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"Human Impacts on Our Climate" outlines a journey that will steer your students toward authentic problem solving while grounding them in integrated STEM disciplines. Like the other volumes in the series, this book is designed to meet the growing need to infuse real-world learning into K-12 classrooms. This interdisciplinary, three-lesson module uses project- and problem-based learning to help students investigate aspects of climate change that have been driven by the rise in global temperatures over the past century. Working in teams, students will use an engineering design process to identify a local environmental problem, develop a model to help monitor and minimize its impact, and create a presentation about their findings. To support this goal, students will do the following: (1) Explore differences between weather and climate and explore temperature as an indicator of global warming; (2) Examine the role that greenhouse gases play in global temperature warming; (3) Explain the causes and effects of climate change and how humans have influenced it; (4) Use mathematical modeling and numerical data to explore climate change's impact; (5) Analyze and synthesize credible resources to form scientific arguments regarding climate change; and (6) Develop a deeper understanding of how climate change influences the economy, our society, and people everywhere. The "STEM Road Map Curriculum Series" is anchored in the "Next Generation Science Standards," the "Common Core State Standards," and the Framework for 21st Century Learning. In-depth and flexible, "Human Impacts on Our Climate" can be used as a whole unit or in part to meet the needs of districts, schools, and teachers who are charting a course toward an integrated STEM approach.

What if you could challenge your second graders to design an outdoor STEM classroom with a butterfly garden, birdbath, and sundial? With this volume in the "STEM Road Map Curriculum Series," you can! "Investigating Environmental Changes" outlines a journey that will steer your students toward authentic problem solving while grounding them in integrated STEM disciplines. As are the other volumes in the series, this book is designed to meet the growing need to infuse real-world learning into K-12 classrooms. This interdisciplinary module uses project- and problem-based learning to help young children make discoveries about a range of natural and human-created phenomena. Building the outdoor classroom will help students learn about changes in the natural environment that are associated with the Earth's movement around the Sun, including plant and animal life cycles. They will draw on life, Earth and environmental science, the engineering design process, mathematics, and English language arts to do the following: (1) Develop a proposal for their outdoor classroom using persuasive language; (2) Devise a data collection plan to analyze environmental changes over time; (3) Explore local weather patterns and make connections among the patterns, seasons, and plant life cycles; (4) Learn about recycling, including sorting and tracking recycled materials; and (5) Create works of fiction incorporating their outdoor STEM classroom. The "STEM Road Map Curriculum Series" is anchored in the "Next Generation Science Standards," the Common Core State Standards, and the Framework for 21st Century Learning. In-depth and flexible, "Investigating Environmental Changes" can be used as a whole unit or in part to meet the needs of districts, schools, and teachers who are charting a course toward an integrated STEM approach.

This document is a compilation of 33 pieces of writing presenting Ohio adult basic and literacy education (ABLE) students' perspectives of community and personal history. The items included in the compilation were written by ABLE students across Ohio in celebration of Ohio History Day. The compilation is organized in five sections as follows: (1) personal history (eight personal narratives, including narratives describing work at the Ravenna Army Ammunition Plant, life in an oil patch, life in the mountains during the Depression, life on a farm in the 1950s, and life as the brother of a heart and kidney transplant recipient); (2) historical communities (nine descriptions of Ohio sites that are included in the National Register of Historic Places); (3) oral history (four narratives and an interview with a man who was imprisoned in the Soviet Union in 1968 after Russian fighter planes forced his plane down for allegedly violating Soviet air space); (4) historical weather (eight personal narratives, including a narrative about the 1978 blizzard, several about floods, and a narrative about a tornado); and (5) historical fiction (three history-based fictional narratives, including one about "rum runners" smuggling liquor from Canada during Prohibition and one about a P.T. boat prowling Lake Erie during World War II). (MN)

