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Urbanization creates novel ecosystems comprised of species assemblages and environments with no natural analogue. Moreover, irrigation can alter plant function compared to non-irrigated systems. However, the capacity of irrigation to alter functional trait patterns across multiple species is unknown but may be important for the dynamics of urban ecosystems. We evaluated the hypothesis that urban irrigation influences plasticity in functional traits by measuring carbon-gain and water-use traits of 30 tree species planted in Southern California, USA spanning a coastal-to-desert gradient. Tree species respond to irrigation through increasing the carbon-gain trait relationship of leaf nitrogen per specific leaf area compared to their native habitat. Moreover, most species shift to a water-use strategy of greater water loss through stomata when planted in irrigated desert-like environments compared to coastal environments, implying that irrigated species capitalize on increased water availability to cool their leaves in extreme heat and high evaporative demand conditions. Therefore, irrigated urban environments increase the plasticity of trait responses compared to native ecosystems, allowing for novel response to climatic variation. Our results indicate that trees grown in water-resource-rich urban ecosystems can alter their functional traits plasticity beyond those measured in native ecosystems, which can lead to plant trait dynamics with no natural analogue.

Urban heat and air pollution, two environmental threats to urban residents, are studied via a community science project in Los Angeles, CA, USA. The data collected, for the first time, by community members, reveal the significance of both the large spatiotemporal variations of and the covariations between 2 m air temperature (2mT) and ozone (O3) concentration within the (4 km) neighborhood scale. This neighborhood variation was not exhibited in either daily satellite observations or operational model predictions, which makes the assessment of community health risks a challenge. Overall, the 2mT is much better predicted than O3 by the weather and research forecast model with atmospheric chemistry (WRF-Chem). For O3, diurnal variation is better predicted by WRF-Chem than spatial variation (i.e., underestimated by 50%). However, both WRF-chem and the surface observation show the overall consistency in describing statistically significant covariations between O3 and 2mT. In contrast, satellite-based land surface temperature at 1 km resolution is insufficient to capture air temperature variations at the neighborhood scale. Community engagement is augmented with interactive maps and apps that show the predictions in near real time and reveals the potential of green canopy to reduce air temperature and ozone; but different tree types and sizes may lead to different impacts on air temperature, which is not resolved by the WRF-Chem. These findings highlight the need for community science engagement to reveal otherwise impossible insights for models, observations, and real-time dissemination to understand, predict, and ultimately mitigate, urban neighborhood vulnerability to heat and air pollution.

In the past decade, emphasis on promoting "climate literacy" in K-16 science classrooms has increased. Teachers play a critical role in cultivating these opportunities, especially in secondary science classrooms. However, most prior climate education research has focused on students and student learning; little is known about how teachers implement climate-focused curricular interventions. Here, we report findings from a concurrent mixed methods, multiple-case study of four secondary science teachers' implementation of a new, NGSS-aligned, model-centric climate curriculum module grounded in the use of a data-driven, computer-based climate modeling tool--Easy Global Climate Model (EzGCM). We employ multiple data sources, including video-recorded classroom observations, interviews, and instructional artifacts, and both qualitative and quantitative analyses, to investigate how teachers implemented the curriculum. Findings show that, overall, teachers implemented the curriculum in ways that were less model-centric than designed, placing greater emphasis on EzGCM itself rather than using the model to investigate Earth's changing climate. Additionally, we present detailed single-case studies of each participant teacher that highlight differences in teachers' implementation of the curriculum module and their reasoning for making observed instructional decisions. This research sheds light on the design of secondary science learning environments by illustrating the varied ways teachers implement a climate-focused curriculum to support students' developing climate literacy. This has important implications for the design of climate-focused curriculum and supports for teachers.

A gap has existed between the tools and processes of scientists working on anthropogenic global climate change (AGCC) and the technologies and curricula available to educators teaching the subject through student inquiry. Designing realistic scientific inquiry into AGCC poses a challenge because research on it relies on complex computer models, globally distributed data sets, and complex laboratory and data collection procedures. Here we examine efforts by the scientific community and educational researchers to design new curricula and technology that close this gap and impart robust AGCC and Earth Science understanding. We find technology-based teaching shows promise in promoting robust AGCC understandings if associated curricula address mitigating factors such as time constraints in incorporating technology and the need to support teachers implementing AGCC and Earth Science inquiry. We recommend the scientific community continue to collaborate with educational researchers to focus on developing those inquiry technologies and curricula that use realistic scientific processes from AGCC research and/or the methods for determining how human society should respond to global change.

To enhance teaching and learning about Earth's climate and global climate change (GCC) in secondary science classrooms, the authors are engaged in a four-year, National Science Foundation (NSF)-funded project to develop, implement, and evaluate a new four-week curriculum module grounded in the use of a data-driven, computer-based climate modeling toolkit--EzGCM (see Forbes et al. 2020). Instructional approaches focused on investigations grounded in climate data have been successful in improving students' understanding of the global warming phenomenon, as well as the methods scientists use to develop the evidence (e.g., Holthius, Lotan, Saltzman, Mastrandrea, and Wild 2014). However, it is challenging to obtain, analyze, understand, and present large scientific data sets and complex computer models in the classroom. Tools such as EzGCM make modeling and big data more accessible to students and more appropriate for classroom teaching and learning. However, if not integrated meaningfully, students' interactions with these data and models remains superficial (Bowen and Rodger 2008). In this article, the authors describe their approach to using models to support students' reasoning about Earth's climate and GCC through the use of EzGCM.

