate music students will not only earn a greater appreciation for Alaska, but also for nature. These activities help students to learn how to use sound and sight maps in order to identify aspects of our region in Southeast Alaska. In addition, students learn about the basic concepts of climate change in order to write creative lyrics for songs for the entire school. At the end of the unit, students perform their unique songs in a school wide assembly.

Although written for Alaska, the lesson could easily be adapted for many other locations.

Background: Reproducible research is a foundational component for scientific advancements, yet little is known regarding the extent of reproducible research within the dermatology literature. Objective: This study aimed to determine the quality and transparency of the literature in dermatology journals by evaluating for the presence of 8 indicators of reproducible and transparent research practices. Methods: By implementing a cross-sectional study design, we conducted an advanced search of publications in dermatology journals from the National Library of Medicine catalog. Our search included articles published between January 1, 2014, and December 31, 2018. After generating a list of eligible dermatology publications, we then searched for full text PDF versions by using Open Access Button, Google Scholar, and PubMed. Publications were analyzed for 8 indicators of reproducibility and transparency—availability of materials, data, analysis scripts, protocol, preregistration, conflict of interest statement, funding statement, and open access—using a pilot-tested Google Form. Results: After exclusion, 127 studies with empirical data were included in our analysis. Certain indicators were more poorly reported than others. We found that most publications (113, 88.9%) did not provide unmodified, raw data used to make computations, 124 (97.6%) failed to make the complete protocol available, and 126 (99.2%) did not include step-by-step analysis scripts. Conclusions: Our sample of studies published in dermatology journals do not appear to include sufficient detail to be accurately and successfully reproduced in their entirety. Solutions to increase the quality, reproducibility, and transparency of dermatology research are warranted. More robust reporting of key methodological details, open data sharing, and stricter standards journals impose on authors regarding disclosure of study materials might help to better the climate of reproducible research in dermatology. [JMIR Dermatol 2019;2(1):e16078]

SYNOPSIS: In this lesson, students learn about transpiration and how transpiration plays a role in cooling cities that experience extreme heat due to climate change.

SCIENTIST NOTES: This lesson succinctly explains the effect of climate change on the transpiration process. Transpiration helps to improve microclimate in urban cities and addresses the urban heat island effect. The lesson also draws attention for students to experiment the transpiration process, identify spatial distribution of redlining, evaluate tree equity in their community, and draft concept notes and proposals to seek supports to implement tree planting and restoration of green spaces. All materials have been well-sourced, and this lesson has passed our science credibility process.

POSITIVES:
-Students share diverse perspectives and ideas in journal prompts encouraging action.
-Students participate in multiple interactive and hands-on learning activities to engage in kinesthetic, auditory, and visual learning.

ADDITIONAL PREREQUISITES:
-This is lesson 2 of 4 in our 6th-8th grade Water Cycle, Deforestation, and Climate Change unit.
-Materials required for the lab include the following:
-Three small, thin-leafed plants
-Three small, broad-leafed plants
-Small watering can
-Scale
-Six plastic bags large enough to fit completely around each plant pot
-Masking tape
-Previous student knowledge of the water cycle and climate change will be beneficial for this unit.
-Prior to the lesson, the teacher should post different emotions around the room for the SEL activity during the video on heat islands.
-Teachers should familiarize themselves with the Tree Equity Score resource prior to teaching the lesson. Students might also benefit from definitions of certain terms used in the resource including temperature, canopy cover, and demographics.

DIFFERENTIATION:
-Students can complete the demonstration in lab groups.
-Lab groups may be in mixed abilities to aid in understanding.
-Students may use the Emotions Board for vocabulary support as they complete the SEL activity in the Investigate section.
-Journal prompts can be used for a whole group discussion if desired.
-The class discussion in the Inquire section can be a writing assignment first to give students time to process and think about their responses.
-The Inspire section may be completed in groups or individually at the discretion of the teacher.