This video follows Bermuda scientists into the field as they collect data that documents a warming trend in ocean temperatures. BIOS Director Tony Knapp discusses some of the impact of warming temperatures on sea levels, storms, and marine ecosystems.

This is a multi-faceted activity that offers students a variety of opportunities to learn about permafrost and the role of methane in thawing permafrost.

This video discusses the social and economic impacts (worldwide and in the US) of sea level rise caused by global warming (aired April 1, 2011). Note: you may need to scroll down the Changing Planet video page to get to this video.

This video examines the thawing of permafrost due to changes in climate and shows examples of the impacts that warming temperatures have on permafrost in the Arctic, including the release of the greenhouse gas methane. Dramatic results are shown, including sink holes forming on the landscape and beneath buildings, roads, and other infrastructure, causing some communities to relocate.

The video addresses impact of warming temperatures on major lakes of the world with specific focus on Lake Superior and Lake Tanganyika. It discusses the science of water stratification and its impact on lake ecosystems and on human populations whose livelihoods depend on the lakes.

This video examines what will happen to crops as Earth's temperature rises and soils dry out because of changing climate.

This sequence of instruction was developed in the Growing Elementary Science Project to help elementary teachers who were working remotely.  We developed a short storyline that ties together a few sessions to help explore a specific concept.  We tried to include some activities that honored and included the student’s family and experience, and some that included the potential for ELA learning goals.
Students view a couple of videos and record what they notice and wonder about how plants change as seasons change. Students take a walk with family members to search for evidence of changes due to weather in their neighborhoods.
It is part of ClimeTime - a collaboration among all nine Educational Service Districts (ESDs) in Washington and many Community Partners to provide programs for science teacher training around Next Generation Science Standards (NGSS) and climate science, thanks to grant money made available to the Office of the Superintendent of Public Instruction (OSPI) by Governor Inslee. 

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:

"Walking through the produce section at the grocery store, you are likely to find tomatoes of all shapes, sizes, and colors. One variety may be large and oblong with a hint of bitter flavor while another will have small, sweet fruits. This variance is primarily the result of genetic and chemical properties of the different varieties. But it turns out, environment also plays a role. A team of Italian scientists has shown that the molecular properties of tomatoes are strongly influenced by environmental factors such as temperature and moisture. And changing these factors can, in turn, have pronounced effects on the physical and culinary qualities of the fruits – an important finding considering the pace of current climate change. To tease apart the interaction between genetics, environment, and organoleptic traits, the research team grew three tomato varieties in two different locations. This exposed the plants to varying levels of moisture, soil acidity, and temperature, among other conditions..."

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

Although CS Education researchers and practitioners have found ways to improve CS classroom inclusivity, few researchers have considered inclusivity of online CS education. We are interested in two such improvements in online CS education- besides being inclusive to each other, online CS students also need to be able to create inclusive technology.

In this activity, students chart temperature changes over time in Antarctica's paleoclimate history by reading rock cores. Students use their data to create an interactive display illustrating how Antarctica's climate timeline can be interpreted from ANDRILL rock cores.

In this video segment adapted from NOVA, scientists are on the hunt for tornadoes. Using Doppler radar, they gather data in the hopes of solving the mystery of how tornadoes form.

In this video produced for Teachers' Domain, learn about MIT professor Cathy Drennan's research into microorganisms that remove carbon dioxide, a greenhouse gas, from the atmosphere.

Chemistry and the Environment is designed to accompany a one-semester course in chemistry-based discussions of important environmental issues such as air pollution, the ozone layer, climate change and water quality. Chemical principles are introduced, followed by environmental ‘focus’ sections to base discussions on the scientific principles and societal intricacies of the individual topics. Instructors can also use the focus sections as a resource for presentation slides. Chemistry 2e is designed to meet the scope and sequence requirements of the two-semester general chemistry course. The textbook provides an important opportunity for students to learn the core concepts of chemistry and understand how those concepts apply to their lives and the world around them.

This unit will include an overview of the three main greenhouse gases (carbon dioxide, methane and nitrous oxide). The unit will be a mix of organic and inorganic chemistry and will describe the physical and chemical properties of the three main gases and the most important chemical reactions that move the greenhouse gases into and out of the atmosphere. The unit will include a chapter of chemical reactivity, how these gases work (by atmospheric absorption and scattering of electromagnetic waves at different wavelengths), their residence time in the atmosphere and analyze the mitigation (what humans can do to reduce or limit the concentration of greenhouse gases in the atmosphere).

One section of the unit will discuss the “global warming potential” (what makes a stronger or a weaker greenhouse gas) and the relationship between physical properties of greenhouse gases and their lifetime (how long they remain in the atmosphere).

