This short video from NASA discusses the role that salinity plays in Earth's climate and ocean circulation, focusing on the observations of the Aquarius satellite.

The purpose of this resource is to observe when selected bird species first arrive at your study site, and to count the numbers until few or none of these birds are seen. Students select a common and easily identifiable bird species in their region and observe when the bird species first arrives. Students use binoculars or telescopes to scan a study site and count how many they see. They continue to observe every other day until few or none of the selected species can be seen.

This video, along with a background essay, focuses on impacts of climate change on the lives of Native Alaskans around Barrow, Alaska. Specific changes include the timing of the changes in the formation and breakout of sea ice and the impacts on subsistence living.

This animation shows the Arctic sea ice September (minimum) extents from 1979-2016. Accessible from http://nsidc.org/cryosphere/sotc/sea_ice.html

This visualization shows static and animated images of changes in Arctic sea ice 1984-2016.

This video segment from Wild Europe: "Wild Arctic" explores the struggle for survival in one of Earth's most extreme environments.

In this short video, host Dr. Ryan interviews graduate student Amy Steiker at the Institute of Arctic and Alpine Research about her research, using isotopes of nitrous oxide, connecting human activity to greenhouse gas emissions.

Students will complete this survey that determines their personal and household contributions to atmospheric Carbon dioxide by using information about their previous year's consumption. They will understand that Carbon dioxide is a greenhouse gas produced by the combustion of fossil fuels, and that its production can be minimized by taking personal steps to conserve.

Art Club
By: Elizabeth Griggs - University of Nebraska-Lincoln Copyright 2018 by Elizabeth Griggs under Creative Commons Non-commercial License. Individuals and organizations may copy, reproduce, distribute, and perform this work and alter or remix this work for non-commercial purposes only

NEBRASKA HONORS PROGRAM CLC EXPANDED LEARNING OPPORTUNITY CLUBS INFORMATION SHEET:
Name of Club: Art Club

Age/Grade Level: K-5

Number of Attendees: (ideal number) 10

Goal of the Club: (learning objectives/outcomes) The goal of this art club is to introduce students to various painting techniques.

Resources: (Information for club provided by) Information for my club was obtained from my previous experience at an art studio.

Content Areas: (check all that apply)

☒ Arts (Visual, Music, Theater & Performance)
☐ Literacy
☐ STEM (Science, Technology, Engineering & Math)
☐ Social Studies
☐ Wellness (Physical Education, Health, Nutrition & Character Education)
Outputs or final products: (Does the club have a final product/project to showcase to community?) The final products included many paintings, including a grass landscape, watercolor paintings, an abstract piece and a Halloween inspired piece created by the attendees.

Introducing your Club/Activities: This club is designed for those students who enjoy being creative and learning various painting techniques.

General Directions: Have fun and allow students to use their creativity to paint works of art. Be flexible as students will put their own spin on the planned projects.

Tips/Tricks: Students enjoyed having free time to paint whatever they wanted. It is most successful when few instructions were given, and students got to decide what to add to the paintings. It is recommended that the club is carried out by two or more leaders.

The Art and Science of Teaching Agriculture: Four Keys to Dynamic Learning is a 240-page methods of teaching book. Specifically, it is a collection of thoughts, best practices, strategies, and techniques for planning, delivering, and assessing teaching and learning. This resource is assembled from among the best teaching professors in agricultural communication, education, and leadership in America. The authors offer the opportunity to build confidence in planning, delivering, and assessing the depths of the variables inherent in learning for secondary and postsecondary educators in both formal and nonformal educational environments.

You will quickly grasp the four fundamental keys of solid, basic, time-tested formal and nonformal teaching: Laying the Foundation, Connecting with Students, Designing Instruction, and Applying Learning. These keys are shared with you through the unique voices of the authors to provide a multiperspective approach to teaching.

Are you reviewing or adopting this book for a course?
Please help us understand your use by filling out this form: https://bit.ly/teachagriculture_interest.

How to access this book
The main landing page for this book is https://doi.org/10.21061/teachagriculture.
The open textbook is freely available online in multiple formats, including: PDF, ePub, and Pressbooks (https://pressbooks.lib.vt.edu/teachagriculture)
A paperback print version (in color) is available for order here: https://www.amazon.com/Art-Science-Teaching-Agriculture-Learning/dp/1957213663.

