Personal temperature monitoring to build context for climate justice and community decisions.

Sarah Fortner, Wittenberg University

This activity is part of the On the Cutting Edge Peer Reviewed Teaching Activities collection.

This activity was selected for the On the Cutting Edge Reviewed Teaching Collection

This activity has received positive reviews in a peer review process involving five review categories. The five categories included in the process are

Scientific Accuracy
Alignment of Learning Goals, Activities, and Assessments
Pedagogic Effectiveness
Robustness (usability and dependability of all components)
Completeness of the ActivitySheet web page

For more information about the peer review process itself, please see https://serc.carleton.edu/teachearth/activity_review.html.

This page first made public: Jun 20, 2019

Summary

Climate change is often presented in disconnection from human experiences central to equitable and just decision making. In this activity students use PocketLab temperature probes to collect and analyze data on campus or in a local park and describe the sources of variation. They then reflect on how climate decision making is improved by considering inequities in lived experiences such as lack of air conditioning in schools, lack of shelter during sustained heat or cold, or even the access people have to park spaces, or other outdoor environments that impact our enjoyment. This climate justice activity was developed by collecting personal monitoring data at national parks, but has been tested in campus-urban environments. The activity can been extended by comparing personal experiences with meteorological station data and longer term climate averages.

Climate Change | College Introductory, College Lower (13-14) | Social Justice and STEM, Environmental Justice

Expand for more detail and links to related resources

Topics

Climate Change

Grade Level

College Introductory, College Lower (13-14)

Diversity, Equity, Inclusion and Justice

Social Justice and STEM: STEM disciplines can have a positive impact on the distribution of wealth, opportunities, and privileges within society. Environmental Justice: Environmental burdens and benefits should be shared equitably between all communities.

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Learning Goals

Students will explore environmental factors that impact temperatures on a hike
Students will reflect on hiker factors that impact whether a hike is enjoyable
Students will reflect on why it is central to consider science and community together for climate justice.
Students will analyze trends on graphs

Other skills goals: graphing, climate communication strategies

Context for Use

Introductory Course
This activity works in introductory courses for non-science majors. It is a good fit for geoscience, environmental science, social and environmental justice, sustainability, and other courses that seek to highlight how human outcomes are improved by joining science and human understanding.

Skills and concepts students should have mastered
No previous experience is required, but this might be a good activity after introducing concepts of weather and climate and before engaging in deepened exploration of local climate change impacts and solutions

How the activity is situated in the course
I typically use this as a starting place activity for research in collaboration with the community especially on issues of environmental justice that disproportionately impact populations that are often left out of planning conversations (e.g. heat island, storm water, food access gardens). This activity helps cultivate awareness that both science and human experiences should inform community decisions. Our best work as scientists is done when we consider diverse experiences and not just environmental trends. Follow-up activities introduce community-based participatory research and students co-design projects that serve community outcomes informed by local perspectives.

Description and Teaching Materials

Below are two activities that meet learning goals. The first can be completed without any additional instrumentation. The second requires a PocketLab™ Weather

National Parks Personal Temperature Experience (PowerPoint 2007 (.pptx) 65.7MB Jun20 19) (stand alone activity that uses PocketLab(TM) Weather data)

ClimateJustice.pptx (PowerPoint 2007 (.pptx) 179kB Jun20 19) (requires a PocketLab™ Weather or other personal temperature monitor).

National Park Personal Temperature Data (Excel 2.8MB Feb17 20) (Additional PocketLab™ temperature data from National Parks for follow-up graphing or other analyses).

Teaching Notes and Tips

Both personal temperature experience, climate justice activities are designed to be implemented in a one hour course period. Temperature data displays in real-time and can be saved as an image or a .csv file. If files are saved, a larger project comparing multiple experiences is possible. Students could learn graphing, statistical strategies. Students could carry out the climate justice research that they propose and/or have a conversation about climate justice with a city land use planner or grassroots leader. Project rubrics should maintain a commitment to both scientific data analyses and representation of community perspectives (e.g. the inclusion of opinion data on community planning options).