lab assignments intended to teach the basics of reading phylogenetic diagrams and parsimony optimization.

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Students explore the importance and process of classification. Students apply the concept of biological classification to a real hierarchy of birds, analyzing bird photos and organizing them into groups based on physical characteristics.

Students use EOL Species Cards to sort and make observations of animals, then use the RAFT writing strategy to create short presentations about the characteristics of each major group of animals.

The topic of this video module is how to classify animals based on how closely related they are. The main learning objective is that students will learn how to make phylogenetic trees based on both physical characteristics and on DNA sequence. Students will also learn why the objective and quantitative nature of DNA sequencing is preferable when it come to classifying animals based on how closely related they are. Knowledge prerequisites to this lesson include that students have some understanding of what DNA is and that they have a familiarity with the base-pairing rules and with writing a DNA sequence.

This video and accompanying essay examine ways to reduce the environmental impact of burning coal. Two technologies are discussed: turning solid coal into a clean-burning fuel gas (syngas), and capture and storage of CO2.

Students are challenged to design a method for separating steel from aluminum based on magnetic properties as is frequently done in recycling operations. To complicate the challenge, the magnet used to separate the steel must be able to be switched off to allow for the recollection of the steel. Students must ultimately design, test, and present an effective electromagnet.

In this lesson, students further their knowledge of redox titrations while examining the pressures that contamination and climate change put on access to clean water.

Step 1 - Inquire: Students observe a field scientist testing the dissolved oxygen content of the Hudson River and generate questions.

Step 2 - Investigate: Students apply the Winkler Method as a tool for assessing the health of bodies of water and identify the stresses placed on water sources by climate change.

Step 3 - Inspire: Students explore Sustainable Development Goal #6 and consider what steps they can take to protect the drinking water in their communities.

Students investigate decomposers and the role of decomposers in maintaining the flow of nutrients in an environment. Students also learn how engineers use decomposers to help clean up wastes in a process known as bioremediation. This lesson concludes a series of six lessons in which students use their growing understanding of various environments and the engineering design process, to design and create their own model biodome ecosystems.

Meaningful STEM learning can happen at home as we use our imagination to solve real problems! This STEM project introduces students to the problem of oil spills around the world. The project culminates with students using their imagination to design a solution to the problem.

In this activity, students learn about the scientific evidence supporting climate change, use this information to evaluate and improve conclusions some people might draw about climate change, and participate in a role-play to negotiate solutions to climate change.

The goal of this unit is that the students will be able to:
1. work in a blended learning environment to understand climate change and its impact on the world.
2. master a basic understanding of climate change
3. work in groups to research focused questions, present their research, and propose a way to combat climate change.
4. present their completed projects to their classmates. This unit is based on a lesson plan from The Learning Network found here: http://learning.blogs.nytimes.com/2015/04/22/guest-post-climate-change-questions-for-citizen-scientists/

In this activity students learn how Earth's energy balance is regulating climate. This activity is lesson 4 in the nine-lesson module Visualizing and Understanding the Science of Climate Change.

This article continues an examination of each of the seven essential principles of climate literacy on which the online magazine Beyond Weather and the Water Cycle is structured. Principle 2 covers the complex interactions among the components of the Earth system. The author discusses the scientific concepts underlying the interactions and expands the discussion with diagrams, photos, and online resources.

This lesson plan is aimed to show why it is important to learn about climate change. Here in the north of Brazil, most students, even teachers don’t understand we should care more about the environment.The class starts with a warmup activity showing how lots of people are already facing problems because of environmental issues.

This course explores how citizen science can support community actions to combat climate change. Participants will learn about framing problems, design ways to gather data, gather some of their own field data, and consider how the results can enable action. Leaks in the natural gas system—a major source of methane emissions, and a powerful contributor to climate change—will be a particular focus. The course was organized by ClimateX and Fossil Free MIT, with support from the National Science Foundation for the methane monitoring equipment. It was offered during the Independent Activities Period (IAP), which is a special 4-week January term at MIT.

This course explores how citizen science can support community actions to combat climate change. Participants will learn about framing problems, design ways to gather data, gather some of their own field data, and consider how the results can enable action. Leaks in the natural gas system—a major source of methane emissions, and a powerful contributor to climate change—will be a particular focus.
The course was organized by ClimateX and Fossil Free MIT, with support from the National Science Foundation for the methane monitoring equipment. It was offered during the Independent Activities Period (IAP), which is a special 4-week January term at MIT.

Climate Action! is a freely available community research guide developed by the Smithsonian Science Education Center (SSEC) in partnership with the InterAcademy Partnership as part of the Smithsonian Science for Global Goals project. Smithsonian Science for Global Goals community research guides use the United Nations Sustainable Development Goals (SDGs) as a framework to focus on sustainable actions that are defined and implemented by students.

Climate Action! is the new community research guide from the Smithsonian Science for Global Goals project for students aged 11 to 18. In the guide, young people explore the question “How can we mitigate human impact on the atmosphere?” The guide contains themes that lead youth to discover their interconnectedness with the atmosphere and understand complex climate systems. Together, these themes help prepare youth to take action towards a sustainable future for the planet.

© 2024 Smithsonian Institution
All rights reserved. First Edition 2024.

Copyright Notice
No part of this module, or derivative works of this module, may be used or reproduced for any purpose except fair use without permission in writing from the Smithsonian Science Education Center.

Heidi Gibson, Smithsonian Science Education Center - Manager of the Global Sustainability Series, is the author.

Jamie Rumage is the Oregon Open Learning - Science Group Administrator, not an official author or contributor of the published materials of the Smithsonian Science Education Center.

This interactive role-playing simulation is conducted as a simulated emergency climate summit organized by the United Nations that convenes global stakeholders to establish a concrete plan that limits warming to Paris Agreement goals. This game is a fun format for large groups to explore climate change solutions and see what it would really take to address this global challenge.

This is lesson plan designed for primary, middle, high school amd college teachers. This lesson plan is focussed on effects of climate change on humans, plants and animals. This will.help students learn about the effects and action for climate. Students will also learn to use technology effectively in classroom environment. 

SYNOPSIS: In this lesson, students watch videos and learn about photography to implement photography techniques in their stop motion projects.

SCIENTIST NOTES: This lesson focuses on photographic stop motion animation techniques. Climate change can be a part of this lesson. All materials used in the lesson have been verified and are suitable for teaching. In this light, this lesson is credible and recommended for the classroom.

POSITIVES:
-The photography and stop motion video examples are all related to climate change to spark intrigue and start discussions.
-There is deep learning about photography techniques.

ADDITIONAL PREREQUISITES:
-This is lesson 3 of 4 in our 3rd-5th grade Animate for the Animals unit.
-The teacher will need to organize worksheets for students.
-The teacher will need to ensure that there are devices available if the Investigate section is done individually or in small groups.

DIFFERENTIATION:
-Student partners could be chosen by the teacher to ensure good academic and social balance.
-Students could explore the Investigate section in groups instead of having the teacher lead the discussion. The whole class could come back together to discuss their new knowledge after the groups are finished.