Arnold J.

Bloom
Dept. of Plant Sciences
University of California
Davis
ajbloom@ucdavis.edu
 INTRODUCTIONS

▫ Before you start, one member of your

group needs to be the note-taker for your
group.
▫ Introduce yourself in just 1 minute (name
and role and institution) and describe
your climate change objectives.
 Undergraduate Courses
on Climate Change

• Part of Earth Sciences

– Disciplinary, not multidisciplinary
• Little information about
– Consequences to Biosphere & Society
– Solutions
• Course on Causes, Consequences, & Solutions
– Began with 7 students
– Now has grown to 250 students
• NCSE read the manuscript &
invited me to participate

• I serve as Co-PI on NASA &

NSF grants

• Content Development

• CCCP = Committee of
CAMeL Content Participants
 Web-Based Materials
on Climate Change

• Not oriented to undergraduates

– K through 12
– Professionals
• No multimedia, multidisciplinary, vetted Sites
– Encyclopedia of Earth: linear organization, text-based
– Wikipedia: not organized, not vetted
– Government Agencies: disciplinary, limited
– NGOs: disciplinary, limited, museum level (8th grade)
• No one-stop shopping
 Hierarchical Framework
for Climate Change
I. Causes II. Consequences III. Solutions IV. You
A. Past History A. Physical Earth A. Economics A. Individual
1. Proxy methods 1. Land 1. Risk assessment 1. Evaluation
a) Isotopes a) Temperature a) Certainties 2. Participation
b) Paleomagnetism b) Precipitation (1) Consensus a) Behavior modification
c) Ice cores c) Fires (2) Dangers b) Education
d) Tree rings 3 or 4 2. Ice 1 or 2 b) Probabilities
(1) Continuous
c) Employment
e) Corals a) Polar caps d) Volunteer
f) Glacial extent
headings b) Permafrost
words per (2) Thresholds
c) Uncertainties B. Collective
g) Boreholes per level c) Glaciers heading 2. Intangibles 1. Household
2. Ancient 3. Oceans
a) Snowball Earth 3. Distributional issues 2. Community
a) Sea level
b) Thermal maximums a) Time a) Educational
b) Temperature
c) Cataclysmic events b) Space b) Professional
c) pH, salinity, & nutrients
4. Discount rates c) Personal
3. Recent d) Currents
d) Regional
a) Temperature 4. Atmosphere B. Mitigation e) Nongovernmental
b) Sea level a) Composition 1. Energy
c) Precipitation b) Circulation a) Electricity
d) Storms c) Storms (1) Generation
e) Fires (a) Fossil fuels
5. Global cycles (i) Coal
B. Present Factors a) Carbon (ii) Natural gas
(iii) Carbon capture & storage
1. External forcing b) Water (b) Nuclear
a) Galactic variations c) Nutrients (c) Renewables
(i) Hydro
b) Orbital variations B. Life & Death (ii)
(iii)
Wind
Solar
c) Sunspots 1. Biosphere (iv) Biomass
2. Internal forcing a) Gaia hypothesis
(v)
(vi)
Geothermal
Wave & tidal
a) Orogeny & epeirogeny b) Primary productivity (2) Transmission &
b) Volcanism c) Water use storage
c) Albedo (a) Power lines
2. Ecosystem disturbance (b) Grids
d) Atmospheric gases a) Productivity (c) Metering
(1) Greenhouse gases (1) CO2 acclimation b) Transportation
(a) CO2
(2) N limitations (1) Consumption
(b) CH4
(c) N2O b) Distributions (2) Efficiency hyperlinks to
(d) CFCs & HCFCs c) Diversity (3) Alternative fuels
(2) Water vapor d) Seasonality (a) Natural gas show
(b) Hydrogen
(3) Noble gases
e) Ocean circulation
3. Species extinctions (c) Electric connections
a) Genes (d) Biofuels
f) Teleconnections c) Industry
(1) El Niño
b) Populations
c) Habitat loss d) Buildings
(2) La Niña
(3) Oscillations (1) Land 2. Land & other resources
Ask Yourself about this Content

• Does this include what you do or will do?

• What would make this your first stop for getting
information / directing undergraduates?
• Does this make sense?
• Could you effectively navigate this?
• How could you see using this?
• What do you have to contribute?
• Would you be interested in being a topic editor?
 CAMEL is us!

• Templates for Submissions

– Authors
• Clear Expectations
• Ease of Use
• Prominent Acknowledgement of Contribution
• Fame if not Fortune
– Editors
• Uniformity of Materials
• Ease of Evaluation
– Examples
• Encyclopedia of Earth
• SERC
 Proposed Template for Teaching Module Submissions to CAMEL Submitted by Jean MacGregor

This template is derived directly from the SERC site: http://serc.carleton.edu/genomics/i3u/submitting.html

Module Title The title should be evocative of the main point(s) of the activity. It needs to communicate the full context of the
activity on its own as it will show up in places like search returns (e.g. Google) where people won't have any
contextual clues. So it should convey the idea that this is a teaching activity, what the subject matter is and what
the relevant pedagogical focus is. Example: Solar Radiation: Sample Socratic Questions

Summary This text should make it clear what the activity is. It should provide an overview of the things that students will
do and the intended outcomes. The description should be concise and compelling: typically no more than 1-2 very
brief paragraphs. Example: In this laboratory exercise, students determine which allelic form of a particular
single nucleotide polymorphism (SNP) they have (one located in an intron, and not associated with any known
phenotype). Students may be homozygous for the A/T pair or the G/C pair, or they may be heterozygous with A/T
on one chromosome and G/C on the homologous chromosome. Students isolate their own DNA, perform
polymerase chain reaction (PCR) to amplify a region surrounding this SNP, and use RFLP (restriction fragment
length polymorphism) analysis to determine their genotype.

