Unit 3: Climate Change and Food Security part of The Wicked Problem of Global Food Security
Rebecca Boger, Brooklyn College, CUNY; Russanne Low, Institute for Global Environmental Strategies; Amy Potter, Armstrong State University
This unit applies a flipped classroom model. Students complete a self-study tutorial prior to attending class. Students are then asked work independently or in pairs to generate a time-aware climate change Web map ...

Unit 5: Balancing the Radiation Budget: A Jigsaw Exploration of the Global Climate System (Part 2) part of Earths Thermostat
Phil Resor, Wesleyan University; Bob Mackay, Clark College; Allison Dunn, Worcester State University
In this two-day activity spanning Units 4 and 5, students analyze spatial variation in climate through a map-based jigsaw exploration of NASA's Clouds and Earth's Radiant Energy Systems (CERES) Energy ...

Unit 2: Earth's Atmosphere and Its Influence on Temperature part of Earths Thermostat
Allison Dunn, Worcester State University; Phil Resor, Wesleyan University; Bob Mackay, Clark College
This unit investigates the role of the atmosphere on incoming solar and outgoing terrestrial radiation and analyzes modern trends in greenhouse gas concentrations. Students first investigate radiation spectra to ...

Unit 3. Urban Water - Atmospheric Environment Interactions part of Water Sustainability in Cities
Marshall Shepherd, University of Georgia
Unit 3 addresses concepts related to urban-atmosphere interactions. The content explores how urban landscapes and atmospheric constituents modify or interact with the atmosphere to affect temperature, clouds, ...

Unit 4.1 - Energy Budgets part of Critical Zone Science
Jim Washburne, The University of Arizona
The purpose of this unit is to explore, compare, contrast, and calculate energy fluxes from different CZO field sites to better appreciate the critical differences in the driving radiative forces affecting each ...

Unit 1: Hydrologic Cycle part of Interactions between Water, Earth’s Surface, and Human Activity
Julie Monet, California State University-Chico
In this unit, students investigate water from a global perspective. The focus of students learning is on the identification of storehouses where Earth's water is stored, how matter (water) cycles through the ...

Case Study 2.1 - Climate Variability in the Equatorial Pacific part of Climate of Change
Cindy Shellito, University of Northern Colorado
This activity engages students in examining tropical Pacific pressure, sea-surface temperature, and precipitation data over a 10 year time span. Students work in groups to understand a data set, then debrief as a ...

Case Study 2.2 - Climate Variability in the North Atlantic part of Climate of Change
Cindy Shellito, University of Northern Colorado
This activity walks students through a data set depicting climate variability in the North Atlantic, associated with the North Atlantic Oscillation (NOA). Students examine anomalies of precipitation and pressure ...

Case Study 3.1 - Predicting Patterns: What Does La Niña Look Like? part of Climate of Change
Cynthia Fadem, Earlham College
This activity is designed to allow students who have been exposed to the El Niño-Southern Oscillation to analyze the La Niña mechanism and predict its outcomes. Students create an SST map for La Niña and both ...

How Can Models Be Used To Study Climate Change? part of Integrate:Workshops and Webinars:Systems, Society, Sustainability and the Geosciences:Activities
Ben Fackler-Adams, Skagit Valley College
Students utilize ice core data to develop a simple climate model, test it and then analyze, through reading IPCC materials, what other variables might need to be included in a model that more accurately predicts climate response to forcings. They are then asked to reflect on the use of models in scientific inquiry and on climate skeptics view of climate models.