This video describes why tropical ice cores are important and provide different information than polar ice cores, why getting them now is important (they are disappearing), and how scientists get them. The work of glaciologist Lonnie Thompson is featured, with a focus on his work collecting cores of ice from high mountain glaciers that contain significant data about past climate change.

This article provides background information related to natural resources of the poles, and renewable and non-renewable energy.

SYNOPSIS: This lesson introduces students to stop motion animation and educates students on concerns about bird populations in New Jersey.

SCIENTIST NOTES: This lesson incorporates stop motion animation art to deliver a message regarding the reduction of birds in New Jersey. 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:
-Students practice research and collaboration skills throughout the lesson.
-Students take action by planning a stop motion animation to help protect New Jersey bird species.

ADDITIONAL PREREQUISITES:
-This is lesson 2 of 4 in our 3rd-5th grade Animate for the Animals unit.
-Students will need access to devices to complete the research task.

DIFFERENTIATION:
-Student groups could be created by teachers to ensure everyone can access the activities.
-Teachers can support students by viewing the research sources beforehand to determine sources appropriate for lower-level readers.
-You may allow students to find their own sources when conducting research.

This article examines science education from the what, when, and how perspectives and describes resources that support a reform view of teaching and learning.

In this podcast, learn how to address climate misconceptions and avoid the fear of climate change by using activities that inspire and empower students.

SYNOPSIS: In this final lesson in the air quality unit, students learn about vehicle idling, gather and interpret data, and take action at their school.

SCIENTIST NOTES: This lesson introduces students to car idling. Then students research about it and design a program to include posters, bumper stickers, and school campaigns to raise awareness about car idling and its impact on air quality and the environment. All materials embedded in the lesson are thoroughly sourced. Accordingly, this lesson is recommended for classroom use.

POSITIVES:
-This lesson provides students with a concrete action plan to reduce emissions and improve health at their school.
-This lesson plan could create terrific climate and health conversations at home for many students and their families.

ADDITIONAL PREREQUISITES:
-This lesson plan is listed as 90 minutes. This lesson may take less or more time depending on many factors, including the best time to observe vehicles at or near your school.
-If students are adamant about launching a full-fledged No Idling Campaign at their school, this lesson could become a class project that takes weeks, months, or even the entire school year.
-If your students choose to launch a full campaign, make sure to support them in their interactions with different stakeholders at school like teachers, administration, families, and bus drivers. Make sure to let the students take the lead.
-Make sure to remind students that walking and biking are zero carbon options. Perhaps the best outcome of this lesson is not fewer idling cars, but fewer overall cars.

DIFFERENTIATION:
-Students are given three choices in the Inspire phase of this lesson: design a poster, create a bumper sticker, or launch a No Idling Campaign. Some students may want to pursue the schoolwide campaign while others may not. Perhaps you can form a smaller group of students to take this on if all the students are not interested.
-It may be difficult for students to arrive early or depart late from school depending on family circumstances.
-There may not be a good spot for you to observe vehicles at your school. If that's the case, perhaps you can walk with your students to a nearby intersection to observe traffic there.

In this lesson, students learn about plastic pollution and write a letter to a local official advocating for a solution to plastic pollution.

Step 1 - Inquire: Students complete the Anticipation Guide individually or in groups, responding to true or false prompts and answering one question about plastic pollution and the Great Pacific Garbage Patch.

Step 2 - Investigate: Students conduct research on plastic pollution and the Great Pacific Garbage Patch and complete the RACES writing organizer.

Step 3 - Inspire: Students write a letter to a local official advocating for action on plastic pollution.

SYNOPSIS: This lesson introduces students to the effects of climate change on animals and their habitats.

SCIENTIST NOTES: This lesson allows students to understand what habitat means and how organisms interact within their range. Students would also be able to classify animals into different habitats, explore the impact of climate change on biodiversity in different ecosystems, and proffer ways to reduce these impacts. All the accompanying materials in the lesson are well-sourced, and this lesson has passed our science credibility review.

POSITIVES:
-This lesson opens up a conversation to discuss climate change through the topics of animals, which younger students can understand.
-This lesson allows students to practice using their agency and voice to make a change in their world.
-This lesson could be extended into a larger research project on specific animals and their habitats.

ADDITIONAL PREREQUISITES:
-Students may need to review the vocabulary term habitat.
-Students may benefit from a cause and effect lesson prior to this lesson.
-A lesson on observational drawings and analyzing photography could be beneficial for some learners.

