Exercise 6: The human impact of sea level changes, plus extensions to impacts of other natural events on human populations
Barb Tewksbury, Hamilton College
Barbara and David Tewksbury, Hamilton College Summary In this nine-part exercise, students download NOAA high resolution bathy/topo DEMs and TIGER census data to predict the location of shorelines, the extent of ...

Unit 5 Hazards and Risks at Convergent Plate Boundaries (Day 1 of activity)
Rachel Teasdale, California State University-Chico; Peter Selkin, University of Washington-Tacoma Campus; Laurel Goodell, Princeton University
In this two-day activity, students monitor an evolving volcanic crisis at a convergent plate boundary (Cascadia). Using monitoring data and geologic hazard maps, students make a series of forecasts for the ...

Using Google Earth to measure seacliff erosion rates
Alfred Hochstaedter, Monterey Peninsula College
This lab uses Google Earth to measure the rate of seacliff retreat. It touches upon coastal processes, natural hazards, and coastal management issues. The central focus of the lab is in the Monterey Bay area.

Unit 1: Hazard and Risk
Lisa Gilbert, Cabrillo College; Josh Galster, Montclair State University; Joan Ramage, Lehigh University
Identifying the differences between hazards and risks is key to understanding how we react, mitigate, and live with natural disasters. This unit will begin with a discussion on identifying the differences between ...

Is that true?
Steve Hovan, Indiana University of Pennsylvania-Main Campus
Ask students to research the "truth" behind statements from recent news articles and provide their opinion about what is "true". These assignments can be done as often as the instructor feels ...

Rivers and Floods in Tampa FL on the Sulphur Springs Quadrangle
Eileen Herrstrom, University of Illinois at Urbana-Champaign
This activity takes place in a laboratory setting and requires ~1.5-2 hours to complete. Students study a topographic map, draw drainage divides, calculate recurrence intervals for two streams, create a recurrence ...

Working with State, National, and Global Petroleum Data
Eileen Herrstrom, University of Illinois at Urbana-Champaign
This activity takes place in a laboratory setting and requires ~1.5-2 hours to complete. Students work with data on oil production in Illinois, the United States, and the world, creating graphs to interpret data on ...

Game: SMARTIC Arctic Case Study
Jessica Brunacini, Columbia University in the City of New York; Stephanie Pfirman, Arizona State University at the Tempe Campus
Students will build off of an introductory lecture on climate change in the Arctic to devise a strategy to manage climate change impacts on the global scale (the Arctic). After a brief synopsis on current management approaches in the Arctic, students will use information based on the stakeholders and interests they've identified before class, to organize and present.

Teaching Climate Science by Studying Misinformation
Daniel Bedford, Weber State University
Students critically evaluate the arguments about climate change raised in a climate contrarian newspaper op-ed. This strengthens student critical thinking and content knowledge.

Library Research Lab: Does the Ozone Hole cause Global Warming?
Carsten Braun, Westfield State University
In this lab activity students get to investigate a specific question (Does the Ozone Hole cause Global Warming?) and formalize their investigation as a briefing paper for the President of the United States. This ...