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Video Series:  Climate Emergency: Feedback Loops

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Video Series:  Climate Emergency: Feedback Loops

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The Earth is warming the Earth. In this series of five short films, learn why natural warming loops have scientists alarmed—and why we have less time than we think.

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The Earth is warming the Earth. In this series of five short films, learn why natural warming loops have scientists alarmed-and why we have less time than we think. Subtitled in 27 languages.

The Dalai Lama and Greta Thunberg launched these films in an online conversation for a global audience of over one million people.

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In this series of five short films, Climate Emergency: Feedback Loops, learn why natural warming loops have scientists alarmed-and why we have less time than we think.

# data[].attributes.headline
Video Series:  Climate Emergency: Feedback Loops

# data[].attributes.subject
Video Series:  Climate Emergency: Feedback Loops

# data[].attributes.body
The Earth is warming the Earth. In this series of five short films, learn why natural warming loops have scientists alarmed—and why we have less time than we think.

# data[].attributes.attachment_link.readable_text
The Earth is warming the Earth. In this series of five short films, learn why natural warming loops have scientists alarmed-and why we have less time than we think. Subtitled in 27 languages.

The Dalai Lama and Greta Thunberg launched these films in an online conversation for a global audience of over one million people.

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In this series of five short films, Climate Emergency: Feedback Loops, learn why natural warming loops have scientists alarmed-and why we have less time than we think.

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An expanded index of activities in the Project WET, Project WILD, and Project Learning Tree curricula for teaching about climate change.

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From the Aspen Institute, an effort to " . . . unlock the power of the education sector to be a force toward climate action, solutions, and environmental justice."

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Teaching about Climate  with Project WILD

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State level climate information, including projected changes.

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The State Climate Summaries provided here were initially produced to meet the demand for state-level climate information in the wake of the Third U.S. National Climate Assessment. This 2022 version provides new information and extends the historical climate record to 2020 for each state. The summaries cover assessment topics directly related to NOAA's mission, specifically historical climate variations and trends, future climate model projections of climate conditions during the 21st century, and past and future conditions of sea level and coastal flooding. Additional background information and links are given below.

SELECT A STATE

Mountain Overlook on the Blue Ridge Parkway by K. Johnson

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The summaries cover assessment topics directly related to NOAA's mission, specifically historical climate variations and trends, future climate model projections of climate conditions during the 21st century, and past and future conditions of sea level and coastal flooding.

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LINK to Project WILD'S State Resources for Climate & Wildlife Padlet Site

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https://padlet.com/projectwild/climate

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image of state specific Climate Resources.PNG

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Phenology: Step Together Step

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Explore how 314 species of birds will be impacted in North America.

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Two-thirds of North American birds are at increasing risk of extinction from global temperature rise.

Survival by Degrees: 389 Bird Species on the Brink

Survival by Degrees: 389 Bird Species on the Brink

Two-thirds of North American birds are at increasing risk of extinction from global temperature rise.

As the climate changes, so will the places birds need.

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Survival by Degrees: 389 Bird Species on the Brink

# data[].attributes.attachment_link.description
Two-thirds of North American birds are at increasing risk of extinction from global temperature rise. Survival by Degrees: 389 Bird Species on the Brink Two-thirds of North American birds are at increasing risk of extinction from global temperature rise. As the climate changes, so will the places birds need.

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Climate Solutions Simulator

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En-ROADS is a freely-available online simulator that provides policymakers, educators, businesses, the media, and the public with the ability to test and explore cross-sector climate solutions.
Explore the En-ROADS Simulator ❯

En-ROADS is a global climate simulator that allows users to explore the impact of roughly 30 policies-such as electrifying transport, pricing carbon, and improving agricultural practices-on hundreds of factors like energy prices, temperature, air quality, and sea level rise.

Developed by Climate Interactive, the MIT Sloan Sustainability Initiative, and Ventana Systems, En-ROADS is a system dynamics model carefully grounded in the best available science, and has been calibrated against a wide range of existing integrated assessment, climate, and energy models. En-ROADS runs on an ordinary laptop in a fraction of a second, is freely available online, offers an intuitive user-friendly interface, and is available in over a dozen languages.

En-ROADS helps people make connections between things they care about and the possibilities available to help ensure a resilient future. Users can quickly see the long-term effects of the global climate policies and actions they imagine. The goal? To break through the noise and equip elected officials, business leaders, and others with the knowledge they need to implement equitable and high-leverage climate solutions. You can learn more about the science behind the simulator here.

Open the En-ROADS Simulator ❯

Experiencing En-ROADS changes how people think about climate change and how they feel about it at a visceral level. In government offices around the world, in classrooms and corporate boardrooms, we have seen how testing alternate scenarios motivates users to step up and take action. More than 300,000 people in 85 countries-including more than 130 members of the US Congress-have taken the time to use En-ROADS. Beyond the numbers, peer-reviewed studies have demonstrated that those who engage with En-ROADS are empowered to take action, with a strengthened connection and improved understanding of climate issues.

En-ROADS can be used individually online, but it is most often used as part of a facilitated group learning experiences: the En-ROADS Climate Workshop, the Climate Action Simulation game, or the En-ROADS Guided Assignment. These interactive events help participants gain key insights from the simulator, adopt new perspectives, and build grounded hope in a fun and engaging format. These experiences can be offered either in-person or via online platforms, and all materials are free.

We encourage you to join our online trainings to learn more about En-ROADS, its related experiences, and more. Our trainings cover: climate and energy system dynamics, interdisciplinary climate solutions, advanced facilitation tips, and more.

Join our free Training Program ❯

Watch a three minute demonstration of its operation and features below.

Anyone can lead En-ROADS events

A wide range of people have led En-ROADS events, including several national government leaders, a president of a major philanthropic foundation, chief sustainability officers, university professors, citizen leaders, and educators the world over. Facilitators from diverse backgrounds bring En-ROADS insights to their community through our interactive group experiences.
Anyone with enough interest can learn how to run an En-ROADS event for their desired audience.
Our event resources are:

Find the event that's right for you ❯

En-ROADS Climate Ambassadors

The En-ROADS Climate Ambassador Program is a unique leadership opportunity intended for highly-motivated facilitators who run En-ROADS events. En-ROADS Climate Ambassadors are committed to mastering our tools and spreading data-driven climate insights across the globe. Our team works closely with our Ambassadors to grow our network, run international events, and deliver crucial insights to decision-makers using the En-ROADS Simulator. Joining the Ambassador program is free, and applications are open to any member of the public who has completed the Mastering En-ROADS Trainings program.

