Unit 3: Hurricane Tracks and Energy part of Natural Hazards and Risks: Hurricanes
Lisa Gilbert, Cabrillo College; Josh Galster, Montclair State University; Joan Ramage, Lehigh University
The purpose of this unit is to learn some of the scientific tools used to determine hurricane location, path, and strength. Students plot the path of a recent hurricane (Irene, 2011), work with an online viewer to ...

Unit 5: Hurricane Risks and Coastal Development part of Natural Hazards and Risks: Hurricanes
Lisa Gilbert, Cabrillo College; Josh Galster, Montclair State University; Joan Ramage, Lehigh University
This unit addresses changes in hurricane risks due to coastal development. Students will calculate the risks from hurricanes and how the hazards have changed (or not) from 1901 to 2010. Students will determine how ...

Case Study 6.1- Adapting to a Changing World part of Climate of Change
Becca Walker, Mt. San Antonio College
In this activity, students consider how several communities are adapting to climate change-related problems including drought's impacts on agriculture, loss of assets due to climate-related hazards, freshwater ...

Arctic Climate Curriculum, Activity 1: Exploring the Arctic part of Climate Change:Activities
Karin Kirk, Freelance Science Writer and Geoscientist; Anne Gold, University of Colorado at Boulder
This activity introduces students to the Arctic, including different definitions of the Arctic and exploration of the Arctic environment and Arctic people. Students set out on a virtual exploration of the geography ...

Arctic Climate Curriculum, Activity 3: Exploring Arctic Climate Data part of Climate Change:Activities
Karin Kirk, Freelance Science Writer and Geoscientist; Anne Gold, University of Colorado at Boulder
Students dig into authentic Arctic climate data to unravel some causes and effects related to the seasonal melting of the snowpack. In particular, students learn about albedo and its relationship to snowmelt. This ...

Unit 3: Sensory Data Collection part of Mapping the Environment with Sensory Perception
Michael Phillips, Illinois Valley Community College; Kate Darby, Western Washington University; Lisa Phillips, Texas Tech University
In this unit, students will develop protocols for the collection of sensory data (scents and/or sounds), plan and execute the field collection of sensory data using developed protocols, analyze collected data, and ...

GLOBE and My NASA Data Collection, Visualization and Analysis through Concept Mapping part of Project EDDIE:Teaching Materials:Modules
Adriana Perez, El Paso Community College; John Olgin, El Paso Community College
Through the use of GLOBE Observer app, and My NASA data, students will explore the acquisition, visualization and analysis of data. Students will follow the scientific method to better understand the steps in the acquisition, analysis and interpretation of data. Students will be exposed to the value of citizen science and the role of science in our lives. Students will learn to identify basic cloud types and features with the My NASA cloud sorting cloud activity and sky watcher cloud chart (background knowledge), utilize the GLOBE Observer app to collect cloud and dust data across different locations and time frames (data acquisition), upload the data to the GLOBE NASA database, and then work with the Earth System Data Explorer to visualize, analyze, and interpret how these different kinds of data are used by scientists to understand the natural world and complex processes and interactions of Earth's spheres (data visualization and analysis). Finally, students will produce a series of cumulative concept maps as they evaluate the steps in the data acquisition, analysis and interpretation process through the GLOBE app, and My NASA site's Earth System Data Explorer.

Unit 2.6: Is heat always a dead end, or can it do something useful too? part of TIDeS:TIDeS Teaching Materials:Physical Science
Sandra Penny, Russell Sage College, and Natalie Bursztyn, University of Montana
Students focus on some thermodynamic aspects of energy: Heat, heat engines, and the second law of thermodynamics. We have already laid the groundwork for these concepts in Unit 2.3 (Energy Types and ...

Unit 4.2: Exploring the Outdoors part of TIDeS:TIDeS Teaching Materials:Earth Science
Angela Daneshmand, Santiago Canyon College
How do clouds form? Do they have any impact on the weather? The majority of the class session for this unit takes place outside the classroom as students engage in weather data collection for a practical, hands-on ...

Elementary GLOBE Air Quality Module part of CLEAN Collection