Learn more about Teaching Climate Literacy and Energy Awareness»
See how this Simulation/Interactive supports the Next Generation Science Standards»
High School: 1 Performance Expectation, 1 Disciplinary Core Idea, 1 Cross Cutting Concept, 2 Science and Engineering Practices
About Teaching Climate Literacy
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Teaching Tips | Science | Pedagogy |
- Toolkit was developed for communities to approach real climate challenges; in a classroom setting, it could be used in a group project focused on a particular climate resilience issue or in concert with local community efforts.
- A great resource to use for preliminary research on a number of different topics within the climate change education umbrella.
- The regional reports are particularly useful as a starting point in discussing how climate change is affecting each region of the US.
- Can be used for students to study resilience in their community or region.
About the Science
- The toolkit helps users identify and respond to climate-related challenges that they and their communities face. Case studies outline strategies that various groups and communities have used to address climate changes specific to their location. Interactive and static maps and other tools, some overarching and some regionally-specific, are listed alphabetically.
- Passed initial science review - expert science review pending.
About the Pedagogy
- Toolkit invites exploration by regions of the US (Alaska and the Arctic, Northeast, Hawaii and Pacific Islands), and topics (such as ecosystems, coasts, tribal nations); provides guidance via steps to resilience, case studies, and expertise (print resources, individuals, training opportunities).
- A short video provides an overview of how the toolkit has been and can be used.
- It is a self-guided resource; no instructional pedagogy is provided.
- Case studies can be used for student projects.
- The "Steps to Resilience" framework could be used as a stand-alone student activity.
Next Generation Science Standards See how this Simulation/Interactive supports:
Performance Expectations: 1
HS-ESS3-5: Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.
Disciplinary Core Ideas: 1
HS-ESS3.D1:Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts.
Cross Cutting Concepts: 1
HS-C7.2:Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible.
Science and Engineering Practices: 2
HS-P4.1:Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.
HS-P8.1:Critically read scientific literature adapted for classroom use to determine the central ideas or conclusions and/or to obtain scientific and/or technical information to summarize complex evidence, concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.