Contemplative Inquiry on Climate Change: Playing with Perspectives part of Curriculum for the Bioregion:Activities
Abigail Lynam, Fielding Graduate University
Hour long contemplative exercise to explore the psychological, emotional and spiritual dimensions of learning about climate change. Guided perspective-taking exercise in small groups of 3-4 students, with discussion and reflective writing.

The Benefit of Acknowledging and Addressing Students' Uncomfortable Emotions when Learning about Environmental Issues: Fostering Growth and Change in Action-Oriented Exercises part of Curriculum for the Bioregion:Activities
Ellen Moore
Research reveals that if students are presented with negative information about environmental issues and they are not also provided with a plan for action, they often manifest denial on many levels. This exercise is designed to get students to directly address the emotions they face when learning about environmental issues and to make an action plan to address them in their individual lives.

Engaging Campus Conversations about Climate Action part of Curriculum for the Bioregion:Activities
Nicky Phear, The University of Montana-Missoula
Campus Climate Conversations are designed to be both educational and "deliberative," meaning students, staff, and faculty interact with one another in small groups to share views and ideas about climate action strategies. This activity is structured to enhance education and engagement, and to generate collaborative climate action strategies.

Interpreting the Geologic History of Canyon de Chelly part of Integrate:Workshops and Webinars:Teaching the Methods of Geoscience:Activities
Holly Godsey, University of Utah
The is a two part lesson designed to given in-service teacher an experience in field geology. The lesson is designed by Canyon de Chelly, AZ but can be used anywhere there are outcrops of two or more rock types.

Rates of Change and Deep Time in the Middle Grades Classroom part of Rates and Time:GSA Activity Posters
Fred Siewers, Western Kentucky University
The nature and scientific measurement of geological and cosmological time are among the most misunderstood and difficult to teach concepts in all of K-12 science education. To address this issue, a multi-disciplinary team of geologists, astronomers and education professionals at Western Kentucky University developed a series of professional development workshops for pre- and in-service middle grades teachers. The participants clearly advanced their content understanding of geological and cosmological time and the implementation plans received clearly show a desire to apply many of the activities learned in the workshop.

Educating in Fractal Patterns: Exercises in Introspective Reflection part of Affective Domain:Activities
Edward Nuhfer, Idaho State University
This activity is an exercise in helping faculty to access portions of their own affective choices that led them into their discipline and career of teaching. Faculty are most successful when they do what they most ...

Metacognitive Prompting Intervention - Science part of Metacognition:Activities
Erin Peters, George Mason University
The model is build on the ideas that students who observe a model, try the thinking task on their own with support, then try another similar thinking task with fading support, will develop self-regulation of the ...