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.

Course 12.307 is an undergraduate course intended to illustrate, by means of 'hands on' projects, the basic dynamical and physical principles that govern the general circulation of the atmosphere and ocean and the day to day sequence of weather events.ĺĘ The course parallels the content of the new undergraduate textbook Atmosphere, Ocean and Climate Dynamics by John Marshall and R. Alan Plumb.

Course 12.307 is an undergraduate course intended to illustrate, by means of ‘hands on’ projects, the basic dynamical and physical principles that govern the general circulation of the atmosphere and ocean and the day to day sequence of weather events.  The course parallels the content of the new undergraduate textbook Atmosphere, Ocean and Climate Dynamics by John Marshall and R. Alan Plumb.

This article explains the difference between weather and climate, the role of the polar regions in the global climate system, and how climate change is affecting these areas. Links to content knowledge resources and the National Science Education Standards are provided.

This article assembles free resources from the Weather and Climate issue of the Beyond Penguins and Polar Bears cyberzine into a unit outline based on the 5E learning cycle framework. Outlines are provided for Grades K-2 and 3-5.

This activity is a field investigation where students gather weather cycle data on seasons and climate. They will graph their observations, share with others and connect weather and seasons together.

The identification of clay mineral assemblages in soils provides a unique opportunity to demonstrate how basic principles of petrology and geochemistry are applied to engineering design criteria in construction site preparation. Specifically, the problem investigates the conditions leading to the formation of smectite in soils and the resulting construction risk due to soil expansion. Students examine soils developed on igneous, metamorphic, and sedimentary rocks near Denver, Colorado. The field locations are areas of suburban growth and several have expansive soil problems. The 2-week exercise includes sample collection, description, and preparation, determining clay mineralogy by XRD, and measurement of Atterberg Plasticity Indices. This problem develops skills in X-ray diffraction analysis as applied to clay mineralogy, reinforces leacture material on the geochemistry of weathering, and demonstrates the role of petrologic characterization in site engineering.

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Students will explore the different areas of the garden to determine how warm or cool it feels.

Students study photos and look for clues regarding weather conditions and seasonal variations. Students make and record weather measurements in their outdoor space, including temperature, precipitation, wind speed and direction, humidity (optional) and cloudiness over time. As a culminating activity, students study local climate patterns to determine the best time to plant fruits and vegetables in their outdoor space and create analogies to describe the difference between weather and climate.

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

It’s a sunny day where you live. So that means you must live in a warm climate! Or...is a sunny day just the weather? Hmmm.. weather and climate are related but they mean different things. In this seminar you will learn about the difference between weather and climate. You will be able to apply your past knowledge of weather to this seminar. By the end of this seminar, you will be able to classify outside conditions as either weather or climate.StandardsStandard 3.3.4.A.5Describe basic weather elements. Identify weather patterns over time.

Learning Goals/Outcomes/Objectives:
Observable features of the student performance by the end of the grade: 1). Obtaining information: Students use books and other reliable media to gather information about: i. Climates in different regions of the world (e.g., equatorial, polar, coastal, mid-continental). ii. Variations in climates within different regions of the world (e.g., variations could include an area’s average temperatures and precipitation during various months over several years or an area’s average rainfall and temperatures during the rainy season over several years). 2 Evaluating information a Student's combine obtained information to provide evidence about the climate pattern in a region that can be used to make predictions about typical weather conditions in that region. 3 Communicating information a Students use the information they obtained and combined to describe*: i. Climates in different regions of the world. ii. Examples of how patterns in climate could be used to predict typical weather conditions. iii. That climate can vary over years in different regions of the world.

This lesson is to introduce the IB Unit of Inquiry, "Where We Are in Place and Time". The Central Idea: Environmental factors influence the adaption of living things. Lines of Inquiry that will define the scope of the inquiry into the central idea:Animal/human adaptationsThe location determines climate (map skills)Compare/contrast the two polar regionsTeacher questions/provocations that will drive these inquiries:What is the landscape of the Polar Regions?What factors affect the climate of the Polar Regions?How does climate affect adaptations?         

In this video, students see how data from the ice core record is used to help scientists predict the future of our climate. Video features ice cores extracted from the WAIS Divide, a research station on the West Antarctic Ice Sheet.

In this activity, students will learn about population movement, migration trends, and the westward expansion of the early 1800s. First, students will create a line graph that depicts changes in aggregated population data from 1800 to 1850 for Illinois, Indiana, Missouri, and Ohio. Using this graph, students will make data comparisons and draw conclusions. Next, students will compare the populations of several states between 1790 and 1850 and make conclusions that demonstrate their understanding of population trends in northern and southern states. This activity can spark discussion of sectionalism, slavery, and the different economic climate that took shape in the northern and southern states in the early 1800s.

SYNOPSIS: This lesson introduces the importance of bees to humans, our food supply, and how children can create a healthy habitat for bees.

SCIENTIST NOTES: This lesson plan discusses pollination, bees' role in pollination, and how climate change may affect both bees and pollination. The climate change fact sheet provided is accurate, up to date, and includes references for more information. This lesson helps students think about how nature and the climate are connected. This resource is recommended for teaching.