DIFFERENTIATION:
-The observation and chart assignments are naturally differentiated due to the inclusion of drawings and/or words. Students can draw or write depending on their level.
-Vocabulary word cards could be used for students who need assistance with vocabulary comprehension.
-Student groups/partners could be picked based on ability level or mixed ability level depending on the purpose of instruction.
-Students could complete the drawings or letters in a digital format as well.
-These articles could be utilized to expand the non-fiction article reading component for students who are able:
-How Does Climate Change Affect the Ocean?
-Learning about Climate from Oceans

In this 60-minute interactive demonstration, students use ice blocks and heat lamps to model what will happen to coastlines around the world as glaciers melt. They explore why glaciers are melting as a consequence of global warming and how human activity has added to the amount of warming.

Students work in engineering teams to optimize cleaner energy solutions for cooking and heating in rural China. They choose between various options for heating, cooking, hot water, and lights and other electricity, balancing between the cost and health effects of different energy choices.

SYNOPSIS: In this lesson, students learn about the Indigenous first foods of Oregon, discuss the connection between food and climate change, and take action to improve their personal health and the health of the planet.

SCIENTIST NOTES: This lesson allows students to explore the history of the Indigenous Peoples of Oregon and how they coped with their food systems under the past and present climate. It also underscores the impact of food production on the climate, how their food choices influence human and environmental health, and proposes strategic measures to mitigate emissions from the food sector and food choices that could improve human and environmental health. All the materials were reviewed, and this lesson has passed our science credibility process.

POSITIVES:
-Students learn about the Indigenous Peoples of Oregon and their food traditions.
-Students feel empowered to make food choices that are better for the planet.

ADDITIONAL PREREQUISITES:
-Students should have some awareness of climate change and how it is affecting the Earth. Teacher can show the video Introduction to Climate Change before the lesson.
-Students should be aware that the Indigenous Peoples of Oregon are the original people of Oregon and that European settlers stole land that belonged to the Indigenous Peoples.
-When students fill out the food tracker, teacher may need to explain that “kg” is short for kilogram, that a kilogram is a kind of measurement, and that 1 kg is about 2.2 pounds.
-Keep in mind that students in elementary school often have little to no control over their food choices. Be sensitive to the fact that some students will have less access to more climate-friendly foods, and try to encourage students to make climate-friendly food choices when they have the opportunity to do so.

DIFFERENTIATION:
-The Inquire section offers a variety of ways for students to learn about the Indigenous Peoples of Oregon and Indigenous first foods. Students can research the topic independently using the sources provided, read specific passages from the texts in small groups, or follow along as the texts are read aloud.
-Students can use the bar graph in the Investigate section of the Teacher Slideshow to explore why some foods are worse for the planet than others. Students can pick one food and research the number of resources needed to grow, harvest, or produce the food. Students can work individually or with a partner.
-Students can use a Venn diagram to compare and contrast one Indigenous Oregonian food with a food they eat. For example, students can explore the process of how salmon from the Columbia River and farm-raised salmon from the local grocery store make it to a student’s plate. Alternatively, students can draw the process and use arrows in between each stage.
-Using the Connecting First Foods and Conservation resource from the Inquire section, students can write the origin story for a native food from their own cultural or ethnic background.

In this lesson, students will compare weather and climate, explain patterns over time and make observations by creating a rain gauge.

NGSS: 3-ESS2-1

Time: 55 minutes

Materials: laminated patterns in nature photos (photos included), thermometer for the class, duct tape, data sheet, rulers, sharpies, scissors, empty soda bottles for rain gauages, pebbles

In this lesson students will learn about evaporation, fossil fuels, greenhouse gases, and the greenhouse effect. Patterns in nautre are discussed, including what is happening over time and why we should care.

NGSS: 5-ESS2-1, 5-ESS3-1

Time: 55 minutes - 1 hour

Materials: laminated patterns in nature photos (photos included), plastic cups, rulers, Sharpies

This article describes how the lifestyle of Alaska's Inupiat people have changed over time, and the new challenges they now face as a result of a changing climate. Versions are available for students in grades K-1, 2-3 and 4-5. Related science and literacy activities are included.

Students explore the life of pikas, tiny mammals that live in alpine areas, and how they are being impacted by climate change. After a brief introduction which includes a reading, a short video, and a story that includes a mathematical model, students engage in a kinesthetic simulation to gain first-hand experience of life as a pika and how the animals can be impacted by shrinking habitat. Students then create line graphs with data from the simulation and analyze them.