Though citizen science programs have been broadly successful in diverse scientific fields, their adoption has lagged in some disciplines, including soil science and ecosystem ecology. Collaborations with citizen scientists may be viewed as a conundrum in these disciplines, which often require substantial labor and technical experience; citizen scientists could improve sampling capacity but may reduce sample quality or require training and oversight prior to and while performing specialized tasks. To demonstrate the feasibility of incorporating citizen scientists into soil biogeochemistry research, we conducted a proof-of-concept study in high-elevation meadows of the Sierra Nevada in California. A collaboration between university researchers and citizen scientists allowed us to assess spatial and diel patterns of soil greenhouse gas (GHG) fluxes with an intensity and frequency that would otherwise be beyond the capacity of a typical research laboratory. This collaboration with citizen scientists increased our sampling intensity by over 700% while only doubling the sampling error relative to that of full-time researchers. With training and support from project scientists, citizen scientists collected data that demonstrate spatial independence of carbon dioxide, methane, and nitrous oxide at scales between 1 m and 175 m. Additionally, we found a lack of temporal variation over a 24-h period for all three GHGs. Citizen scientists participating in this one-day event reported levels of satisfaction commensurate with longer-term, immersive campaigns. The place-based event also proved an effective tool for teaching intangible concepts of soil biogeochemistry and promoting local conservation. Despite perceived barriers to entry, this study demonstrates the mutual benefits of citizen science collaborations in soil science and ecosystem ecology, encouraging adoption by disciplines that have been slow to take advantage of such collaborations. Short-term, local citizen science events can provide meaningful experiences for area residents and teach global biogeochemical cycles in a place-based context.

Though citizen science programs have been broadly successful in diverse scientific fields, their adoption has lagged in some disciplines, including soil science and ecosystem ecology. Collaborations with citizen scientists may be viewed as a conundrum in these disciplines, which often require substantial labor and technical experience; citizen scientists could improve sampling capacity but may reduce sample quality or require training and oversight prior to and while performing specialized tasks. To demonstrate the feasibility of incorporating citizen scientists into soil biogeochemistry research, we conducted a proof-of-concept study in high-elevation meadows of the Sierra Nevada in California. A collaboration between university researchers and citizen scientists allowed us to assess spatial and diel patterns of soil greenhouse gas (GHG) fluxes with an intensity and frequency that would otherwise be beyond the capacity of a typical research laboratory. This collaboration with citizen scientists increased our sampling intensity by over 700% while only doubling the sampling error relative to that of full-time researchers. With training and support from project scientists, citizen scientists collected data that demonstrate spatial independence of carbon dioxide, methane, and nitrous oxide at scales between 1 m and 175 m. Additionally, we found a lack of temporal variation over a 24-h period for all three GHGs. Citizen scientists participating in this one-day event reported levels of satisfaction commensurate with longer-term, immersive campaigns. The place-based event also proved an effective tool for teaching intangible concepts of soil biogeochemistry and promoting local conservation. Despite perceived barriers to entry, this study demonstrates the mutual benefits of citizen science collaborations in soil science and ecosystem ecology, encouraging adoption by disciplines that have been slow to take advantage of such collaborations. Short-term, local citizen science events can provide meaningful experiences for area residents and teach global biogeochemical cycles in a place-based context.

To meet collective obligations towards biodiversity conservation and monitoring, it is essential that the world's governments and non-governmental organisations as well as the research community tap all possible sources of data and information, including new, fast-growing sources such as citizen science (CS), in which volunteers participate in some or all aspects of environmental assessments. Through compilation of a database on CS and community-based monitoring (CBM, a subset of CS) programs, we assess where contributions from CS and CBM are significant and where opportunities for growth exist. We use the Essential Biodiversity Variable framework to describe the range of biodiversity data needed to track progress towards global biodiversity targets, and we assess strengths and gaps in geographical and taxonomic coverage. Our results show that existing CS and CBM data particularly provide large-scale data on species distribution and population abundance, species traits such as phenology, and ecosystem function variables such as primary and secondary productivity. Only birds, Lepidoptera and plants are monitored at scale. Most CS schemes are found in Europe, North America, South Africa, India, and Australia. We then explore what can be learned from successful CS/CBM programs that would facilitate the scaling up of current efforts, how existing strengths in data coverage can be better exploited, and the strategies that could maximise the synergies between CS/CBM and other approaches for monitoring biodiversity, in particular from remote sensing. More and better targeted funding will be needed, if CS/CBM programs are to contribute further to international biodiversity monitoring.