If you are interested in having an Ambassador run an event for your group, you can explore our global network and connect with our Ambassadors.

Learn more about the ambassador program ❯

Our facilitators and En-ROADS Climate Ambassadors are running events all around the world. Each marker shows an En-ROADS workshop or game that has been held. Zoom in on the map and click on markers to see more details about each unique event. If you've run an En-ROADS event, be sure to register it to ensure we can put it on the map too!

Register Your Event ❯

The En-ROADS User Guide
A comprehensive online guide that provides background on the dynamics of En-ROADS, tips for using the simulator, general descriptions, real-world examples, slider settings, and model structure notes for the different sliders in En-ROADS.

Mastering En-ROADS Training Program
This free 8-week program will advance your understanding of both the En-ROADS Simulator and its complementary learning experiences. The course will explore the dynamics driving our climate and energy system, interdisciplinary climate solutions, advanced facilitation tips, themes of equity and justice, event planning, and more.

En-ROADS Videos
However you are using En-ROADS, you can improve your understanding of the model's dynamics by exploring some of our En-ROADS video library. Check out these videos to explore an array of topics - from deep dives on the science driving specific dynamics of the model, to real-life examples of people leading our game and workshop.

See more press ❯

Looking for communications material to help share En-ROADS? Be sure to explore our communications kit.

" En-ROADS lit my brain on fire....in one screen, the model communicates the urgency of the climate change threat, powerfully debunks cherished myths, confirmed the importance of current commitments and emphasizes how much more we have to do."

"We found that the Climate Interactive simulator and workshop helped us remove ego from the strategic conversations. It really allowed us to see the interconnectedness of all the solutions so that we could work together and not in isolation. "

"The Simulation engaged leaders from across sectors in an interactive, thought-provoking and solutions-focused discussion about strategies and policies to address global climate change. I think we all walked away with a better understanding of the complex energy and climate system and hope in our collective ability to drive a more sustainable future. "

# data[].attributes.attachment_link.description
En-ROADS is a freely-available online simulator that provides policymakers, educators, businesses, the media, and the public with the ability to test and explore cross-sector climate solutions. Explore the En-ROADS Simulator ❯ En-ROADS is a global climate simulator that allows users to explore the impact of roughly 30 policies-such as electrifying transport, pricing carbon, and improving agricultural practices-on hundreds of factors like energy prices, temperature, air quality, and sea level rise.

# data[].attributes.body
Explore how 314 species of birds will be impacted in North America.

# data[].attributes.attachment_link.readable_text
Two-thirds of North American birds are at increasing risk of extinction from global temperature rise.

Survival by Degrees: 389 Bird Species on the Brink

Survival by Degrees: 389 Bird Species on the Brink

Two-thirds of North American birds are at increasing risk of extinction from global temperature rise.

As the climate changes, so will the places birds need.

# data[].attributes.attachment_link.title
Survival by Degrees: 389 Bird Species on the Brink

# data[].attributes.attachment_link.description
Two-thirds of North American birds are at increasing risk of extinction from global temperature rise. Survival by Degrees: 389 Bird Species on the Brink Two-thirds of North American birds are at increasing risk of extinction from global temperature rise. As the climate changes, so will the places birds need.

# data[].attributes.body
Climate Solutions Simulator

# data[].attributes.attachment_link.readable_text
En-ROADS is a freely-available online simulator that provides policymakers, educators, businesses, the media, and the public with the ability to test and explore cross-sector climate solutions.
Explore the En-ROADS Simulator ❯

En-ROADS is a global climate simulator that allows users to explore the impact of roughly 30 policies-such as electrifying transport, pricing carbon, and improving agricultural practices-on hundreds of factors like energy prices, temperature, air quality, and sea level rise.

Developed by Climate Interactive, the MIT Sloan Sustainability Initiative, and Ventana Systems, En-ROADS is a system dynamics model carefully grounded in the best available science, and has been calibrated against a wide range of existing integrated assessment, climate, and energy models. En-ROADS runs on an ordinary laptop in a fraction of a second, is freely available online, offers an intuitive user-friendly interface, and is available in over a dozen languages.

En-ROADS helps people make connections between things they care about and the possibilities available to help ensure a resilient future. Users can quickly see the long-term effects of the global climate policies and actions they imagine. The goal? To break through the noise and equip elected officials, business leaders, and others with the knowledge they need to implement equitable and high-leverage climate solutions. You can learn more about the science behind the simulator here.

Open the En-ROADS Simulator ❯

Experiencing En-ROADS changes how people think about climate change and how they feel about it at a visceral level. In government offices around the world, in classrooms and corporate boardrooms, we have seen how testing alternate scenarios motivates users to step up and take action. More than 300,000 people in 85 countries-including more than 130 members of the US Congress-have taken the time to use En-ROADS. Beyond the numbers, peer-reviewed studies have demonstrated that those who engage with En-ROADS are empowered to take action, with a strengthened connection and improved understanding of climate issues.

En-ROADS can be used individually online, but it is most often used as part of a facilitated group learning experiences: the En-ROADS Climate Workshop, the Climate Action Simulation game, or the En-ROADS Guided Assignment. These interactive events help participants gain key insights from the simulator, adopt new perspectives, and build grounded hope in a fun and engaging format. These experiences can be offered either in-person or via online platforms, and all materials are free.

We encourage you to join our online trainings to learn more about En-ROADS, its related experiences, and more. Our trainings cover: climate and energy system dynamics, interdisciplinary climate solutions, advanced facilitation tips, and more.

Join our free Training Program ❯

Watch a three minute demonstration of its operation and features below.

Anyone can lead En-ROADS events

A wide range of people have led En-ROADS events, including several national government leaders, a president of a major philanthropic foundation, chief sustainability officers, university professors, citizen leaders, and educators the world over. Facilitators from diverse backgrounds bring En-ROADS insights to their community through our interactive group experiences.
Anyone with enough interest can learn how to run an En-ROADS event for their desired audience.
Our event resources are:

Find the event that's right for you ❯

En-ROADS Climate Ambassadors

The En-ROADS Climate Ambassador Program is a unique leadership opportunity intended for highly-motivated facilitators who run En-ROADS events. En-ROADS Climate Ambassadors are committed to mastering our tools and spreading data-driven climate insights across the globe. Our team works closely with our Ambassadors to grow our network, run international events, and deliver crucial insights to decision-makers using the En-ROADS Simulator. Joining the Ambassador program is free, and applications are open to any member of the public who has completed the Mastering En-ROADS Trainings program.

