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This book presents selected conference proceedings from the 25th Biennial Asian Association for Biology Education Conference. It clarifies the differences between the structure of biology education for educators and researchers. It solves open problems by creating a bridge between biological research and its application in education and the sustainable development of communities. The book’s first topic is Biology Education in an X, Y, Z World, which provides ideas for how biology can be taught in innovative ways. The second topic, The Endangered Planet – How can Biology Education Help? discusses how humans depend on other species for survival and how they have the power to cause or to prevent extinctions. The third and final topic, Research in Biology, encompasses the growing wealth of biological information resulting from scientific research, especially in universities. Educators can use these findings to enhance their teaching.
Today's students will face the unprecedented challenges of a rapidly warming world, including emerging diseases, food shortages, drought, and waterlogged cities. How do we prepare 9.5 billion people for life in the Anthropocene, to thrive in this uncharted and more chaotic future? Answers are being developed in universities, preschools, professional schools, and even prisons around the world. In the latest volume of State of the World, a diverse group of education experts share innovative approaches to teaching and learning in a new era. EarthEd will inspire anyone who wants to prepare students not only for the storms ahead but to become the next generation of sustainability leaders.
From the oceans to continental heartlands, human activities have altered the physical characteristics of Earth's surface. With Earth's population projected to peak at 8 to 12 billion people by 2050 and the additional stress of climate change, it is more important than ever to understand how and where these changes are happening. Innovation in the geographical sciences has the potential to advance knowledge of place-based environmental change, sustainability, and the impacts of a rapidly changing economy and society. Understanding the Changing Planet outlines eleven strategic directions to focus research and leverage new technologies to harness the potential that the geographical sciences offer.
We live on a dynamic Earth shaped by both natural processes and the impacts of humans on their environment. It is in our collective interest to observe and understand our planet, and to predict future behavior to the extent possible, in order to effectively manage resources, successfully respond to threats from natural and human-induced environmental change, and capitalize on the opportunities â€" social, economic, security, and more â€" that such knowledge can bring. By continuously monitoring and exploring Earth, developing a deep understanding of its evolving behavior, and characterizing the processes that shape and reshape the environment in which we live, we not only advance knowledge and basic discovery about our planet, but we further develop the foundation upon which benefits to society are built. Thriving on Our Changing Planet presents prioritized science, applications, and observations, along with related strategic and programmatic guidance, to support the U.S. civil space Earth observation program over the coming decade.
Looking to tackle climate change and climate science in your classroom? This timely and insightful book supports secondary science teachers in developing effective curricula around the Next Generation Science Standards (NGSS) by grounding their instruction on the climate crisis. This new edition focuses on meeting teachers where they are in their teaching and learning while tending to various contexts, communities, and cultures to activate educators in understanding and responding to the climate crisis in this moment. Chapters offer design and implementation support for 21st-century learning experiences centered around the climate emergency for meaningful engagement. Dr. Lê provides an overview of the teaching shifts needed for the NGSS using climate change as the vehicle of instruction. She also supports climate literacy for students and teachers via urgent topics in climate science and environmental justice. Teachers will also learn how to engage with the complexities of climate change by exploring social, racial, and environmental injustices stemming from the climate crisis that directly impact their students. Examples of successful applications of these learning experiences are new to the second edition, as well as added activities and overall updates to research and data. By anchoring instruction on the climate emergency through an intersectional lens starting with teachers’ core beliefs and values, Dr. Lê offers guidance on how educators can activate students as agents of change for their own communities.
Looking to tackle climate change and climate science in your classroom? This timely and insightful book supports and enables secondary science teachers to develop effective curricula ready to meet the Next Generation Science Standards (NGSS) by grounding their instruction on the climate crisis. Nearly one-third of the secondary science standards relate to climate science, but teachers need design and implementation support to create empowering learning experiences centered around the climate crisis. Experienced science educator, instructional coach, and educational leader Dr. Kelley T. Le offers this support, providing an overview of the teaching shifts needed for NGSS and to support climate literacy for students via urgent topics in climate science and environmental justice – from the COVID-19 pandemic to global warming, rising sea temperatures, deforestation, and mass extinction. You’ll also learn how to engage the complexity of climate change by exploring social, racial, and environmental injustices stemming from the climate crisis that directly impact students. By anchoring instruction around the climate crisis, Dr. Le offers guidance on how to empower students to be the agents of change needed in their own communities. A range of additional teacher resources are also available at www.empoweredscienceteachers.com.
This report, a supplement to the president's fiscal year 1999 budget, provides the highlights of the recent research of the U.S. Global Change Research Program & describes its future plans & directions. Includes: executive summary; the earth system; global change & regional implications; global change issues: highlights of recent & ongoing research: integrating activities: highlights of current developments; national assessment of the consequences of climate change for the U.S.; & 7 appendices on the USGCRP budget, organization & management, etc.
Research Council established the Ecosystems Panel in response to a request from the United States Global Change Research Program (USGCRP). The panel's charge included periodic reviews of the ecosystems aspects of the USGCRP, and this is the first of those reviews. It is based on information provided by the USGCRP, including Our Changing Planet (NSTC 1997 and earlier editions 1); ideas and conversations provided by participants in a workshop held in St. Michaels, Maryland, in July 1998; and the deliberations of the panel. In addition, the panel reviewed the ecosystems chapter of the NRC report Global Environmental Change: Research Pathways for the Next Decade (NRC 1999a, known as the Pathways report). The USGCRP is an interagency program established in 1989 and codified by the Global Change Research Act of 1990 (PL 101-606). The USGCRP comprises representatives of the departments of Agriculture, Commerce (National Oceanic and Atmospheric Administration and National Institute of Standards and Technology), Defense, Energy, Health and Human Services (the National Institute of Environmental Health Sciences), Interior, and State, as well as the Environmental Protection Agency, the National Aeronautics and Space Administration, the National Science Foundation, the Smithsonian Institution, the Office of Science and Technology Policy, the Office of Management and Budget, and the intelligence community (NSTC 1997). The USGCRP's research program is described in detail in Our Changing Planet (NSTC 1997, 1999). In brief, the program focuses on four major areas of earth-system science: 1) Seasonal to interannual climate variability; 2) Climate change over decades to centuries; 3) Changes in ozone, ultraviolet (UV) radiation, and atmospheric chemistry, and 4) Changes in land cover and in terrestrial and aquatic ecosystems. The fourth topic is the area in which advice was requested from the ecosystems panel. The Ecosystems Panel's charge has three parts: to provide a forum for the discussion of questions of ecosystem science of interest to scientists in and out of the federal agencies, to periodically review the ecosystem aspects of the USGCRP's research program, and to help identify general areas of ecosystem science that need additional attention, especially areas that cut across ecosystems and levels of ecological organization. In addressing the second item of its charge for this report, the panel first identified the most significant and challenging areas in ecosystem science, then used that identification as a basis to make recommendations to the USGCRP. Thus, this report is not a detailed review of the USGCRP's program, but rather an attempt to identify those areas that the panel concludes are most in need of attention by a general research program on global change. As noted in this report, some of those areas are already receiving attention by the USGCRP.