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This cooperative learning activity, for grades 7-12, promotes critical thinking skills within the context of learning about the causes and effects of climate change. Objectives include: (1) understanding factors that reduce greenhouse gases; (2) understanding the role of trees in reducing greenhouse gases; (3) identifying foods that produce greenhouse gases; (4) realizing the importance of personal responsibility to recycle; and (5) understanding the importance of being a responsible consumer. (CCM)

This learning module aims to engage students in problem solving, critical thinking, scientific inquiry, and cooperative learning. The module is appropriate for use in any introductory or intermediate undergraduate course that focuses on human-environment relationships. The module examines the geography of human activities that produce the major greenhouse gases expected to cause global warming. The module teaches students about the basics of the global climate, energy balance, greenhouse effect, and the origins of regional and national emissions of the important greenhouse gases. It explores the many difficult issues involved in formulating and implementing global climate policy. The module concludes with a critical look at the international negotiations to reduce greenhouse gas emissions as required by the "United Nations Framework Convention on Climate Change." The module contains 7 tables, 8 figures, a list of acronyms, a guide, a summary, an overview, a glossary, references for all units, supporting materials, and appendixes (online sources, films, a guide to the UN Framework Convention, and selected readings). It is divided into thematically coherent; each of which consists of background information, teaching suggestions, student worksheets, and the answers expected for each activity. (Author/BT)

This teaching guide contains information, activities, and discussion questions and answers about oceans for grades nine and ten. The information section covers the following topics: studying global ocean color from space, what can be seen from space, phytoplankton, carbon dioxide, and the greenhouse effect of the earth. (MKR)

Designed for integration into existing science curriculum for grades 8-10, this curriculum uses a current environmental issue, climate change, as a vehicle for teaching science education. Instructional goals include: (1) familiarize students with scientific methods; (2) help students understand the role of uncertainty; (3) encourage students to gather meaningful data; (4) engage students in hands-on, experiential learning within the classroom and community; (5) develop student learning artifacts (used in authentic assessment); (6) examine information regarding Earth's climate as it currently exists; (7) analyze information regarding Earth's past climate; (8) develop the concept of a greenhouse; (9) consider factors contributing to Earth's climate; and (10) evaluate controversial issues regarding global climate change. Fifteen activities are contained in five modules five modules that cover climate; the greenhouse effect; the carbon cycle, climate change, and the greenhouse gases; and possible effects of climate change. Teacher and student materials are provided for each activity. Science content includes fundamental components of the climate system, including the hydrosphere, atmosphere, and biosphere; the scientific uncertainties involved in predicting the rate and magnitude of climate change; and the likely impacts of rapid climate change on ecosystems. The publication cites 17 additional curriculum resources. (LZ)

The task of providing hands-on as well as minds-on activities for students in science is one of concern to many scientists and educators. In an effort to inspire student interest in science and technology, scientists from the Forecast Systems Laboratory, a laboratory within the National Oceanic and Atmospheric Administration's (NOAA) Environmental Research Laboratories, and classroom teachers from the Boulder Valley School District collaborated to produce a series of Student Activities in Meteorology (SAM). The following SAM activities are included: (1) "Tracking Severe Weather with Doppler Radar"; (2) "Wind Profiler: Doppler Radar in a Vertical Direction"; (3) "Looking at Severe Weather: Lightning and Tornadoes"; (4) "Wind Chill"; (5) "Greenhouse Effect: Too Much, Too Little, or Just Right?"; (6) Volcanoes: Ozone Depletion and Atmospheric Cooling"; (7) "Using Statistics to Analyze Climate Data"; (8) "Carbon Monoxide Pollution, Wind Speed, and Wind Direction"; (9) "Air Traffic, Weather, and Vectors"; and (10) "Sunspots: Space Weather Monitoring." Each activity contains: (1) statement of the problem; (2) materials needed; (3) background information; (4) description of the procedures; and (5) a list of questions. (A glossary of 85 terms is included along with an answer key.) (ZWH)

This atmospheric studies teacher's guide for use with middle school students blends lessons in chemistry, physics, and the life, earth, and space sciences in an attempt to accomplish the following: to nurture students' natural curiosity and excitement about science, mathematics, and technology; to encourage career exploration in science, mathematics, and technology; to foster critical and problem-solving skills; and to demystify science and demonstrate its relationship to other fields of study. The guide is divided into four sections, each of which follows the format of a detective case: (1) "The Scene: the Mysterious Atmosphere" explores the structure and composition of the Earth's atmosphere and its relationship to the planet, land, water, and sun; (2) "The Crime: Harming the Atmosphere" discusses greenhouse effect and ozone; (3) "The Suspects: Natural and Anthropogenic Causes" explores possible natural and human-caused sources of harmful change; and (4) "The Detectives: Working to Solve the Mysteries" gives students information about how scientists are working to answer questions about the atmosphere and how the students can become involved now and in the future. The 14 lesson provide background information for both students and teachers, hands-on activities, materials, procedure, open ended questions, reproducible activity sheets, suggestions for group or individual activities in other discipline areas, extension activities, and home activities to provide the opportunity for parent involvement. A glossary and resource section (lists of 16 related organizations, 11 publications, 6 videotapes, and brief information on NASA educational resources--Spacelink computer information service, satellite videoconferences, NASA Central Operation of Resources for Educators, and Teacher Resource Center Network) are included. (MCO)

