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As a high school or undergraduate Biological Sciences teacher, you can use this set of computer-based tools in teaching about plant physiology, abiotic stress in plants, climate related stress factors and their influence on plant growth and development.

This lesson plan discusses abiotic stress in plants and their effect on plant physiology.  Students will learn about plant stress responses like acclimation and adaptation to environmental changes due to climate change. Thus, the use of this lesson plan allows you to integrate the teaching of a climate science topic with a core topic in Biological Sciences.

Teacher-contributed lesson plan by Dr Neeti Mehla and Dr Aditi Kothari Chhajer, Sri Venkateswara College (University of Delhi), India

Want to know more about how to contribute? Contact us.

Use this lesson plan to help your students find answers to:

  1. What is abiotic stress? How does abiotic stress affect plant physiology?
  2. What is phenotypic plasticity in plants?
  3. How does stomatal conductance change in heat-stressed plants?
  4. Describe physiological plasticity in plants in response to climate related abiotic stress factors.
  5. What is the difference between acclimation and adaptation in plants, in response to abiotic stress?
  6. How does vegetation growth respond to climate change?

About Lesson Plan

Grade Level High school, Undergraduate
Discipline Biological Sciences
Topic(s) in Discipline
  • Abiotic Stress,
  • Stress Physiology
  • Temperature Variation
  • Heat Stress
  • Phenotypic Plasticity
  • Acclimation in Plants
  • Adaptation in Plants,
  • Physiological Plasticity
Climate Topic Climate and the Biosphere
Location Global
Language(s) English
Access Online
Approximate
Time Required		 40 – 150 min

Contents

Video Lecture

(~27 min)

 An extract from a video lecture that introduces the topic of plant physiology and abiotic stress in plants. It explains how plants respond to these stresses phenotypically and physiologically. The suggested video extract can be viewed from the beginning of the video till 27 minutes of the full -length video lecture (~78 min).

Go to the video

Note: Following this introduction, teachers can choose to use either one or both of the following tools to discuss plant responses to abiotic stress due to climate related factors.
Laboratory Activity

(~105 min)

 This hands-on laboratory activity allows students to explore the role of stomata in regulating leaf temperature and water loss from plants under different environmental and climate conditions. Students will observe the nature and distribution of stomata of plants growing under such varied abiotic stresses and use the data to quantify differences in these plants.

Go to the Laboratory Activity
 

Video Lecture

(~18 min)

 This video lecture gives an overview of how vegetation responds to climate change in terms of phenotypic plasticity, range shifts, phenology, and population changes.

Go to the Video

Here is a step-by-step guide to using this lesson plan in the classroom/laboratory. We have suggested these steps as a possible plan of action. You may customize the lesson plan according to your preferences and requirements.

Step 1: Introduce the topic by playing a lecture (video)

  1. Use this video lecture, “BIOPL3420 - Plant Physiology - Lecture 28: Plant Stress Responses”, by Associate Prof. Thomas Owens, Cornell University, to explain what plant stress is and to define abiotic stressors as the external factors that affect plant physiology.
  2. Then, list the factors that may affect plant growth and development by perturbing its physiology.
  3. Further, discuss the types of responses shown by plants due to changes in their environment like immediate responses, acclimation and adaptation.
  4. Use this tool to explain phenotypic plasticity in plants that enable them to extend their range or region of optimal growth.
  5. Finally, use the lecture to distinguish short term phenotypic plasticity from evolutionary adaptations exhibited by these plants in response to long term environmental changes.
  6. Go to the Video 
  7. Note: Following this introduction, teachers can choose to use either one or both of the following tools to discuss plant responses to abiotic stresses due to climate change related factors.

 

Step 2: Conduct a hands-on Laboratory activity

  1. Use this laboratory activity, “Changing Planet: Withering Plants- Stressing Over Lost Water”, by Missy Holzer, Jennifer Bergman and Roberta Johnson of the NESTA/Windows to the Universe team, to enable students to explore the role of stomata in plants in regulating leaf temperature and controlling water loss from leaves under different environmental conditions.
  2. This includes a complete laboratory activity plan with background information in the form of a reading and links to other relevant readings and videos. A materials list and a link to download student worksheets is also provided.
  3. Follow the directions, as mentioned in the laboratory activity plan. This will firstly, enable students to gain background information- through a reading and a short video- about the climate related factors like high temperatures and low water availability due to changing precipitation patterns, that can affect plants.
  4. Then, the students will prepare slides and microscopically observe the stomata in leaves and study their differences in plants grown in diverse conditions of temperature and water availability.
  5. Students can use the data from their observations to represent and compare the distribution of stomata using graphs, in different plants of the same species but grown under varying environmental conditions.
  6. Finally, discuss other plant physiological parameters that may be affected by climate related factors.
  7. Go to the Laboratory Activity

 

Step 3:  Play a lecture to summarise the discussion (video)

    1. Use the video lecture, “Lecture 4c- Vegetation Response to Climate Change”, by Dr Lawrence Venable, University of Arizona, to summarise plant responses to climate change by discussing their impacts on native vegetation in Arizona.
    2. Reinforce student understanding about observed climate factors that could affect vegetation growth such as increased CO2 levels, higher global temperatures and changing precipitation patterns.
    3. Then, emphasize how plants respond to such environmental perturbations in the short and long term by showing phenotypic plasticity, acclimation and adaptation.
    4. Encourage a discussion on how these climatic factors nudge vegetation growth in other regions than where previously found and therefore, cause a ‘range shift’.
    5. Finally, discuss how climate change can cause changes in phenology and affect percentages of different species in a population by influencing plant growth and development.
    6. Go to the Video

 

As a High School Chemistry or Environmental Sciences teacher, you can use this set of computer-based tools to teach about aerosols, their sources, and their direct and indirect impact on climate.

This lesson plan will help students understand what aerosols are and what are the major sources of atmospheric aerosols. Students will learn the importance of atmospheric aerosols by evaluating their direct and indirect role in affecting climate. They will also learn how aerosol nano particles formation impacts Earth’s climate by cloud seeding and precipitation. Thus, the use of this lesson plan allows you to integrate the teaching of a climate science topic with a core topic in Chemistry or Environmental Sciences.

Particles in Upper Atmosphere (Image Credit: NASA)

Teacher- contributed lesson plan by Dr. Shefali Shukla, Assistant Professor, Sri Venkateswara College (University of Delhi), India.

Want to know more about how to contribute? Contact us.

Questions

Use this lesson plan to help your students find answers to:.

  1. What are aerosols and what are the sources of atmospheric aerosols?
  2. How do atmospheric aerosols aid in the formation of clouds and precipitation?
  3. Explain how atmospheric aerosols can have a cooling or warming effect on the planet?
  4. What kind of atmospheric aerosols are emitted during volcanic eruptions?
  5. Which are the main atmospheric aerosols produced by anthropogenic activities and how can they affect climate?

About Lesson Plan

Grade Level High school
Discipline
  • Chemistry
  • Environmental Sciences
Topic(s) in Discipline
  • Aerosols, Sources of Aerosols
  • Aerosol Nanoparticles
  • Radiative Energy Balance
  • Role of Aerosols in Cloud Formation
  • Sulphate Aerosols
Climate Topic
  • Climate and the Atmosphere
  • The Greenhouse Gas Effect
Location Global
Language(s) English
Access Online
Approximate
Time Required		 40 – 50 min

Contents

Reading
(~10 min)		 A reading that explains what aerosols are and describes the different sources of atmospheric aerosols. This reading includes a section on volcanic eruptions as one of the largest natural contributors to atmospheric aerosols.

Go to the Reading
Video (~6 min) A video to visualize the effect of aerosols on climate specifically in their role in cloud formation. This video explains how the interaction of aerosols with gas molecules in the atmosphere helps in cloud formation.

Go to the Video
Classroom/Laboratory Activity

(25 min)

 A classroom activity about the different atmospheric aerosols and gases released during volcanic eruptions and how they affect climate.

Go to the Classroom Activity

Here is a step-by-step guide to using this lesson plan in the classroom/laboratory. We have suggested these steps as a possible plan of action. You may customize the lesson plan according to your preferences and requirements.

Step 1: Topic introduction and discussion (Reading)

  1. Use a reading, “Atmospheric Aerosols: What Are They, and Why Are They So Important?” by the Langley Research Centre, NASA, to discuss in detail what atmospheric aerosols are and what are their main sources. Use the reading to explain in detail how aerosols can affect climate and can cause both heating and cooling on the Earth’s surface.
  2. Emphasize that volcanic eruptions are amongst the largest sources of atmospheric aerosols. Using examples discussed in text, explain how volcanic eruptions have affected Earth’s climate in the past, due to the large-scale dispersal of particulate matter and the release of greenhouse gases into the atmosphere.
  3. Further, describe how the other main sources of aerosols- dust and anthropogenic sources like smoke particles and sulfate aerosols from the burning of fossil fuels- can also affect climate.
  4. Describe how sulphate aerosols are formed in the atmosphere when sulphur dioxide reacts with water to form fine liquid droplets of sulphuric acid and solid particles of salts of sulphuric acid. Discuss how the concentration of human contributed sulfate aerosols have increased in the industrial age and how they could possibly affect Earth’s climate.
  5. Finally, explain how aerosols are used as tracers to study global atmospheric patterns.
  6. Go to the Reading

 

Step 2: Use a visualization tool to explain (Video)

  1. Next, use an animated video, “Aerosol Nanoparticle Formation” by Aerosol Physics and Environmental Physics- Winkler Group, University of Vienna, to help students to visualize the interactions of aerosol particles and gas molecules in the atmosphere.
  2. Use this video to explain how some of these interactions result in molecular aggregates in the atmosphere, on which water condenses to form water droplets resulting in cloud formation. Clouds both absorb light from the sun and form a barrier for heat loss from the Earth’s surface thereby affecting the Earth’s radiation energy balance.
  3. Therefore, discuss how aerosols have an indirect effect on climate due to their role in aiding cloud formation.
  4. Go to the Video

 

Step 3:  Conduct a classroom activity

  1. Conduct this enquiry-based classroom activity, “Volcanoes and Global Warming” by Purdue University to enable students to study data of emissions from volcanic eruptions.
  2. Firstly, engage the students in a discussion of what kind of material is ejected into the atmosphere as a result of volcanic activity i.e. ash (fine dust) and several gases. Use the text to specify that water vapour, carbon dioxide (CO2) and sulphur dioxide (SO2) are the main gases released. Of these, water vapour and carbon dioxide are greenhouse gases and can directly contribute towards warming of the Earth’s surface.
  3. Sulphur dioxide, on the other hand, has an indirect effect on climate by forming sulfate aerosols. Emphasize on the role of these sulfate aerosols on climate as they directly absorb or reflect light energy or indirectly, through cloud formation, cause heating or cooling on the Earth’s surface.
  4. Using the data provided, instruct students to draw bar graphs to compare the percentages of the types of gases released from volcanic eruptions in disparate geographic locations.
  5. Use the ‘Extend Your Thinking’ section to analyse two cases of volcanic eruptions in the past and engage the students in a discussion about the impact of sulfate aerosols on the global climate.
  6. Go to the classroom activity

 

As a high school or undergraduate, Biological Sciences teacher, you can use this set of computer-based tools to teach about natural selection, its role in evolution and climate change as a selective pressure in natural selection.

 

Snowshoe hare (Lepus americanus)

Image Credit: Wikipedia

This lesson plan will enable the students to understand Darwin’s theory of natural selection. They will learn how organisms such as pocket mice and Snowshoe hares respond to changes in the environment and climate. The lesson plan will allow students to understand climate change as a selective pressure in natural selection and how it plays a role in the evolutionary rescue of a species that would otherwise be endangered due to climate change.

Thus, the use of this lesson plan allows you to integrate the teaching of a climate science topic with a core topic in the Biological Sciences.

Teacher- contributed lesson plan by Dr Jaspreet Kaur, Maitreyi College and Dr Simran Jit, Miranda House, (University of Delhi), India.

Want to know more about how to contribute? Contact us.

About Lesson Plan

Grade Level High school, Undergraduate
Discipline Biological Sciences
Topic(s) in Discipline
  • Natural Selection, Selective Pressure
  • Evolution, Speciation
  • Evolutionary Hotspots, Genetic Polymorphism
  • Genetic Variants, Allelic Frequencies,
Climate Topic Climate and the Biosphere
Location Global
Language(s) English
Access Online
Approximate
Time Required		 30-60 min

Questions

Use this lesson plan to help your students find answers to:.

  1. What is Darwin’s theory of natural selection? Illustrate this with an example.
  2. What is genetic polymorphism?
  3. Why is genetic variation critical to the survival of a species?
  4. What is selective pressure?
  5. How does it affect allelic frequencies in successive generations of a population of organisms?

Contents

Reading
(~10 min)		 An in-chapter reading that briefly introduces Darwin’s theory of natural selection.

Go to the Reading
(Chapter 3, pgs 11-16)
Interactive video
(10 min)		 An interactive video to illustrate Darwin’s theory of natural selection. It uses the example of fur coat colour in pocket mice.

 Go to the Video
Video and associated reading
(~10 min)		 A video and associated reading that shows that climate change can be a selective pressure in natural selection. It uses the example of coat colour in the Snowshoe hare populations in North America.

Go to the Video

Go to the Associated reading
Classroom/Laboratory Activity

(Optional)
(~15-30 min)

 An optional computer lab-based simulation activity to illustrate the changes in single gene allelic frequencies under a varying selective pressure.

Go to the Activity

 

Here is a step-by-step guide to using this lesson plan in the classroom/laboratory. We have suggested these steps as a possible plan of action. You may customize the lesson plan according to your preferences and requirements.

Step 1: Topic introduction and discussion (Reading)

  1. Use the in-chapter reading, “Major Themes in Evolution”, from the National Academies Press (Chapter 3, pgs 11-16) to introduce the topic of natural selection.
  2. Use this resource to explain how Darwin and Wallace proposed the theory of natural selection on variants within a species that explained the process of evolution.
  3. Also explain how Mendel’s work explained how favored characteristics are inherited and eventually lead to speciation.
  4. Go to the Reading

 

Step 2: Illustrate the theory with an example (Interactive video)

  1. Use this interactive resource titled “The Making of the Fittest: Natural Selection and Adaptation” by Howard Hughes Medical Institute to illustrate an example of natural selection.
  2. Explain how a selection pressure of dark coloured surfaces on light coloured pocket mice has resulted in a natural selection for darker coloured pocket mice that are better camouflaged against predators.
  3. Use the questions from this resource to quiz students on their understanding of the theory of natural selection when a selective pressure is in play.
  4. Go to the Video

 

Step 3:  Correlate this understanding to a climate related example of natural selection in another species (video and associated reading)

  1. Play the video, “Will Snowshoe Hares Win the Race between Evolution and Climate Change”, by National Geographic to explain how reduced snowfall due to a warming climate, behaves as a selective pressure on the seasonal coat colour polymorphism of the Snowshoe hares in North America.
  2. Snowshoe hares change coat colour in different seasons- white when the ground is snow covered and brown when it is not-to protect themselves from predators. Use the resource to stress that that snowshoe hares from areas where the ground is snow-covered or from areas where the ground is rarely covered with snow through the year, show no seasonal change in coat colour.
  3. Emphasize that the areas in between these regions are where most hares that seasonally change their coat colour can be found.
  4. Use the associated reading, “Mills Lab publishes new article in Science: Research identifies areas where evolution could rescue animals threatened by climate change” by the Mills Lab, University of Montana, to show that research on the Snowshoe hares has established that these intermediary zones are evolutionary hotspots that show a higher percentage of non- colour changing brown snowshoe hares due to the ground remaining snow free for longer as a result of a warming climate.
  5. Explain how this is an example of ‘evolutionary rescue’ of a species by selection for a character that affords better protection from predators in a changing environment, in this case, due to climate change.
  6. Go to the Video
  7. Go to the associated reading

 

Step 4:  Extend this thinking by using this simulation (optional)

  1. This activity can be conducted, if the teacher wishes to extend the students’ understanding of natural selection by their observations of changes in allelic frequencies over successive generations, due to an adaptive advantage for varying selective pressures.
  2. Use the simulation, “Natural Selection” by McGraw-Hill Education, to explain to students how the allelic frequencies for a single gene, that codes for body colour, changes through several generations when a varying selection pressure (different environments) is applied.
  3. Launch the simulation and follow the instructions to run it.
  4. Select an initial allelic frequency for alleles ‘A’ and ‘a’ of a gene for body colour in a starter population of insects, for a given
  5. Click the ‘Natural Selection’ tab and then the ‘Generation’ button, in order from G1 to G5.
  6. Record the data generated in table for changes in allelic frequencies over five generations.
  7. Use the ‘Reset’ button and repeat this activity for different allelic frequencies of the starter population for a varying environment.
  8. End-point allelic frequencies can also be compared by varying the allelic frequencies at the start for a given environment.
  9. The students can then plot graphs depicting the changes in allele frequencies through the generations.
  10. Students can also use the worksheet to record their observations and fill in answers to the journal questions to provide explanations for their observations.
  11. This exercise will enable students to observe the changes in allelic frequencies over successive generations. They will be able to understand that if an allele is associated with an adaptive advantage, its frequency will increase in a population and may eventually get fixed while an allele that does not have an advantageous adaptive trait, will decrease in frequency and may eventually be lost from the population.
  12. Finally, extend their thinking by discussing with the students how a climate related change in environment could play a role in changing the allelic frequencies for the given gene.
  13. Go to the Activity

 

As a high school or undergraduate Chemistry, Environmental Sciences, or Earth Sciences teacher, you can use this set of computer-based tools to teach about buffers, how buffers work (buffer action), ocean carbonate buffering, and ocean acidification due to higher levels of atmospheric carbon dioxide (CO2).

 

This lesson plan introduces the topic of buffers and describes carbonate buffering in the ocean when atmospheric CO2 dissolves in seawater. The buffering capacity of the ocean is, however, limited, and therefore, higher concentrations of dissolved CO2 can lead to ocean acidification. Students will use a computer-based activity/model to explore how higher atmospheric CO2 levels (resulting in an increase in dissolved CO2) can lead to ocean acidification. Thus, the use of this lesson plan allows you to integrate the teaching of a climate science topic with a core topic in Chemistry, Environmental Sciences, or Earth Sciences.

