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This curriculum unit requires students to use science, geography, and language arts skills in studying the weather. Students are asked to report on weather anomalies and are provided with background information, detailed instructions, online resources, and reflection questions. The teacher's guide describes the unit's purpose, correlation to historical and social sciences skills, and how to conduct the lessons, including management and assessment tips. (RJC)

This document describes NASA's Earth Science Enterprise, a comprehensive program to study the earth as an environmental system. The Earth Science Enterprise has three main components: (1) a series of earth-observing satellites; (2) an advanced data system; and (3) teams of scientists who will study the data. Contents include: (1) "The Earth Science Enterprise," an overview of the program; (2) "Questions and Answers," key questions about how NASA studies the earth; (3) "NASA Facts," information on related science issues; (4) "Earth Science Enterprise Accomplishments," accomplishments from the past to the future; (5) "Earth Science Enterprise Researchers," information about the people who are part of the program; (6) "Earth Science Enterprise Facts," specific information about missions and recent changes; and (7) "Where Do I Get More Information?" a listing of Earth Science Enterprise education contacts. (CCM)

Designed for integration into existing science curriculum for grades 8-10, this curriculum uses a current environmental issue, climate change, as a vehicle for teaching science education. Instructional goals include: (1) familiarize students with scientific methods; (2) help students understand the role of uncertainty; (3) encourage students to gather meaningful data; (4) engage students in hands-on, experiential learning within the classroom and community; (5) develop student learning artifacts (used in authentic assessment); (6) examine information regarding Earth's climate as it currently exists; (7) analyze information regarding Earth's past climate; (8) develop the concept of a greenhouse; (9) consider factors contributing to Earth's climate; and (10) evaluate controversial issues regarding global climate change. Fifteen activities are contained in five modules five modules that cover climate; the greenhouse effect; the carbon cycle, climate change, and the greenhouse gases; and possible effects of climate change. Teacher and student materials are provided for each activity. Science content includes fundamental components of the climate system, including the hydrosphere, atmosphere, and biosphere; the scientific uncertainties involved in predicting the rate and magnitude of climate change; and the likely impacts of rapid climate change on ecosystems. The publication cites 17 additional curriculum resources. (LZ)

This book is intended to help teachers fulfill the need for children and future leaders to understand issues of global change and the science that lies behind them. Important changes are occurring in several of the earth's subsystems. The changes are thought to be the result from the expanding use of technology for the improvement of living standards, increased consumption of fossil fuels, and the growth of the human population. The book is divided into three sections. The first contains teaching materials targeted at the middle school level. The second contains materials for use primarily in high school science classes including biology, chemistry, and physics. The third section contains fact sheets intended for teachers, to assist them in improving their knowledge of a variety of issues in global change. Each activity focuses on Earth as an integrated system and includes an annotated bibliography of useful references. Some of the global change activity topics include: (1) the greenhouse effect and global warming; (2) ozone depletion; (3) shrinking freshwater resources; (4) deforestation and effects on biodiversity; (5) climate modeling; (6) volcanic eruptions; and (7) proxy data for global climate change. (ZWH)

As part of the National Aeronautics and Space Administration Mission to Planet Earth, ATLAS 2 will help develop a thorough picture of the Sun's output, its interaction with the atmosphere, and the well-being of Earth's middle atmosphere. This middle school level guide probes the connection between the activities of scientists and the observable world of weather and climated. To do this, the guide is divided into four sections. The first section, "Case History: What ATLAS 1 Discovered" summarizes the findings of the ATLAS 1 Spacelab/Shuttle flight of March 1992. It links that mission with the science goals of ATLAS 2 and future flights. The second section "The Search: What ATLAS 2 Scientists Investigate" delves into the invisible world of protons, neutrons, and electrons to explain the fundamental mechanism of absorption of ultraviolet radiation by ozone and the destruction of ozone by chlorofluorocarbons. The third section "The Motive: How Solar and Atmospheric Changes Might Affect Climate" explores the relationship between solar activity and weather and climate. The fourth section "The Method: How Atlas 2 Investigators Make These Measurements" studies the remote-sensing techniques of spectrometry and limb sounding. It also involves students in ground-truth studies and exercises that emphasize the importance of mathematics and precise measurement. (PR)

