Overview of the field of Paleontology for teachers. The resource covers a definition, career, fossils, dinosaurs, laws about collecting fossils, dating fossils, evolution, extinction events, and taxonomic diversity.

This activity will show why our present ultra consumption way of life is not sustainable and must be changed if the human race is to survive long term. The Story of Stuff is shocking but very informative. Its purpose is to wake people up to the perilous situation we are in and take action individually or collective to make the necessary and difficult changes needed.

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The focus on soil in this unit is accomplished by browsing and reading or browsing (in some detail) information from nine websites as well as a book chapter. This effort will help students to understand issues relating to soil erosion, the state factors of soil formation, methods of soil description and classification in the field, soil orders, soil surveys and threats to soil. Questions are posed that require written responses and the in-class activity involves a web-based soil survey using the Natural Resources Conservation Service Web Soil Survey. This activity can be accomplished individually or by groups and should involve a short report of findings.

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The term "Earth system science" is typically used to describe the science (especially quantitative modeling) of the interactions between the atmosphere, hydrosphere, and cryosphere, and biosphere---the addition of lithosphere to that list provides all of the main generalized components ("spheres") of the Critical Zone.
In this lesson, students will consider basic concepts of system science (studying complex systems), specifically as it can be applied to Critical Zone science. Students will engage in developing a qualitative systems model graphic of the Critical Zone. The knowledge gained here will be applied later in the semester to more in-depth systems thinking of the Critical Zone.

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How are rising sea levels already influencing different regions? This unit offers case study examples for a coastal developing country (Bangladesh), a major coastal urban area (southern California), and an island nation (Maldives). What are the anticipated consequences of additional sea-level rise this century in these different places? This introduction to the module is designed to prompt student consideration of the economic and social impacts of sea-level change. As a class, students conduct a stakeholder analysis for one or more of the case study regions in order to better understand how different segments of a society affect and will be affected by sea-level change.

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Online-adaptable: This exercise could be converted to online whole-class discussions and a breakout group activity. At least the whole-class portion would probably need to be done synchronously.

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GPS data can measure vertical and horizontal bedrock motion caused by a variety of geologic processes, such as plate movement and the changing amount of water and ice on Earth's surface. In this unit, students will learn the basics of how GPS works and how to read GPS time-series data.

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Note: Although the term GPS (Global Positioning System) is more commonly used in everyday language, it officially refers only to the USA's constellation of satellites. GNSS (Global Navigation Satellite System) is a universal term that refers to all satellite navigation systems including those from the USA (GPS), Russia (GLONASS), European Union (Galileo), China (BeiDou), and others. In this module, we use the term GPS even though, technically, some of the data may be coming from satellites in other systems.

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Online-adaptable: Main exercise is a jigsawactivity that can be successfully done in an online course; but it does take a bit of extra effort to arrange the students into two different sets of online groups with online collaboration. This will probably be more success in a synchronous format.
OR the unit could be adapted away from the jigsaw format and presented as single exercise done individually or in static small groups.

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In this unit, students will be introduced to different data types used in the geosciences and other disciplines to understand environmental problems. The instructor will discuss the difference between qualitative and quantitative. Then, students will be given data sets related to water in Phoenix, Arizona. Students will work in groups of two to five to categorize different data sets as qualitative or quantitative and to reflect on their emotive responses to different data. The session ends with a discussion about the potential uses of these various data sets in decision-making around water in Phoenix, and uses this to foster a discussion about the ways in which different data sources lend insight into complex system problems.

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In this opening unit, students develop the societal context for understanding earthquake hazards using as a case study the 2011 Tohoku, Japan, earthquake. It starts with a short homework "scavenger hunt" in which students find a compelling video and information about the earthquake. In class, they share some of what they have found and then engage in a series of think-pair-share exercises to investigate both the societal and scientific data about the earthquake.

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Online-ready: This opening class discussion about earthquakes and societal impacts could easily be converted to an online discussion format.

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This unit is designed to engage students by introducing them to patterns in recent climate and investigating possible reasons for recent changes. Students work in small groups to plot and analyze real-world temperature data covering a decade, and use that information to make predictions about future climatic trends. Whole-class discussions illustrate the differences between short- and long-term trends. Students also analyze graphs of solar irradiance to begin to determine reasons for the observed increase in temperature, setting the stage for Unit 2, which examines the role of the atmosphere in controlling Earth's surface temperature.

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How does water move throughout the Earth system? How do scientists measure the amount of water that moves through these pathways? This unit provides an alternative way for students to learn the major components of Earth's water cycle, which includes actively thinking about how we measure the water system. In this unit, students annotate a schematic diagram to identify the major reservoirs and fluxes in the hydrosphere. They also work in teams of different "experts" to identify traditional and geodetic techniques that are used to measure components of the hydrosphere and the changes over time. Using their recently acquired knowledge about these techniques, they make inferences about which methods are best for measuring different components of the hydrosphere. Measurement methods include stream gauges, groundwater wells, snow pillows, vertical GPS changes, reflection GPS for snow depth, and GRACE satellite (Gravity Recovery and Climate Experiment).

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Online-adaptable: Main exercise is a jigsawactivity that could be done in an online course but student groups with online collaboration (probably synchronous) would need to be organized OR the exercise would need to be adapted away from group format.

