Modules and Units

Modules and Units Developed for the ICCARS Project

Participants in the ICCARS Project, developed modules and units on the topic of climate change and remote sensing. They are arranged by content discipline.  To view the various modules and units, please click on the content disciplines listed below:

A module includes:

  • Teacher Names, School Name and Grade Level
  • Title
  • Driving Question(s)
  • Major Understanding(s)
  • Context Expectations (Standards / Benchmarks)
  • Essential Content
  • Student Projects/Challenges
  • Daily Calendar/Schedule in Outline Format and Points to the Specific Unit(s)

A unit includes:
5E Lesson Plan.  Within each unit is:

  • Introduction
  • Expectations
  • Resources
  • Safety Precautions
  • Engagement Lesson
  • Exploration Lesson
  • Explanation Lesson
  • Elaboration Lesson
  • Evaluation Lesson
  • Appendices

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Joyce Lee and Debby Peters, 8th grade teachers at the Academy of the Sacred Heart in Bloomfield Hills, MI , developed a seven week module which is composed of 5 units on the following topics of Weather vs. Climate, Remote Sensing, Exploring Climate Change Using Math (Linear Regression Lines), Key Indicators, and the Human Impact on Climate.  To view the module, in its entirety, please click HERE.  To view the individual units, within the module, please click on the appropriate unit found below:

 (Completed August 13, 2012)

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:

 (Completed July 2, 2012)

Jermaine Evans and Christina Gaines, teachers at Blanchette Middle School in Inkster, Michigan , developed a 5 - 7 week module on the topic of climate change. The module is geared towards a class size of thirty-three to thirty-five students. A few of the activities are focused towards a smaller group of students used during their After School Program. It gives the students an opportunity to investigate the effects of climate change in the world around us. Module 1 is the introductory to climate change and its occurrences. Module 2 is focused on the sustainability of Earth as it relates to climate change.  Module 3 is centered on protocols and activities used to collect, analyze and interpret data about climate change.


Module 2

Unit 1 -- Climate Change and Earth Systems

Unit 2 - Classifying Environments

(Updated November 30, 2012)

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:

(Completed July 2, 2012)

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 

(Completed July 2, 2012)

Serge Danielson-Francois, librarian, and Liz Giza, Science Department Chair, at Divine Child High School in Dearborn, MI have developed a six week scientific literacy class, entitled "Scientific Literacy and Climate Change," that provides students with the language and the methods needed to engage climate change on a global scale. This six week course is the basis of their climate change module.  Please click HERE to download the module in its entirety.  To download the two climate change units from the module, please click on the lnks below.

(Completed October 18, 2012)


Steve Dickie, physics teacher ar Divine Child High School in Dearborn, MI has developed a five week module on how physics concepts can be used to investigate the natural world. Over the course of the module some content will be taught for the first time and other content will build on material learned earlier in the school year. This older content will be applied in new ways to advance students’ understanding of climate science. Please click HERE to download the module and Unit 1.  Unit 1 is entitled, "Objects are the Color They Reflect."  An outline of Unit 2 and 3 is available, within the module.

Steve is also working on a resource to teach spectrum concepts and accompany a kit of materials available to ICCARS participants.  Currently this is a work in progress but is available as an iBook and a pdf. Please click HERE to download a draft copy of the book. The complete work will be uploaded as soon as it is finished.  


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:

(Completed October 18, 2012)

Matt Mooney - Values in Media 

(Posted May 31, 2012)

Carim Calkins is an 8th grade science teacher at  Frost Middle School, Livonia, MI  He has developed a two week module on determining and reducing your carbon footprint.  It is composed of ttwo units, one on determination and one on reduction.  To use the module and units, please click on the links below:

Module - Determine and Reduce Your Carbon Footprint

Unit 1 -- Determine Your Carbon Footprint

Unit 2 -- Reduce Your Carbon Footprint

(Completed July 2, 2012)

Henry Ford High School, Detroit, MI

For the past 22 years (two of them as an administrator) Khidhir Naeem taught the social sciences, including world, United States, African American and American history, government, economics, geography, AP psychology, and global issues. As a Master Teacher, he is responsible for training new teachers and integrating them into the school environment. He also served as acting department head the last six of his 10 years at Central High School. Currently, he teaches at Henry Ford High School.

Jeannine Burke is a Special Education teacher at Henry Ford High School in Detroit, Michigan. She has been at the school for the past ten years. Her area of concentration is Social Studies. She co-teaches World History & Geography with Mr. Naeem. Together, they provide differentiated instruction in the Social Sciences to a diverse group of learners. Their classroom mission is to equip their students with the knowledge and skills required to become productive citizens. Global Issues is an area that is essential to the success of their students, which is why she is so excited to be a part of this Climate Change project. 