Presents a case study on sustainability using the concept "Ecological Footprint" to focus on the Biosphere II experiment. Discusses the increasing rate of population growth and Earth's capability of sustaining humans with its limited natural resources, material consumption, and pollution and how to measure sustainability. Includes teaching notes and classroom management strategies. (Contains 23 references.) (YDS)

Tests a multifaceted curriculum for use in introductory earth science classes from the secondary school to the introductory undergraduate level. Simulates the greenhouse effect with two fish tanks, heat lamps, and thermometers. Uses a hands-on science approach to develop a deeper understanding of the climate system among students. (Contains 28 references.) (Author/YDS)

Explores the inclusion of science-technology-society (STS) education in social studies. Provides background information on global warming and the depletion of the ozone layer. Focuses on reasons for teaching global climate change in the social studies classroom and includes teaching suggestions. Offers a list of Web sites about global climate change. (CMK)

Studies the parameters involved in a presentation of the greenhouse effect and describes a simple demonstration of this effect. Required equipment includes a 100-120 watt lamp, a 250mL beaker, and a thermometer capable of recording 0-750 degrees Celsius together with a small amount of chloroform. (Author/SAH)

A resource for teaching about the consequences of global warming. Discusses feedback from the temperature increase, changes in the global precipitation pattern, effects on agriculture, weather extremes, effects on forests, effects on biodiversity, effects on sea levels, and actions which will help the global community cope with global warming. (LZ)

Part of the Understanding Our Environment project that is designed to engage students in investigating specific environmental problems through concrete activities and direct experience, this unit uses the contemporary dilemma of acid rain as a vehicle for teaching weather and the characteristics of air and atmosphere. The project involves a hands-on activity in which students examine and compare mock rainwater samples from a fictional remote site in the United States. Information gathered and questions raised in the course of this activity are used to examine weather patterns and to discover how weather is a result of the atmosphere's structure and scale. As a follow-up, the global issues of stratospheric ozone depletion and greenhouse warming are introduced. The objectives include: learning about all aspects of the problem of acid precipitation; drawing inferences about how pollutants are transported through the atmosphere; appreciating the processes and characteristics of the atmosphere; understanding how weather is a function of atmospheric processes; investigating the role of airborne particles in cloud formation; and learning about smog, greenhouse warming, and ozone depletion. (JRH)

Makes comparisons between the Earth and other planets to suggest a possible vehicle for predicting the effects of human-made or natural disasters on our Earth. Also included are brief discussions of the following topics: (1) the atmosphere and greenhouse effect; (2) alterations of the biosphere; (3) climate and climatic change; (4) the water supply; and (5) radiation. (ZWH)

Presents the objective and methodology chosen for the construction of a global emissions source database called EDGAR and the structural design of the database system. The database estimates on a regional and grid basis, 1990 annual emissions of greenhouse gases, and of ozone depleting compounds from all known sources. (LZ)

Examines the potential for the replacement of CFCs for historic uses with substituting technologies. The potential production and emissions of the principal HCFCs and HFCs are calculated for the next 25 years. (LZ)

A resource for the teaching of the history and causes of climate change. Discusses evidence of climate change from the Viking era, early ice ages, the most recent ice age, natural causes of climate change, human-made causes of climate change, projections of global warming, and unequal warming. (LZ)

This environmental education guide, developed by American Forests, includes five lessons created to help teachers use "Growing Greener Cities," a tree-planting handbook. The lessons are designed to teach students the role trees and forests play in cities. Lesson one begins with an introduction, several preparatory exercises to orient students to trees and the urban forest, and a set of experiential activities. Each lesson contains pertinent information, including readings from "Growing Greener Cities." Lessons two through five follow the same pattern as lesson one, without the preparatory exercise. The final lesson includes tree-planting suggestions for teachers, students, and schools. (Author/MCO)

This series of educational activities is intended to help teachers communicate basic scientific concepts related to global warming and the greenhouse effect to students grades 7-10. Seven sessions provide laboratory activities, simulations, and discussions that can be used to improve student understanding of a number of important scientific concepts, including the molecular model of heat, ways in which energy is transferred, how objects attain a stable temperature, and the structure of the atmosphere. Activities encourage students to apply scientific knowledge to considerations of the social and ecological consequences of global warming. Section titles are: (1) "Introduction"; (2) "Time Frame"; (3) "Session 1: What Have You Heard About the Greenhouse Effect?"; (4) "Session 2: Modeling The Greenhouse Effect"; (5) "Session 3: The Global Warming Game"; (6) "Session 4: Detecting Carbon Dioxide"; (7) "Session 5: Sources of Carbon Dioxide in the Atmosphere"; (8) "Session 6: Changes On Noua's Island"; (9) "Session 7: The Worldwide Effects of Climate Change"; (10) "Session 8: World Conference on Global Warming"; (11) "Going Further" (nine extension activities); (12) "Behind the Scenes" (background reading for teachers); (13) "Resources" (33 entries); (14) "Literature Connections" (10 fiction and non-fiction); and (15) "Summary Outlines." (LZ)

Demonstrates whether high concentrations of carbon dioxide and water vapor can increase temperature. Lists materials needed to perform the experiment. (SAH)