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.

Unit 2: Climate Change, After the Storm part of Exploring Geoscience Methods
Jeffrey D. Thomas, Central Connecticut State University; Scott Linneman, Western Washington University; James Ebert, SUNY College at Oneonta
The goal of Unit 2 is for students to apply what they learned about the methods of geoscience to complete an authentic and data-rich, lab-based activity to address the following problem: "To what extent should ...

Unit 3: Discovering Curricular Resources and Teaching Interdisciplinary Lessons that Incorporate the Methods of Geoscience part of Exploring Geoscience Methods
James Ebert, SUNY College at Oneonta; Scott Linneman, Western Washington University; Jeffrey D. Thomas, Central Connecticut State University
This unit provides pre-service teachers in methods courses with resources for teaching geoscience content and utilizing the methods of geoscience. Pre-service teachers will prepare an annotated bibliography of ...

Activity 2.2: Issue Investigation part of Exploring Geoscience Methods
Jeffrey D. Thomas, Central Connecticut State University; Scott Linneman, Western Washington University; James Ebert, SUNY College at Oneonta
During Activity 2.2, students download, organize, and analyze geoscience data sets of sea level trends, terrestrial ice sheet trends, and intensity of tropical cyclones as well as forecast models of atmospheric CO2 ...

The Earth's Heat Budget part of NAGT:Our Resources:Teaching Resources:Teaching Materials Collection
Roy Plotnick, University of Illinois at Chicago
Hands-on laboratory activity that allows students to investigate the effects of distance and angle on the input of solar radiation at the Earth's surface; the role played by albedo; and the heat capacity of ...

Unit 4: Soils, Systems and Society Kit Presentation part of Soils, Systems, and Society
Kathryn Baldwin, Eastern Washington University; Jennifer Dechaine, Central Washington University; Rodger Hauge, American Geophysical Union; Gary Varrella, Washington State University-Spokane
In this unit, students construct and present a standards-based, K–8 Soils, Systems, and Society Kit that consists of lessons and supporting materials around a locally and broadly relevant societal issue that ...

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.

Activity 2.1: The Issue part of Exploring Geoscience Methods
Jeffrey D. Thomas, Central Connecticut State University; Scott Linneman, Western Washington University; James Ebert, SUNY College at Oneonta
Activity 2.1 motivates and engages students through the issue of climate change in a socioscientific context. This activity first assesses students' prior knowledge and then familiarizes students with a ...

Activity 2.3: Constructing the Argument part of Exploring Geoscience Methods
Jeffrey D. Thomas, Central Connecticut State University; Scott Linneman, Western Washington University; James Ebert, SUNY College at Oneonta
In Activity 2.3, students make an argument from evidence to address the problem: "To what extent should we build or rebuild coastal communities?" Students work as a team to complete a graphic organizer. ...