Bringing Global Climate Change Education to Middle School Classrooms: An Example from Alabama

A NASA-funded Innovations in Climate Education (NICE) Program has been launched in Alabama to improve high school and middle school education in climate change science. The overarching goal is to generate a better informed public that understands the consequences of climate change and can contribute to sound decision making on related issues. Inquiry-based NICE modules have been incorporated into the existing course of study for 9–12 grade biology, chemistry, and physics classes. New modules in three major content areas (earth and space science, environmental science, physical science) have been introduced to selected 6–8 grade science teachers in the summer of 2013 and 2014. The environmental science module allows students to explore the relationship between extreme climate events, water resources, and water pollution. In the earth science module, students investigate the effects of volcanic eruptions on Earth’s atmospheric composition, global climate, and local landscape and water resources. The physical science module introduces students to the concept of urban climate and heating island effects. The NICE modules employ Roger Bybee’s five E’s of the learning cycle: engage, explore, explain, extend, and evaluate. Module learning activities include field data collection, laboratory measurements, and data visualization and interpretation. K-12 teachers are trained in the use of these modules for their classroom through unique partnership with Alabama Science in Motion (ASIM) and the Alabama Math Science Technology Initiative (AMSTI). Certified AMSTI teachers attend summer professional development workshops taught by ASIM and AMSTI specialists to learn to use NICE modules. Scientists are partnered with learning and teaching specialists and lead teachers to implement and test efficacy of instructional materials and models. This chapter serves as an example of how climate change education can be brought into K-12 schools.