Geography educators have long taught anthropogenic global climate change (AGCC) using geospatial data, visualizations, analysis tools and models. We examined the attitudes of teachers at secondary schools, research institutions, colleges and universities tasked with teaching using one such technology. We designed a seventeen-question online survey about the National Aeronautics and Space Administration (NASA) Goddard Institute for Space Studies (GISS) Educational Global Climate Model (EdGCM) that was completed by 115 respondents. Researchers and educators at more than 150 research and educational institutions internationally have utilized EdGCM since 2005. There are numerous reasons why teaching AGCC with a global climate model (GCM) is attractive, and this study examined the successes and challenges teachers confront when implementing such educational technologies. Those in our sample provided insight into what methods and approaches proved effective in reinforcing conceptual understandings of the geographic processes that shape the Earth system. Our findings show educators are willing to use complex scientific models in their classroom but prefer those that enable genuine student research. We also found that more easily accessible online technologies pose fewer technical challenges and often are preferred by teachers to more complex climate education technologies.

This study with 79 students in Montreal, Quebec, compared the educational use of a National Aeronautics and Space Administration (NASA) global climate model (GCM) to climate education technologies developed for classroom use that included simpler interfaces and processes. The goal was to show how differing climate education technologies succeed and fail at getting students to evolve in their understanding of anthropogenic global climate change (AGCC). Many available climate education technologies aim to convey key AGCC concepts or Earth systems processes; the educational GCM used here aims to teach students the methods and processes of global climate modeling. We hypothesized that challenges to learning about AGCC make authentic technology-enabled inquiry important in developing accurate understandings of not just the issue but how scientists research it. The goal was to determine if student learning trajectories differed between the comparison and treatment groups based on whether each climate education technology allowed authentic scientific research. We trace learning trajectories using pre/post exams, practice quizzes, and written student reflections. To examine the reasons for differing learning trajectories, we discuss student pre/post questionnaires, student exit interviews, and 535 min of recorded classroom video. Students who worked with a GCM demonstrated learning trajectories with larger gains, higher levels of engagement, and a better idea of how climate scientists conduct research. Students who worked with simpler climate education technologies scored lower in the course because of lower levels of engagement with inquiry processes that were perceived to not actually resemble the work of climate scientists.

To explore the National Fatality Review Case Reporting System (NFR-CRS) as a new data source to (1) characterize pediatric vehicular heatstroke (PVH) deaths among children <15 years of age reviewed by Child Death Review teams, and (2) identify factors independently associated with common PVH scenarios and incident locations. Data for 2005–2019 were used to characterize 296 PVH deaths. Frequencies and percentages were calculated to describe child, supervisor, and incident characteristics. Multiple logistic regression with and without imputation were carried out to identify factors associated with the two outcomes of interest: PVH scenario (left in vehicle vs. gained access) and incident place (supervisor workplace vs. other locations). Odds ratios and 95% confidence intervals (OR, 95% CI) were calculated. Most children had been left unattended in vehicles (N = 225, 76.0%) and 13.5% (N = 40) had gained access independently. Children were most often male (N = 168, 56.8%), non-Hispanic White (N = 131, 44.3%), and <2 years of age (N = 172, 58.1%). Disability or chronic illness was noted for 4.7% (N = 14), 13.9% (N = 41) had a history of maltreatment, and 6.1% (N = 18) an open CPS case at the time of incident. Children left unattended were more likely to be <2 years of age (adjusted imputed OR 26.7, CI 7.3–97.2) and less likely to have an open CPS case (0.2, 0.0–0.4) and for the incident to occur at home (0.2, 0.1–0.9) compared to children who gained access. PVH deaths occurring at the supervisor's workplace were more likely to be <2 years of age (6.2, 2.4–15.8), to have occurred on a weekday (5.9, 1.7–20.9), and to have been supervised by their parent at the incident time (2.7, 1.1–6.7) compared to other locations. The results align with previous PVH findings and added new information on child race/ethnicity, CPS action, disability/chronic illness, and maltreatment. With the exception of parents being more likely to be the supervisor in incidents occurring at home, which was expected, neither supervisor characteristics nor child race/ethnicity or sex were independently significant in multiple regression, suggesting that PVH is pervasive and that education campaigns should be similarly broad. [ABSTRACT FROM AUTHOR]

This paper reviews university-level efforts to improve understanding of anthropogenic global climate change (AGCC) through curricula that enable student scientific inquiry. We examined 152 refereed publications and proceedings from academic conferences and selected 26 cases of inquiry learning that overcome specific challenges to AGCC teaching. This review identifies both the strengths and weaknesses of each of these case studies. It is the first to go beyond examining the impact of specific inquiry instructional approaches to offer a synthesis of cases. We find that inquiry teaching can succeed by concretising scientific processes, providing access to global data and evidence, imparting critical and higher order thinking about AGCC science/policy and contextualising learning with places and scientific facts. We recommend educational researchers and scientists collaborate to create and refine curricula that utilise geospatial technologies, climate models and communication technologies to bring students into contact with scientists, climate data and authentic AGCC research processes. Many available science education technologies and curricula also require further research to maximise trade-offs between implementation and training costs and their educational value.