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Climate Change, After the Storm

Jeff Thomas, Scott Linneman, Jim Ebert, Central Connecticut State University; INTEGRATE project

This 3-activity sequence addresses the question: 'To what extent should coastal communities build or rebuild?' The activity uses social science and geoscience data to prepare an evidence-based response to the question, in targeted US coastal communities.

Series of activities will take about 6-7 hours of in-class time plus homework.

Learn more about Teaching Climate Literacy and Energy Awareness»

ngssSee how this Activity supports the Next Generation Science Standards»
High School: 1 Performance Expectation, 2 Disciplinary Core Ideas, 2 Cross Cutting Concepts, 6 Science and Engineering Practices

Climate Literacy
About Teaching Climate Literacy

About Teaching the Guiding Principle
Other materials addressing GPb
About Teaching Principle 2
Other materials addressing 2f
About Teaching Principle 5
Other materials addressing 5c
About Teaching Principle 5
Other materials addressing 5e
About Teaching Principle 7
Other materials addressing 7a
About Teaching Principle 7
Other materials addressing 7c

Energy Literacy

Other materials addressing:
2.4 Water stores and transfers energy.
Other materials addressing:
2.7 Effects of changes in Earth's energy system .

Notes From Our Reviewers The CLEAN collection is hand-picked and rigorously reviewed for scientific accuracy and classroom effectiveness. Read what our review team had to say about this resource below or learn more about how CLEAN reviews teaching materials
Teaching Tips | Science | Pedagogy | Technical Details

Teaching Tips

  • Although these three activities would occupy a large amount of class time if used in their entirety, specific parts can be excerpted as needed for a given class. For example, Part 1 leads students through an excellent introduction to climate change and sea level rise. Similarly, parts 2 and 3 assume that students have learned the basics of climate change and takes them into finer detail about the factors that contribute to vulnerability of coastlines. The process of creating a position paper could be applied to many types of issues and assignments.
  • Teaching tips for each activity are provided. They suggest where group vs. individual work is most appropriate, where instructors may need to provide additional guidance, etc.

About the Science

  • Drawing from datasets of atmospheric CO2, atmospheric temperature, sea level, the Greenland ice sheet, and tropical cyclone intensity, this series of activities is designed for students to apply what they have learned about the methods of geoscience to complete an authentic and data-rich, lab-based activity to address the problem: "To what extent should we build or rebuild coastal communities?"
  • This sequence of activities is designed to model scientific thinking, and it does so very effectively.
  • Comments from expert scientist:
    Scientific strengths:
    - Definition of temporal and spatial data!
    - Students collect, organize, and analyze data (e.g., changes in sea level, ice sheet coverage, and intensity of tropical cyclone data) and visualizations (temperature forecast models under various CO2 emissions scenarios)
    - Students create concept model based on their observations, wonders, and what they learned

    link: http://www.epa.gov/climatechange/science/indicators/weather-climate/temperature.html is being updated

About the Pedagogy

  • This sequence of activities is part of a larger curriculum module that explores geoscience methods .
  • While the activity sequence is designed for introductory college courses, it does not require prerequisite knowledge. However, this series of assignments will push students to dig into data and think about how to apply it to a real case.
  • Assessment methods for each step are described.
  • The pedagogy of this activity is thoughtfully designed and will engage students with several types of scientific and social-scientific thinking.
  • Activities are carefully structured and presented, and utilize a rich assortment of datasets, IPCC summaries, and media resources to guide and substantiate student responses to the question posed.
  • Instructor and student materials are provided in online and pdf form.
  • Activities include a variety of approaches including background reading, data analysis, concept mapping, literature review, and preparation of position paper. Formative assessments and rubrics provided.

Technical Details/Ease of Use

  • Link to overview provided for context; separate links for student and teacher resources.
  • This resource, like others in the Exploring Geoscience Methods curriculum of which this is a part, has materials for instructors and students, including mirrored webpages for student use.
  • Student materials can be accessed via links on the instructor (default) page, or via the left-hand menu.
  • Several datasets require the installation of Google Earth.

Next Generation Science Standards See how this Activity supports:

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