Lesson plan based on an idea submitted by Dr. Pragya Gahlot, Sri Venkateswara College (University of Delhi), India.

Want to know more about how to contribute? Contact us.

About Lesson Plan

Grade Level High school, Undergraduate
Discipline
  • Chemistry
  • Environmental Sciences
  • Earth Sciences
Topic(s) in Discipline
  • Buffers, Buffer Action
  • pH Level
  • Buffer Capacity
  • Buffer Range
  • Acidification
  • Le Chatelier’s Principle
Climate Topic
  • Climate and the Hydrosphere
  • Climate and the Atmosphere
  • Climate and the Biosphere
Location Global
Language(s) English
Access Online
Approximate
Time Required		 30-40 min

Questions

Use this lesson plan to help your students find answers to:.

  1. What are buffers? Explain buffer action.
  2. Describe carbonate buffering in the ocean.
  3. What is ocean acidification?
  4. Discuss the possible global impact of higher levels of atmospheric CO2 on the pH of oceans.Describe carbonate buffering in the ocean.What is ocean acidification?

 

Contents

Reading

(~10 min)

 This reading introduces the topic of buffers and explains the chemistry of buffer action in solution through examples.

Go to the reading
Video micro-lecture

(7 min)

 This video micro-lecture explains carbonate buffering in the ocean. It also briefly discusses the change in the chemical composition of the ocean caused by a higher concentration of dissolved CO2, and the resulting effect on ocean biota.

Go to the video
Visualisation

(~10-20 min)

 This visualization allows students to explore changes in the pH levels of oceans for different levels of atmospheric CO2, including the CO2 levels corresponding to various emission scenarios (as published by the Intergovernmental Panel on Climate Change (IPCC)).

Go to the Visualisation

Here is a step-by-step guide to using this lesson plan in the classroom/laboratory. We have suggested these steps as a possible plan of action. You may customize the lesson plan according to your preferences and requirements.

1 Introduce the topic with the help of a reading
  1. Introduce the topic of buffers. Use the reading “How Does A Buffer Maintain pH?” by LibreTextsTM to explain buffer action and the maintenance of pH in a buffer solution.

 

  1. Explain the term buffer capacity, buffer range, and the pH equation of a given buffer. Use examples (1 and 2) given in the text to calculate changes in the pH values when a weak acid or base is added to a buffer solution.

 

  1. Discuss other examples of buffers in daily life, e.g., the buffering action of blood.

Go to the reading
2 Play a video micro-lecture to explain the buffer chemistry of oceans
  1. Use the video micro-lecture “Ocean Buffer Chemistry” by Prof. David Archer, University of Chicago, to describe carbonate buffering in the ocean.

 

  1. Discuss how oceans behave as carbon sinks by absorbing atmospheric CO2, and the maintenance of ocean pH levels owing to the buffering capacity of seawater. Further, use the video to explain the buffering range of oceans and the chemical implications of a higher concentration of dissolved CO2 (due to increased levels of atmospheric CO2).

 

  1. Explain how high levels of atmospheric CO2 could result in an excess of free hydrogen (H+) ions, thus potentially changing the pH values of seawater (acidification).

 

  1. Further, use the video micro-lecture to illustrate Le Chatelier’s Principle—explain how increased CO2 concentration in seawater sequesters more carbonate (CO32-) ions to keep the system in equilibrium. In conclusion, explain how ocean biota may be affected in the absence of freely available carbonate (CO32-) ions.

 

Go to the video micro-lecture
2 Play a video micro-lecture to explain the buffer chemistry of oceans
  1. Open the applet “Surface Ocean pH Levels” from The King’s Centre for Visualization in Science (KCVS), available at http://www.kcvs.ca/site/projects/JS_files/OceanAcidification/oceanAcid.html.

 

  1. Select the “Resources” tab to read the background that provides a detailed explanation of the relationship between atmospheric CO2 and ocean pH values.

 

  1. Click on “Help” to read the instructions to run the applet.
  • - Run the simulation to enable students to visualize the global pH value (as indicated on the pH indicator strip) of oceans for a given concentration of atmospheric CO2. Students can vary the atmospheric CO2 levels by using the slider at the bottom left hand side to observe the corresponding changes in the pH value of the oceans.
  •  - Click the tab “Show Graph” to observe the graphs for concentrations of various species of carbonate ions in (i) a closed system and (ii) an open ocean; and the graph depicting the pH value of oceans for various atmospheric CO2 concentrations.
  •  - Go to the tab “Options” to view the different emission scenarios (Special Report on Emission Scenarios (SRES) projections) that can be selected. Select different SRES projection options and visualize the corresponding predicted ocean pH value on the pH indicator strip or on the aforementioned graphs.

Note:  Detailed information about SRES projections

 

  1. Finally, discuss the implications of the predicted pH value of oceans for different emission scenarios and the possible impacts on the Earth’s biosphere.

As a high school or undergraduate Geography, Environmental Sciences or Earth Sciences teacher, you can use this set of computer-based tools to teach about permafrost, the nature and distribution of permafrost in the Earth’s cryosphere, thawing of permafrost due to global warming which in turn, results in the release of a potent greenhouse gas methane; and therefore, the possible impacts of permafrost thawing on climate.

 

This lesson plan introduces the topic of permafrost and the observed thawing of permafrost in recent times due to rising global temperatures. A computer-based activity/model helps in exploring the possible impacts of permafrost thawing on the Earth’s climate. Thus, the use of this lesson plan allows you to integrate the teaching of a climate science topic with a core topic in Geography, Environmental Sciences or Earth Sciences.

This is a Teacher-submitted Lesson Plan.

Contributed by Dr. Vandna Luthra, Gargi College (University of Delhi), India.

Want to know more about how to contribute? Contact us.

Image:

Methane bubbles up from the thawed permafrost at the bottom of the thermokarst lake through the ice at its surface.

Credit: Katey Walter Anthony/ University of Alaska Fairbanks

About Lesson Plan

Grade Level High school, Undergraduate
Discipline
  • Geography
  • Environmental Sciences
  • Earth Sciences
Topic(s) in Discipline
  • Permafrost
  • Methane
  • Thawing of Permafrost
  • Global Warming
  • Methanogens
  • Greenhouse Gases
  • Emissions
Climate Topic
  • Climate and the Cryosphere
  • The Greenhouse Effect
Location Global
Language(s) English
Access Online
Approximate
Time Required		 50 – 60 min

Questions

Use this lesson plan to help your students find answers to:.

  1. What is permafrost? Where is it found? 
  2. What changes have been observed in permafrost characteristics in recent times? 
  3. What is the active layer of the soil? How is it affected when permafrost thaws? 
  4. Why is methane, a greenhouse gas, released into the atmosphere when permafrost thaws? 
  5. What are the possible impacts of permafrost thawing on the Earth’s climate?

 

Contents

Video

 (~7 min)

 A video that introduces permafrost and its distribution on Earth. The video also describes the changing nature of permafrost across several regions due to higher surface temperatures and the possible impact of permafrost thawing on Earth’s climate owing to the release of methane, a greenhouse gas.

Go to the video
Classroom/Laboratory activity for high school students

(30-45 min per activity)

 A set of hands-on classroom and computer-based activities to learn about permafrost and to explore various web-based scientific data portals to investigate permafrost distribution, characteristics of permafrost, and the effects of thawing permafrost on the atmosphere and the environment.

Note: The plan includes 3-4 activities; one or more of these activities can be conducted. The time required for each activity is specified in the summary table of the laboratory plan.

 

Go to the Activity
Classroom/Laboratory activity for undergraduates

(45 min)

 A computer-based model/ simulation to observe and compare the changes in the concentration of methane in the global atmosphere when compared with normal trends (resulting from natural and anthropogenic emissions), when a sudden increase in methane (as an effect of thawing of permafrost) is introduced. The model/ simulation also enables students to observe the radiative forcing of methane when compared with that of carbon dioxide under similar conditions.

Go to the model/simulation

Here is a step-by-step guide to using this lesson plan in the classroom/laboratory. We have suggested these steps as a possible plan of action. You may customize the lesson plan according to your preferences and requirements.

1 Introduce the topic by playing a video and facilitating a discussion 1.      Play the video “Thawing Permafrost” by NBC Learn, to introduce the topic of permafrost. Use the video to describe the characteristics of permafrost and its distribution across the globe. Then, discuss how permafrost is used to study soil conditions for periods dating back to several thousands of years by drilling boreholes and extracting ice cores for analyses.

2.      Discuss how higher surface temperatures cause changes in permafrost conditions, leading to the thawing of permafrost in many regions. Further, describe how this thawing has led to local environmental perturbations such as sinkholes, landslides, increased vegetation, and an enhanced active-layer bacterial activity.

3.      Finally, discuss how permafrost thawing can lead to the release of greenhouse gases such as methane to the atmosphere which can in turn, impact the Earth’s climate.

Go to the video

 
2 Conduct a classroom/laboratory activity For high school students:

1.      Use the laboratory plan “Changing Planet: Permafrost Gas Leak”, developed by Missy Holzer, Jennifer Bergman, and Roberta Johnson, Windows to the Universe team members from the National Earth Science Teachers Association (NESTA), to enable students to

·        investigate permafrost characteristics

·        understand borehole data and identify the trends in the data observed

·        find a correlation between atmospheric methane data and permafrost thawing data

Go to the Laboratory plan

2.      Follow the instructions provided in the plan to complete these laboratory activities. Each activity can be conducted separately. The relevant reading material and links for datasets and worksheets are given in the main text or in the table (under the “Materials” section).

 

For undergraduate students:

1.      Use the model/simulation “METHANE in the Atmosphere” by Prof. David Archer, University of Chicago, to observe the methane concentration in the atmosphere under different hypothetical conditions and timescales.

Go to the model/simulation

2.      Large-scale thawing of the Earth’s permafrost can lead to a sudden release of the greenhouse gas methane into the atmosphere. Go to http://climatemodels.uchicago.edu/methane/methane.doc.html. Then, click the “Overview” tab to read about the model.

3.      Next, play the “Video Introduction” to understand how the model can be used to simulate sudden methane perturbations in the atmosphere. Observe the subsequent impact on its atmospheric concentration.

4.      Now, run the model to

  • ·        note changes in atmospheric methane concentration or
  • ·        track the atmospheric methane budget (source versus sink) or
  • ·        observe atmospheric methane persistence over time or
  • ·        compare the radiative forcing of atmospheric methane and carbon dioxide
  • ·        when different amounts of methane are released into the atmosphere over varying time scales.

 

5.       Use the data points generated to draw graphs representing different scenarios of methane perturbations. Use these representations to discuss the implications of methane release in the atmosphere due to the large-scale thawing of permafrost.

 

As an undergraduate Chemistry, Physics, or Earth Sciences teacher, you can use this set of computer-based tools to teach phase diagrams and phase equilibria.

Phase diagrams can be used to understand the stability of different phases of matter (solid, liquid, and gas) under changing temperature and pressure. This lesson plan will help students learn about phase equilibria through the example of the phase diagram of water. Students will learn about the phases of water on Earth, Mars, and Venus and will discuss the role of the water cycle in making the climate of planet Earth habitable.

Thus, the use of this lesson plan allows you to integrate the teaching of a climate science topic with a core topic in Chemistry, Physics, or Earth Sciences.

This is a Teacher-submitted Lesson Plan.

Contributed by Dr. Upasana Issar, Assistant Professor, Kirori Mal College and Dr. Richa Arora, Assistant Professor, Shivaji College, (University of Delhi), India.

Want to know more about how to contribute? Contact us.

Questions

Use this lesson plan to help your students find answers to:

  1. What is a phase diagram? Explain the degrees of freedom.
  2. Define and explain the triple point and critical point in a phase diagram.
  3. What are supercritical fluids? How are they useful?
  4. Discuss the water vapor feedback mechanism in the Earth’s atmosphere by using the phase diagram of water.
  5. Using phase diagrams, explain why the climate of Earth is habitable while the climate of Mars and Venus is not.
  6. Why did Venus experience a runaway greenhouse effect, resulting in a very high surface temperature (462°C)? Discuss why Earth has not yet experienced this effect.

About Lesson Plan

Grade Level Undergraduate
Discipline
  • Chemistry
  • Physics
  • Earth Sciences
Topic(s) in Discipline
  • Phase Equilibria
  • Phase Diagrams of Water
  • Triple and Critical Points in a Phase Diagram
  • Degrees of Freedom
  • Feedback Mechanisms
  • Vapour Pressure
  • Runaway Greenhouse Effect
Climate Topic
  • Climate and the Atmosphere
  • The Greenhouse Effect
Location Global
Language(s) English
Access Online
Approximate
Time Required		 45 – 60 min

Contents

Micro-lecture (video)

(~12 min)

 A micro-lecture (video) that introduces phase diagrams and explains how they can be interpreted (using the phase diagram of water as an example).

Go to the video
Reading (10 min) A reading that describes a typical phase diagram and its components, discusses the phase diagrams of water and carbon dioxide, and provides examples and exercises based on these phase diagrams.

Go to the Reading
Micro-lecture (video) (~7 min) and associated reading (15 mins) A video micro-lecture and an associated reading that describe the phase diagrams of water on Earth, Mars, and Venus. They also discuss the water vapor feedback mechanism in the atmospheres of these planets and the role of this mechanism in the greenhouse effect. Further, these resources explain why the climate of Earth is habitable while that of Mars and Venus is not.

Video/micro-lecture

Reading (pg. 127-131, 144)

Here is a step-by-step guide to using this lesson plan in the classroom/laboratory. We have suggested these steps as a possible plan of action. You may customize the lesson plan according to your preferences and requirements.

 

1 Introduce the topic by playing a micro-lecture (video)
  1. Play the video micro-lecture “Phase Diagrams” by Khan Academy, to

·  introduce the topic of phase diagrams

·  explain what phase diagrams depict by describing their different regions and degrees of freedom

·  understand how to interpret phase diagrams under varying conditions of temperature and pressure

  1. Use the tool to first describe the phase diagram of water, and phase transformations of water at melting and boiling points, at various atmospheric pressures.
  2. Then, use the video to describe the phase diagram for carbon dioxide.
  3. Further, use the tool to explain the triple and critical points in a phase diagram and discuss the phase transitions at these points.
  4. Finally, introduce the term “supercritical fluid” and briefly describe its properties.
2 Use a reading to discuss the topic further
  1. With the help of the reading in the chapter “12.4. Phase Diagrams” (by LibreTextsTM), describe a typical phase diagram.

Go to the Reading

  1. Describe the different regions of a phase diagram where the various phases of a single substance exist in a stable state and the points at which phase transitions take place.
  2. Discuss the triple and critical points in a phase diagram and the stability of phases at these points.
  3. Further, examine the phase diagrams of water and carbon dioxide, and discuss specific temperature and pressure conditions at which the different phases of these substances are stable/unstable.
  4. Use example 12.4.1 and exercise 12.4.2 included in the text to discuss phase transitions of water.
  5. Use this reading to also describe supercritical fluids, their properties and their commercial applications as solvents.
3 Use a video micro-lecture and an associated reading to explain the reasons for the Earth’s climate being habitable (applying the understanding of phase diagrams)
  1. Play the video micro-lecture “Water Vapor Feedback” by Prof. David Archer, the University of Chicago, available at to explain the stable phases of water at various temperatures on Earth.
  2. Introduce the concept of water vapor feedback and explain the greenhouse effect of water vapor on Earth’s atmosphere by using the phase diagram of water. Further, compare the effect of water vapor feedback on the atmospheres of Earth, Mars, and Venus. Discuss how the water cycle ensures that Earth has a climate that is more suitable to support life.
  3. Explain the runaway greenhouse effect of water vapor on Venus that makes it uninhabitable.
  4. Use the associated reading material “Chapter 7: Feedbacks” from Prof. David Archer’s book, ‘Global warming- Understanding the Forecast’, available at to discuss feedback mechanisms, water vapor feedback, and the runaway greenhouse effect on Venus in greater detail (pg. 127-131). The phase diagram of water (Figure 7.2) is on pg. 144 of this reading.

As an undergraduate-level Organic Chemistry teacher, you can use this set of computer-based tools to help you teach infrared (IR) spectroscopy and the use of IR spectra to detect functional groups in organic molecules. 

The lesson plan will help students differentiate between IR active molecules and IR inactive molecules. It focuses on the behavior of molecules of gases such as CO2 and water vapor when they interact with IR radiation and helps in explaining the greenhouse effect of the atmosphere.

Thus, the use of this lesson plan allows you to integrate the teaching of a climate science topic with a core topic in Organic Chemistry.

 

Questions

Use this lesson plan to help your students find answers to:

  1. What happens when a molecule absorbs IR light?
  2. What information do the diagnostic and fingerprint regions of the IR spectrum of a compound convey?
  3. What are the vibrational modes of carbon dioxide molecules?
  4. Discuss why carbon dioxide (CO2), methane (CH4), and water vapor are greenhouse gases while oxygen (O2) and nitrogen (N2) are not.

This is a Teacher-submitted Lesson Plan.

Contributed by Dr. Sharda Pasricha, Associate Professor,  Sri Venkateswara College (University of Delhi), India.

Want to know more about how to contribute? Contact us.

About Lesson Plan

Grade Level Undergraduate
Discipline Chemistry
Topic(s) in Discipline
  • Infrared (IR) Spectroscopy, Molecular Vibration
  • Vibrational Modes, IR Active Molecule
  • IR Absorption and Greenhouse Gases
  • Greenhouse Effect
  • Diagnostic and Fingerprint Regions of Infrared (IR) Spectra
Climate Topic
  • Climate and the Atmosphere
  • The Greenhouse Effect
Location Global
Language(s) English
Access Online
Approximate
Time Required		 45 – 60 min

Contents

A set of micro-lectures (videos) (~20 min)
Micro-lecture and reading (~25 min)

Here is a step-by-step guide to using this lesson plan in the classroom/laboratory. We have suggested these steps as a possible plan of action. You may customize the lesson plan according to your preferences and requirements.

