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Northwest Passage
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An investigation of changes in polar regions using Google Earth.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

Subject:
Applied Science
Biology
Environmental Science
Life Science
Mathematics
Measurement and Data
Statistics and Probability
Material Type:
Activity/Lab
Simulation
Provider:
Science Education Resource Center (SERC) at Carleton College
Provider Set:
Teach the Earth
Author:
Glenn Richard
Date Added:
07/13/2022
Northwest Passage
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CC BY
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In this activity, students use Google Earth and information from several websites to investigate some of the consequences of climate change in polar regions, including the shrinking of the ice cap at the North Pole, disintegration of ice shelves, melting of Greenland, opening of shipping routes, effects on polar bears, and possible secondary effects on climate in other regions due to changes in ocean currents. Students learn to use satellite and aerial imagery, maps, graphs, and statistics to interpret trends accompanying changes in the Earth system.

Subject:
Applied Science
Career and Technical Education
Economics
Environmental Science
Environmental Studies
Physical Science
Social Science
Material Type:
Activity/Lab
Provider:
CLEAN: Climate Literacy and Energy Awareness Network
Provider Set:
CLEAN: Climate Literacy and Energy Awareness Network
Author:
Glenn A. Richard
Mineral Physics Institute Stony Brook University
SERC On The Cutting Edge Collection
Date Added:
06/19/2012
Northwestern Indiana Landscape Unit
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In this lesson, students will investigate the question, what is the effect of climate on glacial landscape processes? Students will be guided through understanding how climate factors, such as temperature and precipitation, affect the growth or depletion of glaciers using the online resource Climate Reanalyzer. Students will then investigate how glaciers influence topography by studying a variety of glacial landforms, and then connecting these landforms to the Indiana landscape through an ArcGIS storyboard.
After understanding how glaciers influenced Indiana directly, students will study the formation of Lake Michigan, and how the Last Glacial Maximum influenced the creation of the Grand Kankakee Marsh. Students will look at the distribution of sediment deposited by glaciers in Indiana with the online resource Soil Explorer to better understand the lasting glacial impact on the area, relating it to industry and human interaction. With knowledge of glacial influence and landscape features, students will apply the formations to the area they are living in by independently researching specific glacial history and creating a Google Earth tour of their area. At the end of this lesson, students will be asked to draw conclusions on how the future of glaciers and the global landscape will be affected by climate change.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

Subject:
Applied Science
Biology
Environmental Science
Life Science
Material Type:
Activity/Lab
Provider:
Science Education Resource Center (SERC) at Carleton College
Provider Set:
Teach the Earth
Author:
Moriah Weitman
Date Added:
08/04/2022
The (Not So) Great Garbage Patches
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In this lesson, students learn about plastic pollution and write a letter to a local official advocating for a solution to plastic pollution.

Step 1 - Inquire: Students complete the Anticipation Guide individually or in groups, responding to true or false prompts and answering one question about plastic pollution and the Great Pacific Garbage Patch.

Step 2 - Investigate: Students conduct research on plastic pollution and the Great Pacific Garbage Patch and complete the RACES writing organizer.

Step 3 - Inspire: Students write a letter to a local official advocating for action on plastic pollution.

Subject:
Arts and Humanities
English Language Arts
History
Material Type:
Lesson
Lesson Plan
Provider:
SubjectToClimate
Author:
Tana Shepard
Date Added:
04/06/2023
The (Not So) Great Garbage Patches
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SYNOPSIS: In this lesson, students learn about plastic pollution and write a letter to a local official advocating for a solution to plastic pollution.

SCIENTIST NOTES: The impact of plastic pollution and how it ends up in the ocean is underscored in this lesson. The video, accompanying materials, and class activity will spur students to engage in ocean clean-up exercises and advocate for responsible consumption and bans for single-use plastic. All the materials in the lesson are well-cited, and this lesson has passed our science credibility process.

POSITIVES:
-This lesson empowers students to take concrete action by contacting a local official advocating for immediate action on plastic pollution.
-This lesson may debunk some myths about plastic pollution, including the importance of plastic straws in global plastic pollution.

