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This article highlights the importance of teaching complex subjects like climate change and artificial intelligence to elementary school students in developmentally appropriate ways. It emphasizes the need to address climate change and climate justice in education and provides resources for climate education, such as the MOOSE Climate Education Module and Google Earth. The MOOSE Module focuses on the impacts of climate change on people and communities, while Google Earth allows students to explore Earth's natural and human-built environments. These resources aim to empower students to take action and propose solutions for a sustainable future. The article also discusses an activity using Google Earth to raise students' awareness of their individual impact on the climate through their food choices. This activity encourages students to think about reducing their carbon footprint through locally sourced foods and incorporates authentic meals from diverse backgrounds, promoting cultural responsiveness. [Extracted from the article]

By starting the course with the science and then waiting until students start asking about social aspects, students are not lost through the transition; it becomes a more natural fit for a teacher who has not dipped their toes into social discussion before. Overwhelmingly, the students found the class useful and believe that other high schools should offer a similar course (Figure 1). Large numbers of Americans of all ages are interested in learning more about climate change education (CCE) (Perkins et al. 2017) and high schools have the opportunity to contribute to that learning. [Extracted from the article]

Understanding data analysis and interpreting data are key components of teaching interdisciplinary undergraduate students. We detail a semester-long research project that introduces students to long-term data sets, incorporates the use of widely available statistical analysis, and underscores an inquirybased method of teaching climate change. Our learning objectives included analysis of large-scale climate data and interpretation of empirical trends in the context of two climate change phenomena: warming and the urban heat island effect. We demonstrate how small groups of students (n = 2 or 3) were empowered to independently download and analyze long-term temperature data to be aggregated into a class data set. Students used the National Centers for Environmental Information (NCEI) to find the long-term data sets of hourly maximum (TMAX) and minimum (TMIN) temperatures. Students used the open-source statistical software R to manage and summarize data. Students also examined changes in land use cover using Google Earth satellite data to quantify whether stations were urban or rural. Students were assessed in their groups based on a research paper and a class presentation. Approaching climate change education from the inquiry-based learning perspective allows students to understand how scientific research is conducted, apply the scientific method, and experience firsthand the importance of opensource data. [ABSTRACT FROM AUTHOR]

The article describes an activity program for secondary school science classes which asks students to investigate climate change effects using place-based learning through film production process.

The article describes a lesson designed to increase comprehension by exploring processes on particle, microscopic and large scales. Topics discussed include learning the nature of carbon by focusing on plant growth, climate change and global carbon cycling and the lesson aligned with the Next Generation Science Standards (NGSS) based on research into learning progression.

This study is part of the Maryland and Delaware Climate Change Education Assessment and Research (MADE CLEAR) project, which aims to improve climate literacy in the K-16 population through systemic, sustainable change in teacher preparation. To begin this effort we surveyed faculty members at four higher education institutions to evaluate preservice teachers' exposure to climate literacy topics. The survey, completed by 119 faculty members from different science disciplines, reported on course climate literacy content and challenges faced in incorporating this material into their courses. Nearly half of the respondents (55, 46%) reported a scientific background of biology or Earth/environmental science. Most (98, 82%) indicated that they have never received formal training in climate change science. Many (28, 47%) stated interest in obtaining prepared teaching material. This assessment could be used in other institutions to improve the climate change literacy at the K-16 level. [ABSTRACT FROM AUTHOR]

What responsibility do we as science teacher educators have for engaging students in learning about global climate change in our courses? What stance should we take in introducing this topic? How can we add the topic of global climate change within an already packed course curriculum? These are the issues with which we have been grappling. We have begun assembling instructional resources and informing ourselves about ways others have incorporated global climate change in their courses. For now, we are choosing an incremental approach, thinking about ways to extend what we are already doing to help our students to understand at least some of the scientific concepts and reasoning underlying the claims being made, potential social impacts, and relevant educational policies. Here we reflect on ways we are modifying our curriculum as instructors in an introductory physics course and an elementary science teaching methods course for prospective teachers. [ABSTRACT FROM AUTHOR]

The article presents a lesson plan on climate change that uses a project-based method in which students research the physical basis, adaptations, and mitigation of the issue.

A science activity is presented that uses the Google Trends web resource from Internet services provider Google and data about climate change in an effort to understand graphic methods and patterns.

The article presents information on a school project designed to teach students about climate change while engaging students through the use of technology and social media. It addresses the importance of developing 21st century skills including the ability to critically view information, communicate both face-to-face and over the Internet, and acknowledge the implications of global issues on local environments.