 

Step 1:  Introduce the topic through a series of micro-lectures (videos)

Introduce the topic of spectroscopy and explain how different types of spectroscopy are used to elucidate the structures of molecules of organic compounds. Use a series of micro-lectures developed by the Royal Society of Chemistry to -

  • - introduce IR spectroscopy,
  • - explain the application of IR spectroscopy in organic chemistry to detect functional groups in molecules, and
  • - describe the vibrational modes of these molecules on absorption of IR light.
    1. Use the micro-lecture “Infrared spectroscopy (IR)” available at https://www.youtube.com/watch?v=DDTIJgIh86E to explain what happens when a molecule is exposed to IR radiation. Explain that a molecule absorbs IR energy when the frequency of stretching or bending of the molecular bonds corresponds to that of the incident IR light. Use this video to explain the basic working of an IR spectrometer that is used to obtain the IR spectra for known/unknown molecules. Further, with the help of the video, briefly explain how the functional groups present in a molecule can be deduced by examining its IR spectrum.
    2. Next, play the micro-lecture “Chemistry Vignettes: IR Spectroscopy” available at https://www.youtube.com/watch?v=n_tiHttsvYY. Discuss how the pattern of the IR radiation absorption spectrum can be used to determine the functional groups present in the molecule. Emphasize that every peak in the IR spectrum is characterized by its frequency, intensity, and shape of the band, and that these factors depend on the type of functional group present in the molecule. Further, use the video to describe the fingerprint region of the IR spectrum; this region can be used to identify an unknown organic molecule.
    3. Play the video micro-lecture “Chemistry Vignettes: Vibrational Modes” available at https://www.youtube.com/watch?v=T9tsnkO3z1Y to describe the vibrational modes of polyatomic molecules. Explain that only some vibrational modes (those that lead to a fluctuating dipole) result in absorption of IR light energy. Introduce the terms “IR active molecules” and “IR inactive molecules” by using the CO2 molecule as an example and describe its different modes of vibration.

Step 2:  Explore the topic further with a micro-lecture and associated reading

  1. Use a micro-lecture and associated reading from Prof. David Archer, the University of Chicago, to discuss the effects of IR absorption on gas molecules; further, explain vibrational modes and why certain atmospheric gases such as carbon dioxide (CO2), water vapor, and methane (CH4) act as greenhouse gases.
  2. Play the video micro-lecture “Greenhouse Gases” to describe the various modes of vibration in polyatomic gas molecules. Use the video to discuss the development of a charge imbalance (electrical dipole) in molecules due to the asymmetrical stretching or bending modes of vibration. Explain that this results in the absorption of heat energy from incident IR radiation in gas molecules such as carbon dioxide (CO2), water vapor, and methane (CH4); therefore, these gases trap the heat energy in the atmosphere and act as greenhouse gases.
  3. Use the associated Reading from Prof. David Archer’s book “Global Warming: Understanding the Forecast”, available at (pg. 29-32), for a detailed description of how chemical bonds respond to incident IR light. Explain that due to electrical dipole moments developed during molecular vibrations, some bonds absorb IR energy of specific frequencies. Use this reading to explain the various vibrational modes in polyatomic gas molecules such as water vapor and carbon dioxide (CO2).
  4. Reiterate that the absorption of incident IR radiation by these gas molecules in certain vibrational modes makes them greenhouse gases.
 Visualization: The Greenhouse Effect

As an undergraduate-level Chemistry teacher, you can use this set of computer-based tools to help you in teaching about fertilizers, types of fertilizers, the assessment of different types of fertilizers, the possible effect of fertilizer use on the environment due to greenhouse gas (GHG) emissions, and best practices to mitigate these effects.

The teaching tools in this lesson plan help students to understand the significance of GHG emissions from fertilizer use. Further, the lesson plan triggers a discussion on practices to mitigate such emissions because GHGs are possible contributors to climate change. Thus, the use of this lesson plan allows you to integrate the teaching of a climate science topic with a core topic in Chemistry.

 

Questions

Use this lesson plan to help your students find answers to:

  1. Why are fertilizers important for agriculture globally?
  2. What is the potential impact of fertilizer use on climate?
  3. How does nitrogen (N) fertilizer contribute to nitrous oxide emissions?
  4. What are the best practices to mitigate greenhouse gas emissions caused by fertilizer use?

This is a Teacher-submitted Lesson Plan.

Contributed by Dr. Shikha Gulati, Assistant Professor, Sri Venkateswara College (University of Delhi), India.

Want to know more about how to contribute? Contact us.

About Lesson Plan

Grade Level Undergraduate
Discipline Chemistry
Topic(s) in Discipline
  • Fertilizers, Types of Fertilizers
  • Fertilizers in Agriculture
  • Effects of the Use of Fertilizers on the Environment
  • Management of Fertilizers
Climate Topic
  • Climate and the Atmosphere
  • The Greenhouse Effect
Location Global
Language(s) English
Access Online
Approximate
Time Required		 30-50 min

Contents

Micro-lecture (video) (~6 min) A micro-lecture to introduce the topic of fertilizers, the need for fertilizers, the types of fertilizers used in agriculture, and the benefits and potential risks of using them.

https://ifdc.org/2013/03/15/introduction-to-fertilizer/
Visualisation (~10 min) A simplified diagram to explain the nitrogen cycle in agricultural practices and the resultant emission of a GHG nitrous oxide (N20) by the application of nitrogen (N) fertilizers.

Go to the Visualisation
Visualisation and Data Set (~10 min) A visualization and corresponding data set to show the global warming potential (GWP) of one-unit masses of various GHGs, including N20, relative to that of carbon dioxide.

https://ourworldindata.org/grapher/global-warming-potential-of-greenhouse-gases-over-100-year-timescale-gwp
Video (~5 min) A video that briefly explains how fertilizers affect plant growth and how a GHG N2O is released to the atmosphere due to soil bacterial action on N fertilizers. Best management practices (BMPs) to mitigate these adverse effects of fertilizer use are also introduced here.

https://www.youtube.com/watch?v=eD2SeH8IZZw

Here is a step-by-step guide to using this lesson plan in the classroom/laboratory. We have suggested these steps as a possible plan of action. You may customize the lesson plan according to your preferences and requirements.

1 Introduce the topic by playing a micro-lecture (video)
  • Play the micro-lecture (video) “Introduction to Fertilizer” by Dr. John Shields, interim director of the IFDC Research and Development Division. The tool will help you to introduce the topic of fertilizers, the different types of fertilizers and their compositions and their relative advantages and disadvantages.
  • Use the video to explain how excess nutrients added to the soil are harmful to the environment and discuss what the consequences could be.
  • Finally, discuss the need for using fertilizers in agriculture to feed the increasing global population.
  • The micro-lecture (video) can be accessed at: https://ifdc.org/2013/03/15/introduction-to-fertilizer/
2 Discuss the topic further by using a visualization
3 Explain using a visualization and the analysis of a data set
4 Play a video to explore possible ways to mitigate the undesired effects of fertilizer use
  • Play the video “  for an overview of the need to use fertilizers in agriculture and best management practices (BMPs) to mitigate the adverse effects of fertilizer use on global warming.
  • The video is available at: https://www.youtube.com/watch?v=eD2SeH8IZZw

 

As a high school or undergraduate Biological Sciences teacher, you can use this set of computer-based tools to help you in teaching photosynthesis, factors affecting photosynthesis, and the impact of increasing levels of atmospheric CO2 and some climate-related factors on photosynthesis.

This lesson plan enables students to understand the process of photosynthesis in plants and the various factors that influence it. Students will explore how changes in climate related factors such as CO2 levels, temperature, water availability can influence photosynthesis, thereby impacting plant growth and agricultural yields. A hands-on lab activity will enable students to assess the change in the rate of photosynthesis when CO2 concentration changes.

Thus, the use of this lesson plan allows you to integrate the teaching of a climate science topic with a core topic in the Biological Sciences.

Questions

Use this lesson plan to help your students find answers to:

  1. What is photosynthesis?
  2. What are the key differences between C3, C4, and CAM plants?
  3. How do plants respond to climate change?
  4. Discuss the impact of increasing global CO2 levels on photosynthesis.
  5. Is global food security at risk due to climate change? Explain.

This is a Teacher-submitted Lesson Plan.

Teacher-submitted lesson plan, Contributed by: Dr. Aditi Kothari-Chhajer and Dr. Neeti Mehla, Department of Botany, Sri Venkateswara College (University of Delhi), Delhi.

Want to know more about how to contribute? Contact us.

About Lesson Plan

Grade Level High School, Undergraduate
Discipline Biological Sciences
Topic(s) in Discipline
  • Photosynthesis in Plants,
  • Factors affecting Photosynthesis,
  • C3 Plants, C4 Plants,
  • CAM Plants, Calvin Cycle
Climate Topic
  • Climate and the Biosphere
Location Global
Language(s) English
Access Online, offline use
Approximate
Time Required		 100-120 min

Contents

Micro-lecture (video) (~12 min) A micro-lecture (video) that introduces the topic of photosynthesis
Click here for the video:
https://www.bozemanscience.com/photosynthesis
 Micro-lecture (video) (~7.5 min) A micro-lecture to learn about how plants have evolved to respond differently to changing climatic conditions.
Click here for the video:
https://www.youtube.com/watch?v=5ti09qMaLZU
Reading (~20 min) A reading to discuss the difference in the responses of C3 and C4 plants to rising levels of atmospheric CO2

Click here for the Reading:
https://www.nature.com/scitable/knowledge/library/effects-of-rising-atmospheric-concentrations-of-carbon-13254108
Classroom/Laboratory activity (~60 min) A classroom/laboratory activity to measure the rate at which photosynthesis occurs and note changes under variable conditions such as elevated carbon dioxide levels, a potential contributor to climate change

Click here for the activity:
https://serc.carleton.edu/sp/mnstep/activities/26481.html
Here is a step-by-step guide to using this lesson plan in the classroom/laboratory. We have suggested these steps as a possible plan of action. You may customize the lesson plan according to your preferences and requirements.
1 Introduce the topic by playing a micro-lecture (video)
  • • Introduce the topic by playing the video micro-lecture, “Photosynthesis” from bozemanscience.
  • • This video explains the process of photosynthesis, chloroplasts and photoreceptors, the light reaction and the Calvin cycle, and an overview of C3, C4, and CAM plants.
The video can be accessed at https://www.bozemanscience.com/photosynthesis.
2 Discuss the topic further by playing a video micro-lecture
  • • Play the video micro-lecture, “Plant Response to Climate Change” by Prof. Raghu Murtugudde (content developed at Science Media Centre, IISER Pune), to explain that C3 and C4 type plants evolved differently as a response to changes in temperature and CO2 levels.
  • • This micro-lecture explains the possible influence of CO2 levels and climate change on the growth of plants and consequently on vegetation and crop productivity.
The video micro-lecture is accessible at https://www.youtube.com/watch?v=5ti09qMaLZU.
3 Reading
  • • Use the reading “Effects of Rising Atmospheric Concentrations of Carbon Dioxide on Plants” from Nature Education to discuss the effects of elevated CO2 levels on the photosynthetic efficiency of field-grown plants.
  • • This reading states that plant physiology and biochemical compositions change in response to high CO2 availability. Secondary effects like changes in stomatal conductance affect efficiency of carbon fixation and water uptake in plants. Thus, differences in the responses of C3 and C4 plants under these conditions are noted.
The reading is available at https://www.nature.com/scitable/knowledge/library/effects-of-rising-atmospheric-concentrations-of-carbon-13254108
4 Classroom/Laboratory Activity
  •  • Explore, measure, and determine the rate at which photosynthesis occurs through a classroom/laboratory activity, “Designing an experiment to test the rate of photosynthesis” from the Minnesota Science Teachers Education Project.
  • • This lab activity will allow students to test the rate of photosynthesis under variable environmental conditions like light intensity, temperature, carbon dioxide levels.
  • • In this lab activity, students can test the effect of elevated
The classroom/laboratory activity can be accessed at https://serc.carleton.edu/sp/mnstep/activities/26481.html.

As a high school Chemistry teacher, this set of computer-based tools will help you to introduce the topics of hydrocarbons in fossil fuels, carbon dioxide release by fossil fuel combustion and the effect of high atmospheric carbon dioxide on climate change.

This lesson plan helps students to learn about hydrocarbons, different types of hydrocarbons, and how the products of their combustion reactions can potentially lead to climate change. Thus, the use of this lesson plan allows you to integrate the teaching of a climate science topic with a core topic in Chemistry.

Questions

Use this lesson plan to help your students find answers to:

  1. What are hydrocarbons?
  2. What types of hydrocarbons are found in commonly used fossil fuels?
  3. Discuss whether methane is a cleaner combustion fuel than methanol/ethane.
  4. Explain how the burning of fossil fuels is a potential contributor to climate change.

This is a Teacher-submitted Lesson Plan.

Contributed by Dr. Sharda Pasricha, Associate Professor, Sri Venkateswara College (Delhi University), India

Want to know more about how to contribute? Contact us.

About Lesson Plan

Grade Level High School
Discipline Chemistry, Environmental Sciences
Topic(s) in Discipline Chemistry: Fossil fuels, Hydrocarbons, Combustion reactions

Environmental Sciences: Carbon dioxide and global warming
Climate Topic
  • Climate and the Atmosphere
  • Climate and the anthroposphere
  • Energy sources and Climate change
Location Global
Language(s) English
Access Online, offline use
Approximate Time Required 45-60 min

Contents

Micro-lecture (video) (~4 min) A short video that introduces the topic of fossil fuels, how they are formed, and how the combustion/burning of fossil fuels may lead to an increase in atmospheric carbon dioxide and potentially contribute to global warming.

Find the video here:

https://www.calacademy.org/educators/whats-the-deal-with-fossil-fuels
Reading (~15 min) A reading that describes hydrocarbons as primary components of fossil fuels, types of hydrocarbons and their structures, and the products of combustion of different hydrocarbons.

Find the Reading here:

https://energyeducation.ca/encyclopedia/Hydrocarbon_combustion
Classroom/ Laboratory activity (~ 40 min) A classroom/laboratory activity that demonstrates the thermal properties of CO2, its role as a greenhouse gas, and how increased CO2 concentrations due to combustion of different hydrocarbons in fossil fuels may contribute to global warming.

Find the activity here:

www.rsc.org/Education/Teachers/Resources/jesei/co2green/home.htm

Here is a step-by-step guide to using this lesson plan in the classroom/laboratory. We have suggested these steps as a possible plan of action. You may customize the lesson plan according to your preferences and requirements.

1. Introduce the topic through a micro-lecture (video)
  • •  Introduce the topic of fossil fuels to your students by using the video micro-lecture “What’s the deal With Fossil Fuels?” developed by California Academy of Sciences and available at https://www.calacademy.org/educators/whats-the-deal-with-fossil-fuels.
  • •  Emphasize how carbon dioxide released from fossil fuel combustion may lead to global warming.
  • •  You may use this teaching tool to discuss common fossil fuels and their formation, and renewable and non-renewable sources of energy.

 
2. Discuss the topic further by using an online reading
  • •  Explore the topic in greater detail through this reading titled “Hydrocarbon Combustion” from University of Calgary, available at https://energyeducation.ca/encyclopedia/Hydrocarbon_combustion.
  • •  Use this teaching tool to demonstrate the products of the combustion of different hydrocarbons and to show the potential costs and benefits of using different fossil fuels.
  • •  You may demonstrate this by having your students note how much CO2 per molecule is released due to the combustion of different fossil fuels.

 
3. Conduct a classroom/laboratory activity
  • •  Now help your students investigate the thermal properties of CO2, its role as a greenhouse gas, and how increased CO2 concentrations due to combustion of different hydrocarbons in fossil fuels may contribute to global warming.
  • •  Use the classroom/laboratory activity titled “The carbon dioxide greenhouse - is it effective?” developed by the Royal Society of Chemistry and available at rsc.org/Education/Teachers/Resources/jesei/co2green/home.htm, and proceed with the lab activity as instructed.
  • •  While conducting the classroom/laboratory activity, have your students observe the effect of applying heat and light energy on carbon dioxide and air.
  • •  Ask your students if their observations of the thermal properties of CO2 and air allow them to better understand the relationship between increased atmospheric CO2 due to combustion of fossil fuels and an increase in Earth’s surface temperature since the industrial revolution.
  • •  You may further discuss impacts of climate change on local and global scales and on different sectors.

 

 Classroom/Laboratory Activity, Teaching Module: Cost-Benefit Analysis for Carbon Emissions Abatement
Teaching Module: Climate Change and Water Classroom/Laboratory Activity: Global Warming as a Tragedy of the Commons
Teaching Module: Climate Refugees E-learning Course: An Introduction to Climate Change
Model/Simulator: Climate Change, the Economy, and Society Reading: Books on Climate Change Economics
Game: Climate Change and Energy Reading: Economics and Global Climate Change
E-course: Introduction to Results Based Climate Finance Reading: Environmental Economics
Model/Simulator: The Economics of Oil Model/Simulator: Predicting Future Carbon Emissions

A classroom/laboratory activity to learn about the isotopes of hydrogen and oxygen, analyze the isotopic composition of ice, and understand how isotopic compositions can be used to recreate past temperatures and climate.

Students will plot graphs to analyze data from the Vostok ice core in Antarctica, learn about the ice age and the gas age, calculate past temperatures using hydrogen isotope data, and discuss the possible impacts of changes in carbon dioxide (CO2) and methane (CH4) concentrations on climate.

Use this tool to help your students find answers to:

  1. How can you use hydrogen isotope data in an ice core to determine temperature?
  2. How can the isotopic composition of air bubbles in ice cores be used to recreate past climate?