If you are interested in having an Ambassador run an event for your group, you can explore our global network and connect with our Ambassadors.

Learn more about the ambassador program ❯

Our facilitators and En-ROADS Climate Ambassadors are running events all around the world. Each marker shows an En-ROADS workshop or game that has been held. Zoom in on the map and click on markers to see more details about each unique event. If you've run an En-ROADS event, be sure to register it to ensure we can put it on the map too!

Register Your Event ❯

The En-ROADS User Guide
A comprehensive online guide that provides background on the dynamics of En-ROADS, tips for using the simulator, general descriptions, real-world examples, slider settings, and model structure notes for the different sliders in En-ROADS.

Mastering En-ROADS Training Program
This free 8-week program will advance your understanding of both the En-ROADS Simulator and its complementary learning experiences. The course will explore the dynamics driving our climate and energy system, interdisciplinary climate solutions, advanced facilitation tips, themes of equity and justice, event planning, and more.

En-ROADS Videos
However you are using En-ROADS, you can improve your understanding of the model's dynamics by exploring some of our En-ROADS video library. Check out these videos to explore an array of topics - from deep dives on the science driving specific dynamics of the model, to real-life examples of people leading our game and workshop.

See more press ❯

Looking for communications material to help share En-ROADS? Be sure to explore our communications kit.

" En-ROADS lit my brain on fire....in one screen, the model communicates the urgency of the climate change threat, powerfully debunks cherished myths, confirmed the importance of current commitments and emphasizes how much more we have to do."

"We found that the Climate Interactive simulator and workshop helped us remove ego from the strategic conversations. It really allowed us to see the interconnectedness of all the solutions so that we could work together and not in isolation. "

"The Simulation engaged leaders from across sectors in an interactive, thought-provoking and solutions-focused discussion about strategies and policies to address global climate change. I think we all walked away with a better understanding of the complex energy and climate system and hope in our collective ability to drive a more sustainable future. "

# data[].attributes.attachment_link.description
En-ROADS is a freely-available online simulator that provides policymakers, educators, businesses, the media, and the public with the ability to test and explore cross-sector climate solutions. Explore the En-ROADS Simulator ❯ En-ROADS is a global climate simulator that allows users to explore the impact of roughly 30 policies-such as electrifying transport, pricing carbon, and improving agricultural practices-on hundreds of factors like energy prices, temperature, air quality, and sea level rise.

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Conservation, Climate Change, and COVID-19

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When I talk about Climate Change, I don’t talk about science

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When I talk about Climate Change, I don’t talk about science

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Andrew David Thaler's 2017 article.

When I talk about Climate Change, I don’t talk about science. | Southern Fried Science

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Children Change Their Parents’ Minds about Climate Change

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Children Change Their Parents’ Minds about Climate Change

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Study of students schooled on the issue showed them going on to shift their elders’ attitudes

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Swedish teenager Greta Thunberg became famous this spring for launching a student movement to compel adults to take action on climate change. Instead of going to school, Greta has been spending her Fridays in front of the Swedish parliament with a sign reading: "School Strike for Climate." Students in more than 70 countries have since followed her lead. But before she started trying to convince the world to take action, Thunberg worked on her parents. She showered them with facts and showed them documentaries. "After a while, they started listening to what I actually said," Thunberg told the Guardian newspaper. "That's when I realized I could make a difference."

Thunberg is not alone. Other young people can be equally convincing, according to a paper published May 6 in Nature Climate Change. The team of social scientists and ecologists from North Carolina State University who authored the report found that children can increase their parents' level of concern about climate change because, unlike adults, their views on the issue do not generally reflect any entrenched political ideology. Parents also really do care what their children think, even on socially charged issues like climate change or sexual orientation.

Postulating that pupils might be ideal influencers, the researchers decided to test how 10-to-14-year-olds' exposure to climate change coursework might affect, not only the youngsters' views, but those of their parents. The proposed pass-through effect turned out to be true: teaching a child about the warming climate often raised concerns among parents about the issue. Fathers and conservative parents showed the biggest change in attitudes, and daughters were more effective than sons in shifting their parents' views. The results suggest that conversations between generations may be an effective starting point in combating the effects of a warming environment. "This model of intergenerational learning provides a dual benefit," says graduate student Danielle Lawson, the paper's lead author. "[It prepares] kids for the future since they're going to deal with the brunt of climate change's impact. And it empowers them to help make a difference on the issue now by providing them a structure to have conversations with older generations to bring us together to work on climate change."

Scientists in the field find the study heartening. "These encouraging results suggest that not only are children increasingly engaged in advocating for their future, they are also effective advocates to their parents," says climate scientist Katharine Hayhoe of Texas Tech University. She was not involved in the research but works to bridge the gap between scientists and stakeholders on the issue. "As a woman myself and someone who frequently engages with conservative Christian communities," she says, "I love that it's the daughters who were found to be most effective at changing their hard-nosed dads' minds."

The intergenerational model is "a promising avenue for those of us in climate change education," says Nicole Holthuis, a researcher in science education at Stanford University, who was not a researcher on the study. Too often, Holthuis says, scientists and educators believe that delivering the facts of global warming will be enough to change minds. "With this study," she says, "they're addressing a critical need to acknowledge that the sociopolitical aspects of climate change make it very difficult for people to take [the facts] in. Maybe we can leverage these intergenerational relationships in ways that can be very productive." As a next step, Holthuis would like to see if increasing levels of concern from this curriculum translate into actual changes in behavior. Child-focused lessons on a similar issue did alter parents' actions. A 2016 study of Girl Scout troops found that an educational program on energy consumption resulted in reduced energy use by their families.

