Understand that climate impacts human societies and that the climate system has interacting components complicated by feedbacks, uncertainties, and human behavioral decisions.
- Case Study 2.1 - Climate Variability in the Equatorial Pacific
- Case Study 2.2 - Climate Variability in the North Atlantic (supplemental)
- Case study 3.1 - Predicting Patterns: What does La Niña look like?
- Case study 3.2 - Exploring Patterns: ENSO & NAO on the global stage (supplemental)
- Case study 4.1 - Reflecting on what is happening to Greenland's ice
- Case study 4.2 - Predicting glacial futures (supplemental)
- Case study 5.1 - Interactions: Climate's tangled web
- Case study 5.2 - Interpretations: Reading the book of Earth (supplemental)
Making the Module Work
Adapting the Climate of Change module to your courses will require consideration of the following issues:
- Is your course introductory-level or upper-level?
- Is your course face-to-face, hybrid, or online?
- Is your course exclusively lecture, or is there an associated lab section? (This has implications for whether or not you will use supplemental units 2.2, 3.2, 4.2, and 5.2.)
- How much class time do you have to devote to the module? (This has implications for how much of the module you will use.)
- When in your quarter/trimester/semester do you plan to implement the module? (This has implications for your students' prior content knowledge.)
- In which type of classroom do you teach? (For example, is the space conducive to students working in small groups with shared data sets? Is there enough room for students to walk around? Do you have wall space for notes and hanging up large sheets of paper?)
Adapting the Module to Different Courses
Liberal Arts Setting: Environmental Geology at Earlham College. This 25-person course utilized the module during the last 2 weeks of a 15-week semester. The course functions as an introduction to the geology major, but the vast majority of students take the course to fulfill general education (science & math) requirements. This course meets four times per week (one meeting is a 3-hr laboratory) and completed the entire module - with four of the activities completed during two lab meetings.
Lecture Hall Setting: General Meteorology at the University of Northern Colorado. The module was used over two weeks in an introductory meteorology course with 55 students in a lecture hall. Most of the students were enrolled in the course to satisfy their Liberal Arts Core curriculum requirement. The entire module was adapted to the course setting, and supplemental activities were incorporated into the weekly lab meeting, with activities 2.2 and 3.2 combined into one lab, and 4.2 and 5.2 combined into another lab activity.
Community College Setting: Introduction to Oceanography at Mt. San Antonio College. The module was used in an introductory oceanography course at a community college. The majority of the 38 students enrolled were non-science majors taking the course to satisfy their General Education physical science requirement necessary for transfer. This was a lecture course held during an accelerated winter intersession in which a 16-week course is implemented in 6 weeks. Since the course lacked a separate lab section, the supplemental activities (2.2, 3.2, 4.2, and 5.2) were not used.