About the Tool

Tool Name Lab: Vostok Ice Core
Discipline Chemistry, Earth Sciences
Topic(s) in Discipline Isotopes, Isotopic Ratios, Isotopic Composition in paloeclimate reconstructions
Climate Topic Climate and the Cryosphere, Climate Variability Record
Type of Tool Laboratory Activity
Grade Level Undergraduate
Location Antarctica
Vostok Station
Language English
Translation
Developed by  Stephanie Pfirman, Barnard College
Hosted at Columbia University: The Climate System course taught by Peter Schlosser, Stephanie Pfirman, Mingfang Ting, Jason Smerdon
Link http://eesc.columbia.edu/courses/ees/climate/labs/vostok/
Access Online, Offline
Computer Skills Intermediate

A classroom/laboratory activity to learn about the pH of ocean water, explore the potential effects of climate change on ocean acidification, and understand the possible impacts of ocean acidification on marine organisms such as oysters.

Students will explore and analyze the relationship between the growth of oyster larvae and the chemistry of ocean water (aragonite saturation state) by plotting graphs for actual data from the Whiskey Creek Hatchery in Oregon, USA.

Use this tool to help your students find answers to:

  1. If ocean water became more acidic, how might it affect oyster populations?
  2. What are the possible impacts of climate change on the chemistry of seawater?

About the Tool

Tool Name Ocean Acidification and Oysters Lab
Discipline Chemistry
Topic(s) in Discipline pH Scale, Acids and Bases, Acidification, Ocean Carbonate Chemistry, Seawater Chemistry, Aragonite Saturation State, Ocean Acidity
Climate Topic Climate and the Hydrosphere
Type of Tool Laboratory Activity
Grade Level High School, Undergraduate
Location North America
USA
Language English
Translation
Developed by Hilary Palevsky, UW Oceanography
Hosted at Program on Climate Change, College of the Environment, University of Washington
Link https://pcc.uw.edu/education/classroom-resources/climate-teaching-modules/uwhs-atms-211-ocean-acidification-and-oysters-lab/
Access Online, Offline
Computer Skills Intermediate

(Image credit: Program on Climate Change, College of the Environment, University of Washington)
Visualization: The Changing pH of Ocean Water and Its Impact on Marine Life

A classroom/laboratory activity to understand the carbon cycle, and to explore how human activities may affect the natural carbon cycle.

Students will run a simulation to explore how an increase in fossil fuel use will affect the natural carbon cycle, and will discuss the possible impacts on flora and fauna.

Use this tool to help your students find answers to:

  1. Which components in the carbon cycle act as carbon sinks?
  2. What are the possible impacts of deforestation on the natural carbon cycle? How might these changes affect the Earth’s climate?

About the Tool

Tool Name The Habitable Planet – Carbon Lab
Discipline Chemistry
Topic(s) in Discipline Carbon Cycle, Biogeochemical Cycles, Environmental Chemistry
Climate Topic Long-term Cycles and Feedback Mechanisms
Type of Tool Laboratory Activity
Grade Level High School
Location  Global
Language English
Translation
Developed by Annenberg Learner
Hosted at Annenberg Learner
Link https://www.learner.org/courses/envsci/interactives/carbon/index.php
Access Online
Computer Skills Intermediate
Teaching Module: Analyzing Climate Science Data through Simple Statistical Techniques Classroom/Laboratory Activity (in French): Using Oxygen Isotopic Compositions to Determine Past Climate
Video,Visualization: Climate Change and Glaciers in the European Alps Classroom/Laboratory Activity: Climate Change, the Cryosphere, and Rising Sea Levels

As an undergraduate-level Biological Sciences teacher, you can use this set of computer-based tools to help you in teaching topics such as microbes, microbial growth, the role of microbes in the climate system, and the effects of global climate change on microbial growth and survival.

The lesson plan allows students to learn about the relationship between microbes, the environment, and climate. The activity will explore the specific roles played by various microbes in the climate system.

Thus, the use of this lesson plan allows you to integrate the teaching of a climate science topic with a core topic in the Biological Sciences.

Questions

Use this lesson plan to help your students find answers to:

  1. What are microbes? 
  2. What are the factors that influence microbial growth? 
  3. What is the relationship between microbes and climate? 
  4. How might climate change affect microbial growth and survival?

This is a Teacher-submitted lesson plan.

Contributed by Dr. Vandana Malhotra and Dr. Meeta Bhardwaj, Department of Biochemistry, Sri Venkateswara College (University of Delhi), India.

Want to know more about how to contribute? Contact us.

About Lesson Plan

Grade Level High School, Undergraduate
Discipline Biological Sciences
Topic(s) in Discipline • Microbes
• Environment
• Bacterial Growth and Adaptation
• Gas Cycling
• Greenhouse Gases
Climate Topic Climate and the Biosphere
Location Global
Languages English
Access Online
(some material can be downloaded for offline use)
Approximate Time Required 120-150 min

Contents

Video (~3 min) A micro-lecture that provides an overview of microbes, their classification, and their importance in the biosphere.

https://www.rmit.edu.au/media-objects/multimedia/video/seh/how-stuff-works/what-are-microbes
Animation/Video (~3 min) An animation/video that describes the environmental factors required for microbial growth and explains the effects of changing environmental conditions on microbial growth by using temperature as an example.

http://highered.mheducation.com/sites/0072501855/student_view0/chapter16/animation_quiz_1.html
Reading (~50 min) A reading that introduces the relationship between microbes and climate change while describing microbial diversity in different environments.

http://microbiologyonline.org/file/561774836e6880dd93a63f9eb466b06d.pdf
Classroom activity (~60 min) A classroom activity to identify the relationship between a specific microbe and climate.

https://www.mbari.org/wp-content/uploads/2016/01/Microbe-climate_student.pdf

Here is a step-by-step guide to using this lesson plan in the classroom/laboratory. We have suggested these steps as a possible plan of action. You may customize the lesson plan according to your preferences and requirements.

1.Introduce the topic through videos
  • When teaching the topic of microbes, discuss the relationship between microbial life and climate. As climate change alters the environment, microorganisms respond, adapt, and evolve in their surroundings. Microorganisms have generation times that may be as short as a few hours; therefore, they respond to environmental and climate-related changes at a faster rate than most other organisms. Thus, microbes are ideal systems for understanding the effects of climate change on biological systems.
  • • Play the micro-lecture (approx. 3 min) “What Are Microbes?” to provide an overview of microbes, their classification, and their role in the biosphere.
  • • The micro-lecture “What Are Microbes?”, provided by RMIT University and contributed by Dr. Taghrid Istivan, is available at https://www.rmit.edu.au/media-objects/multimedia/video/seh/how-stuff-works/what-are-microbes.
  • • Discuss the significant role of microbes in sustaining life on earth.
  • • Now, play the animation/video (approx. 3 min) “Food Pathogens and Temperature” to illustrate how microbial growth depends on various environmental factors. Use the graphs in the animation to explain the effect of changing temperature on microbial growth. Proceed to explain how global warming may affect microbial growth and establish a relationship between the environment and microbes.
  • • The animation/video “Food Pathogens and Temperature” is provided by McGraw Hill and is available at http://highered.mheducation.com/sites/0072501855/student_view0/chapter16/animation_quiz_1.html.
  • • Note: This tool requires a Flash player, and therefore, may not play in some browsers. Please enable the Flash player or use a browser (such as Firefox) that supports the playback of Flash content.
2.  Discuss the topic further through a reading activity
  • •  Now, use the handout in the reading “Microbes and Climate Change” to explain the crucial role of microbes in the environment. Discuss the role of microbes in gas cycling, the consumption and production of greenhouse gases by microbes, and the resulting effects on climate.
  • • This reading discusses the role of microbes in ecological systems and their role in the biogeochemical cycling of elements such as carbon and nitrogen.
  • • This handout and reading is provided by the Microbiology Society and is available at https://microbiologysociety.org/uploads/assets/uploaded/f4c5c7a3-3386-427b-a5cafc7d2102806c.pdf. 
  • • Note: More information on the relationship between microbes and climate/climate change can be found in the Additional Resources section.
3. Conduct a classroom activity

 

As a high school Biological Sciences teacher, you can use this set of computer-based tools to help you in teaching about chromosomal and environmental sex determination in various species, and the factors that influence sex determination in sea turtles.

This lesson plan allows students to learn about the mechanisms for determination of gender in different species, and specifically, in sea turtles. The activity will help students understand the possible effects of climate change (specifically, increase in temperature) on the sex ratio and population of sea turtles.

Thus, the use of this lesson plan allows you to integrate the teaching of a climate science topic with a core topic in Biological Sciences.

Questions

Use this lesson plan to help your students find answers to:

  • 1. Discuss sex determination in various biological species.
  • 2. Explain chromosomal sex determination and environmental sex determination.
  • 3. How might climate change influence sex determination in sea turtles?
  • 4. How might climate change affect sea turtle population, in particular, and marine ecosystems, in general?

This is a Teacher-submitted lesson plan.

Contributed by Dr. Ravindra Varma Polisetty, Assistant Professor, Sri Venkateswara College (University of Delhi), India.

Want to know more about how to contribute? Contact us.

About Lesson Plan

Grade Level High School
Discipline Biological Sciences
Topic(s) in Discipline • Sex Determination in Species
• Chromosomal Sex Determination
• Environmental Sex Determination (ESD)
• Sea Turtle Biology
• Biodiversity, Ecology
Climate Topic Climate and the Biosphere
Location Global,  Florida (USA)
Languages English
Access Online (some material can be downloaded for offline use)
Approximate Time Required 75 – 90 min

Contents

Micro-lecture (video) (~6 min) A micro-lecture (video) that introduces the topic of sex determination in various biological species and explains the influence of environmental factors such as temperature on sex determination in some species.

https://ed.ted.com/lessons/sex-determination-more-complicated-than-you-thought
Video (~8 min) A video that explains how climate change may alter the sex ratio in sea turtles and may cause species extinction.

https://www.pbs.org/newshour/show/sea-turtles
Classroom/ Laboratory activity (~ 60 min) A classroom/laboratory activity to observe, understand, and discuss the effects of climate change on soil temperature near sea turtle nests, and the possible consequences on the sex ratio of sea turtles.

http://www.cpalms.org/Public/PreviewResourceLesson/Preview/75527 (Part 4 – Laboratory Activity and Analysis Questions)

Here is a step-by-step guide to using this lesson plan in the classroom/laboratory. We have suggested these steps as a possible plan of action. You may customize the lesson plan according to your preferences and requirements.

 

1. Introduce the topic through a micro-lecture (video)
  • • Introduce the topic of sex determination in various species.
  • • Discuss chromosomal and environmental sex determination with examples.
  • • Play the micro-lecture (video, approx. 6 min) “Sex Determination: More complicated than you thought” to introduce the topics of sex determination, chromosomal sex determination in various biological systems, and the role of environmental factors in determining the sex of some species.
  • • The video provided by TED-Ed can be accessed at https://ed.ted.com/lessons/sex-determination-more-complicated-than-you-thought
2. Play a video
  • • Discuss environmental sex determination in sea turtles and emphasize the possible impact of climate change on sea turtle populations. You may briefly introduce the topic of climate change to your students now.
  • • Play the short video (approx. 8 min) “Climate change is hurting the sex lives of sea turtles” to explain how an increase in Earth’s temperature due to climate change might adversely alter the sex ratio of sea turtles and might subsequently impact sea turtle population.
  • • The video “Climate change is hurting the sex lives of sea turtles”, provided by PBS NewsHour, is available at https://www.pbs.org/newshour/show/sea-turtles.
3. Conduct a classroom/laboratory activity Now, conduct the classroom/laboratory activity in Part 4 of the teaching module “Sea Turtle Sex and Climate Change” (from CPALMS) to explore the topic in more detail. This activity will help students to build models of sea turtle nests, simulate the effects of rising temperature due to climate change by using different light sources, collect data, and discuss the possible effects of climate change on the sex ratio and population of sea turtles.

 
Classroom/Laboratory Activity: Determining Coastal Vulnerability to Sea-Level Rise Flood Visualization: The Effects of Sea-level Rise on the Coast of California
Classroom/Laboratory Activity: Climate Change and Food Security in Africa Classroom/Laboratory Activity: Glacial Retreat in Glacier National Park
Visualization: If Global Temperature Rises by 4 °C E-learning Course: Impact of Climate Change on Cities
Visualization: Melting Ice Sheets and Sea Level Rise Visualization: Glaciers and Climate Change
Reading: Glaciers as Indicators of Climate Change Reading: Climate Change and Agriculture
Reading: Changes in Intensity and Frequency of Hurricanes Reading: Hurricanes and Climate Change
Classroom/Laboratory Activity: Squirrel Species Distribution and Climate Change Classroom/Laboratory Activity: Malaria and Climate Change

A classroom/laboratory activity to learn about phenology and phenological events, and to understand the potential impacts of climate change on periodic life-cycle events in plants, specifically, on the bloom date of North American lilac shrubs.

Students will use phenology data on flowering patterns to create graphs, and will then interpret and discuss their findings.

Use this tool to help your students find answers to:

  1. Name some phenological events in plants and animals.
  2. What are the possible impacts of climate change on the flowering of plants?
Tool Name Why fly south? How climate change alters the phenology of plants and animals
Discipline Biological Sciences
Topic(s) in Discipline Phenology, Phenological Events, Plant and Animal Life Cycle Events, Flowering of Plants, Migration of Birds
Climate Topic Climate and the Biosphere
Type of Tool Laboratory Activity
Grade Level High School
Location North America
USA
Language English
Translation
Developed by GK-12 Fellows Liz Schultheis and Dustin Kincaid
Hosted at W. K. Biological Station, Michigan State University
Link http://kbsgk12project.kbs.msu.edu/blog/2012/11/06/why-fly-south-how-climate-change-alters-the-phenology-of-plants-and-animals/
Access Online, Offline
Computer Skills Intermediate

Lilac Flowers(Image credit: Royal Botanical Gardens Lilac Celebration Image at Wikipedia)

 Classroom/Laboratory Activity: Survival Skills—Response of Organisms to Climate Change
Classroom/Laboratory Activity: Climate Change and Leaf-out in Plants

A series of micro-lectures (videos) for an overview of the relationships between the Earth's climate, the biosphere, and the lithosphere.

Climate Science Education Series
A collection of micro-lectures  by Raghu Murtugudde, Professor, University of Maryland, USA
Developed by Science Media Center, Indian Institute of Science Education and Research, Pune, India

Students will learn about topics such as

  • Plate tectonics, formation of mountains, climate and biological evolution
  • Plant responses to changes in atmospheric CO2
  • What determines the distribution of species on planet Earth?
  • How humans are affecting climate, and how climate influences human evolution

Use this tool to help your students find answers to:

  1. Are humans changing climate to such an extent that species cannot adapt?
  2. How have the Himalayas influenced climate and affected vegetation?
  3. What is the impact of mean temperature on leaf morphology?
  4. How does climate change affect competition between C3 and C4 plants?
  5. How does human migration affect species distribution?


Structure

Structure of the Earth


Geo-Biosphere

Introduction to the Geo-Biosphere


Tectonics

Plate Tectonics, Plate Movement and Plate Reconstruction


Indian Plate

Movement of the Indian Plate, Climate Change and Biological Response


Timescales

Geologic Timescales


Tree

Tree of Life


Allometric

Allometric and Isometric Scaling


Allopatric

Effect of Climate on Biology: Allopatric Speciation


Flowers

Evolution of Plants, Flowers and Seeds


Life

Life and the Evolution of Earth’s Atmosphere


Leaf

Climate Impacts on Leaf Morphology


Plants

Plant Response to Climate Change


Biodiversity

Environmental Variability and Biodiversity


Species

Environmental Variability and Distribution of Species


Biosphere

Climate, The Earth’s Atmosphere & The Biosphere


Evolution

Human Origins, Human Evolution and Climate


Extinction

Human Migration and Species Extinction


Species

Human Induced Change and Effect on Species


Sex Selection

Climate and Sex Selection

(Image Credits:
Encyclopedia Britannica, World Wildlife Fund, Quora, Smithsonian Mag, This Fish Info, NOAA, Amolife, LoveThisPic, Wikipedia, Simple Wikipedia, WikiMedia Commons, Nature, FreePNGImg, City University of Seattle)
Teaching Module: Climate Change & Phenological Events in Plants and Animals Game: Climate Change and Human Health—Analysis and Policies
Reading: Phenology and Climate

As a high school or undergraduate Geography, Earth Sciences, or Physics teacher, you can use this set of computer-based tools to help you in teaching about heat transport in the atmosphere, atmospheric circulation, and the Hadley Cell and Hadley Circulation.

Geography/Earth Sciences: The lesson plan also helps students to understand the effects of Hadley Circulation on global precipitation patterns, the geographical distribution of deserts, and trade winds.

Physics: The lesson plan also helps students to apply the law of conservation of angular momentum and understand the concept of a thermally direct cell.

Thus, the use of this lesson plan allows you to integrate the teaching of a climate science topic with a core topic in Geography, Earth Sciences, or Physics.

Questions

Use this lesson plan to help your students find answers to:

  1. How does the Hadley Cell transport heat in the atmosphere?
  2. Describe the geographical distribution of deserts. How does Hadley Circulation influence this distribution?
  3. What are the possible effects of climate change on Hadley Circulation?
  4. What might be the potential impacts of Hadley Cell expansion on Earth’s climate, global precipitation patterns, and the geographical distribution of deserts?

The global circulation

Hadley-global-circulation-cells

About Lesson Plan

Grade Level High School, Undergraduate
Discipline Geography, Earth Sciences, Physics
Topic(s) in Discipline Geography and Earth Sciences: Hadley Cell, Hadley Circulation, Heat Transport in the Atmosphere, Atmospheric Circulation, Global Precipitation Patterns, Geographical Distribution of Deserts, Coriolis Effect, Trade Winds, Intertropical Convergence Zone (ITCZ)

Physics: Hadley Cell, Hadley Circulation, Heat Transport in the Atmosphere, Thermally Direct Cell, Law of Conservation of Angular Momentum
Climate Topic Climate and the Atmosphere
Location Global
Languages English
Access Online
Approximate Time Required 80 – 130 min

Contents

Micro-lecture (video)

(~7 min)

 A micro-lecture (video) that introduces heat transport in the atmosphere and the Hadley Cell, and explains the reasons for the current geographical distribution of deserts on Earth.

https://www.youtube.com/watch?v=GIfiCL5_9qE&list=PLZbgNdSTyWDYUZxJ3U0wQ-yvnSwtLtQqp
 Reading

(~20 – 30 min)

 A reading that discusses the Hadley Cell in more detail and explains a simple model for the Hadley circulation, using the law of conservation of angular momentum.

https://www.seas.harvard.edu/climate/eli/research/equable/hadley.html
Classroom/  Laboratory activity

(40 – 80 min)

 A classroom/laboratory activity that uses the NASA MERRA reanalysis model for a more detailed illustration of the Hadley Circulation and its importance in Earth’s climate system.

https://pcc.uw.edu/education/classroom-resources/climate-teaching-modules/uwhs-atms-211-hadley-circulation-using-nasa-merra-reanalysis-model/

Here is a step-by-step guide to using this lesson plan in the classroom/laboratory. We have suggested these steps as a possible plan of action. You may customize the lesson plan according to your preferences and requirements.

