This classroom activity is aimed at an understanding of different ecosystems by understanding the influence of temperature and precipitation. Students correlate graphs of vegetation vigor with those of temperature and precipitation data for four diverse ecosystems, ranging from near-equatorial to polar, and spanning both hemispheres to determine which climatic factor is limiting growth.

In this activity, students develop an understanding of the relationship between natural phenomena, weather, and climate change: the study known as phenology. In addition, they learn how cultural events are tied to the timing of seasonal events. Students brainstorm annual natural phenomena that are tied to seasonal weather changes. Next, they receive information regarding the Japanese springtime festival of Hanami, celebrating the appearance of cherry blossoms. Students plot and interpret average bloom date data from over the past 1100 years.

In this activity, students learn how to read, analyze, and construct climographs. These climographs are a graphic way of displaying monthly average temperature and precipitation. Students also practice matching climographs to various locations and summarize global-scale climate patterns revealed by comparing climographs.

In this role-playing activity, learners are presented with a scenario in which they determine whether the Gulf Stream is responsible for keeping northern Europe warm. They must also address the potential future of the Gulf Stream if polar ice were to continue melting. The students work in small groups to identify the issue, discuss the problem, and develop a problem statement. They are then asked what they need to know to solve the problem.

The purpose of this activity is to identify global patterns and connections in environmental data contained in the GLOBE Earth Systems Poster, to connect observations made within the Earth Systems Poster to data and information at the National Snow and Ice Data Center, and to understand the connections between solar energy and changes at the poles, including feedback related to albedo.

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