In the North Carolina study, the curriculum consisted of four classroom activities and a field-based service-learning project. Of 238 families in that study, 92 served as controls; those children's teachers did not use the new curriculum. Parents were invited to view outdoor projects and were interviewed by their children. Instead of addressing climate change directly, children asked adults about local changes they might have noticed. Parents, says Lawson, responded to a series of questions from their children: "How have you seen the weather change? Have you ever seen the sea-level rise? We wanted to take climate change out of it just to make it more ideologically neutral." At the beginning and end of the study, parents were surveyed on demographic characteristics such as age and political ideology as well as their views on climate change.

Concern about the issue was measured on a 17-point scale from least concerned (-8) to most concerned (+8). Over two years, levels of concern increased among all parents, including those in the control group. But those who engaged in the curriculum with their children showed larger increases and parents who identified as male or conservative more than doubled their level of concern about climate change from relatively unconcerned (-2) to relatively concerned (+2).

Lawson believes that conversations about climate change were easier because of the level of trust between parents and their children. "That doesn't necessarily exist between two adults talking to each other," she says. The authors do not know why girls were more effective than boys but suggest that girls may have been more concerned to begin with or are better communicators in this age group than boys. While this paper doesn't measure behavioral change, it does provide hope, says Lawson, "that if we can promote this community-building and conversation-building on climate change, we can come together and work together on a solution."

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Children Change Their Parents’ Minds about Climate Change

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Swedish teenager Greta Thunberg became famous this spring for launching a student movement to compel adults to take action on climate change. Instead of going to school, Greta has been spending her Fridays in front of the Swedish parliament with a sign reading: "School Strike for Climate."

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Free teaching resources for K-12 through college on climate and energy.

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Our team of educators and scientists has reviewed and organized the best free teaching resources for K-12 through college.

Get Started Teaching Climate and Energy

Easy-to-read explanations of science and policy, designed to step students through the key principles of climate and energy

Suggested teaching approaches, selected for various grade levels

Spanish-language versions

Supporting materials from the CLEAN reviewed collection

Culturally relevant climate teaching

Explore Teaching Climate and Energy

Posted: Oct 18 2023

Join us for the second Accelerating Climate Capacity, Engagement, and Leadership Summit (ACCELS), convened by the CLEAN Network! Thursday, November 16 th 2-5pm ET

Posted: Apr 1 2023

Check out CLEAN's new pages about helping teachers address Climate Mental health and our upcoming webinar on this topic.

Posted: Mar 1 2023

CLEAN has translated more of our pages into Spanish including elementary teaching, culturally relevant teaching, and controversial teaching! Check out the Guidance and Toolbox pages

Posted: Jan 15 2023

Register for the Spring 2023 CLEAN Webinar Series! Topics include teaching about climate, systems thinking, consequences & solutions, and energy!

RSS

Teaching Climate and Energy with NGSS

Our resources are aligned to the standards. You can explore the key standards related to climate and energy or find a resource that supports a specific standard.

Find NGSS-tagged materials in the CLEAN collection

Design your own three-dimensional classroom units

Explore Teaching Climate and Energy with NGSS

Strengthen your Teaching

Find professional development tools and support for teaching climate and energy.

Whether you're designing lessons, adapting to online teaching, or building a constructive classroom atmosphere, we have tools to help.

Educator Toolbox

Get Involved with CLEAN

CLEAN is a community effort, brought to you by scores of educators, scientists, and curriculum developers. There are many ways to become part of this project.

Get Involved

About CLEAN

CLEAN is the Climate Literacy and Energy Awareness Network.
Our primary efforts are:

to steward a reviewed collection of free, high-quality teaching materials for teaching climate and energy

to support the CLEAN Network, a community of professionals committed to improving climate and energy literacy.

Learn more about CLEAN
CLEAN recognizes the disproportionate impact climate change has on Communities of Color and the importance of incorporating social and environmental justice into climate education. Please see our cultural acknowledgements pages for more information.

Key:

Events in blue: Events from CLEAN

Events in black: Professional development opportunities from CLEAN

Events in green: Events from the Climate and Energy Literacy Community

Suggest an event

See Ongoing Events and Opportunities

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teach the earth incorporating societal issues climate change

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CLEAN: Committed to Climate and Energy Education

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Our team of educators and scientists has reviewed and organized the best free teaching resources for K-12 through college. Go Entire Collection Activities Videos Visualizations Featured Resource HEART Force ...

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NNOCCI Course: Climate Change Communication

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NNOCCI Course: Climate Change Communication

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This 7-week, 25-hour, web-based course is usually offered twice per year and helps participants begin applying social science research-based Strategic Framing techniques to climate change communications.

Training | Climate Interpreter

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AFWA Climate Change & Wildlife Webinar, 2018
https://www.fishwildlife.org/afwa-inspires/project-wild/wildlife-climate

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Effective Climate Change Education Appendix

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Communicating Climate Change (d3p9z3cj392tgc.cloudfront.net)

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Online Course--Teaching Climate Change: Climate Change Science and Storytelling

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Online Course--Teaching Climate Change: Climate Change Science and Storytelling

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Self paced course from NOAA Chesapeake Bay Office

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Topic outline

Temperature anomalies in March 2020
Source: March 2020 continues hot start to the year
Thank you for visiting "Teaching Climate Change: Climate Change Science and Storytelling." In this self-paced course you'll find articles, videos, data, and other resources to help you understand climate change evidence, issues, teaching best practices and impacts, and explore personal connections. Some resources are specific to the Chesapeake Bay watershed region, but the majority will help educators from around the country.

Climate change is one of the largest threats facing our planet. Each day we understand more about this complex topic, which can change how we share data and teach about climate change. Keeping up with this changing discussion can be daunting, which is where this course comes in! This course is not designed to be comprehensive. Rather, this course is designed to provide an overview of climate change, touch on some of the impacts, and share resources for you to learn more. We will continue to update this course with new information.

Consider this course a primer. If you'd like to learn more about climate change, and maybe earn graduate credit, check out the sampling of Advanced Climate Change courses at the end of this course.
Course Objectives:

Explain climate change basics including the history of climate science and evidence.

Explain the difference between weather and climate and the basics to climate and Earth systems science.

Connect human actions to the increase in carbon dioxide and how this increase is affecting our climate.

Examine climate justice issues.

Present some climate change impacts, responses, and solutions.

Create your climate data story.

