1. Local Roots, Global Reach: Teaching Urban Youth About Climate Science 2012 NSTA Conference Sharon Kinsey, Camden Site Director Rebecca Kalenak, Essex Site Director Maggie McCann, Program Educator Marissa Blodnik, Program Educator Nick Timpanelli, Program Educator

2. Local Roots, Global Reach: Teaching Urban Youth About Climate Science Overview of Today’s Workshop Programming Overview 4-H Climate Change Rescores Scope and Sequence of Programming Activity: Urban Heat Islands (Ice Cores) Core Curriculum Standards Evaluation Q&A

3. Local Roots, Global Reach: Teaching Urban Youth About Climate Science Funding – USDA Children, Youth and Families At-Risk (CYFAR) Target Audience – middle school students in urban areas Format – multi-week sessions through school enrichment and/or afterschool program Program Basics

4. Local Roots, Global Reach: Teaching Urban Youth About Climate Science Sharon Kinsey, Camden County Site Director Rebecca Kalenak, Essex County Site Director Debi Cole, Co- PI Alayne Torretta, Co-PI Ginny Powel, Co-PI Rachel Lyons, Morris County 4-H Agent Kendrin Dyitt, Atlantic County 4-H Program Associate Jeannette Rea-Keywood, Cumberland County 4-H Agent Janice McDonald, NJ 4-H Science Agent Contact Your Local 4-H County Extension Office

5. SCOPE AND SEQUENCE

6. Scope and Sequence Weather & Climate –Students will understand the difference between weather vs. climate and determine what controls climate. What is the difference between weather and climate? Students will practice collecting weather data Students will uncover what weather was like in the past Students will analyze data to uncover how climate is different from weather What factors influence the Earth’s climate? Students will investigate how the Earth gets energy/heat from the Sun Students will explore the role that land, water, and air play in heating the Earth by investigating heat capacity Students will investigate how heat is transferred from one location to another What impacts our local climate? Students will explore how seasons influence their local climate Students will collect data using infrared sensors to determine how the amount of heat at a location changes and will map these results Students will explore how the type of surface can impact heat retention (i.e. heat islands) Students will explore how certain materials reflect heat more than others (i.e. the albedo effect)

7. Scope and Sequence Evidence of Climate Change –Students explore the natural and human induced causes of climate change. Also, they will explore evidence of past climate change to answer the question "Has the climate always been like it is now?" What is the greenhouse effect and what role does carbon dioxide play in controlling the greenhouse effect? Students will investigate sources of carbon dioxide Students will explore how carbon dioxide absorbs heat Students will investigate how the greenhouse effect works and how it is related to carbon dioxide concentration Students will learn what scientists are doing to study climate change What is the evidence of climate change? Students will visit four stations with scientific evidence (tree rings, foraminifera, ice levels, and ozone concentrations) and evaluate which evidence is indicative of climate change Students will report their finding as scientists and compare their results

8. Scope and Sequence Impacts of Climate Change –Students explore how climate change will impact themselves and their environment. How does the changing climate impact life on Earth? Students will explore how habitats change and how this impact where species are found Students will ocean acidification and how it influences the ocean organisms Students will explore sea level rise as they role play as farmers, fisherman, construction worker, councilman, etc. Each character will determine what is important to their group and What policies should be enforced. How will climate change affect our health? Students will investigate lung capacity and how that influences respiratory health Students will investigate pollen, where it is found, and how it can affect humans Students will explore how previous levels of pollen varied from those today and what they will be like in the future

9. Scope and Sequence Solutions to reducing our Carbon Footprint –Students explore how they can help lessen their carbon footprint and will build a service project that can teach the local community about solutions to climate change. How can we share what we know about climate change? Students will brainstorm what they will do for their service project Students will outline how they plan to implement their service project Students will lead a community service project Students will asses their service

10. Resources

11. Local Roots, Global Reach: Teaching Urban Youth About Climate Science Resources Your Local Cooperative Extension Office Native Plant Society of New Jersey NRCS Plants Database Rutgers Water Resources Program Your Local Master Gardeners COSEE NOW Website (Fish Migration Game and more!) Article: Finding Supplies and Funding Your Garden Article: We’re Not In Zone 6 Anymore