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Unit 1 introduces foundational concepts in geoscience, emergency management, and political science that are critical for developing a systems thinking approach and for achieving the learning objectives in the storm module. More specifically, within Unit 1, students acquire a vocabulary related to storm systems and risk, engage in practical exercises on event probability and frequency, and complete written activities and oral presentations that reinforce these concepts, using their own community and two case studies as examples. The activities include: a pre-and post-Unit survey on natural hazard risk, an optional concept map exercise to identify associations of risk in major storms, an exercise on probability and frequency of natural hazards in general and major storms in particular, an exercise using hazard vulnerability analysis (HVA) and the HVA's findings, and a synthesis assignment that requires analysis of an assigned hazard mitigation plan (HMP) and development of a proposal to improve mitigation plans.

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The constellations of satellites orbiting our planet enable high-precision positioning not just for consumer or survey applications but also for geoscience research such as detecting plate motions, landslide movement, or other changes on the Earth's surface. This unit introduces students to the fundamentals of these global navigation satellite systems (GNSS), the reference frames used for positioning, and the different acquisition techniques, including their merits and accuracy. Through classroom and field activities, students develop a familiarity with the variety of instrumentation and applications available with GNSS. This unit provides a broad conceptual understanding of GNSS applicable to all acquisition techniques. Subsequent units focus on kinematic and static methods and the different products generated using those GNSS methods.

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Note: Although the term GPS (Global Positioning System) is more commonly used in everyday language, it officially refers only to the USA's constellation of satellites. GNSS (Global Navigation Satellite System) is a universal term that refers to all satellite navigation systems including those from the USA (GPS), Russia (GLONASS), European Union (Galileo), China (BeiDou), and others. In this module, we use the term GNSS to refer generically to the use of one or more satellite constellations to determine position.

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Identifying the differences between hazards and risks is key to understanding how we react, mitigate, and live with natural disasters. This unit will begin with a discussion on identifying the differences between hazards and risk. Students will learn that hazards are the phenomenon while risk is the likelihood of that phenomenon affecting a particular region. Next, students will read an article that puts risk into context and participate in an in-class discussion. The unit will finish by having students calculate personal risk using a simple mathematical formula.

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This unit uses scientific data to quantify the geologic hazard that earthquakes represent along transform plate boundaries. Students will document the characteristics of the Pacific/North American plate boundary in California, analyze information about historic earthquakes, calculate probabilities for earthquakes in the Los Angeles and San Francisco areas, and assess the regional earthquake probability map.

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Students will identify and apply credible geologic and social science data sets to identify local hazards and vulnerable groups and structures, and assess risk for their community.

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In this unit, students investigate water from a global perspective. The focus of students learning is on the identification of storehouses where Earth's water is stored, how matter (water) cycles through the geosphere (lithosphere, atmosphere, hydrosphere) and biosphere, and the energy associated with water as it changes between a solid, liquid and gas state. The unit investigations conclude with a short homework assignment on the application of the hydrologic cycle from a regional perspective as you research the quality and availability of fresh water in the state where you live. An important factor is the consideration for the percentage of fresh water that is readily available for human consumption and the impact of human activity on the quality of the water.

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Students will identify how they, as individuals, think about climate science and explore common perceptions and misconceptions that exist about climate science. The activities within this unit incorporate individual reflection by students, small group work, and larger group/class discussions, and endeavor for students to learn how to discern true and untrue statements using logic and fact. Students are presented with various statements about climate science and are tasked with determining whether these statements are factually true and whether they are logically valid. We recognize that students may have limited background factual knowledge in climate science before starting these activities, so some exercises are intended more as a way for students to evaluate how they think about climate science and how to create logically valid scientific statements (i.e., how to think and talk like a scientist). By learning how to identify logically and factually true and untrue statements, students will, by the end of this unit, be able to create and evaluate statements about climate science (even with limited factual knowledge) and critique common misconceptions about climate science.

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This unit initiates a discussion about the importance of recognizing faults in relation to modern societal infrastructure. Students consider the types of infrastructure necessary to support a modern lifestyle, especially for people living in population centers. Students also explore how key infrastructure such as aqueducts, power lines, or oil/gas pipelines, which traverse large distances, may also be susceptible to damage by earthquakes well away from the population centers. Additionally, earthquakes can occur in regions where none have occurred in recorded history. The ability to recognize and evaluate the potential for damage to key infrastructure that are near or cross a fault can be used, in turn, to classify and ultimately predict the most and least likely locations for damage, and to make suggestions for minimizing future impacts.

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Online-ready: The exercise is electronic and could be done individually or in small online groups (using the Google Earth rather than printable files). Lecture can be done in synchronous or asynchronous online format, although synchronous would allow better discussions of societal impacts of earthquakes.

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In this introductory unit, students will learn about the fundamental role of observation by viewing photographs of both agricultural and non-agricultural (natural) landscapes and making independent observations. They will learn how to relate physiographic features to land use by drawing conclusions about how the physiography of the land affects or is affected by various land use practices. They will then discuss their observations in small groups, organize their thoughts, and explain their conclusions in a classroom oral presentation. Finally, students will consider landscape features in the context of Earth systems and discuss how these systems are impacted by human activity.

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