Please send any comments or feedback about this course to Krysta Hougen at krysta.hougen@noaa.gov.
Estimated Time to Complete the Course: 15 hours After completing this course, you will see instructions on how to receive your certificate of completion and credits for Maryland (1 CPD), Delaware, Washington D.C., Pennsylvania (6 Act 48), Virginia, and West Virginia. Depending on your state and local guidelines, you may be able to use the certificate of completion to apply for credits in other states.

Workshop, Training, or Course Instructors: We ask that all instructors review their participant's work in this course. Please contact Krysta Hougen at krysta.hougen@noaa.gov to learn how.

You are about to dive into some instructions. We are always working on improving these instructions and making them as easy to follow as possible. Yes, there are a couple steps to follow and they are all necessary!

All these steps allow us to keep this course self-paced with a rolling enrollment. These instructions are to ensure your progress in this course and your submitted reflections are saved and, we are notified if and when you want your Climate Data Story and your work in this course reviewed to receive a Certificate of Completion.

To make sure you don't become this student ( pictured) - send any questions about taking this course to krysta.hougen@noaa.gov

To save your progress and lesson reflections, 1) create an account in Chesapeake Exploration and 2) enroll in this course.

Learn how by watching the videos. Click the expansion button within each video to watch it full screen; there is no sound. You can review the video transcripts and slides from the videos at your own pace by clicking into each video's page.

Thank you in advance for completing our assessments! This should take you no more than 10 minutes to complete. Results from this pre-assessment and the post-assessment at the end of the course are used to update and improve this course.
You will need to do the following two things to make the Teaching Climate Change lessons appear below:
1. Complete the pre-assessment HERE (a new window will open). The assessment is a google form. Make sure you click "Submit" within the google form before exiting the assessment and returning to this course homepage.

2. Check the small grey box below and to the right to confirm you submitted the pre-assessment within the google form. After "checking" the box, your browser page should refresh (you may have to do this manually) and then the 5 sections of the course will appear below. DO NOT skip step 1! If you apply for a Certificate of Completion but we have not received your pre-assessment, you will be required to complete it before we review your course work.

I confirm I have completed and submitted the Pre-Assessment google form. Confirm by "checking" this box → → → → →

If the box is already "checked" and the course lessons aren't displayed below then you still need to Enroll in this Course. Watch the videos above to learn how.

Skip Navigation Skip School Enrollees Block

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Temperature anomalies in March 2020 Source: March 2020 continues hot start to the year Thank you for visiting "Teaching Climate Change: Climate Change Science and Storytelling." In this self-paced course you'll find articles, videos, data, and other resources to help you understand climate change evidence, issues, teaching best practices and impacts, and explore personal connections.

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National Fish, Wildlife & Plants Climate Adaptation Strategy

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National Fish, Wildlife & Plants Climate Adaptation Strategy

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Assessing Climate Change for Landscapes and Major Vegetation Types across the Inter-Mountain West

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Assessing Climate Change for Landscapes and Major Vegetation Types across the Inter-Mountain West

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Working with the Bureau of Land Management, NatureServe ecologists are assessing climate change across the West. The objective of this effort is to identify trends in climate across the entire western conterminous United States, and given these trends, to assess the relative climate change vulnerabilities of major vegetation types that occur on BLM lands. Our research focuses initially on comparing current (as of 2014) climatology to historical climate variability (mid-20th century), providing a contextualized metric of climate change. This same framework applies to forecasting climate change vulnerability using climate projections over upcoming decades.

Historical climate variation occurs on multiple dimensions, including temporal (inter-annual variability) and biotic (variation across a vegetation type's niche in environmental space). We interpret climate change through these different lenses, each of which contributes a distinct and ecologically relevant picture of exposure to climate change.

Habitat Climate Change Vulnerability Index (HCCVI) - NatureServe has developed a framework for gauging climate change vulnerability of individual types of natural communities or species habitats.

These assessments bring together data on exposure and resilience to measure and map climate change vulnerability across it full geographic range. Exposure includes changes in climate suitability - as an indication of climate stress - as compared to a mid-20th century baseline. Resilience measures address factors in response to climate exposure that could mitigate or exacerbate effect of climate stress. Measures for Resilience are categorized into Sensitivity and Adaptive Capacity. Sensitivity includes estimates of landscape intactness or condition, invasive species abundance, relative degree of natural wildfire regime alteration (e.g., through wildfire suppression, etc.), and elevated insect or disease risk in forests. Adaptive capacity includes estimates of natural diversity within functional species groups (e.g., nitrogen fixing plants, seed dispersing animals), relative vulnerability of any apparent "keystone" species (e.g., prairie dogs), and topoclimatic variability, or the microclimate variability naturally occurring due to rugged vs. flat topography.

Through this effort, we have assessed 52 major upland vegetation types occurring on BLM lands, including major sagebrush, warm desert scrub, grasslands, pinyon-juniper, and montane forest types.

Relative climate change vulnerability, along with scores for component factors, is summarized in spatial and tabular formats and results vary across the range of each type. Most types score as moderate vulnerability under current climate condition, but shift to high vulnerability toward the mid-21st century. Results from component measures support the identification of adaptive management strategies suitable for implementation over the upcoming decades.

Given the scope of BLM land management across the western U.S., and their ongoing processes for assessment, planning, vegetation management, and monitoring, it is critical to find effective ways to share information, enhance understanding, and facilitate the collaboration by professionals, stakeholders, and the engaged public. The associated Map Galleries provide access to maps, tables, and documents associated with this effort.

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Assessing Climate Change for Landscapes and Major Vegetation Types across the Inter-Mountain West

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Working with the Bureau of Land Management, NatureServe ecologists are assessing climate change across the West. The objective of this effort is to identify trends in climate across the entire western conterminous United States, and given these trends, to assess the relative climate change vulnerabilities of major vegetation types that occur on BLM lands.

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Teacher Friendly Guide to Climate Change

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Teacher Friendly Guide to Climate Change

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Yale Climate Opinion Maps 2020 - Yale Program on Climate Change Communication. 

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Yale Climate Opinion Maps 2020 - Yale Program on Climate Change Communication

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Yale Program on Climate Change Communication

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These maps show how Americans' climate change beliefs, risk perceptions, and policy support vary at the state, congressional district, metro area, and county levels. NOTE: The Congressional District data are based on the 116th Congress. Recent and ongoing redistricting means that some of these data are not current (e.g. North Carolina) for the Congressional District level.