1.Introduce the topic through a micro-lecture (video)
  • • Introduce the topic of heat transport in the atmosphere and Hadley Cell by playing the micro-lecture “Hadley Circulation Cell” by Prof. Raghu Murtugudde, University of Maryland (content developed for the TROP ICSU project at Science Media Center, IISER Pune).
  • • The micro-lecture (video) “Hadley Circulation Cell” is available at https://www.youtube.com/watch?v=GIfiCL5_9qE&list=PLZbgNdSTyWDYUZxJ3U0wQ-yvnSwtLtQqp
2. Discuss the topic in more detail by using a reading
  • • Discuss the Hadley Cell and a simple atmospheric circulation model in more detail by using the reading “Hadley Cells” from Harvard University.
  • • The reading applies the law of conservation of angular momentum to explain a simple model for the Hadley cell and also introduces a possible explanation for equable climates in the past (Cretaceous period).
  • • https://www.seas.harvard.edu/climate/eli/research/equable/hadley.html
3. Conduct a classroom/ laboratory exercise

 

As a high school or undergraduate Biological Sciences teacher, you can use this set of computer-based tools to help you in teaching the phenology of plants, and phenological events in plants such as leaf-out.

This lesson plan allows students to understand phenology and phenological events in plants and animals. Further, the activities help students to determine the possible relationship between climate and phenological events such as leaf-out in plants. The exercises stimulate thinking about the possible impact of climate change on these periodic life-cycle events.

Thus, the use of this lesson plan allows you to integrate the teaching of a climate science topic with a core topic in the Biological Sciences.

Questions

Use this lesson plan to help your students find answers to:

  • 1. What is phenology?
  • 2. Name some phenological events in plants and animals.
  • 3. What are the climate-related factors that may affect leaf-out in plants?
  • 4. Which phenological events in plants could be affected by a change in the average spring temperature?

Red Maple

About Lesson Plan

Grade Level High School, Undergraduate
Discipline Biological Sciences
Topic(s) in Discipline • Phenology in Plants
• Phenological Events in Plants
• Life-cycle Events in Plants
• Leaf-out in Plants
Climate Topic Climate and the Biosphere
Location Global, USA
Languages English
Access Online, Offline
Approximate Time Required 100 – 110 min

Contents

Reading (30 – 40 min) A reading that introduces the topic of phenology, its significance, and the link between plant phenology and climate.

http://budburst.org/phenology-defined
Classroom/ Laboratory activity (~60  min) A classroom/laboratory activity to explore the possible role of climate-related environmental factors in the timing of leaf-out in plants (specifically, red maple leaf-out in New England).

https://extension.umaine.edu/signs-of-the-seasons/resources-for-educators/red-maple-leaf-out/

Here is a step-by-step guide to using this lesson plan in the classroom/laboratory. We have suggested these steps as a possible plan of action. You may customize the lesson plan according to your preferences and requirements.

1.Introduce the topic by using a reading
  • • Introduce the topic of phenology, its significance, and the link between plant phenology and climate by using the reading, “About Phenology” from Budburst, a project of Chicago Botanic Garden.
  • • The reading can be accessed at http://budburst.org/phenology-defined
  • • Discuss a few phenological events (periodic life-cycle events) in plants and animals.
2. Discuss using an online reading

As a high school or undergraduate Biological Sciences teacher, you can use this set of computer-based tools to help you in teaching the phenology of plants, and phenological events in plants such as flowering.

This lesson plan allows students to understand phenology and phenological events in plants and animals. Further, the activities help students to determine the possible relationship between climate and phenological events such as flowering in plants. The exercises stimulate thinking about the possible impact of climate change on these periodic life-cycle events.

Thus, the use of this lesson plan allows you to integrate the teaching of a climate science topic with a core topic in the Biological Sciences.

Questions

Use this lesson plan to help your students find answers to:

  1. What is Phenology?
  2. Name some phenological events in plants and animals.
  3. What are the climate-related factors that may affect the flowering of plants?
  4. Which phenological events in plants could be affected by an increase in the average global temperature?

About Lesson Plan

Grade Level High School, Undergraduate
Discipline Biological Sciences
Topic(s) in Discipline • Phenology in Plants
• Phenological Events in Plants
• Life-cycle Events in Plants
• Flowering of Plants
Climate Topic Climate and the Biosphere
Location Global, USA
Languages English
Access Online, Offline
Approximate Time Required 90 – 130 min

Contents

Reading

(20 – 30 min)

 A presentation (reading, discussion) that introduces the topic of phenology and its significance.

https://extension.umaine.edu/signs-of-the-seasons/wp-content/uploads/sites/6/2014/08/What-is-Phenology.pptx

from the Supplemental Resources Section at https://extension.umaine.edu/signs-of-the-seasons/resources-for-educators/
Classroom/ Laboratory activity

(60 – 90 min)

 A classroom/laboratory activity to discuss and understand the potential impacts of climate change on the phenology of plants (specifically, the bloom date of North American lilac shrubs).

http://kbsgk12project.kbs.msu.edu/blog/2012/11/06/why-fly-south-how-climate-change-alters-the-phenology-of-plants-and-animals/

Here is a step-by-step guide to using this lesson plan in the classroom/laboratory. We have suggested these steps as a possible plan of action. You may customize the lesson plan according to your preferences and requirements.

1. Introduce the topic by using a presentation/reading
2. Conduct a classroom/ laboratory activity

As a high school or undergraduate Mathematics teacher, you can use this set of computer-based tools to help you in teaching topics such as integration, definite integral, area under a curve, and Riemann sum in Introductory Calculus.

This lesson plan allows students to understand Riemann sum, calculate the area under a curve using Riemann sum, and explore how this value converges to a definite integral. The activity helps students to apply the Riemann sums method for analysis and comparison of data on CO2 emission, which is considered to be a significant contributor to climate change.

Thus, the use of this lesson plan allows you to integrate the teaching of a climate science topic with a core topic in Mathematics.

Questions

Use this lesson plan to help your students find answers to:

  • 1. For a given function f(x) and n, calculate the left Riemann sum and right Riemann sum.
  • 2. For the same f(x) (as above) and double the value of n (from above), calculate and compare the left and right Riemann sums.
  • 3. Using Riemann sums, calculate and compare the total CO2 emissions (data records provided in the activity) for the U.S. and China from 1980 to 2015. What are the possible effects of these CO2 emissions on the Earth’s climate?

Left-handed and Right-handed Riemann sums of an increasing function

About Lesson Plan

Grade Level High School, Undergraduate
Discipline Mathematics
Topic(s) in Discipline • Calculus, Integration
• Definite Integral
• Area under a Curve
• Riemann Sum
Climate Topic •  Energy, Economics, and Climate Change
• Climate and the Anthroposphere
• Policies, Politics, and Environmental Governance
Location USA and China
Languages English
Access Online, Offline
Approximate Time Required 90 – 120 min

Contents

Reading and Associated Activity

(30 – 60 min)

 A reading that introduces Riemann sum and the types of Riemann sums. It describes the calculation of the area under a curve by using Riemann sum, and explains how this value can converge to the definite integral.
https://mathinsight.org/calculating_area_under_curve_riemann_sums
Classroom/ Laboratory activity

(~60 min)

 A classroom/laboratory activity to analyze CO2 emissions data for the U.S. and China by using Riemann sums for the calculation of area under the curve.
http://sustainabilitymath.org/calculus-materials/

Here is a step-by-step guide to using this lesson plan in the classroom/laboratory. We have suggested these steps as a possible plan of action. You may customize the lesson plan according to your preferences and requirements.

1. Introduce the topic by using a reading and an associated activity
2. Conduct Classroom/ Laboratory activity (~60 min)
  • • Then, help your students apply the learned concepts through a hands-on classroom/laboratory activity, “U.S. and China CO2 Emissions”, by Thomas J. Pfaff at Sustainability Math. This activity uses CO2 emission data and population data for the U.S. and China for the period 1980 to 2015.
  • • This activity will help students to
  • • analyze CO2 emissions for each country
  • •  compare the CO2 emissions for the countries by using Riemann sums for the data from 1980 to 2015
  • •  create a proposal for emission reduction by considering past and current CO2 emissions for the two countries
  • •  Go to http://sustainabilitymath.org/calculus-materials/
  • • Download the material in the project, “U.S. and China CO2 Emissions”, under Calculus I – Integration Related Projects.
  • •  Students can perform the exercises described in the Word file by using the data in the Excel file.

 

Integral as the area under a curve

As an undergraduate Economics teacher, you can use this set of computer-based tools to help you in teaching cost-benefit analysis.

This lesson plan will help students to understand the principles of cost-benefit analysis. The activities will allow students to apply cost-benefit analysis to global climate change, in general, and to carbon abatement (an action to mitigate climate change).

Thus, the use of this lesson plan allows you to integrate the teaching of a climate science topic with a core topic in Economics.

Cost Benefit Analysis

Questions

Use this lesson plan to help your students find answers to:

  • 1. Explain the principles of cost-benefit analysis
  • 2. What are the possible limitations of measuring the costs of climate change in terms of the GDP?
  • 3. How can cost-benefit analysis be applied to carbon emissions abatement?

Global Greenhouse Gas Abatement Cost Curve for 2030

About Lesson Plan

Grade Level Undergraduate
Discipline Economics
Topic(s) in Discipline
  • • Cost-Benefit Analysis
  • • Carbon Abatement
  • • Energy, Economics and Climate Change
Climate Topic
  • • Energy, Economics, and Climate Change
  • • Policies, Politics, and Environmental Governance
  • • Mitigation
Location Global
Languages English
Access Online, Offline
Approximate Time Required 150 – 180 min

Contents

Reading (20 – 30 min) A reading that introduces the principles of cost-benefit analysis.

http://www.sjsu.edu/faculty/watkins/cba.htm
Reading (~45 – 60 min) A reading to discuss the economic analysis of climate change and specifically, cost-benefit studies of global climate change.

Ch. 2 (Economic Analysis of Climate Change), pg. 15-25 (Cost-Benefit Studies of Global Climate Change) http://www.ase.tufts.edu/gdae/education_materials/modules/The_Economics_of_Global_Climate_Change.pdf
Classroom/ Laboratory activity

(~80 min)

 A classroom/laboratory activity to perform cost-benefit analysis of carbon emissions abatement.

https://serc.carleton.edu/integrate/teaching_materials/carbon_emissions/unit5.html
Here is a step-by-step guide to using this lesson plan in the classroom/laboratory. We have suggested these steps as a possible plan of action. You may customize the lesson plan according to your preferences and requirements.
1.Introduce the topic by using a reading
2.Discuss the topic in more detail by using another reading
3. Conduct a classroom/laboratory activity
 

As an undergraduate Economics teacher, you can use this set of computer-based tools to help you in teaching the concept of the tragedy of the commons.

This lesson plan will help students to understand the concept of tragedy of the commons, and to identify the “commons” and the “tragedy” in some example problems. In the activity, students will examine climate change as a tragedy of the commons and will discuss possible economic solutions (policy, development) for the problem.

Thus, the use of this lesson plan allows you to integrate the teaching of a climate science topic with a topic in Economics.

Introduction to Tragedy of Commons

Questions

Use this lesson plan to help your students find answers to:

  • 1. Describe the concept of tragedy of the commons.
  • 2. Discuss climate change as a tragedy-of-the-commons problem. Identify the “commons” and the “tragedy”.
  • 3. Explain why “atmospheric sinks for greenhouse gases” can be considered as a “commons”.
  • 4. Discuss different types of governance solutions for climate change as a tragedy of the commons. Analyze the strengths and weaknesses of each type of solution.

Understanding Tragedy of the Commons using Climate Change

About Lesson Plan

Grade Level Undergraduate
Discipline Economics
Topic(s) in Discipline • Tragedy of the Commons
• The Economics of Climate Change
Climate Topic • Energy, Economics, and Climate
• Policy, Politics, and Environmental Governance
Location Global
Languages English
Access Online , Offline
Approximate Time Required 120 min

Contents

Micro-lecture (video)

(~11 min)

 A micro-lecture (video) that introduces the concept of tragedy of the commons and provides examples to explain the terms “tragedy” and “commons”.

https://www.coursera.org/lecture/sustainability/tragedy-of-the-commons-MtxUU
Classroom/ Laboratory activity

(~50 min)

 A classroom/laboratory activity to further understand tragedy of the commons through case studies, discuss “Earth’s atmosphere” as a commons and “global warming” as a tragedy, and propose solutions to solve this tragedy-of-the-commons problem.

https://serc.carleton.edu/integrate/programs/implementation/program2/activities/135953.html
Reading (~60 min) A reading that discusses climate changeas a tragedy-of-the-commons problem (atmospheric sinks for greenhouse gases are the commons), provides an overview of current climate change governance, and describes polycentric governance strategies to address global climate change at various levels and scales.

https://www.lincolninst.edu/sites/default/files/pubfiles/climate-change_0.pdf

Here is a step-by-step guide to using this lesson plan in the classroom/laboratory. We have suggested these steps as a possible plan of action. You may customize the lesson plan according to your preferences and requirements.

1.Introduce the topic through a micro-lecture (video)
  • • Play the micro-lecture “Tragedy of the Commons”to introduce the concept of tragedy of the commons.
  • • The micro-lecture (video) “Tragedy of the Commons”, delivered by Dr. Jonathan Tomkin, from the Introduction to Sustainability course by University of Illinois at Urbana-Champaign is available on Coursera at https://www.coursera.org/lecture/sustainability/tragedy-of-the-commons-MtxUU.
  • • Guide a brief discussionamong students to cite other examples of the tragedy of the commons problem,andto identify the “commons” and the “tragedy” in each example.
2. Conduct a classroom/laboratory activity
3. Discuss solutions through a reading
  • •  Read “Climate Change: The Ultimate Tragedy of the Commons” by Jouni Paavola in “Property in Land and Other Resources”, edited by Daniel H. Cole and Elinor Ostrom, Cambridge, MA: Lincoln Institute of Land Policy, pp. 417-433.
  • • The reading “Climate Change: The Ultimate Tragedy of the Commons” is available at https://www.lincolninst.edu/sites/default/files/pubfiles/climate-change_0.pdf.
  • •  This reading describes climate change as a tragedy of the commons problem (atmospheric sinks for greenhouse gases are the commons) and analyzes the current state of climate change governance.It alsodiscussespolycentricity as a governance approach to address global climate change at various levels and scales, providing specific examples ofthe Cities for Climate Change program and the Cement Sustainability Initiative.

 

As a high school or undergraduate Social Sciences or Environmental Sciences teacher, you can use this set of computer-based tools to help you in teaching topics such as Food Security, Agriculture, Climate Change and Food Security, and Climate Change and Agriculture.

This lesson plan helps students understand the various aspects of food security, and the challenges faced in food security and agriculture at different locations across the world. The activities explore the two-way relationship between agriculture and climate: the impact of food production on the climate, and the possible effects of climate change on agricultural production through location-specific examples.

Thus, the use of this lesson plan allows you to integrate the teaching of a climate science topic with a core topic in Social Sciences or Environmental Sciences.

Global Food Security Index

GFSI

Questions

  Use this lesson plan to help your students find answers to:

  1. Define food security.
  2. What are the climate-related factors that influence crop yield?
  3. How might agricultural practices and livestock farming contribute to climate change?
  4. How could climate change affect global food security?
  5. Identify actions that could reduce the impact of food production on climate change.

Climate change and food security

About Lesson Plan

Grade Level High School, Undergraduate
Discipline • Social Sciences
• Environmental Sciences
Topic(s) in Discipline • Food Security
• Agriculture
• Climate Change and Food Security
• Climate and the Food System
• Climate Change and Agriculture
Climate Topic • Climate and Food
• Climate Change and Food Security
• Climate Change and Agriculture
Location • Global
• Africa
Languages English
Access Online, Offline
Approximate Time Required 90 – 130 min

Contents

Micro-lectures (video) (~26 min) Two micro-lectures that introduce the concept of food security, explain the factors that impact food security globally, and provide examples to explain the link between food production and climate change.

https://www.coursera.org/learn/future-of-energy/lecture/5nlWc/climate-change-and-food-security-part-1

https://www.coursera.org/learn/future-of-energy/lecture/cdxIG/climate-change-and-food-security-part-2
Teaching Module (high school) (~55 min)

OR

 For high-school level:

A teaching module to explain the relationship between the food system and climate change, and to determine actions that can reduce the impact of the food system on climate change.

http://www.foodspanlearning.org/_pdf/lesson-plan/unit2/lesson5-climate-lessonplan.pdf

http://www.foodspanlearning.org/_pdf/lesson-plan/unit2/lesson5-climate-slides.pdf

http://www.foodspanlearning.org/_pdf/lesson-plan/unit2/lesson5-climate-handoutsandguides.pdf
Classroom/ Laboratory activity (undergraduate) (~90 min) For undergraduate level:

A classroom/laboratory activity that uses the example of cocoa production in Africa to help students explore suitable climatic conditions for a crop and to determine how climate change may affect food production.

https://serc.carleton.edu/integrate/teaching_materials/food_security/unit3.html

Here is a step-by-step guide to using this lesson plan in the classroom/laboratory. We have suggested these steps as a possible plan of action. You may customize the lesson plan according to your preferences and requirements.