POSITIVES:
-This lesson creates a collaborative learning environment as students engage with a variety of ELA applications to develop an action plan.
-The story highlights the value of friendship and the need for beekeeping.
-The story also suggests solutions for readers to help bee populations, such as growing flowering plants.
-The video on pollination provides a foundation for students to understand the importance of pollinators.
-Students are prompted to take action and develop a plan to make a difference, even at a young age, right in their own New Jersey schoolyards or backyards.

ADDITIONAL PREREQUISITES:
-Students will need a basic understanding of what pollination is and examples of pollinators (bees, hummingbirds, moths, etc.).
-Additionally, students should observe pollinators, such as bees, in their natural habitat, if possible.
-Teachers should be prepared with crafting materials and paper for letter writing.

DIFFERENTIATION:
-For remote learning classes, students can have access to teacher slides and digital resources to participate from home, as needed.
-This lesson provides opportunities for students to learn about the topic using various modalities including visual, auditory, kinesthetic, and tactile.
-Groups of students with mixed abilities can collaborate on their storybook scripts and action plans.
-Learning is structured around explaining or solving a social or community-based issue.
-Extension activities include:
-Sharing action plans with peers, other school community members
-Creating an outdoor pollinator garden on school grounds. Most home and garden supply stores will offer free seeds to schools.
-Join the Million Pollinator Garden Challenge. It’s free!

This video provides history on product development by General Motors and other industries that led to the release of Chlorofluorocarbons (CFCs). It explains the connection between global warming and the ozone hole, chemical build-up in our lower and upper atmospheres, the increase in GWP gases, increased air quality ozone alerts and the 1987 Montreal Protocol that banned the use of CFCs globally.

SYNOPSIS: This lesson introduces carbon emissions and the idea of carbon and ecological footprints to students.

SCIENTIST NOTES: Students understand key greenhouse gases that cause global warming, explain the greenhouse effect, identify carbon sources from the various transportation modes, and explore ways to reduce their individual carbon footprint from the transportation sector. All materials are well-sourced. As a result, this lesson has passed the science credibility process and is recommended for teaching.

POSITIVES:
-This lesson connects to science standards and the understanding of the relationship between human activities and Earth.
-Students will develop a strong connection to self and the environment.
-This lesson features interaction with technology and digital literacy.
-This lesson features excellent vocabulary development.

ADDITIONAL PREREQUISITES:
-This is lesson 1 of 6 in our 3rd-5th grade Green Transportation unit.
-If students do not have a prior understanding of photosynthesis, it may be best to do a mini lesson on photosynthesis.

DIFFERENTIATION:
-Definitions can be broken down for friendlier understanding.
-You can pause the videos to check for understanding and explain new ideas.
-Questions on the ecological footprint calculator quiz can be read aloud to students and taken as a whole class.

SYNOPSIS: This lesson introduces students to renewable and nonrenewable energy resources. Students read about an energy resource, complete a graphic organizer, explain to their classmates why their energy resource is the best, and vote for their favorite type of energy.

SCIENTIST NOTES: It is important for cities to shift to renewable energy. This lesson spotlights the offerings of renewable and nonrenewable sources and allows students to create and pitch a real-life renewable energy product. There are no contradictions in the lesson. Thus, this lesson is hereby approved for classroom use.

POSITIVES:
-Students will have to weigh the pros and cons of different energy resources. This is happening in real life, as policymakers and other leaders decide the best way to rapidly deploy clean energy.
-Students practice their public speaking skills.

ADDITIONAL PREREQUISITES:
-This is lesson 3 of 6 in our 3rd-5th grade Renewable Energy unit.
-It is important for students to understand the advantages and disadvantages of different energy sources. However, it is critical for them to know that burning fossil fuels is causing catastrophic climate and ecological breakdown. The students who are pitching the burning of oil and natural gas, therefore, should most likely "lose" the voting in the town hall. If natural gas or oil "win" in the voting, it's probably best to pivot and spend time teaching about the devastating effects of climate change.
-If your students need to see the clear disadvantages of burning fossil fuels, you can show them this video on the causes and effects of climate change, this video on the sixth mass extinction, or this video explaining how climate change makes extreme weather worse.

DIFFERENTIATION:
-It may be best to choose well-liked or confident students to research the fossil fuels. They will most likely "lose" when your students vote. These students should be good sports and have good humor.
-It may be best to group students of different abilities so stronger students can model good note-taking for weaker students.
-Each student should have at least one speaking part when they give their "pitch" to the rest of the class.

SYNOPSIS: This lesson engages students with various animations about climate change topics.

SCIENTIST NOTES: This lesson allows students to learn about animations that discuss climate change and the effects on people, other organisms, and the planet. Through the use of reflection questions, students can gain an understanding of how animations can relay information and elicit emotions. Students are then encouraged to create their own comic strip about how they feel about climate change. This is a great lesson that encourages creativity, imagination, and visualization of issues surrounding climate change.

POSITIVES:
-Students are exposed to a variety of engaging videos about climate change.
-Students are given opportunities to think critically, work collaboratively, and work independently.

ADDITIONAL PREREQUISITES:
-This is lesson 1 of 4 in our 3rd-5th grade Animate for the Animals unit.
-It is necessary to have worksheets printed or digitally shared before the lesson.

DIFFERENTIATION:
-Students could be grouped in mixed ability groups to support students of all ability levels.
-Students could extend and practice public speaking skills by sharing their findings with the class.