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2024 0723 Virtual Course Recording Day 1

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What did the presentation make you feel initially and then upon further reflection?

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What did the presentation make you feel initially and then upon further reflection?

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Were you surprised? Did you learn anything new? How might you apply what you heard to your own climate change interpretation?

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What were you hoping to hear from the presentation but didn't?

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What were you hoping to hear from the presentation but didn't?

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If you were hoping for something specific, do you think you could find that with a followup for the speaker or ETS staff? Perhaps a member of the cohort did hear what you might have missed - it doesn't hurt to ask!

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What would you like to know more about from our speaker?

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What would you like to know more about from our speaker?

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Maybe your question didn't come up in the Q&A, maybe we ran out of time, or maybe you didn't think about it until after some reflection. Post it here and we will followup for you.

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I always love seeing data presented in such amazingly accesible ways through the awesome visualizations

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I want to know more about Maize/Corn growing project maps - how confident is the model for those projections? Was the data shared the most extreme possibility? It seems like more interpretation would be helpful

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To simplify the scientific complexity of climate change, the Yale Program on Climate Change recommends five key facts that everyone should know:

It’s real.

It’s us.

It’s bad.

Scientists agree…

...There’s hope!

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I did not learn anything specifically new but it's certainly good review. Like Sarah, I struggle with how to incorporate the climate change data into a hike or in person exchange without access to all the images. I like what someone said about asking others about their experiences with extreme weather. That's where I might be able to identify and build on common ground with data support.

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Living in Idaho many adults and youth are not receiving much climate change information in schools. A refresher is always nice to hear especially since it is a complex topic. The presentation was very clear and interesting!

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I think the presentation was a great overview. I know when we talk about climate change where I work, The WaterShed (climate and water education center), we try to keep things as local as we can. I understand that it is not feasible to give local information for everyone since we are so spread out. But the more local climate impacts and information I can gather the better!

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After giving orientations to visitors at the Rosie the Riveter World War II Historical Park where we discuss the many enormous cultural changes that occurred during World War II, I ask them what is the next existential threat facing the world. I get a wide range of answers like poverty or pandemics. Younger visitors, though, almost always answer climate change.

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Like Sarah, Gale, and others, how to use resources in an outdoor setting and without disengaging anyone is important to our situation, too. The way I’m trying to tackle this (and getting to this point took a lot of thought and discussion) is by focusing specifically on the part that affects our organization’s mission. For us, we care about preserving habitat and educating the public about the natural world. That led us to say, okay, climate change is affecting habitat.

For more focused public work I then take that concept and weave it into single programs. Let’s say one day I’m doing a walk focusing on autumn. I might pull some graphics from sources like those we’re being presented (or others like USANPN), print a few of them, and pass those around to the group. Or don’t print-maybe I just learned something new from the data that we can share with public. The interp question there might be “how do you think (meteorological) seasons being shorter or longer might affect the ___ (trees, animals that live in them, us…)?” Both at the beginning and end of the walk.

If people make the connection that we live in the same habitat as everything else, great. We don't get into climate change affects people, but if people ask questions we can (hopefully) steer them to the resources for more answers.

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Assuming we’ll have access, will Dr Ott’s deck be dropped in this session’s padlet or somewhere else?

(I thought I remembered someone asking and Jeff commenting we would in the chat.)

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This was a good level set to get everyone on the same page. For folks who communicate about climate every day, it was a good reminder that we can't take climate literacy for granted. I also realized I could use more of the tools to get data BEFORE I head out on a nature connection activity or presentation, so that even if I don't have access to the web, I have the information and can point people to resources. I usually print a QR code bookmark or something for folks to access "back in range" and could so easily include links to tools.

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More ways we could use these tools and insights in our own interpretation -- anecdotal examples are helpful and so we can think about how we could localize for ourselves.

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NASA is a global leader in studying Earth’s changing climate.

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Developed by members of our Community of Practice showing examples for how to use tools and data.

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Showcase

After participating in an Earth to Sky workshop, ETS members are encouraged to create action plans- and ultimately to complete their own project. Please browse through these products to see what others have created, to gain some inspiration, or to connect with others who are developing materials in your field of interest.

What can you do if you're already interpreting the climate crisis in programs, but you suspect some of your agency co-workers may not accept climate science? Well, one option is to tackle that challenge within an Earth to Sky action plan.

Here's a new publication being distributed in New Mexico, developed by ETS Alumna, Pat Walsh, a regional interpretive ranger for New Mexico State Parks. It was developed when, working from home during the COVID quarantine over the last year, the opportunity allowed her to focus on developing the brochure. It's adapted from a similar 2014 publication, "State of Change: Climate Change in Alaska's National Parks."