1.Introduce the topic by playing two micro-lectures (videos)
2. Conduct the activities in a teaching module

(high- school level)

OR
2. Conduct a classroom/laboratory activity

(undergraduate level)
  • • For undergraduate level:
  • • Next, explore the topic further though a hands-on activity, “Climate Change and Food Security”, compiled by Russanne Low (Institute for Global Environmental Strategies), Rebecca Boger (Brooklyn College), and Amy E. Potter (Armstrong State University).
  • • In this activity, students will learn about the relationship between climate change and food production through the case study of cocoa production in Africa. They will create maps by using the ArcGIS Online tool.
  • • Go to https://serc.carleton.edu/integrate/teaching_materials/food_security/unit3.html
  • • Download the teaching materials available.
  • • Conduct the activities described in the Study Unit.

 

As a high school Biology / Biological Sciences and Environmental Sciences teacher, you can use this set of computer-based tools to help you in teaching about human health and diseases, vectors and vector-borne diseases such as malaria.

This lesson plan allows students to study the geographical distribution and spread of diseases. Further, students can explore how climate change could impact the spread of vector-borne diseases (specifically, malaria) and could consequently affect human health outcomes. The activity will also help students to identify policies for adapting to and mitigating the spread of diseases.

Thus, the use of this lesson plan allows you to integrate the teaching of a climate science topic with a core topic in the Biological Sciences.

Questions

Use this lesson plan to help your students find answers to:

  • 1. What are the major vector-borne diseases and their symptoms? What is the current geographical distribution of these diseases globally?
  • 2. Explain whether climate-related factors could influence the distribution and spread of vector-borne diseases.
  • 3. How could an increase in the average global temperature affect the geographical distribution of malaria?
  • 4. Recommend specific actions/policies that can help in mitigating the spread of vector-borne diseases caused by a rise in average global temperature, increase in sea-levels, and growth in population.
Malaria

About Lesson Plan

Grade Level High School
Discipline Biological Sciences, Environmental Sciences
Topic(s) in Discipline • Protozoa, Vectors, Vector-borne Diseases
• Malaria,  Climate Change and the Spread of Malaria
• Climate Change and Human Health
Climate Topic Climate and Health
Location Global, USA
Languages English
Access Online (some material can be downloaded for offline use)
Approximate Time Required 150-190 min

 

Contents

Reading (20 – 30 min) A reading that provides an overview of vectors and vector-borne diseases.
http://www.who.int/news-room/fact-sheets/detail/vector-borne-diseases
Video (~8 min) A video that explains the potential impact of climate change on disease vectors and the spread of diseases, and consequently, on human health outcomes.
https://www.youtube.com/watch?v=jDueuwB3Tcs
Classroom/ Laboratory activity (60 – 90 min) A classroom/laboratory activity to examine maps on malaria distribution, study temperature data, establish potential links between disease distribution and temperature, and predict the effect of climate change on disease distribution.
https://www.strategies.org/wp-content/uploads/2011/12/Mosquitoes_May02.pdf
Game (computer-based) (~60 min) A computer-based game to help students understand the impact of climate on health, identify diseases, and choose actions or policies for adapting to and mitigating the spread of diseases.
http://playgen.com/play/climate-health-impact/

Here is a step-by-step guide to using this lesson plan in the classroom/laboratory. We have suggested these steps as a possible plan of action. You may customize the lesson plan according to your preferences and requirements.

1. Introduce the topic with the help of a reading
  • • The reading, “Vector-borne diseases”, is a fact sheet from the World Health Organization (WHO), and is available at: http://www.who.int/news-room/fact-sheets/detail/vector-borne-diseases
  • • With the help of the reading, “Vector-borne diseases”, introduce the topic of vector-borne diseases and the factors that influence their distribution and spread.
  • • Proceed to explain malaria (or another vector-borne disease) and its transmission.
  • • Discuss the environmental conditions that are conducive for the spread of malaria (or another vector-borne disease).
2. Play a video
3. Conduct a classroom/laboratory activity 
4. Facilitate a game-based activity
  • • Students can play the computer-based game “Climate Health Impact”, from Big Picture/Playgen, for an interactive experience.
  • • This game will enable students to understand the possible effects of climate change on human health in different regions of the world, to identify diseases from their symptoms, and to explore measures (specifically, policies) for adaptation and mitigation:
  • • Download the resources for teachers (including an introduction and a homework sheet) from https://bigpictureeducation.com/climate-health-impact-game
  • • Go to http://playgen.com/play/climate-health-impact/
  • • Conduct the game-based activity by using the guidelines in the “Teacher Notes”.
  • • Note: This game requires a Flash player; therefore, it may not play in some browsers. The game works in Firefox.

 

 Video: Galapagos Penguins, Permanent El Niño, and Human Evolution

As a high school or undergraduate Chemistry or Earth Sciences teacher, you can use this set of computer-based tools to help you in teaching topics in environmental chemistry such as the carbon cycle or biogeochemical cycles.

This lesson plan allows students to understand the carbon cycle, its components, and the flow among the different components of this biogeochemical cycle. The activity will introduce the link between the carbon cycle and climate. It will also explore how human activity (such as increased fossil fuel use) may affect the natural carbon cycle, and may thus cause climate-related changes.
Thus, the use of this lesson plan allows you to integrate the teaching of a climate science topic with a core topic in Chemistry.

Carbon Cycle by UCAR

Questions

Use this lesson plan to help your students find answers to:

  1.  What is the role of weathering of rocks in the carbon cycle? What are the chemical reactions in this process?
  2. Which components in the carbon cycle act as carbon sinks?
  3.  If fossil fuel usage increases, what would be the effect on the different carbon sinks? What would be the possible changes in the Earth’s climate?
  4. What are the possible impacts of deforestation on the natural carbon cycle? How might these changes affect the Earth’s climate?

Carbon Cycle by IPCC

About Lesson Plan

Grade Level High School, Undergraduate
Discipline Chemistry
Topic(s) in Discipline • Environmental Chemistry
• Carbon Cycle
• Biogeochemical Cycles
Climate Topic Long-term Cycles and Feedback Mechanisms
Location Global
Languages English
Access Online
Approximate Time Required 120-160 min

Contents

Interactive diagram (~30 min) An interactive diagram that introduces the global carbon cycle, its components, and the flow among the various components through video clips and images.
https://www.sciencelearn.org.nz/image_maps/3-carbon-cycle
Reading (20 – 30 min) A reading that provides an overview of the carbon cycle, and explains the link between the carbon cycle and the Earth’s climate.

http://www.columbia.edu/~vjd1/carbon.htm
Classroom/ Laboratory activity
(Simulation and associated exercises) (60 – 90 min)		 A classroom/laboratory activity using an interactive simulation and associated exercises to explore and analyze how human activities may affect the natural carbon cycle, and to discuss the potential effects on the Earth’s climate.
https://www.learner.org/courses/envsci/interactives/carbon/index.php
Here is a step-by-step guide to using this lesson plan in the classroom/laboratory. We have suggested these steps as a possible plan of action. You may customize the lesson plan according to your preferences and requirements.
1.Introduce the topic through an interactive diagram
  • • Introduce the topic of the global carbon cycle by using the interactive diagram “Carbon Cycle”, from the Science Learning Hub (New Zealand).
  • • Students can observe the components of the carbon cycle and observe the flow among these parts. They can interact with the components by clicking on them to learn more details.
  • • The interactive tool, “Carbon Cycle”, can be accessed at https://www.sciencelearn.org.nz/image_maps/3-carbon-cycle
2. Read about the topic
3. Conduct a classroom/ laboratory activity
 

The Fast carbon cycle

As a high school or undergraduate Geography or Earth Sciences teacher, you can use this set of computer-based tools to help you in teaching topics such as Hazards, and Disasters: Natural and Man-made.
This lesson plan allows students to understand how the melting of polar ice due to climate change can result in an increase in sea levels globally. The activity will also allow students to examine real data on sea-level rise, determine the reasons for climate change-related flooding, and visualize the effects of such flooding on vulnerable coastal regions.

Thus, the use of this lesson plan allows you to integrate the teaching of a climate science topic with a core topic in Geography or Earth Sciences.

Changes in Global Sea Level

Questions

Use this lesson plan to help your students find answers to:

  •  1.  Name the largest glaciers (in terms of volume) in the world.
  •  2.  What would be the impact of the melting of large glaciers on coastal locations across the world?
  •  3. What are the factors that determine the vulnerability of a coastline to flooding caused by rising sea levels?
  •  4. What is the likely impact of a sea-level rise of 100 cm on San Francisco and Los Angeles?

Our Coast Our Future

Flood

About Lesson Plan

Grade Level High School, Undergraduate
Discipline Geography, Earth Sciences
Topic(s) in Discipline • Hazards, Disasters: Natural and Man-made
• Sea-level Rise
• Floods
• Melting of Polar Ice due to Climate Change
Climate Topic Disasters and Hazards
Location United States, California
Languages English
Access Online
Approximate Time Required 140 – 200 min

Contents

Classroom/Laboratory Activity (60 – 90 min) A classroom/laboratory activity that introduces the relationship between climate and the cryosphere, explains how sea-level rise can be predicted (based on average global temperature change), and triggers a discussion on the potential impacts of sea-level rise.

https://serc.carleton.edu/eslabs/cryosphere/6b.html
Video (~7 min) A video to discuss the social and economic impacts of rising sea levels.
http://www.nbclearn.com/changingplanet/cuecard/53460
Classroom/Laboratory Activity (undergraduate level) (~90 min)

OR

Visualization (high-school level) (60 – 90 min)

 For undergraduate level:
A classroom/laboratory activity to examine and analyze sea-level change data and shoreline response for the coast of California.
https://serc.carleton.edu/sp/ssac/national_parks/examples/35176.html

OR

For high-school level:
An interactive visualization to visualize the effect of different amounts of sea-level rise and various storm scenarios on the coast of California.
http://data.pointblue.org/apps/ocof/cms/
http://data.pointblue.org/apps/ocof/cms/index.php?page=flood-map

Here is a step-by-step guide to using this lesson plan in the classroom/laboratory. We have suggested these steps as a possible plan of action. You may customize the lesson plan according to your preferences and requirements.

1. Introduce the topic through a classroom/laboratory activity

 
2. Play a video
3. Conduct a Classroom/Laboratory Activity (undergraduate level) (~90 min) 

OR

Conduct an activity based on an interactive visualization (high-school level)

 
  • • For undergraduate level:
  • • Next, explore the topic through a hands-on classroom/laboratory activity, “Mapping Coastal Vulnerability to Sea-Level Rise at Point Reyes National Seashore”, developed by Len Vacher, University of South Florida.
  • • In this activity, students will examine actual data for sea-level change, and will perform data analysis and calculations in MS Excel to determine coastal vulnerability and shoreline response to sea-level rise.
  • • Download the teaching material (module) available at https://serc.carleton.edu/sp/ssac/national_parks/examples/35176.html
  • • Conduct the activity described in the PowerPoint presentation (module).
  • • OR
  • • For high-school level:
  • •  Next, explore the topic in an interactive and engaging manner by using the visualization (maps and tools), “OCOF Our Coast Our Future Flood Map”, developed by the CoSMoS project team.
  • • Access the visualization at http://data.pointblue.org/apps/ocof/cms/index.php?page=flood-map
  • • Facilitate an activity in which students can change the amounts of sea-level rise and storm scenario frequency, and observe the corresponding effects for specific locations on the coast of California.
  • • Compare and discuss various flooding scenarios and the vulnerability of different locations.

 

California coast ocean level

Mapping Coastal Vulnerability to Sea-Level Rise
Video: Climate Change and the American Pika Video: Human Health, Vector-Borne Diseases, and Climate Change

As an undergraduate Statistics teacher, you can use this set of computer-based tools to help you in teaching statistical analysis topics such as Trends, Uncertainty, Confidence interval, and Student’s t-distribution.

As an undergraduate Geography or Earth Sciences teacher, you can use this set of computer-based tools to help you in teaching disasters, hurricanes, the possible impact of climate change on hurricanes, and the analysis of trends in hurricane intensity.

This lesson plan allows your students to perform statistical analysis and interpretation of data (specifically, analyzing trends and determining uncertainty) by using hurricane data records. In the activity, students will explore possible trends in hurricane intensity and number over the past 40 years, and will investigate a possible link between climate change and hurricane strength.

Thus, the use of this lesson plan allows you to integrate the teaching of a climate science topic with a core topic in Statistics, Geography, or Earth Sciences.

Hurricane

Questions

Use this lesson plan to help your students find answers to:

  •  1.  Is there an increase in the frequency of major hurricanes over the past few decades?
  •  2.  Calculate the trend and determine the confidence interval for the frequency of hurricanes in the Atlantic Ocean from past records.
  •  3.  Calculate the trend and evaluate the uncertainty for the intensity of hurricanes.
  •  4.  What are the possible effects of climate change on the intensity and number of tropical cyclones/hurricanes?

About Lesson Plan

Grade Level Undergraduate
Discipline Statistics, Geography, Earth Sciences
Topic(s) in Discipline • Statistics: Inferential Statistics, Trend Analysis, Uncertainty, Confidence Interval, Student’s t-Distribution

• Geography, Earth Sciences : Disasters, Hazards, Hurricanes, Storms, Oceanography, Trends in Hurricane Intensity
Climate Topic Disasters and Hazards
Location Global (data in the activity is for the Atlantic Ocean)
Languages English
Access Online, Offline
Approximate Time Required 100 min

Contents

Micro-lecture (video)
(~9 min)		 A micro-lecture (video) that introduces the topic of confidence interval.
https://www.coursera.org/learn/hypothesis-testing-confidence-intervals/lecture/cpecc/introducing-confidence-interval
Micro-lecture (video) (~8 min) A micro-lecture (video) that introduces the topic of t-distribution.
https://www.coursera.org/learn/inferential-statistics-intro/lecture/FlRrd/t-distribution
Classroom/ Laboratory activity (~60  min) A classroom/laboratory activity to calculate trends
and uncertainties in hurricane intensity by analyzing
hurricane data records over 40 years.
https://serc.carleton.edu/NAGTWorkshops/hurricanes/activities/28276.html
Reading (~10 min) A reading on changes in hurricane activity.
https://nca2014.globalchange.gov/report/our-changing-climate/changes-hurricanes
Here is a step-by-step guide to using this lesson plan in the classroom/laboratory. We have suggested these steps as a possible plan of action. You may customize the lesson plan according to your preferences and requirements.
1.Introduce the topic through a micro-lecture (video)
2. Conduct a classroom/laboratory activity
  • • Next, explore the topics in more detail through a hands-on classroom/laboratory activity, “Is There a Trend in Hurricane Intensity?”  
  • • This activity will help your students determine trends, uncertainties, and confidence intervals by analyzing actual hurricane data records for the Atlantic Ocean over a period of 40 years. They will also discuss the potential link between climate change and hurricane intensity.
  • • Download the documents (teaching material and tips) for the activity from https://serc.carleton.edu/NAGTWorkshops/hurricanes/activities/28276.html
  • •  Conduct the activities and assignments described in the teaching material (analysis and interpretation of actual data by using MS Excel).
3. Discuss using a reading
 

As a high school or undergraduate Physics or Earth Sciences teacher, you can use this set of computer-based tools to help you in teaching about Coriolis Force, the Coriolis Effect, and how the Coriolis Effect influences climate (trade winds and upwelling).

This lesson plan allows students to understand the Coriolis Force, and the effect of the Coriolis Force on weather and climate. The videos and activity explain how the Coriolis effect determines the direction of trade winds and upwelling in the oceans.

Coriolis Effect

Questions

Use this lesson plan to help your students find answers to:

  • 1. What is the Coriolis Effect?
  • 2. How does the Coriolis Effect affect the direction of motion in the northern hemisphere?
  • 3. How does the Coriolis Effect affect the direction of motion in the southern hemisphere?
  • 4. How does the Coriolis Effect influence the direction of trade winds on Earth?
  • 5. What is upwelling? How does the Coriolis Effect affect upwelling in the oceans?

Upwelling

About Lesson Plan

Grade Level High School, Undergraduate
Discipline Physics, Earth Sciences
Topic(s) in Discipline • Physics : Coriolis Force and Coriolis Effect,
• Earth Sciences: Coriolis Force, Coriolis Effect, Trade Winds, Upwelling
Climate Topic Climate and the Atmosphere, Climate and the Hydrosphere
Location Global,
Languages English
Access Online , Offline
Approximate Time Required 40-50 min

Contents

Micro-lecture (video) (~8 min) A micro-lecture (video) that introduces the Coriolis Effect
https://www.youtube.com/watch?v=WsfY1MTKjKY
Classroom/Laboratory activity (10 – 15 min) A hands-on classroom/laboratory activity to explain the Coriolis Effect
https://serc.carleton.edu/teachearth/activities/181248.html
Micro-lecture (video) (~6 min) A micro-lecture (video) that introduces the topic of upwelling in the oceans, and how the direction of motion of water is influenced by the Coriolis Effect

https://www.youtube.com/watch?v=ucURSdSTZGU
Micro-lecture (video) (~6 min) A micro-lecture (video) that introduces the topic of trade winds, and how the direction of these winds is influenced by the Coriolis Effect
https://www.youtube.com/watch?v=ySatA2n122Q
Here is a step-by-step guide to using this lesson plan in the classroom/laboratory. We have suggested these steps as a possible plan of action. You may customize the lesson plan according to your preferences and requirements.
1.Introduce the topic through a micro-lecture (video)
  • • Introduce the topic of Coriolis Force and Coriolis Effect.
  • • Play the micro-lecture (video) “Coriolis Effect”, by Prof. Raghu Murtugudde, University of Maryland (content developed for the TROP ICSU project at Science Media Center, IISER Pune), to provide students an overview of the Coriolis Effect.
  • • https://www.youtube.com/watch?v=WsfY1MTKjKY.
2. Conduct a classroom/laboratory activity
  • • Next, conduct a hands-on classroom/laboratory activity, “Coriolis Effect Activity”, created by Laura Reiser Wetzel, Eckerd College, to help students gain a better understanding of the Coriolis Effect.
  • • In this activity, students use a simple paper-based model to answer questions and discuss the Coriolis Effect.
  • • Download the files for this activity (instructor notes, student handout, and answer key) from https://serc.carleton.edu/teachearth/activities/181248.html
  • • Distribute copies of the student handout, and facilitate discussions on all the questions in the instructor notes.
3. Play a micro-lecture (video)
  • • Play the micro-lecture (video) “Upwelling”, by Prof. Raghu Murtugudde, University of Maryland (content developed for the TROP ICSU project at Science Media Center, IISER Pune), to provide students an overview of the impact of the Coriolis Effect on upwelling in the oceans.
  • • Discuss the effect of upwelling on the climate of various regions in the world.
  • • Video Link: https://www.youtube.com/watch?v=ucURSdSTZGU
4. Play a micro-lecture (video)
  • • Play the micro-lecture (video) “Trade Winds”, by Prof. Raghu Murtugudde, University of Maryland (content developed for the TROP ICSU project at Science Media Center, IISER Pune), to provide students an overview of the impact of the Coriolis Effect on upwelling in the oceans.
  • •  Discuss the effect of the direction of trade winds on the climate of various regions in the world.
  • • Video Link: https://www.youtube.com/watch?v=ucURSdSTZGU
 

As a high school or undergraduate Social Sciences, Humanities, or Environmental Sciences teacher, you can use this set of computer-based tools to help you in teaching about topics such as Social and Environmental Policy, Climate Change and Human Migration, Climate Refugees/Environmental Migrants, and Climate Justice.

