“There are no passengers on Spaceship Earth, we are all crew.”

Marshall McLuhan, “At the Moment of Sputnik” in Journal of Communication Issue 24 (Winter 1974) © Estate of Marshall McLuhan, with permission.

This artist book is an extension of the The Art for Science Mural project, located in Columbia, Missouri and funded by the 2018 Art for Science Rising initiative of the Union of Concerned Scientists. The book consists of a recreation of the mural design in coloring book format, and a workbook which can be used to create an asset map of a given locale’s sustainable resources so that readers can make conscious choices about how they use the assets within a given community. It is meant to be an educational and information gathering tool that is open source (with a copyleft license) and where the collection of this information is decentralized.

The McLuhan quote suggests we must all do the work, and be responsible, in the care for our one and only home. One way that this work can be done is collating and sharing information about the available sustainable resources in a given area.

These two projects, the mural and artist book, were made possible through the sponsorship of Science Rising and the Union of Concerned Scientists.

#artliveshere #artforscience #artforsciencerising #sciencerising #comoclimateaction #climateactionmap #weareallcrew

Copyleft 2019, Resident Arts

Mural Artists:
Co-lead artists: Madeleine LeMieux and Lisa Simms
Assistant artist: Micah Baker
Artist trainees: Vivian Noland and Samantha Whitworth

Book Artists:
Madeleine LeMieux
Levi Sherman

Partners:
City of Columbia
Hinkson Creek Restoration Project
Union of Concerned Scientists
Resident Arts

Printing by @there.there.now

A selection of children's books is provided to help students learn about the greenhouse effect and ways humans impact the environment. The book list complements lessons and activities focused on the theme of the free, online magazine Beyond Weather and the Water Cycle. The magazine integrates science and literacy learning for students in grades K-5.

The 11 books selected for inclusion in the issue of Beyond Weather and the Water Cycle devoted to climate studies range from easy readers to biographies. Each book is briefly described; all were reviewed for accuracy and appropriate reading levels for students in grades K-5. Several books deal with careers in meteorology.

This is a module framework. It can be viewed online or downloaded as a zip file.

As taught Autumn Semester 2010.

With the possible exception of climate change, weapons of mass destruction are probably the only thing on the planet that could conceivably mean curtains for all of us. Yet Britain has relied on its nuclear arsenal for decades, and other states seem anxious to acquire one. Why do some countries have these things? What, if anything, should we do about them? How should we feel about their spread? These are some of the questions we will examine in this module. The goal is to familiarise you with the policy issues and the theoretical debates underlying them.

Module Code: M13103

Credits: 20

Suitable for study at: Undergraduate level 3

Dr Matthew Rendall, School of Politics and International Relations

Matthew Rendall is Lecturer in Politics and International Relations at the University of Nottingham, and holds a PhD in Political Science from Columbia University. His research focuses on large-scale war and peace, including such topics as nuclear deterrence, whether there is a 'separate peace' among democracies, and collective security. Much of his work tests theories of war and peace through historical case studies, often drawing on original historical research. Recently he has also begun writing about intergenerational justice and other topics in environmental philosophy.

Students use questioning and research to identify the difference between climate and weather.

Students are introduced to the basics of the Earth's weather. Concepts include fundamental causes of common weather phenomena such as temperature changes, wind, clouds, rain and snow. The different factors that affect the weather and the instruments that measure weather data are also addressed.

High Level Overview of "Weather & Climate Change" and the Disciplinary Core Ideas of the Unit

Lecture Materials for the ESiWACE DSL Training, 2020.The hands on sessions contained in this material are valid for dusk, dawn and PsyClone master as of December 2020 and later. For questions, please contact Matthias.Roethlin@MeteoSwiss.ch

Overview: Developed in partnership with the Jamerson Center for Engineering and Mathematics and ESD112 STEM Initiatives, this unit explores NGSS Performance Expectations for Kindergarten Weather and Climate, including an engineering design performance task.

This unit introduces kindergarten students to the patterns and variations in local weather by engaging them in this unit which integrates K NGSS standards for physical science (K-PS3-1, K-PS3-2, K-ESS2-1) with CC ELA standards.

