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Teaching Climate

Teaching Energy

Toolbox for Teaching Climate & Energy

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Topics

Climate System

Global Energy Balance

Orbital Cycles

Long-term Cycles

Seasons

Solar Radiation

Atmospheric Composition

Greenhouse Gases

Aerosols

Evolution of Atmosphere

Greenhouse Effect

Atmospheric Circulation

Hadley Cells

Coreolis Effect

Ocean and Climate

Heat Capacity of Water

Thermohaline Circulation

Thermal Expansion

Climate Feedbacks

Albedo

Deforestation

Water Cycle

Carbon Cycle

Biogeochemical Processes

Sources and Sinks

Regional Climates

Climate Compared to Weather

Causes of Climate Change

Cyclical and Natural Changes

El Nino, La Nina, ENSO

Other Oscillations

Volcanic Eruptions

Solar Output Variability

Seasonal Variability

Long-term Variability

Anthropogenic Changes

Greenhouse Gas Emissions

Land Use Changes

Measuring and Modeling Climate

Climate Data

Measurements and Observations

Proxy Data

Paleoclimate Records

Global Climate Modeling

Climate Projections

Climate Reconstructions

Scenario Development

Human Responses to Climate

Mitigation Strategies

Emissions Reduction

Carbon-free Energy

Land Use Changes

Carbon Capture and Storage

Adaptation Strategies

Retrofitting Infrastructure

New Infrastructure

Social Innovation

Risk Management

Personal Responsibility

Nature of Climate Science

Process of Science

Common Misconceptions

Energy Use

Carbon Capture and Storage

Fossil Fuels

Nuclear Energy

Solar Energy

Wind Energy

Other Alternatives

Efficiency and Conservation

Usage Trends

Energy Policy

Energy Infrastructure

Climate Impacts

Sea Level Rise

Extreme Weather

Heavy Precipitation/Floods

Heat Waves

Drought

Hurricanes and Storms

Ecosystem Changes

Plants and Animals

Melting Ice and Permafrost

Ocean Warming / Acidification

Availability of Water Resources

Drought

Agricultural Changes / Food Security

National Security

Public Health

Economic Impacts

Grade Level

Primary (K-2)

Intermediate (3-5)

Middle (6-8)

High School (9-12)

College Lower (13-14)

College Upper (15-16)

Graduate/Professional

Informal Education

Climate Literacy Principles

Humans can take action

GP a Climate science improves informed policy and decision-making

GP b Reducing human vulnerability to and impacts on climate requires multi-disciplinary, integrated understanding

GP c Climate change affects national security

GP d Greenhouse gas reduction and carbon dioxide sequestration to mitigate climate change

GP e Strategies to reduce greenhouse gas emission (energy conservation, renewable energies, change in energy use)

GP f Strategies of human adaptation to climate change

GP g Actions taken by different levels of society can mitigate climate change and increase preparedness for current and future generations

Sun is primary energy

1 a Sunlight warms the planet

1 b Earth's Energy balance

1 c Axial tilt of Earth governs incoming sunlight and seasonality

1 d Milankovitch/orbital cycle

1 e Solar variability has no significant impact on Earth's current warming

Climate is complex

2 a World's climate definition

2 b Ocean as climate control, oceanic conveyor belt; abrupt changes in thermohaline circulation

2 c Greenhouse effect

2 d Biogeochemical cycles of greenhouse gases / Carbon cycle

2 e Role of aerosols in climate system

2 f Equilibrium and feedback loops in climate system

Life affects climate; climate affects life

3 a Climate's role in habitats ranges and adaptation of species to climate changes

3 b The Greenhouse effect supports the water cycle and makes life possible

3 c Climate impacts ecosystems and past species extinctions

3 d Holocene is unusually stable – human infrastructure vulnerable to change

3 e Biosphere drives the global carbon cycle

Climate is variable

4 a Definition of climate and climatic regions

4 b Climate is not the same thing as weather – defining difference

4 c Climate change vs. climate variability and patterns

4 d Changes in climate is normal but varies over times/ space

4 f Evidence is that human impacts are playing an increasing role in climate change