Through 12 readings and 32 activities this curriculum material introduces high school students to issues of the global environment and society, while both challenging them to critically evaluate the issues and motivating them to develop solutions. The materials are cited as being applicable to social studies, science, math, language arts, and family life education. A teachers guide provides a chart that briefly describes each activity, indicating the skills and subject areas emphasized in each activity. The activities utilize a variety of teaching strategies including role-playing simulations, laboratory experiments; problem solving challenges; mathematical exercises; cooperative learning projects; research; discussion; and, values clarification. Twelve of the 13 chapters address specific issues of global society and environment: (1) Population Dynamics; (2) Climate Change; (3) Air Pollution; (4) Water Resources; (5) Deforestation; (6) Food and Hunger; (7) Waste Disposal; (8) Wildlife Endangerment; (9) Energy Issues; (10) Rich and Poor; (11) Population and Economics; (12) The World's Women; and (13) Finding Solutions. The final chapter, "Finding Solutions," includes activities that encompass the preceding topics. Also included are: suggested resources for further research; and population education resources available through Zero Population Growth, Inc. (MCO)

Reports on the two most commonly used resources on global climate change available on the Internet and provides examples of classroom activities. (Author/YDS)

Describes an activity designed for secondary school students that explains the global carbon cycle and the production of CO2 through soil respiration. (YDS)

Describes a web-based, inquiry-oriented activity that enables students to examine long-term global climate change. Supports instruction in other topics such as population growth. (Contains 34 references.) (DDR)

Plantwatch is an international program in which observers note the spring flowering times of key indicator plants and report them on the Internet. Steps are outlined for teachers who wish to involve their classes in Plantwatch. Tips are offered for teaching younger and older students about phenology (the study of periodic biological events related to climate). (SV)

Tests a multifaceted curriculum for use in introductory earth science classes from the secondary school to the introductory undergraduate level. Simulates the greenhouse effect with two fish tanks, heat lamps, and thermometers. Uses a hands-on science approach to develop a deeper understanding of the climate system among students. (Contains 28 references.) (Author/YDS)

Explores the inclusion of science-technology-society (STS) education in social studies. Provides background information on global warming and the depletion of the ozone layer. Focuses on reasons for teaching global climate change in the social studies classroom and includes teaching suggestions. Offers a list of Web sites about global climate change. (CMK)

Explains five concepts that are vital for the design or implementation of programs on global climate change. Discusses different approaches for how global climate change should be taught. (Contains 20 references.) (YDS)

Discusses the largest and most dangerous uncontrolled experiment in history to see what will happen to our health and the health of the planet when the atmosphere and climate are changed. (ASK)

Provides answers to common questions on climate change and global warming with the help of the National Environmental Satellite, Data and Information Service (NESDIS). (ASK)

It is essential for public and corporate decision makers to know what dimensions of a strategic issue are important to the public. Contends that European citizens see catastrophic climate impacts as quite possible and do not view scientific uncertainty as a reason for not taking action. (Contains over 20 references.) (WRM)

This curriculum packet includes a teacher's introduction and five curriculum units that explore how transportation needs affect the environment, including the quality of air and water, habitat, and global climate. These materials encourage teens to apply wisdom, ingenuity, and sound science to the choices they make. Units are: (1) "Introduction--Going Places, Making Choices"; (2) "Unit 1--Cruise through History, A Look at Where We've Been and Where We're Going"; (3) "Unit 2--Natural Resources and Energy Use"; (4) "Unit 3--Sweating Over Climate Change, Air Pollution and Climate Change"; (5) "Unit 4--Land Use, Leaving Our Imprint on Earth"; and (6) "Unit 5--A Matter of Choice, Going Places, Making Choices, Taking Action." (CCM)

Illustrates how graphing calculators can be used to address the knowledge and skills promoted by the National Council for the Social Studies (NCSS) and other educational organizations. Focuses on plotting capability and facilitating various types of data and information analysis. (CMK)

Presents some of the misconceptions school-age children have about issues related to global warming/global climatic change. Discusses strategies for mitigation. (Author/CCM)

This teaching unit provides materials and information about the effects of El Nino on people, the economy, and nature around the world. It is important for students to know the impact El Nino has had on the world. The unit presents information that builds student's interest in other environmental phenomena as well. This unit offers information on societal issues such as land and property destruction and how that affects the world's population economically. This helps students learn how governments and leaders deal with these issues. Students take part in research and use resources available to gain knowledge and experience in research techniques. Sixth-grade language arts, social studies, science, and mathematics standards were taken from the instructional goals and objectives of West Virginia as guidelines addressed in the unit. (BT)

Details the experiences of a teacher who spent a month on a National Oceanic and Atmospheric Administration (NOAA) ship. Reports observations of developing El Nino conditions and presents related classroom activities. (DDR)