Activity

Students create a model of sea level rise based on the melting of land ice, sea ice, or grounded ice. Student predictions are recorded and models are run. Making explanations based on data, cause and effect, and asking questions are emphasized in this activity.

Students describe the basic principles of nuclear chemistry, discern between diagrams and representations of nuclear equations and processes, and use context clues to correctly categorize nuclear events.

Students observe, sketch, and describe clouds on their own before learning to identify cloud types by comparing photos of different clouds to their sketches.

Students observe cloud type and coverage, as well as other weather conditions over a five-day period and correlate these observations. Students make and test predictions using these observations.

Students will work with short-term and long-term air temperature data in order to better understand the differences between weather and climate.

Students observe the process of evaporation, make comparisons about the process, then construct a diagram and use it to describe the process of evaporation.

In this problem-based learning module, students research and report on Hurricane Katrina, using an earth systems science analysis approach.

This lesson invites young students to inquire about phase changes, about what happens as water changes into ice and as ice changes into water, observing ice melting and freezing under a variety of conditions.

In this multi-part activity, students distinguish between adaptation and mitigation, in response to climate change, and research and discuss/debate strategies to minimize the effects of climate change.

In this activity, students explore factors that have caused the rise in global temperature over the last century. Educators have the opportunity to assess how modeling activities (the game), analogies (the cake), and mathematical models (graphs) develop and change student mental models.