12. Local Roots, Global Reach: Teaching Urban Youth About Climate Science Climate Change Backpack Northeast Science Center Collaborative http://www.sciencecentercollaborative.org/backpack.php Backpack includes: Graphs Experiments Climate change play Imitation ice core Compact fluorescent light bulb

13. TIME FOR SOME HANDS-ON ACTIVITIES

17. Urban Suburban

18. Recording Data Highest Temp.DescriptionLowest Temp.Description

19. Connecting to Core- Curriculum Standards

20. Local Roots, Global Reach: Teaching Urban Youth About Climate Science Direct Connections –Science 5.3, 5.4 –Social Studies –Health and Physical Education –Mathematics Interdisciplinary Teaching Tool Service Learning Project Curriculum Standard Connections

21. Local Roots, Global Reach: Teaching Urban Youth About Climate Science ESS: Earth and Space Sciences Middle SchoolHigh School MS.ESS-SS Space Systems MS.ESS-HE History of Earth MS.ESS-EIP Earth's Interior Processes MS.ESS-ESP Earth's Surface Processes MS.ESS-WC Weather and Climate MS.ESS-HI Human Impacts HS.ESS-SS Space Systems HS.ESS-HE History of Earth HS.ESS-ES Earth's Systems HS.ESS-CC Climate Change HS.ESS-HS Human Sustainability

22. Local Roots, Global Reach: Teaching Urban Youth About Climate Science K.OTE Organisms and Their Environments K.SPM Structure and Properties of Matter K.WEA Weather 1.SF Structure and Function 1.LS Light and Sound 1.PC Patterns and Cycles 2.ECS Earth's Changing Surface 2.SPM Structure, Properties, and Interactions of Matter 2.IOS Interdependence of Organisms and their Surroundings 2.PP Pushes and Pulls 3.WCI Weather, Climate, and Impacts 3.EIO Environmental Impacts on Organisms 3.SFS Structure, Function, and Stimuli 3.IF Interactions of Forces 4.LCT Life Cycles and Traits 4.PSE Processes that Shape the Earth 4.E Energy 4.WAV Waves 5.SPM Structure, Properties, and Interactions of Matter 5.MEE Matter and Energy in Ecosystems 5.ESI Earth Systems and Their Interactions 5.SSS Stars and the Solar System

23. Local Roots, Global Reach: Teaching Urban Youth About Climate Science www.nextgenscience.org/search-standards

24. EVALUATION

25. Short Term Youth will increase knowledge in climate change and related societal issues Youth will develop and demonstrate skills in technology Youth will address local climate change issues through service project Youth communicate accurate knowledge and their concerns about climate change and/or climate justice issues in their local communities. Indicators Increase in climate science knowledge as measured by pre/post Likert scale assessments, journal writings, and rubrics. Increase in technology skills measured by a variety of tools including use of computer, digital photography and/or filmmaking, site website development, and/or community blogs as well as examine graphs, data, maps & analyze trends, etc. Youth demonstrate action on local climate change issues through service projects; the number and scope of climate change service projects is assessed. Youth demonstrate knowledge by educating others

26. EVALUATION Long Term Youth demonstrate positive attitudes toward science/ science education and increase awareness of careers in climate change or environmental science Schools, organizations and local communities decisions lead to meaningful actions to reduce air pollutants and greenhouse gas emissions. Capacity of community based partners to continue with climate science/ climate change education will be enhanced. Indicators Youth increase scores and/or interest in school science; they express interest in furthering education in field of science Higher number of community tree planting programs, increased recycling, home energy improvements, and increased use of alternative transportation/public transit use; measured through site- sponsored activities and/or county statistics. Sustainability of programming comes through community based partners and schools.

27. Q&A

28. Local Roots, Global Reach: Teaching Urban Youth About Climate Science Speaker Contact Information: Rebecca Kalenak, Essex County 4-H Agent, Site Director kalenak@njaes.rutgers.edu Sharon Kinsey, Camden County 4-H Agent, Site Director kinsey@njaes.rutgers.edu Maggie McCann, Marissa Blodnik,