This video focuses on the science of climate change and its impacts on wildlife on land and in the sea, and their habitats in the U.S. There are short sections on walruses, coral reefs, migrating birds and their breeding grounds, freshwater fish, bees, etc. Video concludes with some discussion about solutions, including reduce/recycle/reuse, energy conservation, backyard habitats, and citizen scientists.

Students are asked to make a general hypothesis about whether Atlantic hurricane have been changing over time in response to recent climate change. It is expected that at an introductory level with only the most basic background instruction, students will focus on numbers, locations, or intensities of hurricanes. Example hypotheses might be

The numbers of hurricanes are increasing (or decreasing)
Hurricanes are becoming more intense
Hurricanes are forming in new locations
Hurricane season is lengthening

They are then asked to develop more pointed questions that they can test. Some example questions for each hypothesis are given below:

Hypothesis 1 might lead to questions like "More hurricanes (or tropical storms) are forming each year" or "More hurricanes are striking land each year."
Hypothesis 2 might lead to questions such as "The maximum wind speed for hurricanes is increasing" or "The minimum barometric pressure is decreasing."
Hypothesis 3 might lead to questions like "Hurricanes are forming further north."
Hypothesis 4 might lead to questions such as "Hurricanes are forming earlier and later."

To answer these questions would require students to understand some background about hurricanes, like how many typically occur in the past (which leads to questions about data collection and observing hurricanes), how hurricane intensity is measured, or at what latitudes hurricanes typically form.

Then they are given a table or map data (derived from NOAA GIS data of hurricane tracks and intensity) to test their hypotheses.

The results of their inquiries and data collection will be shared with the class as parts of small groups initially, and will culminate as a small group presentation.

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SYNOPSIS: In this lesson, students explore how climate change is impacting public health in New Jersey, understand the difference between climate mitigation and climate adaptation, and create a video advocating for a climate adaptation strategy related to public health in New Jersey.

SCIENTIST NOTES: This lesson challenges students to consider the impacts of climate change on public health. The video defines public health in simple terms and how it affects and will affect students’ lives. Students are then encouraged to discuss how some of the quotes from the video make them feel and to investigate how climate change is linked to public health and justice. The differences between climate mitigation and climate adaptation are outlined, and sources are provided for further investigation. The lesson also includes links to credible sources to help students with their investigation. Students are encouraged to use their creative thinking skills to create a short video about climate adaptation strategies that could benefit New Jersey. This is a good lesson to challenge students' critical thinking and creative skills.

POSITIVES:
-Students collaborate with their peers to create short videos as the assessment in this lesson.
-Students get voice and choice as they select a climate adaptation strategy that matters the most to them.
-If you teach multiple classes, you may be able to share the videos from all of your classes with all of your students.

ADDITIONAL PREREQUISITES:
-Students should have access to the Teacher Slideshow on their own devices in order to explore example climate adaptation strategies, access links, and conduct research.
-There may be student confusion when explaining the difference between climate mitigation and climate adaptation. Students may need more guidance as they choose their climate adaptation strategy. For example, students may gravitate toward "more renewable energy" or "more electric cars." Both of these are examples of climate mitigation strategies. Guide them toward climate adaptation strategies instead.
-Some students may select climate adaptation strategies that are not directly related to public health. This may include building sea walls or planting more drought-resistant crops. These are climate adaptation strategies, but they are not directly related to public health.
-Students can use the examples of how climate change impacts public health in New Jersey on the Teacher Slideshow to brainstorm ideas when choosing a climate adaptation strategy.

DIFFERENTIATION:
-It may be best to group students of mixed ability. Conducting research for their videos might be the trickiest part of the lesson, and students with strong research skills and media literacy may be able to guide their groups.
-Students can take turns being the videographer for their group.
-You may require all students to have speaking roles in their videos. One student may also be the designated videographer for the group.
-You can have students write scripts for their videos before recording. Other groups, however, may simply want to record their videos over and over again until they get a good take.
-Students can record their videos on school-approved devices like laptops, iPads, or iPods. If these devices are not available, it may be necessary to have students use their personal devices.

This activity covers the role that the oceans may play in climate change and how climate change may affect the oceans. It is lesson 8 in a nine-lesson module Visualizing and Understanding the Science of Climate Change.