This volume of 16 chapters by 15 contributing authors was conceived as a means of drawing together a body of basic information about the Great Lakes that is up to date, based on sound research, and interpreted by experts in the scientific, historical, environmental and political value of the Great Lakes to North America and the world. Chapters include: (1) "These are the Sweetwater Seas" (Lee Botts); (2) "The Geological Setting of the Great Lakes" (Jane L. Forsyth); (3) "Vegetation and Plant Geography of the Lake Erie Basin" (John J. Furlong); (4) "The Effect of Lake Erie on Climate" (Val L. Eichenlaub); (5) "Coastal Processes on the Great Lakes" (Charles H. Carter); (6) "Early Struggles for Peace on Lake Erie" (Gerard T. Altoff); (7) "Opening the Region to Prosperity" (Gerard T. Altoff); (8) "The History of Great Lakes Shipping" (Alexander C. Meakin); (9) "Condition of Shipping on the Great Lakes" (Jeffery A. Bryant); (10) "Lake Erie Coastal Uses" (Richard Bartz); (11) "Water Level Fluctuations on the Great Lakes" (Thomas E. Croley II); (12) "Effect of Human Activities on the Ecology of Lake Erie" (Elliot J. Tramer); (13) "History of Changes in the Lake Erie Fishery" (Andrew M. White); (14) "Recovering from Phosphorus Enrichment" (Charles E. Herdendorf); (15) "Toxics in Lake Eric" (Clayton J. Edwards); and (16) "Governing the Great Lakes Basin" (Kathleen L. Barber). Information about the authors is provided. (MDH)

Online education continues to permeate mainstream teaching techniques in higher education settings. Teaching upper-level classes in an online setting is having a major impact on education as a whole and is fundamentally altering global learning. "Cases on Critical and Qualitative Perspectives in Online Higher Education" offers a collection of informal, personalized articles that identify, describe, and examine actual experiential domains of online program and course production. Administrators, developers, instructors, staff, technical support, and students in the field of online higher education will benefit from these case studies to reinforce and enhance their work. Following a foreword and preface, this book includes the following chapters: (1) eLearning Pedagogy: The Art of Teaching Online (Gina M. Suriano); (2) Challenges and Solutions when Designing and Teaching Online Courses (Jennifer Bachner); (3) Program Administration and Implementation of an Online Learning Initiative at a Historically Black College University (S. Suzan J. Harkness); (4) Faculty Participation in Online Higher Education: What Factors Motivate or Inhibit their Participation? (Michael S. Hoffman); (5) Getting Time to Teach: The Adoption of Online Courses by University Professors (Scott Reid); (6) Navigating the Lack of Face Time: The Instructor Role in the Online Classroom (Zawadi Rucks-Ahidiana); (7) Building Learning Spaces: Creating Online Learning Environments (David Starr-Glass); (8) How to Hollow Out an Education (John K. Davis); (9) Conflicting Worlds or Unique Partnerships: When Online Learning and Undergraduate Honors Education Collide (Melissa L. Johnson); (10) Developing, Implementing, and Experiencing an Online Sociology Degree Completion Program at a Large California Public University (Alan Emery, Patricia Literte, and Echo Chang); (11) Game On! Teaching Foreign Language Online (Kim Carter-Cram); (12) Redesigning Student's Thinking Processes through Advanced Discussion Forums (Janine Martins-Shannon, and Jason Ghibesi); (13) Hard-Learned Lessons: Online Course Development in the Years Following Hurricane Katrina (Sandra E. Weissinger, and Ashraf Esmail); (14) Beyond the Horizon: Teaching an Online Humanities Course (Diane M. T. North); (15) Orchestrating an Enrollment Management Transformation (Karen L. Pedersen, Terri Hayes, and Tim Copeland); (16) Moving Your College toward Online Programs Including a Quality Matters Implementation Plan (Deborah A. Allen); (17) Ethical Challenges and Adaptive Solutions Regarding Support of Online Graduate Student Research in Regions with Limited Infrastructure (Leilani Endicott, and Jenny Sherer); (18) Improving the Online Dissertation Writing Process (Libi Shen, and Irene Linlin Chen); (19) Learning across Multiple Spaces: An Integrated Approach to Formal Online and Face-to-Face Contexts (Laura Fedeli, Pier Giuseppe Rossi, and Lorella Giannandrea); (20) Evidencing Quality: Using the Sloan-C Quality Scorecard (Kaye Shelton, Karen L. Pedersen, and Lisa A. Holstrom); (21) Integrating Course Quality within a Community of Practice (Jocelyn Sherman, Michelle Yener, Casey Price, Linda Grant, Karla Gable, and Nick White); (22) Efficiency and Quality Improvement in Online Course Development (Erick Hilbert, and Kim Mierau); (23) Comparing "Pracademic" Teaching Techniques and Career Outcomes in Online and Traditional Criminal Justice Educational Environments (Robert D. Hanser, Attapol Kuanliang, and Nathan R. Moran); (24) Academic Dishonesty in Online Courses (Kimberly Nehls); and (25) Conducting Online Posting Activity on a Social Networking Site (SNS) to Replace Traditional Learner Diaries (Noor Saazai Mat Saad, Melor Md Yunus, Mohamed Amin Embi, and Mohamad Subakir Mohd Yasin). An index is included.