The article discusses the use of digital cameras in the classroom as a way to teach high school and college students about plant phenology. The authors discuss phenology as a method of tracking climatic changes by observing foliage and plant canopies. Topics include high school students' laboratory reports on plant phenology, the use of online networks to encourage school and student collaboration on phenology, as well as college students' use of the National Phenology Network (NPN) website.

The authors discuss using the Future Worlds With Google Earth lesson plan developed at Lehigh University to teach middle school students about climate change. The effects of sea level rise on coastal areas, anthropogenic carbon emissions, and online instructional materials such as Goggle Earth maps for the lesson are discussed. Lessons on data analysis and sea ice are also mentioned.

The article presents information on an online climate change curriculum entitled "Modeling Earth's Climate." It discusses how the curriculum, developed as part of the High-Science Adventure project from educational organization the Concord Consortium, incorporates dynamic computer models to allow students to visualize complex interactions that occur in climate change science. Other topics covered in the curriculum include the effects of emissions, the climate system, and increases in Earth's temperature.

Graduate students entered our online classrooms with robust, but nonscientific, opinions on climate change. To expose students to critical analysis of media and emphasize the nature of science, we required them to access scientific reports and participate in mandatory peer discussions. An introductory survey probed incoming knowledge and opinions, and students in four geology sections were then randomly assigned across sections to discussion groups. Throughout the semester , the instructor assigned resources and posted critical-thinking questions to guide discussions. Students analyzed data sources, judged studies' research relevance and application, identified nonscientific views, analyzed current trends against Earth's geologic history, and conducted additional research. At semester's end, each group summarized a consensus, and students completed postsurveys. Through content analysis, four broad themes emerged in group summaries, but differences existed. Paired pre- and postsurveys revealed that the vast majority of students (91%) indicated online peer-discussion forums promoted greater scientific understanding of the climate change issue. [ABSTRACT FROM AUTHOR]

The article offers the authors' insights on the need for science teachers to incorporate plant lessons in their science classes using web-based resources such as the web site Human Flower Project (HFP), located at wwwhumanflower.com. According to the authors, teaching botany to science students is important since humans rely on plants for food, clothing, and shelter. Moreover, it mentions several topics in which plant lessons can be incorporated including chemistry, climate change, and ecology.

The article presents a lesson plan which teaches the concepts of Earth's albedo and allows students to link current events to the science behind the melting ice.

The article discusses ideas and techniques to enhance the science teaching of educators in the field of weather and climate change in primary education. It provides several resources for teaching weather and climate change which include weather tracking charts from the National Weather Service, S'Cool project from the U.S. National Aeronautics & Space Administration (NASA), and a citizen reporting system in weather observation from the Community Collaborative Rain, Hail, and Snow Network (CoCoRaHS). It suggests that it is also critical for teachers to educate themselves about weather and climate change.

We have developed and implemented a novel general education science course that examines scientific knowledge, laboratory experimentation, and science-related public policy through the lens of feminist science studies. We argue feminist that this approach to teaching general science education is useful for improving science literacy. Goals for science literacy for nonscience major undergraduates are discussed. We used pre- and post-surveys (Likert scale), exam scores, and classroom assessments to examine the impact of this course on students. Our analysis shows that students made significant gains in science content knowledge, increased their confidence in learning science (content and experimental work), and increased their understanding of feminist analysis of science and science-related public policy. [ABSTRACT FROM AUTHOR]

The article presents a science experiment on climate change for students in science education. Ice Core Investigations include the classroom presentation and analysis of an ice core sample. Students investigate the physical and chemical properties of each layer in the sample and discuss their findings and predictions on air pollution present in the sample. Other topics include scientific inquiry, ash particles, glaciers, and volcanic emissions.

Describes the use of classroom demonstration to illustrate physical processes occurring on Martian polar regions during seasonal changes. Materials needed; Construction of the model for the demonstration; Development of student interaction through question and answer.

The article discusses the teaching of scientific argumentation in U.S. science classes and offers the opinion that the topic that is selected is important to student understanding. Topics discussed include the difference between scientific controversies and social or religious controversies that deal with science, the teaching of climate change, and the teaching of evolution.

The article presents a discussion of global climate change and the opinions of the author concerning the ways climate change should be discussed and taught in school. Arguments are presented which suggest that instead of discussing the history of global climate change it might be better for teachers to discuss how two thirds of the increase in atmospheric carbon dioxide has occurred during the lifetime of the students' parents.

The article discusses the 2014 report released by the United Nations Environment Program's Intergovernmental Panel on Climate Change (IPCC) and discusses ways that climate change can be taught in U.S. science classrooms. Topics discussed include a list of climate change and global warming online resources that teachers can use.