ADDITIONAL PREREQUISITES:
-It is important for students to understand the global context of plastic recycling. Only 9% of global plastic is recycled. The rest is mismanaged, landfilled, or incinerated.
-It is also important for students to understand that more than half of oceanic plastic pollution is made up of discarded fishing gear. While much emphasis is placed on individual behavior change (e.g., replacing plastic bags with canvas bags, carrying a reusable water bottle, etc.), one can argue that the best individual action you can take is to reduce or eliminate seafood consumption. This would decrease fishing in the oceans and the amount of discarded fishing gear dumped in the ocean.
-Students may find the answers to only some of the true/false questions on the Anticipation Guide by the time you reveal the answers at the end of the Investigate section. That is OK. You can still reveal the answers and move on.
-When students are drafting their letters to local officials, make sure they know that Oregon's single-use plastic bag ban went into effect on January 1, 2020. There is no need to advocate for banning single-use plastic bags, as that is already the law in Oregon.

DIFFERENTIATION:
-Some of the suggested resources in the Investigate section are more complex and might be better for higher-level students. These include Our World in Data’s Plastic Pollution website, the video titled How Much Plastic Is in the Ocean?, and the video titled Trash Island: Is It a Myth?
-When revealing the answers to the Anticipation Guide, you may have students tally their correct answers. The student with the most correct answers from the beginning of the lesson can be declared the winner.
-One possible extension is for students to draw a simple map of their local waterway and its path to the Pacific Ocean. Students can include a paragraph about how trash travels in waterways and describe a land-based solution to help prevent trash from entering waterways.
-There are ways to extend or adapt the Inspire section of this lesson. Here are some suggestions:
-Students can mail or hand-deliver their letters to local officials.
-Students can deliver a speech at a local government event (e.g., a city council meeting) advocating for more action on plastic pollution.
-Students can write letters to state or federal officials instead of local officials.
-Students can advocate for systemic change in their schools. Ideas include banning some or all single-use plastic packaging in the cafeteria, removing vending machines from school that sell beverages in single-use bottles, or changing school policies regarding birthdays or holidays such as Halloween or Valentine’s Day (e.g., banning single-use plastic candy, banning cheap plastic toys, banning balloons, etc.).
-Students can educate teachers or students in other grades about the problem of plastic pollution through speeches or posters displayed in common spaces throughout the school.

Subject:
English Language Arts
Social Science
Material Type:
Lesson Plan
Provider:
SubjectToClimate
Author:
Tana Shepard
Date Added:
06/29/2023
(Not So) Slow Burn: Teaching Climate Change Through Wildfires
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SYNOPSIS: In this lesson, students make personal connections to fire, understand how climate change is making wildfires worse in Oregon and across the globe, and create a wildfire solution presentation to promote a prevention or preparation strategy.

SCIENTIST NOTES: This lesson allows students to learn about the causes of wildfire and how they are induced by climate change. It also highlights locations at risk to wildfires in Oregon and ways students can develop tactics to promote effective management of wildfire events. The archival data on wildfires will enable them to interpret wildfire hotspots for contingency planning. This lesson is very engaging and is recommended for classroom use.

POSITIVES:
-This lesson can be taught in a language arts class or a science class.
-Students make a personal connection to fire before learning about climate change’s impact on wildfires.
-Students promote a prevention or preparation strategy to share with their class, school, or community.

ADDITIONAL PREREQUISITES:
-It would be helpful for students to have some background knowledge of what makes fire burn. The resources Heat and Fuel and Oxygen can provide more context for students.
-The data in the sortable table titled, Oregon Biggest Fires, comes from this article. You can access the data by clicking, “Download the data.”

DIFFERENTIATION:
-If teachers want to provide more context on active fires in Oregon, this map provides up-to-date information.
-This video can provide additional information and also serve as inspiration for students to create their own presentations.

Subject:
English Language Arts
Geoscience
Physical Science
Space Science
Material Type:
Lesson Plan
Provider:
SubjectToClimate
Author:
Lisa Colombo
Date Added:
06/29/2023
Now You "Sea" Ice, Now You Don't: Penguin communities shift on the Antarctic Peninsula
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In this activity, students investigate the shifting of three penguin communities in response to climate change.