Weather Project Based Learning  How do weather changes affect me?            -what are the kinds of weatherReal world connections            -classroom ‘weather station’            -students will collect weather data and report the weather            -have a meteorologist come into class            -field tripActivities            -collect weather data from internet daily for one week                        -observe outside            -make rain gauge?Kids will split into groups based on what weather that they want            -weather types; sunny, cloudy, fog, hail, thunderstorm, snow, windy, etcFinal product/presentation description            -children’s work product                        -weather graphs, data, weather related writing, pictures, etcTEMPLATE(Make a copy and go to advance-> share with  your team members,  & anyone with the link can comment/suggest) Team memberName: Kelly CollinsName: Alexa TrickName: Ginger Boyer Topic: WeatherGrade Level: 1st Grade Part 1:  Driving question: (*You should schedule a time to meet with your partners to discuss this before doing Class Prep#7)What are your three initial driving questions?1 What are the different types of weather?2 How do I measure weather?3 What are different types of observing/ analyzing weather?4 What problems need to be solved with the weather?What is your one, final driving question?How do weather changes affect me? Background information of this driving question:   What grade level are you working? Which standard are you targeting? Provide any background information the reader should know about this project, such as time span, schedule and so on. Provide a brief introduction to your question as well and an overview to what you envision your lesson looking like. With the crazy weather, we just had on 2-28-17 and 3-1-17 with the rain, wind, hail, and tornado watch, is how we came up with our idea for a weather project based learning. With the crazy weather, we just had, it affected all of us differently and this brought us to our opening question; “How do weather changes affect me?” We decided as a group to focus our project based learning for first grade. As a group, we put down this project would take our class a week and at the end of the week, we would see how engaged the children are with this project to determine if as a class would extend this project longer and more in depth. We would do this project as long as the children are engaged with the project. The standards the children will hit during this project based learning are;S1E1. Students will observe, measure, and communicate weather data to see patterns in weather and climate. a. Identify different types of weather and the characteristics of each type.b. Investigate weather by observing, measuring with simple weather instruments (thermometer, wind vane, rain gauge), and recording weather data (temperature, precipitation, sky conditions, and weather events) in a periodic journal or on a calendar seasonally.c. Correlate weather data (temperature, precipitation, sky conditions, and weather events) to seasonal changes.1.ESS.1 Use observations of the sun, moon, and starts to describe patterns that can be predicted.1.PS.4 Make observations to collect evidence and explain that objects can be seen only when illuminated.1.M.1 Use direct comparison or a nonstandard unit to compare and order objects according to length, area, capacity, weight, and temperature.1.W.4 Apply the writing process.1.W.5 With support conduct simple research on a topic.1.SL.1 List a activity and adjust the use of spoken language to communicate effectively with a variety of audiences and for different purposes.1.SL.2.1 Participate in collaborative conversation about grade appropriate topics and texts with peers and adults in small and larger groups.1.SL.4.2 Add drawings or other visual displays such as pictures and objects, when sharing information to clarify ideas, thoughts, and feelings.1.L.6.4 Demonstrate thoughtfulness and care in creating artwork.1.L.7.6 Demonstrate safe proper use, care, and storage of media, materials, and equipment.     With first grade students, we are addressing the weather and the effect that it can have on their lives. The standards that we are addressing are; Why do you think this is a good driving question?Try to answer these 4 questions. (But you should not answer them with yes or no, instead explain the details and convince me that you’ve met these criteria)Does the DQ warrant in-depth study?This project based learning about the weather will help the children have a better understanding of what weather is, how it affects their lives, and how weather operates. If the children are interested in this topic of learning, we could always go deeper into the learning of weather. This topic offers lots of opportunities for learning.   Is the DQ an authentic and relevant issue/problem for my students?This topic is very relevant for the children, since they just recently were affected by multiple weather types in less than 24 hours. The multiple weather types are fresh in their minds so they will be eager to want to investigate and learn more about the weather.  Is there more than one plausible solution to the DQ?Yes the children will be separated into groups on different types of weather. These groups will be studying and learning about different aspects of weather. The groups will lead their own learning and where it takes them and how they want to present their learning of this part of the weather. With each group studying different parts of the weather, they will all have different solutions of the weather and their groups will be going different routes on their learning and presentations.Does the DQ provide opportunities for students to evaluate, analyze, present, and defend their solutions?Once the group has investigated, analyzed, and learned about their topic of weather, the groups will plan how they want to present their learning to the class. After the group's presentation, their learning of weather, and the class wants to extend their learning or have more questions that we would be able to investigate, analyze, and learn then we will extend their project based learning. Part2: GrabberWhat is your grabber?The main grabber for this topic is the guest speaker, either a meteorologist or someone else well versed in all things of weather.   Why do you think this grabber is beneficial and how it align with your driving question?Try to answer these questions. (But you should not answer them with yes or no, instead explain the details and convince me that you’ve met these criteria)·         Does the story, article, video, announcement, role play, or other resource hook the learner into asking more questions about the topic?It is always fun to have a guest speaker in your classroom. With the tie in of the meteorologist and with the current crazy weather we had will spike the children’s interest to want to learn more and ask questions regarding weather.  ·         Does the grabber capitalize on novelty and / or high emotion situations?We feel with tiding this project based learning with the crazy weather that we all have experienced and was part of, will help bring high emotion for the children to be happy, excited, and eager to get involved and learn. ·         Does the grabber establish authenticity & relevance?Weather is part of our everyday life, but with the current crazy weather we have all experienced, it brings relevance to the table and will be a fresh topic in the child’s mind and will be more fun for the children since they have experienced it for themselves.   ·         Make sure to explain in detail how this grabber would be used.We would talk to the children and ask open ended question in regard to the weather and how it affected them, and what they experienced. From here would split the classroom into small groups on different types of weather the children want to focus they’re learning on. From this conversation, would invite and introduce the meteorologist. Once the meteorologist is finished, this will be a time for the children to ask the meteorologist questions in regard to the weather. Once all these questions have been answered, the children will get started on their projects.     Culminating activities: List all your activities here: 1) Activity 1·         What is your first activity?List the name of your activity here. And explain how it would be implemented in the class, describe the process, such as how to group your students, when to present information to your students, what resources you will use, what students will create or share, etc. Exploring whether and how it affects me, How to measure, observe and analyses the weather, and what problems need to be solved with the weather, will be the focus of the children's investigation and learning. For starters, the class will be discussing about the previous weather we have all experienced. This discussion will lead the children to pick what type of whether they want to learn more about and depending on what weather has been chosen the children will be placed into groups. After the groups, have been established we will invite a meteorologist into the classroom to present and talk about the weather. At the end of the presentation it will be open for the children to ask more questions about their weather they have chosen. From her the children, will work in their groups to study, learn, explore, investigate, analyze the weather for their presentation. The children will work together in their groups about what they want to present, what they learned, the four focusing questions, and how they present their chosen whether.      ·         Why do you think this is a good activity for PBL?Try to answer these 4 questions.  (But you should not answer them with yes or no, instead explain the details and convince me that you’ve met these criteria)·         How is the activity authentic?This lesson is authentic because this is something that has affected everyone in different ways and something we experience on a daily basis.   ·         Does the activity provide students with the opportunity to present and defend problem solution?This project does allow the children investigate what problem the weather has on us or the environment and give the children the opportunity to come up with a solution to the problem.·         Does the activity require student collaboration?The children will be separated into groups by the weather they choose to investigate. In the groups the children will work together.  ·         How will I judge what students have learned from the activity?o    You will need to create a rubric for this step and potential example materials as well. 2) Repeat the information above for any additional activities you want to add. PBL Project- Weather Rubric Name of Student:_________________________ Criteria:3 (Excellent)2 (Good)1 (Not So Good)Participation:Student worked efficiently the whole time & didn’t seem distracted.Student was partially participating on the project, was reminded to stay on topic once.Student didn’t participate very much. Didn’t seem interested. Was told several times to stay on task.Effort:Student worked the entire time. Showed effort in the project assigned.Student didn’t put forth a lot of effort, was partially focused.Student showed minimal effort, didn’t seem to care about project or instructions.Final Product:Student final product was finished efficiently, and participated throughout the week.Student had good effort of the visual aid and the project, and was mostly engaged throughout the week.  Student had minimal visual aid and minimal presentation of project. Student was engaged very little throughout the week.  Total Score:__/ 9    Teacher Comments:   