ISBNs
ISBN (PDF): 978-1-957213-71-2
ISBN (Pressbooks): 978-1-957213-72-9
ISBN (EPUB): 978-1-957213-70-5
ISBN (print): 978-1-957213-66-8

Table of contents
The Discipline of Agricultural Education
Psychology of Learning
Principles of Teaching and Learning
Learning as Problem Solving
Inclusive Teaching
Dynamics of Teaching
Planning for Effective Instruction
Delivering Content With Technology
Assessing Agricultural Education
Applied Leadership Development through FFA
Supervised Agricultural Experiences
Effective Use of the Agriculture Laboratory Environment to Support Student Learning

Suggested citation
Whittington, M. Susie, Rick Rudd, and Jack Elliot, ed. (2023). The Art and Science of Teaching Agriculture: Four Keys to Dynamic Learning. Blacksburg: Virginia Tech Department of Agricultural, Leadership, and Community Education. https://doi.org/10.21061/teachagriculture. Licensed with CC BY NC 4.0 (https://creativecommons.org/licenses/by-nc/4.0/deed.en).

View errata: https://bit.ly/teachagriculture_errata
Report an error: https://bit.ly/teachagriculture_errors

Accessibility
Virginia Tech is committed to making its publications accessible in accordance with the Americans with Disabilities Act of 1990. The Open Education Initiative is committed to continuous improvement regarding accessibility. The text, images, headings, and links in the PDF and HTML versions of this text are tagged structurally and include alternative text, which allows for machine readability. Please contact openeducation@vt.edu if you are a person with a disability and have suggestions to make this book more accessible.

Illustration and cover design: Kindred Grey

This unit, in which students prepare to observe arthropods in their field site's different microhabitats, helps set the stage for a discussion on the ramifications of habitat loss. It's designed to be completed in four or more sessions and has comprehensive curriculum materials for teachers, including activity tips and an overview of the microhabitats in a temperate forest. The unit is designed to answer the following two target questions. What microhabitats exist at our site? Do different arthropods occur in different microhabitats?

 Article Summary Grade Level: 11- 12Subject: Advanced Life Science AnimalsDuration: 60 minutesDOK Level: 3SAMR Level: Augmentation Indiana Standard: ALSA-6.1 Acquire and demonstrate communication skills such as writing, public speaking, and listening while refining oral, written, and verbal skillsDescription: The students will use their critical thinking skills to analyze current research happening in the agricultural industry.  Objective: The students will select an article from the online AgResearch Magazine (https://agresearchmag.ars.usda.gov/ ) Essential Question: Why is research important?Procedure: Ask the students to answer the following questions in their journals: Why is research important? Why is sharing research important? Have a class discussion on the importance of sharing research and the importance of standard research practices.Explain the project sheet Agriculture Research Article Review Provide the project sheet through goolge classroomRead one article together as a class.Demonstrate how to fill out the project sheet.Make sure students understand how to properly cite the article Product or Assessment:  The completed project sheet which includes an article citation, article summary, and student opinion on research.

Students will summarize an article on an agricultural topic and reflect on what surprised or interested them, and name other keywords/topics for future research they found in the article.

Students improve their written observations by using their 5 senses and words that are relatable to others. Create statements that are based on observable facts in the natural world.

This easy-to-understand video animation describes drought and explains the different categories of drought used by the drought monitor. It discusses the effects of and contributions to drought, what the implications of the different drought levels are, and puts the drought maps into context to understand how the impacts vary geographically (e.g. drought in Nevada vs Kansas - one could affect tourism, the other agriculture). It also touches on how the development of maps/drought severity is determined and how it might vary geographically. The animation provides a basic overview of statistics and percentiles and the concept of '100 year events.'

This single day lesson plan includes guided notes and lecture materials covering the topic of Nutritional Needs Assessments for athletes. This lesson would be best implemented as a first day within the unit. Students will follow along with the teachers lecture using guided notetaking. Key Terms: Carbohydrates, Performance, BMR, Cardivascular Training, Anearobic, Aerobic, and Digestion. 

Given that humans historically have heavily used rivers and the lands along them for agriculture, transportation and other activities, how does human impact currently affect riparian ecosystems in a rural region? Students will address this question through several activities.

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This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Consuming high amounts of red meat is commonly linked to an increased risk of developing cancer, especially colorectal cancer. At the same time, antibodies against Neu5Gc , a carbohydrate derived from red meat, have been observed to worsen cancer in “human-like” mice. While these antibodies and red meat consumption are each believed to increase cancer risk, it remains unknown how diet affects the antibodies. Now, research suggests that consuming Neu5Gc from red meat and dairy can modulate the amounts and properties of anti-Neu5Gc antibodies in humans, providing clues to how the carbohydrate might be linked to cancer. The team behind the study calculated daily intake of Neu5Gc for more than 19,000 subjects aged 18 years or older. These participants provided regular logs of food consumed over 24-hour periods as part of the NutriNet-Santé study, which was designed to investigate relationships between nutrition and health status..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

In this activity, students explore the web-based U.S. Forest Service Climate Change Atlas to learn about projected climate changes in their state and how suitable habitat for tree and bird species is projected to change by 2100.