Subject:
Career and Technical Education
Ecology
Environmental Studies
Geoscience
Life Science
Physical Science
Material Type:
Activity/Lab
Provider:
CLEAN: Climate Literacy and Energy Awareness Network
Provider Set:
CLEAN: Climate Literacy and Energy Awareness Network
Author:
Beth Simmons
Palmer LTER
Date Added:
10/27/2014
Nuclear Fission: Should We Continue to Use This Energy Technology?
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SYNOPSIS: In this lesson, students research nuclear energy and advocate for its expansion or contraction in order to meet the goals of the Paris Agreement. Students form policy proposals and compromise on the best path forward.

SCIENTIST NOTES: This lesson enables students to understand the advantages and disadvantages of nuclear energy, particularly the fission process. They would also analyze the best energy plans and develop policy proposals that would achieve the Paris goal and address climate change. All activities and materials have been fact-checked, and this lesson is recommended for teaching.

POSITIVES:
-Students explore a topic that is relevant but may not be part of their daily routine.
-Students collaborate in research and discussion.
-Students have the opportunity to choose what to research.
-Students have the opportunity to discuss opposing arguments in a civil and productive way. Students must listen to one another to compromise on an energy policy.
-This lesson provides a grading rubric.

ADDITIONAL PREREQUISITES:
-Students can design local, national, or global policy proposals.
-Allow students to discuss freely and independently; offer guidance only when students appear off track or stuck.
-Make sure everyone has an opportunity to contribute to each group conversation.
-It may be necessary to coach your students on how to be a respectful listener. This includes making eye contact and refraining from looking at screens.
-This lesson can be split into multiple sessions or days. Parts of this lesson can also be assigned to be completed outside of regular class time.

DIFFERENTIATION:
-The extent of student research and detail in policy planning can be adjusted to student skill level.
-If your class has 24 students, you may have eight groups of students. Four of the groups would advocate for expanding nuclear energy capacity, and four of the groups would advocate for reducing nuclear energy capacity.
-It may be necessary to ask some students to take opposing viewpoints in order to have a balanced class. For example, if 19 of your 24 students want to expand nuclear energy capacity, some of them will have to switch sides in order to create more balance. It may be helpful to emphasize the fact that people with strong debating skills can argue both sides of any argument.

Subject:
Political Science
Social Science
Material Type:
Lesson Plan
Provider:
SubjectToClimate
Author:
Denise Linder
Date Added:
06/30/2023
Nuffield Trust's NHS history interactive timeline
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Our interactive timeline brings 70 years of reform to the National Health Service (NHS) to life, charting its evolution from inception through to the present day.

Subject:
Applied Science
Arts and Humanities
Health, Medicine and Nursing
Material Type:
Game
Provider:
Nuffield Trust
Provider Set:
Individual Authors
Author:
Nuffield Trust
Date Added:
07/31/2012
Nutrient Load Module
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Estimating nutrient loads is a critical concept for students studying water quality in a variety of environmental settings. Many of these students will be asked to assess the impacts of a proposed anthropogenic activities on human water resources and/or ecosystems as part of their future careers. This module has students explore factors contributing to the actual loads of nitrogen that are transmitted down streams. Nitrogen is a key water quality contaminant contributing to surface water quality issues in fresh, salt and estuarine environments. Students will utilize real-time nitrate data from the US Geological Survey to calculate nitrate loads for several locations and investigate the interplay of concentration and discharge that contributes to the calculated loads.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

Subject:
Biology
Life Science
Mathematics
Measurement and Data
Statistics and Probability
Material Type:
Activity/Lab
Provider:
Science Education Resource Center (SERC) at Carleton College
Provider Set:
Teach the Earth
Author:
Thomas Meixner
Date Added:
08/17/2022
Nutrient Monitoring in the Chesapeake Bay
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Provenance: Used with permission from the Chesapeake Bay Program: https://www.chesapeakebay.net/
Reuse: If you wish to use this item outside this site in ways that exceed fair use (see http://fairuse.stanford.edu/) you must seek permission from its creator.
The Chesapeake Bay waters receive input from rivers and streams from areas of Washington D.C, Maryland, Delaware, Virginia, West Virginia, and some parts of New York and Pennsylvania. Historically, humongous amounts of water pollution from nutrients discharged from these locations have reportedly occurred in the waters of the Chesapeake Bay region, such that it was entered into the list of the "Clean Water Act Section 303(d): Impaired Waters and Total Maximum Daily Loads (TMDLs)," compiled by the EPA. Water impairment occurs when a lake, river, or stream fails to meet specific water quality standards, according to its classification and intended use.
According to the Chesapeake Bay Program, established in 1983 to reduce pollution and restore the ecosystem, "Plants and animals need nutrients to survive. But when too many nutrients enter waterways, they fuel the growth of algae blooms and create conditions that are harmful to underwater life." Source: Chesapeake Bay Program: Learn the Issues.