About Downscaling Climate Opinions

This version of the Yale Climate Opinion Maps is based on data through fall 2021. Public opinion about global warming is an important influence on decision making about policies to reduce global warming or prepare for the impacts, but American opinions vary widely depending on where people live. So why would we rely on just one national number to understand public responses to climate change at the state and local levels? Public opinion polling is generally done at the national level, because local level polling is very costly and time intensive. Our team of scientists, however, has developed a geographic and statistical model to downscale national public opinion results to the state, congressional district, and county levels. We can now estimate public opinion across the country and a rich picture of the diversity of Americans' beliefs, attitudes, and policy support is revealed.

Our national surveys show that 72% of Americans think global warming is happening. Our new YCOM model estimates, however, show that only 48% of people in Emery County, Utah agree. Meanwhile 71% in neighboring Grand County, Utah believe global warming is happening.

Explore the maps by clicking on your state, congressional district, or county and compare the results across questions and with other geographic areas. Beneath each map are bar charts displaying the results for every question at whichever geographic scale is currently selected. Note that the congressional districts for North Carolina are based on the 2019 (116th Congress) district boundaries and so do not reflect the latest redistricting there.

See the methods page for more information about uncertainty estimates. In some cases, numbers that should sum to 100% or differences from the national average that should sum to zero are off by one percentage point; these effects are due to rounding errors.

This research and website are funded by the Skoll Global Threats Fund, the Energy Foundation, the 11th Hour Project, the Grantham Foundation for the Protection of the Environment, the MacArthur Foundation, the Overlook Foundation and the Endeavor Foundation. We are very grateful to Connie Roser-Renouf, Ed Maibach, Lisa Fernandez, Eric Fine, Bessie Schwarz, Mike Slattery, and Seth Rosenthal for their assistance with and support of the project. For further questions about these maps or what they mean, please see our Frequently Asked Questions tab (above).

Methodology

This site provides estimates of U.S. climate change beliefs, risk perceptions, and policy preferences at the state and local levels - a new source of high-resolution data on public opinion that can inform national, state and local decision-making, policy, and education initiatives. The estimates are derived from a statistical model using multilevel regression with post-stratification (MRP) on a large national survey dataset (n>28,000), along with demographic and geographic population characteristics.

Validating models is essential for producing accurate results. Our estimates were validated using three different methods. First, cross-validation analyses were conducted within the dataset. The dataset was divided into two sets of respondents, with one part used to run the model and the other kept aside for validation. The model estimates were then compared to the results of the set aside respondents to directly quantify the percentage of correct answers the model predicted. These cross-validation tests were repeated multiple times using different sample sizes and dividing the data in different ways. Second, the model estimates derived from the full dataset were compared to the results of independent, representative state- and city-level surveys conducted in California, Colorado, Ohio, Texas, San Francisco, and Columbus, Ohio in 2013. The mean absolute difference between model estimates and validation survey results was 2.9 percentage points (SD = 1.5) among the four states (CA, TX, OH, CO) and 3.6 percentage points (SD = 2.9) among the two metropolitan areas (Columbus, OH, and San Francisco, CA), well within the margins of error for the survey results alone (at a 95% confidence level). Estimates have also been validated internally through a series of technical simulations. Third, some model estimates were compared with third-party survey data collected by other researchers in previous years.

For the 2021 model estimates, uncertainty ranges are based on 95% confidence intervals using 999 bootstrap simulations. These confidence intervals indicate that the 2020 model is accurate to approximately ±7 percentage points at the state and congressional district levels, and ±8 percentage points at the metro and county levels. Such error ranges include the error inherent in the original national surveys themselves, which is typically ±3 percentage points.

The availability of 2014, 2016, 2018, 2019, and 2020 estimates prompts questions about what has changed between these years in particular places. From our surveys, we know that public opinion on some questions has shifted over this period at the national level. However, our statistical model, as well as the census and election data that go into our model, have also all been updated for accuracy. Thus, estimated shifts in public opinion at the subnational level since 2014 may be due not only to opinion changes, but also changes in demographics and other variables that we are using to model opinions. In addition, our model tends to be conservative when making estimates, especially for places with smaller populations (where there are likely to be fewer survey respondents), so variations over time between states, counties, etc. may be underestimated. As a result, we recommend caution when interpreting any changes over time using different versions of our model, because we can't distinguish between what is a true shift in actual opinion between 2014, 2016, 2018, 2019, 2020, and 2021, and what reflects the model's improved ability to map climate opinions at the local scale. We are currently developing a new model explicitly for changes in opinions over time at the state level, so please join our mailing list if you would like to be alerted about these developments.

For more details on the model or methods, please see the peer-reviewed paper: Howe, P., Mildenberger, M., Marlon, J.R., and Leiserowitz, A., "Geographic variation in opinions on climate change at state and local scales in the USA," Nature Climate Change. DOI: 10.1038/nclimate2583.

Climate Change in the American Mind Survey Question Wording

Model estimates in the maps were derived from public responses to the following survey questions. The response categories for many questions were collapsed into a single variable for mapping. For example, for the question measuring how worried respondents are about global warming, "very worried" and "somewhat worried" were combined into a single measure of "worried." Likewise "Not very worried" and "Not at all worried" were combined into a single measure of "not worried." The responses below are color coded to indicate how they were grouped into the variables shown on the maps. Individuals who responded "Don't know" or who did not answer the question were not modeled separately and appear as gray segments within the bar charts.

BELIEFS

Global warming is happening
Recently, you may have noticed that global warming has been getting some attention in the news. Global warming refers to the idea that the world's average temperature has been increasing over the past 150 years, may be increasing more in the future, and that the world's climate may change as a result. What do you think: Do you think that global warming is happening?

Global warming is caused mostly by human activities
Assuming global warming is happening, do you think it is... ?

Caused mostly by human activities

Caused mostly by natural changes in the environment

None of the above because global warming isn't happening

Other

Don't know

Most scientists think global warming is happening
Which comes closest to your own view?

Most scientists think global warming is happening

There is a lot of disagreement among scientists about whether or not global warming is happening

Most scientists think global warming is not happening

Don't know enough to say

Global warming is affecting the weather in the United States
How strongly do you agree or disagree with the statement below?

RISK PERCEPTIONS

Worried about global warming
How worried are you about global warming?

Global warming will harm plants and animals
How much do you think global warming will harm plants and animal species?