This lesson plan enables students to learn about human migration caused by climate change, and the term “climate refugees” and its growing significance. The activity provides insights into geographic locations whose existence is threatened by climate change, and communities that are fleeing their homes, resulting in large-scale migration.
Thus, the use of this lesson plan allows you to integrate the teaching of a climate science topic with a core topic in Social Sciences.

Sea Level Change (1870-2000)

Questions

Use this lesson plan to help your students find answers to:

  • 1.  What are the reasons for human migration?
  • 2. What are the climate change-related problems that threaten the existence of some regions in the world?
  • 3.  What are the challenges faced by climate refugees/environmental migrants?
  • 4. What are the measures/policies that governments can adopt to tackle the challenges of climate-related human migration?

About Lesson Plan

Grade Level High School, Undergraduate
Discipline Social Sciences, Humanities, Environmental Sciences
Topic(s) in Discipline •  Climate Change and Human Migration
•  Climate Refugees
•  Climate Justice
Climate Topic •  Policies, Politics, and Environmental Governance
•  Climate Refugees; Climate Justice
Location Many.
Includes Alaska, Pacific and Indian Ocean islands, Bangladesh, Sudan, Syria, USA, India
Languages English
Access Online
Approximate Time Required 120 min

Contents

Reading (15 – 20 min) A reading that discusses climate change-related human migration and the term “climate refugees” by describing how climate change is accelerating migration from various parts of Bangladesh to the capital, Dhaka.

https://www.theguardian.com/cities/2015/dec/01/dhaka-city-climate-refugees-reality
Classroom/ Laboratory activity (~90 min) A storymap and an associated activity worksheet to learn about countries and cities that are becoming uninhabitable because of the effects of climate change, and communities that are being forced to leave their homes and migrate to new locations.

Storymap:
http://storymaps.esri.com/stories/2017/climate-migrants/index.html

Associated activity:
http://www.thehumanimprint.com/wp-content/uploads/2017/01/Climate-Migrant-Worksheet.pdf
Here is a step-by-step guide to using this lesson plan in the classroom/laboratory. We have suggested these steps as a possible plan of action. You may customize the lesson plan according to your preferences and requirements.
1. Introduce the topic through a reading
  • • Introduce the topic of refugees and human migration.
  • • Introduce the terms, “environmental migration” and “climate refugees”.
  • • Discuss the reasons for climate change-related human displacement and the impending climate-refugee crisis by reading an article from The Guardian,
  • • “Dhaka: the city where climate refugees are already a reality”
  • • This article will help you provide an actual example of the climate-refugee crisis by describing how climate change in Bangladesh is causing large-scale migration of residents from different parts of the country to the capital, Dhaka. Students can also learn about how cities such as Dhaka may struggle to support the large number of incoming environmental migrants.
  • •  Link: https://www.theguardian.com/cities/2015/dec/01/dhaka-city-climate-refugees-reality
2. Conduct a classroom/laboratory activity
  • •  Now, explore the topic in more detail through mapmaking and visualization techniques by using the storymap tool, “Climate Migrants”, and an associated activity worksheet, “Climate Migrants”.
  • • In this activity, students will learn about several regions and communities affected by climate change. Students will understand and discuss the various climate change-related problems such as inundation, erosion, drought and desertification, conflict, and the strain on resources caused by the resulting human migration.
  • • A wide range of geographic locations including Alaska, Kiribati, Papua New Guinea, and Syria are provided as examples.
  • • Access esri’s storymap visualization tool “Climate Migrants” at http://storymaps.esri.com/stories/2017/climate-migrants/index.html.
  • • Download the activity sheet “Climate Migrants”, from The Human Imprint.
  • •  Facilitate a detailed exploration and discussion of the responses to the questions in the worksheet, with the help of the storymap tool.
 

As a high school or undergraduate Mathematics teacher, you can use this set of computer-based tools to help you in teaching topics such as Differentiation, Derivatives of Polynomials, and Tangent Line Problems in Introductory Calculus.

This lesson plan allows students to perform polynomial differentiation and solve tangent line problems using climate data such as atmospheric CO2 concentrations data since 1950.
Thus, the use of this lesson plan allows you to integrate the teaching of a climate science topic with a core topic in Mathematics.

Image: Mouna Loa Observatory, Island of Hawaii

Questions

Use this lesson plan to help your students find answers to:

1. Plot a graph and find the polynomial equation to model the average yearly atmospheric CO2 levels from 1950 to 2017 (using data records provided).
2. Compare and analyze the rate of change of atmospheric CO2 levels by applying Polynomial Differentiation.
3. Based on observed trends, what will the atmospheric CO2 level be in 2100?

Differentiation

About Lesson Plan

Grade Level High School, Undergraduate
Discipline Mathematics
Topic(s) in Discipline • Introductory Calculus
• Differentiation
• Derivatives of Polynomials
• Tangent Line Problem
Climate Topic Climate and the Atmosphere, The Greenhouse Effect
Location Global
Languages English
Access Online , Offline
Approximate Time Required 120-130 min

Contents

Reading (30 – 45 min) A reading that introduces the topics of differentiation
and derivatives of polynomials. The resource also includes exercises.
http://web.mit.edu/wwmath/calculus/differentiation/polynomials.html
Micro-lecture (video) (~10 min) A micro-lecture (video) that explains polynomial differentiation
with examples and practice questions.
It also includes a tutorial on tangents of polynomials.
https://www.khanacademy.org/math/ap-calculus-ab/ab-derivative-rules/ab-poly-diff/v/derivative-properties-and-polynomial-derivatives
Classroom/ Laboratory activity (~60 min) A classroom/laboratory activity to learn and apply polynomial differentiation and solve tangent line problems for global average CO2 data from 1950 to 2017.
http://sustainabilitymath.org/calculus-materials/

Here is a step-by-step guide to using this lesson plan in the classroom/laboratory. We have suggested these steps as a possible plan of action. You may customize the lesson plan according to your preferences and requirements.

1.Introduce the topic through a reading and exercises
2. Play a micro-lecture (video)
3. Conduct a classroom/ laboratory activity
  • • Then, help your students apply the learned concepts through a hands-on classroom/laboratory activity, “Mauna Loa Yearly Average CO2”, by Thomas J. Pfaff at Sustainability Math. This activity uses atmospheric CO2 data from the Mauna Loa site for the period 1950 to 2017.
  • • This activity will help students to
  • •  observe the trend in increasing atmospheric CO2 levels
  • •  infer the approximate year when atmospheric CO2 levels could cause global temperatures to increase by 2°C (leading to serious climate change-related problems)
  • • determine the desired trends in atmospheric CO2 levels that could help in avoiding or mitigating such climate change-related consequences
  • http://sustainabilitymath.org/calculus-materials/
  • • Download the material in the project, “Mauna Loa Yearly Average CO2”, under Calculus I – Differentiation Related Projects.
  • • Conduct the exercises 1-6 to predict atmospheric CO2 levels in the future. (Optional: exercises 7 and 8).
  • •  Discuss the possible impact of these trends on global temperature and climate.

 

As a high school or undergraduate Physics teacher, you can use this set of computer-based tools to help you in teaching Planck’s Law, the Stefan-Boltzmann Law, and Blackbody Radiation.

This lesson plan allows students to visualize the emission spectra associated with particular temperatures, to understand how Planck’s Law can be used to plot blackbody curves of objects with different temperatures, and to learn the relationship between temperature and peak wavelengths in the electromagnetic spectrum. The activity also introduces the topic of planetary temperatures of objects in the solar system and shows the greenhouse effect of Earth’s atmosphere.
Thus, the use of this toolkit allows you to integrate the teaching of a climate science topic with a core topic in Physics.

Questions

Use this lesson plan to help your students find answers to:

  • 1. How can Planck’s Law be used to plot blackbody curves of objects at different temperatures?
  • 2. How can the Stefan-Boltzmann Law be used to calculate the surface temperature of blackbodies?
  • 3. Why does the surface temperature of Earth increase due to the greenhouse effect of the Earth’s atmosphere?

About Lesson Plan

Grade Level High School, Undergraduate
Discipline Physics
Topic(s) in Discipline • Planck’s Law, Wien’s Law
• Blackbody Radiation, Stefan-Boltzmann Law
• Relationship between Temperature and Peak Wavelength of the Electromagnetic Spectrum
• Planetary Temperatures as a function of solar energy received
• Greenhouse Effect of Earth’s Atmosphere
Climate Topic • Planetary Climates, Planetary Energy Balance
• The Greenhouse Effect
Location Global
Languages English
Access Online, Offline
Approximate Time Required 120-150 min

Contents 

Visualization and associated activity

(~ 45 min)

 A visualization and associated activity to explain
how Planck’s Law can be used to plot blackbody curves of objects with different temperatures,
the relationship between temperature and peak wavelengths in the electromagnetic spectrum,
the greenhouse effect of Earth’s atmosphere.
Visualization:
https://phet.colorado.edu/en/simulation/blackbody-spectrum
Associated Activity:
http://static.nsta.org/connections/highschool/201512Worksheets.pdf
Classroom/ Laboratory activity

(60 – 90 min)

 A classroom/laboratory activity to understand
the energy balance of planet earth, the Stefan-Boltzmann Law,
and the solar energy flux received by planet Earth to calculate its surface temperature. This resource can be used to demonstrate the greenhouse effect of the atmosphere.
http://cybele.bu.edu/courses/gg612fall99/gg612lab/lab1.html
Here is a step-by-step guide to using this lesson plan in the classroom/laboratory. We have suggested these steps as a possible plan of action. You may customize the lesson plan according to your preferences and requirements.
1.Introduce the topic 
  • • Discuss the concept of electromagnetic radiation.
  • • Proceed with your existing lesson plan to explain Planck’s Law.
2. Conduct an activity using an interactive visualization tool
  • • Next, discuss how the Planck equation can be used to plot blackbody curves of objects with different temperatures and the relationship between temperature and peak wavelengths in the electromagnetic spectrum.
  • • Now, explore the topic in an interactive and engaging manner through a visualization tool and associated activity:
  • • Download PhET’s tool, “Blackbody Spectrum” from  https://phet.colorado.edu/en/simulation/blackbody-spectrum
  • • Download an activity developed by the National Science Teaching Association titled “Exploring Planck’s Law” that was designed to be used with PhET’s “Blackbody Radiation” tool from  http://static.nsta.org/connections/highschool/201512Worksheets.pdf.
  • •  With the help of this activity, you can explain how Planck’s Law can be used to plot blackbody curves of objects with different temperatures, and the relationship between temperature and peak wavelengths in the electromagnetic spectrum.
  • • The activity contains several questions to be answered while using PhET’s “Blackbody Radiation” tool.
  • • An answer key for teachers can be found at http://static.nsta.org/connections/highschool/201512WorksheetsKeys.pdf
3. Conduct a classroom/laboratory activity
  • • Introduce the Stefan-Boltzmann Law as a means of calculating the total flux of energy emitted by a blackbody. Stress on how this law can be used to calculate surface temperatures of different blackbodies.
  • • Discuss the topic of energy balance and planetary temperatures in the solar system and stress on calculating surface temperature of planet Earth based on solar energy flux received.
  • • Introduce the greenhouse effect of Earth’s atmosphere and discuss how the surface temperature of Earth increases from a bare blackbody Earth to a blackbody Earth with a 1-layer atmosphere.
  • • Now, explore the topic in detail through a classroom/laboratory activity, “The Layer Model Approximation to the Greenhouse Effect”, designed by David Archer, the University of Chicago.
  • • Go to http://cybele.bu.edu/courses/gg612fall99/gg612lab/lab1.html
  • • Conduct the activity in this exercise.
 

As an undergraduate Biological Sciences teacher, you can use this set of computer-based tools to help you n teaching evolution and behavior, biodiversity, and ecology.
This lesson plan helps students to learn about the current and past habitats of an animal (specifically, squirrels), and how changing habitats can affect the distribution of a species. The activity will also allow learners to examine data and interpret whether climate change can cause changes in habitats and consequently, changes in species distribution.
Thus, the use of this toolkit allows you to integrate the teaching of a climate science topic with a core topic in the Biological Sciences.

Squirrel

Questions

Use this lesson plan to help your students find answers to:

  • 1. What are the factors that influence the distribution of a species?
  • 2. How does climate impact biodiversity?
  • 3. What is range shift? Examine global databases to find out examples of climate-related range shifts.

American Pika

About Lesson Plan

Grade Level  Undergraduate
Discipline Biological Sciences
Topic(s) in Discipline •Biodiversity, Animal Diversity (Chordates, Mammals)
• Evolution and Behavior (Species and Speciation)
• Ecology (Populations; Precipitation Patterns, Vegetation,
• Soil Types; Zoogeography)
Climate Topic Climate and theBiosphere
Location USA
Languages English
Access Online
Approximate Time Required 120-150 min

Contents

Video
(~5 min)		 A video that explains how the monitoring of a climate-sensitive species, the American Pika, can reveal the possible impact of climate change on the habitat and population of a species.
https://www.youtube.com/watch?v=t31rFXQSUno

 
Classroom/Laboratory Activity (90 – 120 min) A classroom/laboratory activity to examine and analyze squirrel species distribution and habitat data (from the USA) over time,and to interpret the possible relationship between climate change and biodiversity.

Go to the activity

 

Here is a step-by-step guide to using this lesson plan in the classroom/laboratory. We have suggested these steps as a possible plan of action. You may customize the lesson plan according to your preferences and requirements.

1.Introduce the topic
  • • Discuss one or more species of animals and their habitats.
  • • Introduce the topic of species distribution and biodiversity.
  • • Discuss how a species adapts to changes in habitat or climate.
2. Play a short video
  • • Now, play the short video (approx. 5 min), “The American Pika: A climate indicator species?”. In this video, Chris Ray from the University of Colorado Boulder talks about her research on the American Pika, a species that is sensitive to climate change. The monitoring of pikas could serve as an indicator of the effect of climate change on biodiversity and ecosystems.
  • • The video “The American Pika: A climate indicator species?”, produced by Earth Initiatives, is available at
  • •  https://www.youtube.com/watch?v=t31rFXQSUno <\a>
3. Conduct a classroom/laboratory activity
  • • Now, explore this topic in an interactive and engaging manner through a classroom/laboratory activity, “What do Squirrels know about Climate Change?”, contributed by Beth Norman, Allan Ashworth, and Russell W. Graham, available on the SERC Carleton website.
  • • This activity will help your students analyze data for past and modern squirrel populations and habitats. They will then determine how climate change may affect habitat changes and species distribution. Students will use actual data from some states in the USA to perform data analysis and interpretation.
  • • Go to https://serc.carleton.edu/NAGTWorkshops/climatechange/paleoclim_activity_ideas/squirrels.html
  • • Conduct the activities described in Part 1 and Part 2.

 

As a high school or undergraduate Geography or Earth Sciences teacher, you can use this set of computer-based tools to help you in teaching about glaciers, the cryosphere, and related topics such as the impact of temperature and precipitation on glacial mass, glacial budgets, and glacial advance and retreat.

This lesson plan helps students learn about glaciers, and the factors that affect the movement and size of glaciers. The activity will also enable students to understand the possible impacts of climate change on glaciers and the climate-cryosphere link.
Thus, the use of this lesson plan allows you to integrate the teaching of a climate science topic with a core topic in Earth Science or Geography.

Questions

Use this lesson plan to help your students find answers to:

  • • What climatic and environmental factors affect the size and motion of glaciers?
  • • How has an increase in global temperatures led to the shrinking of some glaciers?
  • • What is the relationship between climate and the cryosphere?
  • • How do glaciers provide evidence of climate change?

About Lesson Plan

Grade Level High School, Undergraduate
Discipline Geography, Earth Sciences
Topic(s) in Discipline • Glaciers
•  Cryosphere
Climate Topic Climate and the Cryosphere
Location Global (region-specific activities also provided)
Languages English (Visualization tool available in multiple languages)
Access Online
Approximate Time Required minimum 120 min (can vary)

Contents

Reading (20-30 min) A reading that introduces the topic of glaciers and their formation.
https://nsidc.org/cryosphere/glaciers/questions/what.html
https://nsidc.org/cryosphere/glaciers/questions/formed.html
https://nsidc.org/cryosphere/glaciers/questions/components.html
Visualization and associated activity (~30 min) An interactive visualization and associated activity to visualize the shrinking and growing of a glacier as a result of changes in snowfall and temperature.
Interactive Visualization:
https://phet.colorado.edu/en/simulation/legacy/glaciers
Associated Activity:
https://phet.colorado.edu/en/contributions/view/4484?
Classroom/Laboratory
Activity

(minimum 1 hr,
can vary)

 A classroom/laboratory activity that uses Google Earth imagery and analysis of historical data to predict
the complete melting of a glacier.

https://serc.carleton.edu/quantskills/activities/glacial_retreat.html
Here is a step-by-step guide to using this lesson plan in the classroom/laboratory. We have suggested these steps as a possible plan of action. You may customize the lesson plan according to your preferences and requirements.
1. Introduce the topic through an online reading
2. Explore the topic further through an interactive visualization and associated activity Now, conduct an activity using an interactive visualization tool to help your students learn about the effects of changes in snowfall and temperature on glaciers.
  • • Download PhET’s interactive visualization tool, “Glaciers”, from https://phet.colorado.edu/en/simulation/legacy/glaciers.
  • • Download the associated activity, “Investigating Glaciers” developed by John Judkins (Rio Rancho High School), from https://phet.colorado.edu/en/contributions/view/4484?.
  • • Conduct the activity and discuss how glaciers are affected by changes in temperature and snowfall.
  • • Discuss how temperature changes caused by climate change may impact glaciers globally.
  • • Discuss how the study of glaciers can help in drawing inferences about the Earth’s changing climate.
3. Conduct a classroom/laboratory activity Next, help your students investigate the melting of glaciers through a classroom/laboratory activity, “When will there no longer be glaciers in Glacier National Park” from SERC Carleton, developed by Carol Ormand, Wittenberg University. In this activity, students will analyze and interpret historical data for the Grinnell Glacier to predict when the glacier might completely melt.
 

As a high school or undergraduate teacher of Chemistry or Earth Sciences, you can use this set of computer-based tools to help you in teaching atomic number, mass number, isotopes and isotopic ratios, the use of isotopic ratios to calculate temperature, and the use of isotopic composition to recreate past temperatures and climate.
This lesson plan allows students to understand isotopes, isotopic ratios, the relationship between isotopic compositions and temperature, and how isotopic compositions are used to recreate past temperature and climate.
Thus, the use of this toolkit allows you to integrate the teaching of a climate science topic with a core topic in Chemistry or Earth Sciences.

Vostok Ice Core Temperature and CO2

Questions

Use this lesson plan to help your students find answers to:

  • 1. What is an isotope?
  • 2. What is the relationship between isotopic compositions and temperature?
  • 3. How can you use oxygen isotope data in an ice core to determine temperature?
  • 4. How can you use isotopic compositions to reconstruct past climate?

About Lesson Plan

Grade Level High School, Undergraduate
Discipline Chemistry, Earth Sciences
Topic(s) in Discipline • Atomic Number, Mass Number
• Isotopes and Isotopic Ratios
•  How isotopic ratios are used to calculate temperature
• How isotopic composition is used to recreate past temperatures and climate
Climate Topic Climate and the Cryosphere, Climate Variability Record
Location Global
Languages English (Simulation tool available in multiple languages)
Access Online, Offline
Approximate Time Required 130-150 min

Contents 

Micro-lecture (video) (~10 min) A micro-lecture that introduces the concepts of atomic number, mass number, and isotopes.
https://www.khanacademy.org/science/chemistry/atomic-structure-and-properties/introduction-to-the-atom/v/atomic-number-mass-number-and-isotopes
Reading (20-30 min) A reading about isotopic ratios, the relationship between isotopic compositions and temperature, and how isotopic compositions are used to recreate past temperature and climate.
https://www.seas.harvard.edu/climate/eli/research/equable/isotope.html
Classroom/ Laboratory activity (~ 90 min) A classroom/laboratory activity to recreate the climate of the last 500,000 years approximately using oxygen and hydrogen isotopic compositions of ice cores from Antarctica.
University of Washington Program on Climate Change: Laboratory Activity, From Isotopes to Temperature (Spruce Schoenemann, UW Earth and Space Sciences)
https://pcc.uw.edu/education/classroom-resources/climate-teaching-modules/uwhs-atms-211-from-isotopes-to-temperature-influences-of-orbital-forcing-on-ice-core-records/
Here is a step-by-step guide to using this lesson plan in the classroom/laboratory. We have suggested these steps as a possible plan of action. You may customize the lesson plan according to your preferences and requirements.
1.Introduce the topic through a micro-lecture (video)
  • • Discuss the components of an atom.
  • • Play the micro-lecture (video), “Atomic number, mass number, and isotopes”, to introduce the concepts of atomic number, mass number, and isotopes. The video will help students understand the definitions of the terms through examples of hydrogen, carbon, and uranium isotopes.
  • • The video, “Atomic number, mass number, and isotopes” from Khan Academy is available at https://www.khanacademy.org/science/chemistry/atomic-structure-and-properties/introduction-to-the-atom/v/atomic-number-mass-number-and-isotopes
  • • Note: For a more detailed exploration of isotopes, atomic mass, and methods to calculate the average atomic mass, you may use the PhET simulation tool and associated activity listed in the Additional Resources section of this lesson plan. This activity will enable your students to calculate the average atomic mass of sample mixtures of isotopes by using various methods.
2. Discuss using an online reading
  • Next, read and discuss “Isotope Analysis” from Harvard University to introduce the occurrence and distribution of oxygen isotopes. Further, the reading will help your students understand isotopic ratios, the relationship between isotopic compositions and temperature, and how scientists can use isotopic compositions to recreate past temperature and climate.
  • The reading, “Isotope Analysis” from Harvard University is available at https://www.seas.harvard.edu/climate/eli/research/equable/isotope.html
3. Conduct an activity using an interactive visualization Now, explore the relationship between isotopic compositions and climate through a hands-on classroom/laboratory activity, “From Isotopes to Temperature”, created by Spruce Schoenemann, UW Earth and Space Sciences: In this activity, your students will analyze isotopic compositions of ice core data from Antarctica to infer past temperatures and climate. Students will plot graphs in MS Excel to perform data analysis and interpretation.
 

As a high school Chemistry teacher, you can use this set of computer-based tools to help yourself in teaching the pH scale, acids and bases, acidification, and environmental chemistry.

This lesson plan allows students to understand the pH scale and acidification by analyzing the effect of atmospheric carbon dioxide on ocean chemistry. The activity will also explore the potential effects of climate change on ocean acidification, and the possible impacts of ocean acidification on marine organisms. Thus, the use of this lesson plan allows you to integrate the teaching of a climate science topic with a core topic in Chemistry.

 

Questions

Use this lesson plan to help your students find answers to:

  • What is the pH value of ocean water? Is it alkaline or acidic? 
  • What are the main chemical reactions in ocean acidification? 
  • How could an increase in fossil fuel usage change the pH value of ocean water? 
  • If ocean water became more acidic, how might it affect oyster and sea urchin populations? 
  • What are the possible impacts of climate change on ocean chemistry?

About Lesson Plan

Grade Level High School
Discipline Chemistry
Topic(s) in Discipline • pH Scale, Acids and Bases, Acidification
• Ocean Carbonate Chemistry, Seawater Chemistry,
• Aragonite Saturation State,
• Ocean acidification
Climate Topic Climate and the Hydrosphere
Location Global, USA
Languages English (Visualization tool is available in English, French, German, Portuguese, and Spanish)
Access Online (some material can be downloaded for offline use)
Approximate Time Required 120-150 min

Contents

Visualization (~45 min) A visualization that introduces the topics of pH scale, pH of different liquids, ocean acidification, and possible impacts of ocean acidification on marine life.
http://i2sea.stanford.edu/AcidOcean/AcidOcean.htm
Video (~6 min) A video that introduces the topic of ocean acidification and examples of the effects of higher ocean acidity on marine life and on the seafood industry.
https://news.science360.gov/archives/20110520
Classroom/ Laboratory activity (60 – 90 min) A classroom/laboratory activity to explore and analyze the relationship between the growth of oyster larvae and the chemistry of ocean water (aragonite saturation state) by using actual data from the Whiskey Creek Hatchery in Oregon, USA.
https://pcc.uw.edu/education/curriculum/climate-teaching-modules/uwhs-atms-211-ocean-acidification-and-oysters-lab/

Here is a step-by-step guide to using this lesson plan in the classroom/laboratory. We have suggested these steps as a possible plan of action. You may customize the lesson plan according to your preferences and requirements.

 

1. Introduce the topic through an interactive visualization
  • • Introduce the topic of acids and bases.
  • • Proceed with your existing lesson plan to explain the pH scale.
  • • Discuss the pH values of various common compounds.
  • • Give a few examples of chemical reactions that generate acids and bases.
  • • Next, use “part 1” of the visualization, “Our Acidifying Ocean,” from the Inquiry to Student Environmental Action (I2SEA) project for an interactive learning session. The tool will help you introduce the topics of pH scale, pH of different liquids, ocean acidification, and possible impacts of ocean acidification on marine life
  • • The tool can be accessed at: http://i2sea.stanford.edu/AcidOcean/AcidOcean.htm. 
  • • It is available in English, French, German, Portuguese and Spanish.
  • Note: This tool requires a Flash player, and therefore, may not play in some browsers. The visualization tool works well in Firefox and MS Edge.
2. Play a short video
  • • Then play this short video (approx. 6 min), “Ocean Acidification”, to explain how carbon dioxide (CO2) affects the pH of the ocean and how an increase in ocean acidification might adversely impact marine animals.
  • •  The video “Ocean Acidification”, provided by the National Science Foundation and NBC Learn (available on Science360 News Service), is available at https://news.science360.gov/archives/20110520. 
3. Conduct a classroom/laboratory activity Now, explore this topic in an engaging manner through a classroom/laboratory activity, “Ocean Acidification and Oysters Lab”, created by Hilary Palevsky, UW Oceanography.
This activity will help your students explore how a change in ocean chemistry can affect the growth of marine organisms, specifically, oyster larvae. Students will use actual data from the Whiskey Creek Hatchery in Oregon, USA, to plot graphs in MS Excel, and perform data analysis and interpretation.

“Ocean Acidification Killing Oysters by Inhibiting Shell Formation”

As a high school Chemistry teacher, you can use this set of computer-based tools to help you in teaching the chemistry of carbon and its compounds, the interaction of greenhouse gas molecules with electromagnetic radiation, and environmental chemistry.

This lesson plan allows students to visualize the molecular structure of atmospheric gases and to understand the effect of electromagnetic radiation on these molecules. The activity will also introduce the topic of greenhouse gases and their role in climate change. Thus, the use of this Lesson Plan allows you to integrate the teaching of a climate science topic with a core topic in Chemistry.

Questions

  • 1.  How do molecules of gases interact with electromagnetic radiation?
  • 2.  How do atmospheric carbon dioxide (CO2) molecules interact with infrared photons?
  • 3.  What is the greenhouse effect of Earth’s atmosphere?
  • 4.  Could an increase in methane emissions affect the Earth’s temperature? Why?

Molecular Structure of Methane

About Lesson Plan

Grade Level High School
Discipline Chemistry
Topic(s) in Discipline • Interaction of Molecules with Electromagnetic Radiation
• Molecular Vibrations
• Molecular Structure of Carbon Compounds (CO2, CH4)
• Greenhouse Gases
Climate Topic • Climate and the Atmosphere
• The Greenhouse Effect
Location Global
Languages English (Classroom/Laboratory activity available in multiple languages)
Access Online, Offline
Approximate Time Required 100-120 min

Contents

Reading A reading that provides an overview of the interaction between infrared radiation and molecules of different atmospheric gases.
https://scied.ucar.edu/carbon-dioxide-absorbs-and-re-emits-infrared-radiation
 Micro-lecture
 (~8 min)		 A micro-lecture (video) that explains the interaction of molecules such as CO2 and CH4 with electromagnetic radiation, and the resulting molecular vibrations leading to the greenhouse effect in the atmosphere.
http://www.kaltura.com/tiny/d9d2y
Visualization and associated activity (45-60 min) A visualization and associated activity to observe, understand, explore and analyze the molecular structure of carbon compounds (CO2, CH4), the effect of electromagnetic radiation on the molecules, and the role of greenhouse gases in climate change.
https://phet.colorado.edu/en/simulation/greenhouse

Here is a step-by-step guide to using this lesson plan in the classroom/laboratory. We have suggested these steps as a possible plan of action. You may customize the lesson plan according to your preferences and requirements.

 

1. Introduce the topic through online reading
  • • Discuss the sources of carbon and its compounds.
  • • Discuss the molecular structure of some carbon compounds such as carbon dioxide (CO2) and methane (CH4).
  • • Introduce the topic of atmosphere and its composition. Name the atmospheric gases (including CO2 and CH4) and their typical percentages.
  • • Discuss the phenomenon of sunlight striking the Earth and infrared radiation being emitted from the Earth.
  • • Use online reading material to provide an overview of how CO2 and other atmospheric gas molecules interact with electromagnetic radiation.
  • • The reading material is available at: https://scied.ucar.edu/carbon-dioxide-absorbs-and-re-emits-infrared-radiation.
2. Play a micro-lecture (video)
  • • Now play this micro-lecture (video, approx. 8 min) to explain the interaction of molecules such as CO2 with electromagnetic radiation, and the resulting molecular vibrations that lead to the greenhouse effect in the atmosphere.
  • • The video micro-lecture from David Archer, the University of Chicago, is available at: http://www.kaltura.com/tiny/d9d2y
3. Conduct an activity using an interactive visualization
  • • Next, explore this topic in an interactive and engaging manner by using a visualization tool, “The Greenhouse Effect”, from PhET.
  • • The tool will help your students to visualize the molecular structure of carbon compounds (CO2, CH4), explore the effect of electromagnetic radiation on the molecules, and understand the role of greenhouse gases in climate change.
  • • Download PhET’s tool, “The Greenhouse Effect”, from https://phet.colorado.edu/en/simulation/greenhouse.
  • • Launch the tool.
  • • Go to the Photon Absorption pane.
  • • For each Atmospheric Gas (select options under Atmospheric Gases)—CH4, CO2, H20, N2, O2—observe the molecular structure and the effect of the Infrared Photon on the molecule. The slider on the Light Source can be adjusted to control the rate of emission of photons.
  • • Use the Build Atmosphere option to set the number of molecules of each atmospheric gas. Visualize the effect of the Infrared Photons on the molecules in the atmosphere.
  • • The absorption of infrared photons by gases such as CO2 and CH4 in the atmosphere results in the warming of the surface of the planet. This effect is called the greenhouse effect.
  • • Go to the Greenhouse Effect pane.
  • • Select different scenarios (Atmosphere during…), observe the Greenhouse Gas Composition for each scenario, and the corresponding surface temperature shown in the thermometer on the left. Draw inferences.
Mobile App: Earth Now Classroom/Laboratory Activity: Modeling Temperature Data by using Trigonometric Functions
Classroom/Laboratory Activity: Using Introductory Calculus (Integration) to Analyze CO2 Emission Data Classroom/Laboratory Activity: Using Polynomial Differentiation to Analyze Global Atmospheric CO2
Classroom/Laboratory Activity: Modeling the Effect of Changes in Radiation on Planetary Temperature Reading (Teaching Manual): Algebra and Climate
Laboratory Activity: Modeling the Earth’s Zonal Energy Balance E-learning Course: Build Climate Models using Python
Model/Simulator: Daisyworld—A Model to Explore the Gaia Hypothesis Collection of Teaching Modules: Cli-Fi—Climate Change Literature
Collection of Teaching Modules: Climate Justice Hadley_circulation Classroom/Laboratory Activity: Hadley Circulation—Heat Transport in the Atmosphere
Visualization: Blackbody Spectrum Reading: Atmospheric Dynamics and Hadley Cells
Visualization, Classroom/Laboratory Activity: A Story Map on Climate Change and Human Migration Reading: Climate Change and the Humanities
Model/Simulator: Modeling Planetary Energy Balance E-learning Course: Integrating Gender in Climate Projects
Classroom/Laboratory Activity: The Coriolis Effect Reading: Safeguarding Human Rights in the Context of Climate Change
Laboratory Activity: Urban Heat Island Reading: Simple Atmospheric Model
Video: Climate Change and the Roman Empire Laboratory Activity: Heat Transport and Ocean Circulation
Audio: Climate Change, Capitalism, and Communism in Arctic Communities Visualization: Blackbody Radiation and Planetary Temperatures
Reading: Climate Change-Related Human Migration in Bangladesh Mobile App: Climate Literacy
Mobile App: Polar Explorer (Sea level) Mobile App: GeoEnvAE
Mobile App: Kolkata Climate Change Cell Mobile App: ISeeChange
E-learning Course: Visual Storytelling using Climate Change Data Video: Visualizing the Carbon Emissions in New York City
Video: Greenhouse Effect Video: Sea Level Rise (NBC learn)
Classroom/Laboratory Activity: Statistical Methods to Determine Trends in Hurricane Intensity E-learning Course: The Earth’s Climate
Classroom/Laboratory Activity: Statistical Methods to Determine Historical Temperature Trends E-learning Course: The Science and Modeling of Climate Change
Teaching Module: Climate Change, the Environment, and Human Health Teaching Module: The Food System and Climate Change
Video: Food Security E-learning Course: Climate Change Adaptation and Mitigation in African Cities
Game: Understanding Climate Vulnerabilities and Building Climate Resilience Game: Building Climate-Resilient Cities
Game: Resource Management for Improving the Climate Resilience of Cities Imagining Climate Change
Has Humanity Pushed Earth into a New Geological Epoch: the “Anthropocene?” How Yukon glaciers are responding to climate change
Public Health and Public Wealth: The Climate Minute Podcast Bird populations shift north as climate changes
Psychology and Global Climate Change: Addressing a Multi-faceted Phenomenon and Set of Challenges The Impacts of Climate Change on Human Health in the United States: A Scientific Assessment
Reading: A Single-layer Atmosphere Model to Explain Atmospheric Warming Climate Change May Put Half of North American Birds at Risk of Extinction
Model/Simulator: Milankovitch Orbital Parameters NASA Climate Kids
Model/Simulator: The Geologic Carbon Cycle and Earth’s Climate Visual Media: Climate Images for Effective Visual Communication
Teaching Module: The Impact of ENSO and Human Activities on River Hydrology (a case study of the Huanghe River) Visualization, Model/Simulator, Game: Build Planet Earth