Students will learn about global warming through discussion about temperature. We can discuss different ways to reduce our carbon footprint and keep our global temperatures at a safe level.

Carrier, S. J. (2009). The Effects of Outdoor Science Lessons with Elementary School Students on Preservice Teachers’ Self-Efficacy. Journal of Elementary Science Education, 21(2), 35–48. http://www.jstor.org/stable/43155850

This study was prompted by pre-service teachers who were less comfortable teaching science as opposed to other subjects.  This gave the researchers an idea to have these teachers come up with science lessons that they would teach outside.  The hope was that the students would be more excited and engaged during these lessons and that engagement would help improve the teacher’s self-efficacy, which is their confidence in being able to successfully teach a particular concept/lesson.

Glen, N. J., & Dotger, S. (2009). Elementary teachers’ use of language to label and interpret science concepts. Journal of Elementary Science Education, 21(4), 71–83. https://doi.org/10.1007/bf03182358

This article focuses on the impact that teaching our elementary students to be scientifically literate has on their academic success in the field of science in their future years in school.  As teachers, it is important that we use scientific vocabulary when referring to specific topics and concepts.  Modeling that vocabulary usage helps the students use these words in their own conversations.  Also, as the students get older, the amount of scientific language increases in their textbooks, therefore, it is even more important that elementary teachers help to set the foundation for scientific literacy. 

Monroe, M. C., Plate, R. R., Oxarart, A., Bowers, A., & Chaves, W. A. (2019). Identifying effective climate change education strategies: a systematic review of the research. Environmental Education Research, 25(6), 791–812. https://doi.org/10.1080/13504622.2017.1360842

Due to the looming threats of global warming and climate change, it has become more important than ever to educate our children about these topics. This topic, however, is difficult to teach due to its controversial nature. This researchers for this study examined many key strategies to decide what the most effective ways are to teach children about climate change.  The results of that study proved that for the students to get the most out of lessons on these topics, the lessons needed to be engaging and the material being taught needed to be relatable to the children. The data was that was gathered provided great insights into various strategies that teachers could use create metacognitive lessons about this topic.

The topic of climate change is one that is both controversial and depressing.  Yes, it is important for the youth of our country to understand the impacts of global warming and climate change, however, possessing that knowledge can lead to anxiety and depression.  This article explains how we need to teach these concepts with one key factor in mind, “hope.”  Including hope in our teaching will help to curb that pessimistic attitude and inspire the future generations to find ways to make more sustainable choices, help them educate older generations about these impacts, and make them want to find solutions to these huge environmental problems. 

            Hundreds of people participated in the various adaptations of this study.  The results indicated that young people needed to use their knowledge of this topic and correlate it with a feeling of hope.  This feeling of hope can inspire and engage youths into finding solutions to these very real and pressing environmental issues.

Then, upload the information you collected to the Globe Observer App using the Clouds tool. Your observations will help scientists confirm similar measurements made by satellites orbiting Earth.