EARTH’S CLIMATE CHANGES. It always has and always will. However, an extensive and growing body of scientific evidence indicates that human activities—including the burning of fossil fuel (coal, oil, and natural gas) for energy, clearing of forested lands for agriculture, and raising livestock—are now the primary force driving change in the Earth’s climate system. This report describes how the climate of northern New Hampshire has changed over the past century and how the future climate of the region will be affected by a warmer planet due to human activities.

EARTH’S CLIMATE CHANGES. It always has and always will. However, an extensive and growing body of scientific evidence indicates that human activities—including the burning of fossil fuel (coal, oil, and natural gas) for energy, clearing of forested lands for agriculture, and raising livestock—are now the primary force driving change in the Earth’s climate system. This report describes how the climate of southern New Hampshire has changed over the past century and how the future climate of the region will be affected by a warmer planet due to human activities.

The primary goal of these resources and programming, created as part of a larger initiative to expand climate justice education at MIT, is to provide support to faculty members and instructors across disciplines in integrating climate justice content and related instructional approaches into their courses.
Funded by the Alumni Class Funds Grant, the Toolkit houses a wide range of climate-justice-adaptable teaching modules, a starter guide for teaching climate justice, resources for students, and climate justice data sets that can serve as supportive tools to enhance teaching content and approaches.

Radical Visions of 100% Clean Power for 100% of the People

Word Count: 70279

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

This series of 11 captioned images depict the harnessing of three types of alternative energy sources: tidal, wind and solar. In contrast, several images of fossil fuel usage are included. The Climate Kids website is a NASA education resource featuring articles, videos, images and games focused on the science of climate change.

This career-oriented interview features a home energy auditor. He describes his job responsibilities and offers tips for improving home energy efficiency. The Climate Kids website is a NASA education resource featuring articles, videos, images and games focused on the science of climate change.

Following a brief introduction to tidal energy, this article discusses the use of tidal generators to convert that energy into electricity. The article also features a description and images of the Invergordon, Scotland tidal energy generator. This lesson is part of the Climate Kids website, a NASA education resource featuring articles, videos, images and games focused on the science of climate change.

This article provides a brief introduction to solar energy, explains its benefits, and culminates in a description of the work being done by a group of volunteers, (the "Sun power people") who help install solar panels on homes in California. The Climate Kids website is a NASA education resource featuring articles, videos, images and games focused on the science of climate change.

Using her countywide program as an example, a recycling educator offers incentives for recycling by providing data on energy savings and explaining how her county in Michigan supports the program. The Climate Kids website is a NASA education resource featuring articles, videos, images and games focused on the science of climate change.

In this career-oriented interview, readers are introduced to a scientist who works primarily on wind energy. He explains the importance of wind farm placement planning. Images of architectural wind and a wind farm are included, along with a link to the Power Up game. The Climate Kids website is a NASA education resource featuring articles, videos, images and games focused on the science of climate change.

This article describes a form of solar energy collection called concentrating solar power and explains the basic technology behind it. A supplemental column provides a brief overview of three other solar collections systems. The Climate Kids website is a NASA education resource featuring articles, videos, images and games focused on the science of climate change.

This article examines the ocean's role in heat absorption and carbon dioxide absorption. The consequences of changes in those, as well as in ocean water salinity, are discussed. The article is part of the Climate Kids website, a NASA education resource featuring articles, videos, images and games focused on the science of climate change.

Arctic warming produces biological winners (whales) and losers (polar bears). This article explains why they are impacted differently and includes supplemental images. This lesson is part of the Climate Kids website, a NASA education resource featuring articles, videos, images and games focused on the science of climate change.

The Climate Momentum Simulation allows users to quickly compare the resulting sea level rise, temperature change, atmospheric CO2, and global CO2 emissions from six different policy options projected out to 2100.

This course introduces students to climate studies, including beginnings of the solar system, time scales, and climate in human history. It is offered to both undergraduate and graduate students with different requirements.

The goal of the Climate Primer website is to summarize the most important lines of evidence for human-caused climate change. It confronts the stickier questions about uncertainty in our projections, engages in a discussion of risk and risk managment, and concludes by presenting different options for taking action. We hope that the facts prepare you for more effective conversations with your community about values, trade-offs, politics, and actions.
In March 2024, the MIT Environmental Solutions Initiative launched the first major update to the Climate Primer. The updated Primer includes more precise estimates of future global warming and its effects on global temperatures and extreme weather events, important advances in climate modeling, new actions taken around the world to adapt to the impacts of climate change, and the latest data about the pace at which clean energy and other critical climate solutions are being deployed. Read more about the update on the MIT Environmental Solutions website.