Shiffone Clark is a secondary science teacher with an emphasis in Biology. She has been employed by Detroit Board of Education for 20yrs. She has been proud to say, "I am an alumnus working at Henry Ford H.S. for 20yrs." She was privileged this year to be coupled, with a special education co-teacher (w/ emphasis in science). Hence, as a duet team they were better able to, provide differentiated instruction to address the needs of all of their students. Unfortunately, students were only successful, if they were willing to invest as much time & effort needed to ensure mastery. Their mission as well as objective, is to provide a fair & equitable, quality education to all students regardless, of race, ethnicity & socioeconomic challenges. The anticipated outcome for their expectation is that they produce mature, responsible critical thinking individuals. 

Khidhir and Jeannine developed a Climate Change Club, at the High School.  Please click HERE to view the agenda that they used for their Club.

The module / unit that was developed can be downloaded below:

(Updated, October 11, 2012)

Wanda Bryant , chemistry teacher at Henry Ford High School in Detroit, has created a module examining the properties of gases and gas laws, the electromagnetic spectrum and remote sensing, greenhouse gases and climate change, and ends with students examining ways to mitigate climate change. Inquiry and content area literacy strategies are incorporated throughout to meet the needs of all learners and math skills utilized to deepen understanding of scientific content.  To view the module, in its entirely, please click HERE.   To download the individual units on remote sensing and climate change, please click on the links below:

(Completed October 18, 2012)

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:

(Completed October 17, 2012)

Russ Columbus and William "Tom" Green, teachers at the Knabusch Mathematics and Science Center in Monroe, MI have developed a 20 hour module on the topic of climate change. To view an outline of this Climate Change module, please click here.   Included in this module is a 5E introductory unit, including an assessment based on the "An Inconvenient Truth." Please click HERE to download the assessment.   Also included is a student inquiry unit. To view, the student inquiry unit and examples of student projects using this unit, please click on the link below:

During the module on climate change, student's did group research projects.  Please click on the links below to view the projects in either report format or PowerPoint format:

(Completed December 3, 2012)

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:

(Updated August 14, 2012)

Midtown Academy -- Erica Conley-Shannon and Melanie Spangler

Module and 11 Units

(Posted June 14, 2012)

Marc Drougel, Chemistry teacher at Monroe High School in Monroe, MI has developed a four week module on the topic of petroleum and climate change. To view the module, please click HERE.   Within this module, entitled "Petroleum and Climate Change," is a nine day unit on the topic of climate change mechanism, evidences, and uncertainty. To view this unit, please click on the link below:

 (Completed July 2, 2012)

Chad Segrist, Haley Hart, Jennifer Pagel, and Robert Blakely from Southeastern High School of Technology & Law in Detroit, MI , created a 4 week, cross-cutting module, which takes a STEM approach to Climate Change education. To view the module, please click here. Within this model are 3 science units and 4 math units, all which integrate various forms of technology and engineering practices as part of both instruction and student performance indicators.  To view the units, please click on the links below: 


(Updated October 11, 2012)

John Rama, mathematics teacher at Southgate Anderson High School in Southgate, MI., has developed a 2-week module on the topic of climate change, remote sensing and the green up phenomena. This module can be used in either an Algebra 1 or Statistics class. To view the module, please click HERE . Within this module is a 1-week unit focused on using scatter plots, correlation, linear regression, and measures of center and variation to study climate change as well as a 1-week unit introducing remote sensing as a vehicle for monitoring plant health and vigor. To view the Globe Earth System Poster Activity, any of the images found in Unit 2, or the Module Assessment click on the appropriate line below:

(Completed August 13, 2012)

Three teachers at Thurston High School in Redford, MI , developed three modules designed for use in a variety of classrooms.
  • Algebra 2 -- Charlene Jones developed a 9-day module, composed of one-5E unit, on the topic of Carbon Footprints and Offsets. The target audience is algebra 2 students. Please click HERE to download the unit.
  • Economics -- Scott Bridges developed a two-week module designed to be completed throughout the school year on the topic of economics and the environment. Within this module are a variety of lessons on externalities, social costs and benefits, and the related micro and macroeconomic issues. Please click HERE to download the unit. Please click HERE to download his unit, Climate Change: The (Negative?) Externality.
  • Environmental Science -- Brad Fritz developed a module that will last about 5 days, potentially longer depending on the student project portion. His 5E lessons explore the 4 major greenhouse gases - methane, carbon dioxide, nitrous oxide and water vapor. It requires access to a school lab, and some commonly available lab equipment. Please click HERE to download the module, which includes the unit.

(Updated July 2, 2012 - Brad Completed Module and Unit July 3, 2012)

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:

(Completed July 2, 2012)


Caroline Chuby, Greg Dombro and Kathleen O'Connor from University Prep Science and Math Middle School have developed a unit that has the dual purpose of teaching middle school students how to safely fly large kites and to use remote sensing devices to investigate how habitats change seasonally.


In their module, you will find a 5 E lesson, with extensions, that deal with the following topics:  1.  The Physics of Kite Flying; 2.  Team Safety Protocols for Kite Flying; and 3. Information Processing with Sensors.  Please CLICK HERE to download the module.

(Updated Feburary 4, 2013)


Avondale MS -- This 8th grade earth science unit can be found on the curriki website .  You can view the unit by clicking HERE .