The "Project WET Curriculum and Activity Guide 2.0" continues Project WET's dedication to 21st-century, cutting-edge water education. Now in full color, Guide 2.0 offers new activities on topics such as National Parks and storm water, fully revised and updated activities from the original Guide and the very best activities gathered from all of Project WET's publications. Suitable for educators at all levels and subjects, Guide 2.0 is available as part of a Project WET workshop or training. Please contact your local Project WET Coordinator to learn more.

This book focuses on documenting and understanding the nature of environmental changes observed by indigenous residents of the Arctic. Common themes include increasing variability and unpredictability of the weather and seasonal climatic patterns, as well as changes in the sea ice and the health of wildlife. Nine papers focus on these changes, their impact on indigenous communities, the growing collaboration between communities and environmental researchers, and utilization of findings in community workshops and school classes. Chapters are: "These Are Things That Are Really Happening: Inuit Perspectives on the Evidence and Impacts of Climate Change in Nunavut" (Shari Fox); "Community Contributions to Ecological Monitoring: Knowledge Co-Production in the U.S.-Canada Arctic Borderlands" (Gary Kofinas); "We Can't Predict the Weather Like We Used to: "Inuvialuit Observations of Climate Change, Sachs Harbour, Western Canadian Arctic" (Dyanna Jolly, Fikret Berkes, Jennifer Castleden, Theresa Nichols); "Coastal Sea Ice Watch: Private Confessions of a Convert to Indigenous Knowledge" (David W. Norton); "Watching Ice and Weather Our Way: Some Lessons from Yupik Observations of Sea Ice and Weather on St. Lawrence Island, Alaska" (Igor Krupnik); "Nowadays It Is Not the Same: Inuit Qaujimajatuqangit, Climate and Caribou in the Kitikmeot Region of Nunavut, Canada" (Natasha Thorpe, Sandra Eyegetok, Naikak Hakongak); "Travelling with Fred George: The Changing Ways of Yup'ik Star Navigation in Akiachak, Western Alaska" (Claudette Bradley); "Climate Change and Health in Nunavik and Labrador: Lessons from Inuit Knowledge" (Christopher M. Furgal, Daniel Martin, Pierre Gosselin); "Putting the Human Face on Climate Change through Community Workshops: Inuit Knowledge, Partnerships, and Research" (Scot Nickels, Christopher Furgal, Jennifer Castleden, Pitseolalaq Moss-Davies, Mark Buell, Barbara Armstrong, Diane Dillon, Robin Fonger); and "Epilogue: Making Sense of Arctic Environmental Change?" (Fikret Berkes). The appendix, "Indigenous Views on Climate Change: A Circumpolar Perspective" (Tero Mustonen), describes Snowchange, a multi-year education-oriented project to document indigenous observations of climate change in northern Finland. (Contains references in each paper, data tables, maps and figures, and photographs.) (SV)

This book provides resources to teachers and librarians for creating thematic units on specific topics targeting grades K-8. Each topic includes key concepts, comprehensive teaching resources, teaching resources (nonfiction children's literature), reading selections (fiction children's literature), science activities, creative writing and art activities, and additional resources. The book is divided into three sections. Section 1, The Earth, includes: (1) Rocks, Minerals, and Soil; (2) Bodies of Water; (3) Oceans; and (4) Landforms and Geological Processes. Section 2, Ecology, includes: (1) Endangered Animals; (2) Diminishing Resources; and (3) Pollution. Section 3, The Weather, includes: (1) The Sun and the Seasons; (2) Air, Temperature, and Wind; and (3) Precipitation. (YDS)

This booklet presents some activities to measure various weather phenomena. Directions for constructing a weather station are included. Instruments including rain gauges, thermometers, wind vanes, wind speed devices, humidity devices, barometers, atmospheric observations, a dustfall jar, sticky-tape can, detection of gases in the air, and pH of rain water are illustrated using sample activities. (KHR)

This book is a teaching resource for the study of weather-related phenomena. A "weather unit" is often incorporated into school study because of its importance to our daily lives and because of its potential to cut across disciplinary content. This book consists of two parts. Part I covers the major topics of atmospheric science such as the modern scope of atmospheric science; the Earth-sun relationship; the composition and structure of the Earth's atmosphere; temperature, moisture, and pressure as the ingredients of weather; atmospheric movement; instruments, equipment, and observation methods; precipitation; weather systems; weather forecasting; and weather sights and sounds. Part II provides extensive treatment of Earth's climate system and the most notable manifestations of the atmosphere such as thunderstorms, tornadoes, hurricanes, blizzards and snowstorms, floods and drought, and temperature extremes. Part II also addresses important contemporary issues such as air pollution, global warming, ozone loss, and acid deposition with a focus on education, awareness, and preparedness. (WRM)

This illustrated reader in Inupiaq Athabascan is intended for use in a bilingual education setting and is geared toward readers, especially schoolchildren, who have a good grasp of the language. It consists of a story about traditional Inupiaq beliefs concerning the weather, stars, etc. (AMH)

This short, narrative pamphlet on the weather and the logger accompanies the appropriate grade level curriculum guide. (BP)

This book is designed for middle school earth science teachers to help their students learn about problems with floods and scientific literacy through event-based science. Unlike traditional curricula, the event-based earth science module is a student-centered, interdisciplinary, inquiry-oriented program that emphasizes cooperative learning, teamwork, independent research, hands-on investigations, and exploration of authentic tasks. Students use this book to work in cooperative teams and play the roles of forest recreation technician, landscape architect, hydrologist, geologist, and cartographer. The module in this book can be used to build a whole curriculum or fit into current lesson plans to add interest. (KHR)

This book is designed for middle school students to learn scientific literacy through event-based science. Unlike traditional curricula, the event-based earth science module is a student-centered, interdisciplinary, inquiry-oriented program that emphasizes cooperative learning, teamwork, independent research, hands-on investigations, and exploration of authentic tasks. Each unit is centered around a problem with hurricanes that had a catastrophic impact on people and the environment. Students use this book to work in cooperative teams and play the roles of editor-in-chief, hurricane specialist, meteorologist, natural-hazards planner, reporter, and environmental scientist. (KHR)

This book is designed for middle school students to learn scientific literacy through event-based science. Unlike traditional curricula, the event-based earth science module is a student-centered, interdisciplinary, inquiry-oriented program that emphasizes cooperative learning, teamwork, independent research, hands-on investigations, and exploration of authentic tasks. Each unit is centered around a problem with floods that had a catastrophic impact on people and the environment. Students use this book to work in cooperative teams and play the roles of forest recreation technician, landscape architect, hydrologist, geologist, and cartographer. (KHR)

Benjamin Franklin was the first great American scientist. This book contains activities which are organized into six subjects that Benjamin Franklin investigated: observation and experimentation, meteorology, electricity, sound and music, paper and printing, and lenses and vision. At the end of each chapter is a list of resources and ideas. The book includes a timeline of the life of Benjamin Franklin. (MKR)

This two-volume resource guide is designed to help K-6 and ESL teachers implement multicultural whole language learning through thematic social studies units. The four chapters in Volume 1 address universal themes: (1) "Climates and Seasons: Watching the Weather"; (2) "Trees and Plants: Our Rich, Green World"; (3) "Animals around the World: Tame, Wild, or Mythical"; and (4) "International Foods: From Frijoles to Dal." Each chapter in both volumes contains 7 sections. Sections 1 through 5, "Content Area Learning Web"; "Sparking Interest"; "Expanding Language"; "Reading and Reflecting"; and "Creating and Sharing," include activities and strategies for implementation of multi-level grouping, classroom management, and collaborative learning. Section 6, "Getting Families Involved," gives suggestions for involving parents in the acculturation process. "Suggested Readings" contains a list of multicultural children's books focused on the theme presented. The four chapters of Volume 2 address universal themes: (1) "Clothing of Many Countries: Rebozo, Kurta, and Sarouel"; (2) "Houses around the World: Round, Square, and on Stilts"; (3) "Transportation Alternatives from Calel to Jet"; and (4) "Multicultural Celebrations: Fiesta, Boun, and Mela." A section of "Reproducible Masters" concludes each chapter in both volumes. (MM)

This book is designed for middle school earth science teachers to help their students learn about problems with hurricanes and scientific literacy through event-based science. Unlike traditional curricula, the event-based earth science module is a student-centered, interdisciplinary, inquiry-oriented program that emphasizes cooperative learning, teamwork, independent research, hands-on investigations, and exploration of authentic tasks. Students use this book to work in cooperative teams and play the roles of editor-in-chief, hurricane specialist, meteorologist, natural-hazards planner, reporter, and environmental scientist. The module in this book can be used to build a whole curriculum or fit into current lesson plans to add interest. (KHR)

This handbook is a collection of printed materials that are available to students about the geology, weather, plants, animals and people of Alaska. Topics included are: (1) "Alaska History Line"; (2) "Geography of Alaska" (including maps, rivers, and islands); (3) "Geologic Time"; (4) "Geology" (including plates, earthquake zones, permafrost, and glaciers); (5) "Survival" (including snow and avalanche); (6) "Light"; (7) "Auroras"; (8) "Weather"; (9) "Air Quality" (including temperature inversions); (10) "Hypothermia"; (11) "Giardiasis"; (12) "Native People of Alaska"; (13) "Plants"; (14) "Birds"; (15) "Fish"; (16) "Mollusks"; (17) "Crab"; (18) "Mammals" (including classification, bears, predators-prey, ungulates, and marine mammals); and (19) "Amphibians." The appendix contains"Prudhoe Bay Facts," including information on Prudhoe Bay field, Alyeska pipeline, Valdez marine terminal, Sohio and Alaska offshore potential, Sohio tracts, and Pacific Ocean perch life history. (YP)

Climatology, an Earth science, is the scientific study of long-term average weather and atmospheric conditions. The prevailing weather conditions in specific geographic regions change over years, decades, centuries, and eras, affecting the plants, animals, and other life in the region.In this project, members will learn to: explore the difference between weather and climate to measure average temperature, wind, rainfall, and humidity over time • to analyze daily weather patterns how weather patterns influence plants, animals, humans, and the environment • how climate is influenced by interactions between sunlight, the ocean, the atmosphere, ice, landforms, and living things • how the ocean exerts a major influence on climate by absorbing energy from the Sun, releasing it over time, and globally redistributing it through ocean currents • how human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in climate change methods to mitigate climate change or adapt to itThis sheet outlines activity ideas at beginning, intermediate, and advanced levels of skill; also gives suggestions on how to tie the activity to STEM, healthy living, civic engagement, leadership and college and career readiness goals.