4 g Natural processes of CO2 removal from atmosphere is slow; Long residence time of some GHG

4 e Global warming and especially arctic warming is recorded in natural geological and historic records

Our understanding of climate

5 a Climate system is subject to the same physical laws as the rest of the Universe

5 b Observations are the foundation for understanding the climate system

5 c Observations, experiments, and theory are used to construct and refine computer models

5 d Meteorology and climatology are related but different sciences, and their processes are modeled and forecast differently

5 e Climate models are robust enough to be used for guiding decision and actions as response to climate change

Humans affect climate

6 a Global warming is "very likely" caused by human greenhouse gas emission

6 b Increased GHG concentrations in atmosphere will remain high for centuries and affect future climate

6 c Human activities have increased GHG levels and altered global climate patterns

6 d Evidence shows that human-caused global warming have impacted ecosystem resulting in reduced biodiversity and ecological resilience

6 e Negative impacts of global warming outweigh positive

Climate change has consequences

7 a Sea level rise and resulting impacts is due to melting ice and thermal expansion and increases the risk

7 b Effects of climate change on water cycle and freshwater availability

7 c Increased extreme weather events due to climate change

7 d Increased acidity of oceans and negative impacts on food chain due to increasing carbon dioxide levels

7 e Ecosystems on land and in the ocean have been and will continue to be disturbed by climate change

7 f Human health and well-being will be affected to different degrees from the impacts from climate change

Energy Literacy Principles

Energy affects quality of life

7.1 Economic security

7.2 National security

7.3 Environmental quality

7.4 Fossil fuel supplies are limited

7.5 Access to energy affects quality of life

7.6 Vulnerable populations

Energy is a physical quantity

1.1 Energy is a quantity

1.2 Thermal energy

1.3 Energy is neither created nor destroyed

1.4 Energy quality degrades over time

1.5 Forms of energy

1.6 Chemical and nuclear reactions

1.7 Units of energy

1.8 Power

Physical processes on Earth are the result of energy flow

2.1 Changes in energy flow over time

2.2 Sources of energy on Earth

2.3 Earth's climate driven by the Sun

2.4 Water stores and transfers energy

2.5 Energy moves between reservoirs

2.6 Greenhouse gases affect energy flow

2.7 Effects of changes in Earth's energy system

Biological processes depend on energy flow

3.1 The Sun is major source of energy for organisms and ecosystems

3.2 Food is a biofuel

3.3 Continual input of energy is needed

3.4 Energy flows through food webs

3.5 Ecosystems are affected by availability of energy.

3.6 Humans live within Earth's ecosystems.

Various sources of energy are used to power human activities

4.1 Humans transfer and transform energy

4.2 Human use of energy is subject to limits and constraints

4.3 Fossil and bio fuels contain energy captured from sunlight

4.4 Humans transport energy

4.5 Electricity generation

4.6 Humans store energy

4.7 Different sources of energy have different benefits and drawbacks

Energy decisions are influenced by several factors

5.1 Energy decisions are made at many levels

5.2 Energy infrastructure has inertia

5.3 Systems-based approach

5.4 Economic factors

5.5 Political factors

5.6 Environmental factors

5.7 Social Factors

Human use of energy

6.1 Two meanings 'conservation of energy'

6.2 Conserving energy

6.3 Demand for energy is increasing

6.4 Earth has finite energy resources

6.5 Social and technological innovation

6.6 Behavior and design

6.7 Embedded energy

6.8 Calculating and monitoring energy use

Teaching Climate

21-21 of 21 results

Climate Change, After the Storm

Topic(s): Sea Level Rise, Hurricanes and Storms, Extreme Weather, Risk Management, Human Responses to Climate

Grade Level: High School (9-12), College Lower (13-14), College Upper (15-16)

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.

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