Subject:
Mathematics
Measurement and Data
Statistics and Probability
Material Type:
Activity/Lab
Provider:
Science Education Resource Center (SERC) at Carleton College
Provider Set:
Teach the Earth
Author:
Akinyele Oni
Niangoran Koissi
Date Added:
01/20/2023
OER-UCLouvain: Diversité et Evolution animale : les non vertébrés
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En explorant ce site, vous allez découvrir le monde fabuleux et extrêmement diversifié des invertébrés : du plus petit unicellulaire jusqu'aux cordés.

Vous pourrez observer les caractéristiques de ces organismes, connaître leurs habitats naturels, leur écologie, leurs adaptations et surtout, comprendre comment ces organismes ont évolué au fil du temps.

Ce site est exploité dans le cadre de cours à l'UCL. A la fin de ce cours, les apprenants sont capables de :

(*) aborder les principes de la classification et les théories de l'évolution

(*) analyser la structure et la physiologie de représentants concrets de la diversité animale

(*) appréhender la variété des animaux à partir de leur plan d'organisation, en liaison avec leur adaptation à l'environnement

(*) intégrer cette diversité biologique dans l'optique de l'évolution

Afin d'atteindre ces objectifs, les apprenants sont amenés à :

(*) traiter l'information, la structurer, synthétiser, et porter un jugement critique sur cette démarche

(*) formuler des hypothèses et concevoir de nouvelles observations

Subject:
Life Science
Material Type:
Reading
Author:
BOURDAIS Delphine
HANCE Thierry
MAILLEUX Anne-Catherine
NIEBERDING Caroline
REES JEan-François
REMACLE Claude
Date Added:
09/12/2017
OER-UCLouvain: Introduction to climate dynamics and climate modeling
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CC BY-NC-SA
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A comprehensive analysis of all the components of the climate system (atmosphere, ocean, ice sheets, etc) and of all the interactions between them is out of the scope of any course or book. We have thus chosen here to provide only a brief overview of the processes that rule the behaviour of those different components. More detailed descriptions are provided in meteorology, oceanography and glaciology courses for instance. Our first goal here is rather to provide enough information on the interactions between the different elements of the climate system and on the dominant feedbacks to allow the student to analyse the variability of the climate and its response to a perturbation. By this mean, the reader should be able to understand the dominant causes of past climate changes and to critically evaluate the projections of the climate change over the next centuries or millennia.

Because of the complexity of the climate system, many analyses devoted to a quantitative estimate of climate change or climate variability rely on the use of comprehensive three-dimensional numerical models. However, simple models are also widely used to underline clearly the fundamental properties of the climate. Our second goal is thus to give the student the bases to understand how climate model are built and how they could be used to make quantitative estimate of climate variability and climate change as well as to illustrate how models could be used to understand the most important concepts of climate science.

This digital textbook was reviewed for its alignment with California content standards.


This online textbook could be followed section by section, presenting first the climate system and its components, then the way various types of climate models are developed and used, and finally the application of those concepts to the analysis of the climate during different periods.


This textbook presents all aspects of climate system dynamics, on all timescales from the Earth's formation to modern human-induced climate change. It discusses the dominant feedbacks and interactions between all the components of the climate system: atmosphere, ocean, land surface, and ice sheets. It addresses one of the key challenges for a course on the climate system: students can come from a range of backgrounds. A glossary of key terms is provided for students with little background in the climate sciences, whilst instructors and students with more expertise will appreciate the book's modular nature. Exercises are provided at the end of each chapter for readers to test their understanding. This textbook will be invaluable for any course on climate system dynamics and
modeling, and will also be useful for scientists and professionals from other disciplines who want a clear introduction to the topic.