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It's been over a year since the 2017 total solar eclipse, but interpretive "magic" is never too late to showcase. Two audio stories about finding wonder in science through the experience of the eclipse are highlighted here. The storyteller is Kayla Bordelon, a PhD student at the University of Idaho in Moscow, Idaho. Kayla produced two audio stories in connection to the science education program for youth she helped coordinate for the eclipse. She was one of presenters at the NAI ETS course last year in Spokane, WA; her session was entitled " Climate Change for Youth Audiences."

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Here's a great program from Earth to Sky Alumnus, Iva Moss-Redman who is the STEM Teacher for grades 6-12, in Arapahoe, Wyoming. Iva was one of our out-of-state participants in 2015, for the first regional ETS course held in Anchorage. She is finding this project to be a great opportunity to combine those two disciplines.

The project started out by teaching the students about observing. They went on several field trips and taught the students how to collect data using their technological devices. When they came back into the classroom, Iva taught them how to build a digital story around the materials they had gathered during each field trip. The very first video was very hard for her students, since they were compelled to be creative and to understand how to take their observations and tell the story of what they learned.

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Cathy Curby, long-time ETS alumnus and coach, recently produced this interpretive handout to help her visitors at the Arctic National Wildlife Refuge in Alaska. It's a relatively simple product, intended to be distributed to people who visit Kaktovik (Barter Island) to view Polar Bears. The refuge staff also plan to use it as a downloadable document on the refuge website, and for teachers, students, or anyone else for which a pledge like this would be appropriate.

Although polar bears have been "overused" as a climate change icon, and the standard advice for communicators is to help audiences appreciate the effects of climate change in their own locations, the Arctic Refuge is in the opposite position because polar bears ARE their local focus. This pledge is an attempt to inspire those who come to see polar bears, to reduce their fossil fuel use for the benefit of polar bears, reminding them it will help provide benefits near visitors' homes, as well.

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Craters of the Moon National Monument and Preserve (CRMO) is the only place in the universe where kids and their parents can become a Lunar Ranger. Ted Stout, Chief of Interpretation at the monument and alumnus/coach from many Earth to Sky courses, invites his visitors to get their own Lunar Ranger booklet on-site or on-line at the park website. That's the best way to earn an official Lunar Ranger Mission Patch and to complete the interactive activities that help them to follow in the footsteps of the astronauts, to learn more about their own backyards here on Earth, and to reach beyond them, for the stars!

Lunar Ranger Website: https://www.nps.gov/crmo/learn/kidsyouth/index.htm

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There's a new program in the wind, so to speak, for residents near San Francisco Bay. Using the National Landmark scow schooner Alma, several agencies (some of whom are alumni from Earth to Sky PW), are joining together to create an education experience for underserved youths from the local community. Through hands-on science activities, and a place-based, culturally relevant climate change curriculum being developed by the partners of bay.org, organizers hope to empower and facilitate a feeling of ownership among the Bayview-Hunters Point youth, and inspire them to band together and make positive environmental change. Their key idea, that Bayview-Hunters Point's past, present, and future depend on a diverse and healthy San Francisco Bay, is a point that should be easily apparent from the deck of the Alma.

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This project began as an outgrowth of ETS alumnus David Shelley's action plan. The Climate Change Song was inspired by Dr. David Shelley's experience with climate change education at the Old-Growth Bottomland Forest Research and Education Center ( OGBFREC) at Congaree National Park. Initially co-written with Congaree NP intern Chris Ramaglia, the song has developed over the years into a resource for use with a variety of internal and external audiences.

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In response to the growing concerns about the effects of global climate change on our national treasures, a nationwide strategy of communication, mitigation and adaptation has been adopted. The Earth to Sky podcast series inform park and refuge visitors on the present and future affects of climate change on our public lands, and the measures being taken to mitigate and adapt to these effects.

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One of the biggest challenges faced by front-line communicators of climate change is how to organize and keep track of the overwhelming amount of information available from sources all over the planet. We developed this training tool to help bring key pieces of the most current climate science into a useful format that interpreters and educators could apply in their daily contacts.

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earth to sky: an innovative partnership between nasa and national park service

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Earth to Sky: An Innovative Partnership between NASA and National Park Service

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I appreciated the Climate Change 101 overview. Being in a relatively rural and conservative area this reintroduction to the basics will be helpful in giving me more confidence when speaking about climate change.

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I was also completely blown away by the projected change in crop types and where they will occur. This will be a big change for our global diets!