Short The short description should be a distillation of the summary above. This description will be displayed in search
returns. The optimal length for this description is on the order of 1-2 sentences.
Description
Image A small (200 pixels wide or less) image 'of' the activity to provide visual interest and immediate context. This
could be an image of the 'output' of the activity or a photo of people engaged in the activity (or something
similar).

Learning Goals What concepts and content should students learn from this activity? Are there higher-order thinking skills (e.g.
critical thinking, data analysis, synthesis of ideas, model development) that are developed by this activity? Are
there other skills (writing, oral presentation, techniques, equipment operation, etc.) that are developed by the
activity?

Context for Use This text should help faculty understand the types of teaching situations for which this activity is appropriate.
Important types of context include educational level, class size, institution type, etc. Is it lab, lecture, or field
exercise, or a longer project? How much time is needed for the activity? Is there special equipment that is
necessary? Are there skills or concepts that students should have already mastered before encountering this
activity? How is this activity situated in the course? How easy (or hard) would it be to adapt the activity for use
in other settings?
 Proposed Template for Teaching Module Submissions to CAMEL continued

Description & This section should include a narrative describing the mechanics of the activity and all the materials needed to
implement the activity (or links and references to those materials).
Teaching If the material is available on another site please provide the full URL.
Materials If you have the materials in hand they can be uploaded using the fields below and they will be embedded in
Handouts, Lab the final page so that they can be downloaded.
If they are published print materials please provide a complete bibliographic reference.
Directions, etc. If the activity is fully documented at another site please provide the URL along with a brief (one or two
sentence) description of the other site.
Include in this section, For all materials include, in the box below, a brief description of each item covering what it is and what its role is
background info in the activity.
for lab instructors and If you upload files as part of your activity remember to consider their final use in deciding on appropriate
TA’s such as equipment, formats. Materials that other faculty are likely to modify should be provided in easily editable formats (plain text,
supplies, and lab set-up Word files), whereas materials that will be likely only used verbatim are most convenient in formats that are
universally readable (PDF format is often a good choice).
Once this form has been submitted we can work with you to integrate the downloadable files into the text of this
section.
Please be sure all materials you upload can be freely redistributed. For more information about copyright as it
applies to materials you are sharing through this site please check a more detailed discussion (opens in a new
window) of this topic.

Teaching Notes This section should include notes and tips for instructors who might use the activity. Information such as common
areas of confusion, things that need reinforcement, safety guidelines and other practical tips, and pointers for
& Tips making the best use of the activity are appropriate. Note that this section should complement, rather than repeat,
the more general guidance about the teaching method provided in the methods module of which this activity is a
part.

Assessment This section should describe how the author determines whether or not students (either individually or
collectively) are achieving the learning goals outlined for the activity. Other relevant assessment strategies may
also be described in this section.

References & This section should include references and links to online resources that discuss the specific activity or will
support faculty and/or students using the activity. References related to the general teaching technique should not
Resources be included here, but should be recommended for inclusion in the associated module.
Web resources should include both the url and a brief description of the site (and why it is relevant). Print
resource should include basic citation information as well as a brief description of the resource.
 CAMEL is us!

• Editors
–Fame if not Fortune
• Limited Funds for Student Assistants
• Prominent Acknowledgement of Contribution
–Limited Work Load
• Average 2 hours per Week
• If more,
– Divide Topic
– Recruit Additional Topic Editors
 CAMEL Web Site

–Features Media
• Accommodates Video, Music, Photos, Graphs
• Makes Detailed Text Available
–Facilitates Navigation
• Offers Several Site Maps
• Hyperlinks Associated Topics
–Provides Web 2.0 Tools
• Allows Discussion on Materials
• Uploads New Submissions
Ask Yourself about this Content

• Does this include what you do or will do?

• What would make this your first stop for getting
information / directing undergraduates?
• Does this make sense?
• Could you effectively navigate this?
• How could you see using this?
• What do you have to contribute?
• Would you be interested in being a topic editor?
 COMMUNITY DEVELOPMENT

Discuss in your foursome:

• How could these CAMEL/Trunity platform
tools help you meet the climate change
education objectives that you stated
earlier?
 FINAL INFORMATION
ON INDEX CARDS

Index Card Feedback: Side #1:

1- Write your name and institution
2- And write a sentence or two with your feedback
on the CAMEL project: give us any further thoughts,
cautions, questions, or suggestions.

Index Card Feedback Side #2:

Who else at your institution definitely be involved with
this initiative? We will invite these individuals to
participate in CAMEL webinars this fall.