Open the Crosscutting Themes link and briefly summarize the four major crosscutting • themes. (The Earth System has already been covered.) Highlight one additional item on the list: Student Access to Computers. The module can • certainly be adapted to be taught in a one-computer classroom, although it is preferable that all students have their own computers. Emphasize that teachers should read the rest of the In the Classroom material on their • own as they prepare to teach the module. Science Notes Explain that reading and discussing the science notes could be a workshop in itself, and • so there is not time to go through all of them now, but prior to starting a climate module, teachers should take the time to read through them to add to their own background knowledge about the complex topic of climate and associated representations. Highlight one element of the Science Notes: Under Greenhouse Gases and Climate, • scroll down to the Scott Denning video and show it to the class. (6 minutes) Give participants two minutes to discuss the video with a partner. Next, • ask for responses to the video. Comments? Questions? Be prepared to address questions. Keeping Up to Date Just show teachers that this resource exists, and mention that the web sites listed are kept • up to date with current information about climate science and climate change. Lab 1 Intro Still projecting your computer screen for the class, navigate to Climate and the Carbon • Cycle on the EarthLabs web site. Point out the structure (see below), which is Educator and 1A common to all Earthlabs module home pages. [15 minutes] Why teach about climate and the Carbon Cycle? Why use this set of lessons? Key questions Before starting this unit Assessments Resources
• Open the Crosscutting Themes link and briefly summarize the four major crosscutting themes. (The Earth System has already been covered.) • Highlight one additional item on the list: Student Access to Computers. The module can certainly be adapted to be taught in a one-computer classroom, although it is preferable that all students have their own computers. • Emphasize that teachers should read the rest of the In the Classroom material on their own as they prepare to teach the module. Science Notes • Explain that reading and discussing the science notes could be a workshop in itself, and so there is not time to go through all of them now, but prior to starting a climate module, teachers should take the time to read through them to add to their own background knowledge about the complex topic of climate and associated representations. • Highlight one element of the Science Notes: Under Greenhouse Gases and Climate, scroll down to the Scott Denning video and show it to the class. (6 minutes) • Give participants two minutes to discuss the video with a partner. Next, ask for responses to the video. Comments? Questions? Be prepared to address questions. Keeping Up to Date • Just show teachers that this resource exists, and mention that the web sites listed are kept up to date with current information about climate science and climate change. Lab 1 Intro and 1A [15 minutes] • Still projecting your computer screen for the class, navigate to Climate and the Carbon Cycle on the EarthLabs Educator web site. Point out the structure (see below), which is common to all Earthlabs module home pages. Why teach about climate and the Carbon Cycle? Why use this set of lessons? Key questions Before starting this unit Assessments Resources