While each of these topics has its own unique set of characteristics, what all have in common is polarized attitudes often more closely tied to social identity in peer groups than to scientific understandings. Over the past decade, we (educators at the Paleontological Research Institution) have been involved in providing educational outreach on a number of topics that are sociopolitically controversial, including not only climate change, but energy choices (in particular, hydraulic fracturing), as well as the long-standing issues of biological evolution and deep geologic time. Like any book about a topic as complex and growing as climate change, this one is just a starting point, thus we have listed sets of resources at the end of each chapter. Climate change is a scientific issue, but it is also a historical, social, psychological, and economic issue that can only be deeply understood through mathematics, language and art. Ultimately schools may find it an effective strategy to incorporate climate change across disciplinary boundaries, including all STEM subjects, social studies, and other humanities. Our focus audience is high school Earth science and environmental science teachers, but we expect that a much wider audience will find it useful, including educators of other grade levels, subjects, and contexts, as well as non-teachers who find the approach helpful.
This book was written for teachers who could benefit from a “teacher-friendly” resource on climate change. That is a need we seek to help fill with this volume. Yet there exist few user-friendly books on climate change, written for teachers, that include both the basics of climate change science and perspectives on teaching communities of learners across the polarized spectrum. Its presence is now accelerating, however, facilitated in part by its integration into the Next Generation Science Standards, and there are many existing books on climate change and some excellent online resources for teachers to help with integration of climate change into curricula. ||ĭespite this importance, even the basic science of climate change has until recently appeared much less in K-12 education than might be expected. Indeed, in the context of school curricula, it is difficult to imagine a subject that is not in some way affected by climate change or the processes of mitigating or adapting to it, so there are potentially myriad connections of this subject to just about everything that goes on in the classroom. But climate change is happening, and it’s essential for all to have an accurate understanding of the findings and implications of climate science: climate change is one of the most critical issues of the 21st century.
The subject of climate change has become so socially and politically polarizing that it may be awkward to bring it up in polite conversation if one is not already sure of where others stand on the issue. spirula represents a neotenous form that migrated from the Indo-Pacific towards the Atlantic via the Agulhas leakage, which has been active since the closure of the Strait of Panama (10–3 Ma). Given the evolutionary trend from straight to more coiled forms, we suggest that S.
Our data imply that Atlantic and Indo-Pacific specimens form two distinct morphological clusters, potentially representing two pseudocryptic species or two populations undergoing divergence (i.e. Different 2D and 3D conch parameters are presented based on micro-computed tomography data, combining noninvasive imaging techniques with a range of morphometric analyses. These data were used to explore whether the genus is monospecific or comprises several species. Here, we apply geometric morphometric analyses to precisely describe changes in conch morphology during the course of ontogeny of 21 specimens collected from 12 localities worldwide. Spirula spirula (Coleoidea: Decabrachia) is a unique deep-sea squid with an uncertain taxonomic status.