Deanna Devore, Kate Fanelli, and Caryn Flowers, teachers at the high school at Beacon Day Treatment Center in River Rouge, MI, developed a year-long interdisciplinary module on the topic of climate change, entitled "A Multidisciplinary Study of Climate Change."  To view the module, please click HERE.   Within this module are five multi-week units:

Shane Cash and Diana Johns, both science teachers at Crestwood High School in Dearborn Heights, MI have created two inquiry-based modules to help students investigate how their actions impact climate change. In one module students investigate how trees sequester carbon and cool their surroundings. A second module provides students with the opportunity to investigate how excess night lighting (light pollution) adds to unnecessary energy use and ultimately to a larger carbon footprint at many schools and in many urban and suburban communities. Please click on the links below, to view the individual modules/units:

Jennifer Gorsline - Math teacher, Deena Parks - Science teacher, and John Bayerl - Technology teacher at the Dearborn Center for Math, Science and Technology (DCMST), in Dearborn, MI , collaborated to develop an interdisciplinary, cross-curricular module for their 10th and 11th grades students. Throughout the year, students in Biology and Statistics classes use various ICCARS activities, units and resources to complete an assortment of inquiry-based projects focused on students' scientific exploration of climate change. To view this module, please clck HERE.  The following 5E units are embedded within the module:

  • Climate Change -- Mathematics
  • Climate Change -- Science
  • Climate Change -- Technology

Darcy Ruby, Divine Child High School -- This module is designed to take place over 3 weeks in a 9th and 10th grade Biology class, although it could be adapted and lengthened for a physical or earth science course, as well as geared up or down depending on student abilities and grade level. I assume the students have a basic understanding on conservation of matter and energy, basic Earth science, basic ideas about what causes global warming. Part of my biology course includes a small amount of time spent discussing the environment and how humans affect and interact with it. Without some background knowledge about how the Earth's climate operates and the difference between climate and weather - it is impossible to learn about human kind's biggest impact on the environment: global warming.  To view the module overview, please click HERE .  To view each of the units, please click on the links below:

Amanda Laidlaw, a teacher at John Glenn High School in Westland, MI .  has developed a six-week module on the topic of local climate change. To view the module, please click HERE . Within this module is a 6-day unit on local climate climate, followed by a 4 day unit on using models to predict climate change . To view these units, please click on the links below:
Danielle Sciatto and Tim Harris, Biology and Chemistry teachers, at the Marvin L. Winans Academy of Performing Arts in Detroit, MI have developed a three week interdisciplinary module on the topic of climate change and the environment. To view the module, please click HERE. Please click on the links below to view the individual units by content area:
Rebecca Brewer and Katie Robles, both science teachers at Troy High School in Troy, MI have created a module comprised of two units to help students investigate climate change and remote sensing. To view the module, please click HERE.   In the first unit, students will investigate the carbon cycle, the difference between climate and weather and climate change. They will use data from tree rings and glacier images to determine the extent of global warming. In the second unit, students will learn about remote sensing and collect their own local data using kites with cameras attached. This module is geared toward high school students in biology and physical science courses. Please click on the links below, to view the individual units: