This is a problem-based learning activity that guides students through a process whereby the class as a whole investigates various stakeholder perspectives on the global climate change controversy. Individual students then reflect on their own perspectives in light of what they have learned.

Science communicators have parroted fake climate “solutions” straight from the mouths of corporate public relation firms, even those that are clearly unjust and against the will of the people. They’ve ignored messages from communities who are suffering most from pollution. Although often inadvertently, scientists, with their disproportionately large megaphones, have helped to uphold existing power structures. This free textbook is an attempt to remedy this hole in science communication, providing a framework for learning about the science of the climate crisis for those who don’t accept the status quo. Climate, Justice and Energy Solutions is for visionaries, dreamers, utopian thinkers, and social justice advocates. It’s for those who can imagine not just surviving in a world without fossil fuels, but truly flourishing. The hope is that activists in a wide range of fields can use this text to help bolster their knowledge of science-based climate action when they’re building the next wave of social movements, renewable power networks, and regenerative communities.

In this activity, students use climate data to develop a simple graph of how climate has changed over time and then present the result in a blog, emphasizing effective science communication.

This page presents a strategy for addressing a common climate misconception in the classroom, derived from The Debunking Handbook, by John Cook and Stephan Lewandowsky. This material was created by faculty as part of the CLEAN Climate Communications Workshop, held in April, 2012.

This first-year undergraduate open textbook covers the most salient environmental issues from both biological and social science perspectives.

This textbook provides an innovative, internationally oriented approach to the teaching of corporate social responsibility (CSR) and business ethics. Drawing on case studies involving companies and countries around the world, the textbook explores the social, ethical, and business dynamics underlying CSR in such areas as global warming, genetically modified organisms (GMO) in food production, free trade and fair trade, anti-sweatshop and living-wage movements, organic foods and textiles, ethical marketing practices and codes, corporate speech and lobbying, and social enterprise. The book is designed to encourage students and instructors to challenge their own assumptions and prejudices by stimulating a class debate based on each case study.

Many introductory environmental studies courses begin with climate change, perhaps because it is the environmental issue with which students have the most familiarity and concern, and because climate change impacts virtually all of Earth's socio-ecological systems. Pedagogically, this presents a challenge. Understanding climate science requires complex systems thinking that challenges students intellectually. Learning about climate change also presents a psychological and emotional challenge as it forces students and instructors to confront the reality of an uncertain future.
This activity introduces students to climate change in a new way â by beginning not with the science of climate change, nor with the data and figures depicting climate change projections, but instead with people's lived experiences of climate change. At its core, this three-day class activity relies on a set of narratives to teach students about the effects of climate change. These narratives include videos, radio interviews, and news articles in which people already living through the effects of climate change -- displacement, drought, food insecurity, etc. -- describe their experiences. In some ways, this de-centering of climate science in favor of the voices of those on the front lines of climate change is a radical approach. And yet, I find that introducing climate change this way makes the science feel more relevant, meaningful and accessible, especially for those students fearful of or disinterested in science. I hope that by starting with these narratives, we might humanize climate change and tap into students' empathy to make them more open for looking at opportunities for agency and change-making around climate change.
I am grateful to the Association for Environmental Studies and Sciences members for providing suggestions for many of the climate change narratives included in this teaching activity.

This kit explores how sustainability has been presented in the media with a particular focus on issues related to food, water and agriculture. Each of the 19 lessons integrates media literacy and critical thinking into lessons about different aspect of sustainability. Constant themes throughout the kit include social justice, climate change, energy, economics and unintended consequences.

Climate change is one of the biggest risks facing governments, businesses, societies and ecosystems around the world. Project managers, through their effective direction of complex projects, occupy a critical role in the successful transition to a resilient, low carbon world. This course is designed to prepare professionals with project management responsibilities to add a climate change lens to their projects.

The course is suitable for individuals in management roles and above who have significant project management responsibilities. “Projects” could include examples as diverse as infrastructure development, deployment of new technology, ecosystem restoration, or public engagement campaign, for example. The course will attract a diversity of professionals who enjoy multidisciplinary learning environments. Familiarity with general climate change issues and science is recommended.

SYNOPSIS: In this lesson, students discuss and evaluate artwork by Jill Pelto, investigate renewable and nonrenewable energy, and demonstrate their learning through writing or drawing.

SCIENTIST NOTES: This lesson demonstrates the impact of climate change in our ecosystem through Jill Pelto's arts. Arts appear to be an effective tool in climate science communication. The lesson has passed our scientist review and is recommended for classroom use.

POSITIVES:
-This lesson creates a collaborative atmosphere for the unit.
-Students are able to identify how meaning can be created through art, especially when learning about fossil fuels and their damage to the environment.
-Students can identify and share their own thoughts and feelings about Jill Pelto's artworks.

ADDITIONAL PREREQUISITES:
-This is lesson 1 of 6 in our 3rd-5th grade Art for the Earth unit.
-iPads or computers with Internet connectivity are necessary.
-Students will need basic research skills and computer skills.
-Teachers will need to create a free Newsela account to access the readings on renewable and nonrenewable energy.

DIFFERENTIATION:
-Teacher can create groups to include mixed ability levels, especially when students are taking notes on renewable and nonrenewable energy in the Investigate section.
-Teacher can pause throughout the reading of Sven's Search for Clean Energy to encourage students to write in the "Learned" section of their KWL charts.
-The two Newsela articles on renewable and nonrenewable energy are available in many reading levels. Teacher can select the appropriate reading level for each student.

This project was funded by the MHCC Foundation OER Grant Program and published by MHCC Library Press. MARC record available at the end of the book.

This course will provide you with skills to overcome barriers to action, mobilize knowledge and data effectively, and work across silos in genuine interdisciplinary and collaborative practice. You’ll learn how to lead or participate in community engagement, without triggering fear and overwhelming others; practise critical self-awareness and self-reflection; and consider equity-based and decolonizing approaches.

This course is designed for professionals looking to advance the intersecting work of climate action and adaptation, including planners, engineers, elected officials and community leaders. You will leave with practical and relevant skills to lead, accelerate and participate in the essential work of climate adaptation in your organization and community.

LEARNING OUTCOMES
By the end of the course, you will be able to do the following:

• Describe the dynamics of collaborative, team-based planning processes
• Apply key concepts in climate communications and knowledge mobilization
• Engage in meaningful dialogue with internal and external stakeholders
• Develop adaptive and responsive strategies for working in complex systems
• Analyze and overcome internal and external barriers to climate adaptation

The forest industry is increasingly global and every marketer of forest products should have a global perspective. As a natural resource-based industry, the forest industry has an especially high profile role in environmental protection and is increasingly involved in climate change mitigation and management. Global forests are not only important because they provide a source of industrial raw material, but also because of the various other human needs they satisfy. A forest products marketer should have a basic understanding of the role that global forests play in society. Major societal trends are impacting the external environment within which the forest industry operates. We provide an overview of global forests and a brief description of the markets for the main categories of the forest industry.

In this activity, students critically evaluate the arguments about climate change raised in a climate contrarian newspaper op-ed. This exercise is intended to strengthen student critical thinking and content knowledge at the end of unit on the climate system.

This visualization focuses on public acceptance of climate science. The set of interactive maps illustrates public opinion on a variety of climate beliefs, risk perceptions, and policy support. The data is from the Yale Project on Climate Communication.