In this activity, students use measurement and area skills to learn about remote detection of wildfires from space. After detecting mock wildfires with mobile devices, students then study satellite-data visualizations to determine the start dates of actual California wildfires.

SYNOPSIS: In this lesson, students learn about science experiments, design and execute an experiment to learn about what plants need to survive, and communicate their findings to others.

SCIENTIST NOTES: The lesson allows students to use scientific method to inquire about how different plants can survive across fresh water, salt water, and brackish water. It allows students to investigate the changes and predict the water conditions required for plants to survive. All images, videos, and accompanying materials featured in the lesson have been reviewed. This lesson has passed our science review process.

POSITIVES:
-Students engage in many of the Next Generation Science Standards Science and Engineering Practices.
-Students have the opportunity to develop and execute an experiment.
-Students use both sketching and writing as observational tools.

ADDITIONAL PREREQUISITES:
-This is lesson 3 of 4 in our K-2nd grade Water and Plant Survival unit.
-You will need the following materials for activity in the Inquire section:
-1-liter pitcher of plain water
-1-liter pitcher of water with about 2 teaspoons of salt dissolved
-1-liter pitcher of water with about 6 teaspoons of salt dissolved
-A small cup for each student
-You will need the following materials for the pre-filled experiment in the Investigate section:
-3-6 plants (choose one type of plant, 1-2 plants will receive freshwater, 1-2 plants will receive brackish water, and 1-2 plants will receive saltwater)
-A measuring cup
-A sunny location
-The Inspire section of this lesson builds on Lesson 2 of the Water and Plant Survival unit. The mural will be completed in Lesson 4. If you are choosing to only complete this lesson, you may wish to show students this video from Lesson 2 and discuss how they can create a class mural without creating it on a large scale.

DIFFERENTIATION:
-You can choose the scientist video in the Investigate section that is the best fit for your students. Options include Sesame Street: Bouncing Balls or A Study in Stream Ecology. The Teacher Slideshow includes slides with questions specific to each video.
-The Investigate section offers several options for experimentation. Each option will provide students with the understanding needed to complete subsequent lessons in the unit. The three options include:
-Students may create their own experiment, with teacher support.
-Students may participate in an experiment where the procedure is provided.
-Students can look at data collected from an experiment and discuss the findings.

SYNOPSIS: This lesson introduces students to the benefits of an aquaponics system, especially in areas where clean soil and water are scarce.

SCIENTIST NOTES: This lesson demonstrates the importance of sustainable agriculture and how gardening without soil can provide positive results. This is a hands-on activity for students to engage in gardening. Aquaculture and hydroponics are discussed in good detail. All the materials featured in the lesson have been verified, and this lesson is recommended for teaching.

POSITIVES:
-This lesson creates a collaborative learning environment as students engage with a variety of science and engineering practices.
-Connections are made between the school garden in NJ and other locations where gardening may be difficult for a variety of environmental reasons.
-Project-based learning and hands-on activities promote engagement and participation from all learners.
-This lesson features vocabulary development which broadens student understanding of the concept of aquaponics.

ADDITIONAL PREREQUISITES:
-The lesson takes ~60 minutes, but students will continue 10-15 minutes one day a week for recording observations in their digital or paper journals.
-Students will need a basic understanding of what seeds and plants need to grow and produce food.
-Additionally, students would benefit from an opportunity to plant seeds in soil and observe the life cycle from seed germination to food production prior to this lesson.

DIFFERENTIATION:
-If teaching remotely, students can have access to teacher slides and digital resources, including journals to participate from home.
-This lesson provides opportunities for students to learn about the topic using different modalities including visual, auditory, kinesthetic, and tactile.
-Groups of students with mixed abilities can collaborate on their journal definitions, predictions, and observations.
-Teachers can structure the learning around explaining or solving a social or community-based issue.
-An extension activity can be a salad party. After lettuce grows, students will have the opportunity to pick, wash, and taste their own lettuce.

In this lesson, students view images of plastic pollution around the world, watch a video on plastic pollution, and analyze artwork about plastic pollution.

Step 1 - Inquire: Students complete a KWL on plastic pollution and view six images of plastic pollution around the world.

Step 2 - Investigate: Students watch a video on plastic pollution and discuss.

Step 3 - Inspire: Students analyze artwork with a partner and then choose one artwork to analyze using the art critique star.