- Covers all aspects of climate system dynamics and modelling for students, scientists and professionals

- Makes links between various relevant disciplines: atmospheric dynamics, physical and chemical oceanography, geology and numerical analysis

- Basic mathematical developments are presented but the concepts are also explained with words and illustrations

- Includes a full glossary and extensive end-of-chapter review exercises with solutions in the back of the book; the interactive models are also available online with regularly updated PowerPoint slides, including additional figures

Subject:
Applied Science
Health, Medicine and Nursing
Material Type:
Reading
Author:
BARRIAT Pierre-Yves
GOOSE Hugues
LOUTRE Marie-France
ZUNZ Violette
Date Added:
09/11/2017
OER-UCLouvain: Software Maintenance and Evolution
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This set of slides, covering the topics of Software Maintenance and Evolution, are the course lectures of a course 
LINGI2252 “Software Maintenance and Evolution”, given by Prof. Kim Mens at UCLouvain, Belgium

Subject:
Applied Science
Computer Science
Material Type:
Activity/Lab
Provider:
Université catholique de Louvain
Provider Set:
OER-UCLOUVAIN
Author:
MENS, Kim
Date Added:
09/29/2019
OGGM-Edu Glaciology Lab 1: What Makes a Glacier?
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This is a three-part class or lab activity that challenges students to define what a glacier is, how it differs from other parts of the cryosphere (such as sea ice), and what kinds of glaciers there are in the world. Part 1 (30-40 minutes) is a gallery walk activity for students to define a glacier and then test their definitions on example images. Part 2 (15-20 minutes) invites students to explore different types of glaciers found around the world through the OGGM-Edu Glacier Gallery app. Part 3 (15 minutes) is a debrief in the form of a mini-lecture, for which we provide the slides.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

Subject:
Applied Science
Biology
Environmental Science
Life Science
Material Type:
Activity/Lab
Provider:
Science Education Resource Center (SERC) at Carleton College
Provider Set:
Teach the Earth
Author:
Lizz Ultee
Date Added:
08/16/2022
OIL: Saudi Arabia, the U.S. & Osama bin Laden - Three Lessons for High School Students
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Educational Use
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Most Americans are "energy illiterate." These lessons for high school students promote energy literacy, especially about oil. We begin with a student energy quiz, followed by three readings and suggested classroom activities.

Subject:
Social Science
Material Type:
Activity/Lab
Lesson Plan
Provider:
Morningside Center for Teaching Social Responsibility
Provider Set:
Teachable Moment
Date Added:
10/31/2012
OLOGY: The Science Website For Kids
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On this site, through a variety of activities, you can learn about anthropology, archaeology, astronomy, biodiversity, the brain, climate change, the Earth, Einstein, expeditions, genetics, marine biology, paleontology, water, and zoology.

Subject:
Archaeology
Education
Genetics
Geoscience
Life Science
Physical Science
Physics
Social Science
Space Science
Material Type:
Activity/Lab
Diagram/Illustration
Interactive
Provider:
SMARTR
Provider Set:
SMARTR: Virtual Learning Experiences for Youth
Date Added:
11/06/2010
OLogy
Read the Fine Print
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From the American Museum of Natural History in NYC, this site covers the fascinating areas of archaeology, astronomy, marine biology, biodiversity, genetics and paleontology.

Subject:
Archaeology
Chemistry
Education
Life Science
Physical Science
Social Science
Material Type:
Lecture
Provider:
Fun Works
Provider Set:
Fun Works . . . for Careers You Never Knew Existed
Date Added:
11/02/2014
OR Science PT_5.LS2.1_The Movement of Matter in an Ecosystem v2.0
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CC BY-NC-SA
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This performance assessment aligns with NGSS Performance Expectation 5.LS2.1 and is intended to be used as an interim assessment. These assessments can either be used summatively, as an end of learning activity, or formatively, utilizing student responses to identify next instructional steps.

Subject:
Applied Science
Biology
Ecology
Environmental Science
Forestry and Agriculture
Life Science
Material Type:
Activity/Lab
Assessment
Author:
Jamie Rumage
Mariela Sala Bao
Noelle Gorbett
Date Added:
08/22/2023
OWL PELLET STUDY
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 The students will dissect an owl pellet by removing the bones.  They will use the bones to reconstruct the skeletons to help them determine what animals the owl has eaten. The class will compile their results and use their findings to help them construct a food web for the owl.

Subject:
Environmental Science
Material Type:
Activity/Lab
Author:
Teresa Walters
Date Added:
06/12/2023