This humorous video suggests what might happen if a weather forecaster reported the weather in the context of climate change. There is a sharp contrast between the anchor focusing on short-term local concerns and the weather forecaster describing what is happening on a long-term global basis.

Children test how cornstarch and glitter in water move when disturbed. They compare their observations with videos of Jupiter's and Earth's storm movements.

Children discover the relationship between temperature and pressure in the lower atmospheres of Jupiter and Earth. They chart the increasing temperature as they add pressure to a 2-liter soda bottle with a Fizz-Keeper Pump.

Children use a toaster to generate wind and compare the appliance's heat source to Jupiter's own hot interior. They discover that convection drives wind on Jupiter and on Earth.

During the experiments, students hypothesize the effects of climate variability and weather trends on crops. They will then test their hypothesis and make conclusions regarding the results of heat, wind, and freezing on plants. This will help them understand how farmers work to steward agricultural resources in certain environments.

In this unit, students learn the basics about weather and the atmosphere. They investigate materials engineering as it applies to weather and the choices available to us for clothing to counteract the effects of weather. Students have the opportunity to design and analyze combinations of materials for use in specific weather conditions. In the next lesson, students also are introduced to air masses and weather forecasting instrumentation and how engineers work to improve these instruments for atmospheric measurements on Earth and in space. Then, students learn the distinguishing features of the four main types of weather fronts that accompany high and low pressure air masses and how those fronts are depicted on a weather map. During this specific lesson, students learn different ways that engineers help with storm prediction, analysis and protection. In the final lesson, students consider how weather forecasting plays an important part in their daily lives by learning about the history of weather forecasting and how improvements in weather technology have saved lives by providing advance warning of natural disasters.

This elementary storyline developed for remote and hybrid teaching was made available through the Growing Elementary Science Project a part of the Washington State ClimeTime initiative. This storyline is developed for 3-5 grade students and presents a weather phenomena in the form of a annual precipitation map from Washington State. Students analyze and interprete the graphical representation and ask questions about the difference between weather and climate. The storyline builds interest and student engagement through an interesting phenomena and then supprorts investigation to consider what is weather and what is climate.

This detailed animated map shows global weather and climate events from the beginning of 2009 to the present. As the animation plays, specific events are highlighted to provide context and details for the viewer.

This issue of the free online magazine, Beyond Penguins and Polar Bears, explores how elementary teachers can move from a study of the weather at home to the weather of the polar regions through hands-on activity, reading, and discussion.

This article highlights children's literature about weather and climate, the polar regions, and climate change for use in the elementary classroom.