Global warming will harm future generations
How much do you think global warming will harm future generations of people?

Global warming will harm people in developing countries
How much do you think global warming will harm people in developing countries?

Global warming will harm people in the US
How much do you think global warming will harm people in the United States?

Global warming will harm me personally
How much do you think global warming will harm you personally?

Global warming is already harming people in the US
When do you think global warming will start to harm people in the United States?

Has personally experienced the effects of global warming
How much do you agree or disagree with the following statement: "I have personally experienced the effects of global warming"?

POLICY SUPPORT

Fund research into renewable energy sources

How much do you support or oppose the following policies?
Fund more research into renewable energy sources, such as solar and wind power

Regulate CO2 as a pollutant
How much do you support or oppose the following policies?
Regulate carbon dioxide (the primary greenhouse gas) as a pollutant

Set strict CO2 limits on existing coal-fired power plants
How much do you support or oppose the following policy?
Set strict carbon dioxide emission limits on existing coal-fired power plants to reduce global warming and improve public health. Power plants would have to reduce their emissions and/or invest in renewable energy and energy efficiency. The cost of electricity to consumers and companies would likely increase.

Require fossil fuel companies to pay a carbon tax
How much do you support or oppose the following policies?
Require fossil fuel companies to pay a carbon tax and use the money to reduce other taxes (such as income tax) by an equal amount.

Require utilities to produce 20% electricity from renewable sources
How much do you support or oppose the following policies?
Require electric utilities to produce at least 20% of their electricity from wind, solar, or other renewable energy sources, even if it costs the average household an extra $100 a year.

Provide tax rebates
Provide tax rebates for people who purchase energy-efficient vehicles or solar panels.
How much do you support or oppose the following policies?

The YPCCC is pleased to offer our downscaled climate change opinion estimates to the public. These data are distributed under the following terms of use. This is a legal agreement between you, the end-user ("User") and Yale University on behalf of the Yale Program on Climate Change Communication (the "YPCCC"). By downloading the survey data made available on this web site ("Data") you are agreeing to be bound by the terms and conditions of this agreement. If you do not agree to be bound by these terms, do not download or use the Data. The YPCCC hereby grants to the User a non-exclusive, revocable, limited, non-transferable license to use the Data solely for (1) research, scholarly or academic purposes, (2) the internal use of your business, or (3) your own personal non-commercial use. You may not reproduce, sell, rent, lease, loan, distribute or sublicense or otherwise transfer any Data, in whole or in part, to any other party, or use the Data to create any derived product for resale, lease or license. Notwithstanding the foregoing, you may incorporate limited portions of the Data in scholarly, research or academic publications or for the purposes of news reporting, provided you acknowledge the source of the Data (with express references to the YPCCC, as well as the complete title of the report) and include the following legend: The YPCCC bears no responsibility for the analyses or interpretations of the data presented here. THE DATA IS PROVIDED "AS IS" WITHOUT ANY WARRANTY OF ANY KIND, EITHER EXPRESS OR IMPLIED, ARISING BY LAW OR OTHERWISE, INCLUDING BUT NOT LIMITED TO WARRANTIES OF COMPLETENESS, NON-INFRINGEMENT, ACCURACY, MERCHANTABILITY, OR FITNESS FOR A PARTICULAR PURPOSE. THE USER ASSUMES ALL RISK ASSOCIATED WITH USE OF THE DATA AND AGREES THAT IN NO EVENT SHALL YALE BE LIABLE TO YOU OR ANY THIRD PARTY FOR ANY INDIRECT, SPECIAL, INCIDENTAL, PUNITIVE OR CONSEQUENTIAL DAMAGES INCLUDING, BUT NOT LIMITED TO, DAMAGES FOR THE INABILITY TO USE EQUIPMENT OR ACCESS DATA, LOSS OF BUSINESS, LOSS OF REVENUE OR PROFITS, BUSINESS INTERRUPTIONS, LOSS OF INFORMATION OR DATA, OR OTHER FINANCIAL LOSS, ARISING OUT OF THE USE OF, OR INABILITY TO USE, THE DATA BASED ON ANY THEORY OF LIABILITY INCLUDING, BUT NOT LIMITED TO, BREACH OF CONTRACT, BREACH OF WARRANTY, TORT (INCLUDING NEGLIGENCE), OR OTHERWISE, EVEN IF USER HAS BEEN ADVISED OF THE POSSIBILITY OF SUCH DAMAGES. The YPCCC has taken measures to ensure that the Data is devoid of information that could be used to identify individuals (e.g., names, telephone numbers, email addresses, social security numbers) who participated in or who were the subject of any research surveys or studies used to collect the Data ("Personally Identifying Information"). However, in the event that you discover any such Personally Identifying Information in the Data, you shall immediately notify the YPCCC and refrain from using any such Personally Identifying Information. This license will terminate (1) automatically without notice from the YPCCC if you fail to comply with the provisions of this agreement, or (2) upon written notice (by e-mail, U.S. or otherwise) from the YPCCC. Upon termination of this agreement, you agree to destroy all copies of any Data, in whole or in part and in any and all media, in your custody and control. This agreement shall be governed by, construed and interpreted in accordance with the laws of the State of Connecticut. You further agree to submit to the jurisdiction and venue of the courts of the State of Connecticut for any dispute relating to this Agreement. Please use the following citation in any work that makes use of the data and documentation as follows: Howe, Peter D., Matto Mildenberger, Jennifer R. Marlon, and Anthony Leiserowitz (2015). "Geographic variation in opinions on climate change at state and local scales in the USA." Nature Climate Change, doi:10.1038/nclimate2583. Direct any questions to the YPCCC at climatechange@yale.edu.

Frequently Asked Questions

What do these maps depict?

The maps depict estimates of the percentage of American adults (age 18 and over) who hold particular beliefs, attitudes, and policy preferences about global warming. The estimates were generated from a statistical model that incorporates actual survey responses, but combines these responses with demographic data from the U.S. Census to estimate opinions for different groups of people based on information such as their gender, race and ethnicity, and educational attainment; they also take into account changes in public opinion over time.

Where do the survey data underlying the estimates come from?

The data underlying the maps come from a large national survey dataset ( >28,000 respondents) collected between 2008 through 2021 as part of the Climate Change in the American Mind project led by the Yale Program on Climate Change Communication and the George Mason University Center for Climate Change Communication. Reports from the individual surveys are available here: CCAM Reports.