This unit exposes students to basic concepts of hydrology, like the hydrological cycle, water budget of a river and chemistry of carbon in freshwaters. Students will explore and study the components of the hydrological cycle, the factors that influence this cycle, investigate the water budget equation and compare and contrast two watersheds that have similar overall amount of precipitation, but differ in terms of temperature and climate.

Students will also learn about pollutants in fresh waters, pH and pOH of water and its influence on the ecosystem, chemistry of carbon and heavy metals and how does a sewage treatment plant work. As a part of their curriculum, a field trip to a local sewage treatment plant is highly recommended for students and teachers.

Each lesson will be accompanied by a lesson plan. Depending on lesson, also included will be examples and applications (problems to be solved by students using concepts presented in the lesson).

The unit is intended to be taught in 10th or 11th grade Physical and Environmental Science classes, but it can be used also by middle school 7th and 8th grade Science teachers to expose students to concepts related to physical, chemical properties of water, states of matter, physical and chemical change, water cycle and basic geology.

The unit will last approximately three weeks.

SYNOPSIS: In this lesson, students use chemical reactions that occur in landfills and composting as a vehicle to learn about chemical changes found in their daily lives.

SCIENTIST NOTES: Students learn how to distinguish between physical and chemical changes in matter through this lesson. They can comprehend the chemical makeup, interactions, and changes that take place in landfills and other waste disposal facilities thanks to the films, articles, and class activity. Disastrous gases like methane are emitted into the atmosphere after the breakdown of various products and materials at waste disposal facilities due to their distinctive chemical properties. The environment and human health are likely to suffer as a result. So, it's crucial to separate these wastes since some of them can be reused or recycled to lower the amount of methane in the environment. Above all, students will be able to create a model for trash management, promote sustainably managed waste, and present solutions to local communities. To prevent injuries in the classroom, the teacher should oversee the balloon activity that involves using objects like banana peels and balloons on bottle mouths, among others. The lesson, including all accompanying materials and videos, has all been fact-checked, and it is appropriate for use in a classroom.

POSITIVES:
-Students work collaboratively in groups and with partners to share diverse ideas and perspectives.
-Students participate in hands-on learning to aid in understanding and participation.
-Students learn through a variety of pathways including kinesthetic, auditory, and visual learning to reach diverse and unique individuals.
-Students are given a variety of optional extensions to create the most meaningful change in their communities.

ADDITIONAL PREREQUISITES:
-Teachers can use this as a multi-day lesson in two to three parts. Each of the Inquire, Investigate, and Inspire sections can be completed on a separate day.
-Teachers can cut the chemical or physical change sorting game cards out prior to teaching the lesson.
-Materials required for the hands-on landfill activity include the following:
-Clear plastic tub (~12-in long × 6-in wide × 5-in deep) (~30-cm x 15-cm x 13-cm) with about 1 inch (2.54 cm) of sand in the bottom
-Clay (~750 cubic cm); this clay does not need to be the high-quality type used for modeling; clayey or silty soil from your backyard works fine
-Sand (~1500 cubic cm) (available at home and garden stores)
-Gravel (~100 cubic cm) (available at home and garden stores)
-~15 cotton balls
-(Optional) Tiny houses and buildings (such as Monopoly game houses and hotels), or any other simple representation to simulate the presence of a town sitting on the sand base
-Materials required for the balloon activity:
-Plastic (or glass) bottles
-Balloons
-Food scraps
-Tape (for securing the balloon around the top of the bottle)

DIFFERENTIATION:
-All hands-on activities can be taught as demonstrations.
-Lab groups may be created with students of mixed abilities.
-Articles may be read in small groups, whole groups, or individually based on students’ needs.
-Students can do the optional activity listed in the Inspire section and complete another balloon activity with food waste.
-Students can explore deeper the differences between methane and carbon dioxide outputs as greenhouse gases in landfills versus composting.

As a segment in PBS's Coping with Climate Change series, Hari Sreenivasan reports on the actions the city of Chicago is taking to mitigate climate change in an urban landscape.

In this video clip from Earth: The Operators' Manual, host Richard Alley discusses China's efforts to develop clean energy technologies and to reduce CO2 in the atmosphere, by building coal plants using CO2 sequestration technology. (scroll down page for video)

Students focus on the three interconnected choices global society faces as Earth's climate continues to changeâsuffer, adapt, and mitigateâto analyze and predict current and future impacts to Earth's systems. Using videos excerpted from NOVA: Decoding the Weather Machine, students explore ways that adaptation and mitigation strategies can work at various levels to minimize suffering and then develop an evidence-based action plan for their local community.

In an upper-level seminar course, students bear significant responsibility for their learning. This activity provides the framework to help them identify the exact topics that they will discuss throughout a course in Environmental Analysis. The students are given constraints so that they don't either wander completely aimlessly through the environmental literature or pick only papers on their favorite topic. They are instead asked to dip into the literature to find papers that deal with analysis of pollutants in air, water, and solid matrices, and to have at least one that is relevant to climate change.

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