How many people did you survey in my state/county? / How can you say anything about opinions in my geography if you didn't survey anyone there?

The number of respondents surveyed varies for each geographic unit but is very large across the US as a whole. Since our surveys are nationally representative, the number of respondents in each state and county is proportional to its share of the national population. In other words, larger states and counties will have more respondents than smaller states and counties. In some smaller counties, very few, if any, respondents may have been surveyed. In those cases, our model uses information about the population of the county, information from other counties in the same state and region, and information about the characteristics of the county (such as how the county voted in previous elections) to make its estimates. While this may sound surprising, it makes sense when we consider the strongest influences on a person's individual opinions about climate change in the US - political views. Knowing the political leanings of a county's (or other unit's) residents, along with the proportion of different demographic groups within that county, allows us to predict resident's climate opinions very well. Adding additional information (e.g., about rural/urban context, carbon-intensive activities, etc.), further improves predictions. Moreover, for any given geographic unit, information is pooled from nearby units and from higher-level geographies (e.g. state level information is included for all counties within that state). All of this information together allows us to produce reliable estimates (see next question) for all counties even if the number of individuals sampled within a specific county is small.

How accurate are the estimates?

No model is perfect and there are uncertainties in the model estimates. To validate the model, we conducted independent surveys in four states (CA, TX, OH, CO) and two metropolitan areas (Columbus, OH and San Francisco, CA) and compared the survey results to our model estimates. On average, the model estimates differed from the survey results by 2.9 percentage points among the four states and 3.6 percentage points among the two metropolitan areas, within the survey margins of error. A series of technical simulations estimate that the model has an average margin of error of ±7 percentage points at the state and congressional district levels, ±8 percentage points at the metro and county levels. Such error ranges include the error inherent in the original national surveys themselves, which is typically ±3 percentage points. The model uncertainties are smaller at broad geographic scales (e.g., the state level), and are larger at finer geographic scales (e.g., at the county and city levels). The model estimates also tend to be conservative, so geographic areas with extremely high or low measures are not estimated as well as areas with values closer to the national average for each survey question.

What does the gray color mean on some of the bars beneath the maps?

The gray area reflects people who refused to answer the question or said "don't know". We do not provide specific values for the gray areas because we did not develop estimates for these particular responses.

Do the maps account for differences in population density across the country?

No, the maps depict the estimated proportion of people within each geographic area who would answer each question as indicated. We have not adjusted the maps based on population density differences. It is important to keep in mind that some geographic areas may be large, but have few residents (e.g., Wyoming), while other geographic areas may be small, but have many residents (e.g., New Jersey). For reference, Wikipedia has a population density map here. The type of map used in this tool is called a choropleth map, which means the colors on the maps reflect the percentage of the population in a given geographic unit. These kinds of maps are used to represent everything from election results (e.g.,the red state / blue state maps common during presidential elections) to census and economic data (e.g., per capita income or unemployment rates).

Do these maps reflect changes in opinions due to recent extreme weather events like Superstorm Sandy?

Perhaps. The maps may reflect the impacts that specific extreme weather events had on public opinion in a given geographic unit. If public opinion in a particular area has been influenced by local events it is possible that the model would detect such an influence. However, data from specific events or types of events are not explicitly built into the model as predictor variables.

Can I use the data?

Yes. We encourage you to explore the maps and use the results in your own work. The data are available on our Data Download tab at the top of this page so that you can do your own analyses and create your own visualizations. If you publish an academic paper using these data please acknowledge the source by using the following citation:

Howe, P., Mildenberger, M., Marlon, J., & Leiserowitz, A. (2015) "Geographic variation in opinions on climate change at state and local scales in the USA," Nature Climate Change. DOI: 10.1038/nclimate2583.

If you publish a news article, visualization, blog post, or other publication using these data or maps, please include the link to the Yale Climate Opinion Maps website and attribution to the Yale Program on Climate Change Communication.

How do the YCOM maps compare from year to year?

We originally created YCOM in 2014 and then updated it in 2016, 2018, 2019, 2020, and 2021. Public concern about global warming has generally increased since 2014. However, improvements to our model, including new data that increase our ability to resolve differences between jurisdictions, and data for adults 18+ (prior estimates only included data for adults 25+) may have contributed to shifts in our current estimates as compared with those of 2014. As a result, we recommend caution interpreting any changes over time because we can't easily disaggregate what is a true shift between any particular year and what reflects the model's improved ability to map climate beliefs at the local scale. We are currently working on a new tool which will show changes in opinions over time for each state. Join our mailing list via the "Subscribe" button below on the right to be alerted when we release this new tool.

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Yale Climate Opinion Maps 2021 - Yale Program on Climate Change Communication

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Use the Yale Climate Opinion Maps to explore climate change beliefs, risk perceptions, and policy support at every geographic level in the United States.

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National Fish, Wildlife & Plants Adaptation Strategy

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National Fish, Wildlife & Plants Adaptation Strategy

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Advancing Climate Change Environmental Education
https://naaee.org/eepro/resources/advancing-climate-change-environmental

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https://www.climate.gov/

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Science & information for a climate-smart nation

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Wildlife & Wildlands Toolkit

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The Climate Change, Wildlife and Wildlands Toolkit for Formal and Informal Educators is an updated and expanded version of the award-winning and very popular Climate Change, Wildlife and Wildlands Toolkit for Teachers and Interpreters, which was first published in 2001. The kit is designed for classroom teachers and informal educators in parks, refuges, forest lands, nature centers, zoos, aquariums, science centers, etc., and is aimed at the middle school grade level. The U.S. Environmental Protection Agency, in partnership with six other federal agencies-National Park Service, U.S. Fish and Wildlife Service, NOAA, NASA, U.S. Forest Service, and Bureau of Land Management-developed the kit to aid educators in teaching how climate change is affecting the Nation's wildlife and public lands, and how everyone can become climate stewards.

Get started: see the full video, browse Toolkit materials, and explore America's eco-regions.

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wildlife-wildlands-toolkit-map-small.png The Climate Change, Wildlife and Wildlands Toolkit for Formal and Informal Educators is an updated and expanded version of the award-winning and very popular Climate Change, Wildlife and Wildlands Toolkit for Teachers and Interpreters, which was first published in 2001.