*ISSN 1045-4772

The Earth Scientist

Volume XXXII • Issue 1 • Spring 2016 $10.00*

*ISSN 1045-4772

INSIDE THIS ISSUE

From the President . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

From the Executive Director . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Guest Editor’s Message . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Digital Storytelling: Creative Applications of Science Content in Grades 

K-5 Using NOAA Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Empowering Young Women Through Climate Stewardship: 

A Lesson about Earth’s Changing Albedo . . . . . . . . . . . . . . . . . . . . . . . . . 9

Carbon Footprints, Carbon Sinks, and Carbon Stewardship: 

A Partnership Between Informal Educators and Classroom Teachers . . . 14

Student Anti-Idling Campaign: Service Learning in Deed . . . . . . . . . . . . 19

The Polar Bear Challenge: Local Impact on a Global Issue . . . . . . . . . . . 24

The Biggest Reducer: A Lesson in Waste Reduction . . . . . . . . . . . . . . . . 29

Biochar for Carbon Sequestration: Investigation and Outreach.........33

Membership Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 

Advertising in The Earth Scientist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Manuscript Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Aurora australis seen over NOAA Atmospheric Research Observatory at South Pole Station. Photo Date: 2013 May 1 Photographer: Ross Burgener, ET, NOAA/OAR/ESRL/GMD

This special themed issue is sponsored by the NOAA Climate Stewards Education Project
Page 2 The Earth Scientist

© 2016 National Earth Science Teachers Association. All Rights Reserved.

From the President

NESTA Contacts

EXECUTIVE BOARD

President

Michael J Passow

michael@earth2class.org

President-Elect

Cheryl Manning

clbmanning@mac.com

Secretary

Lisa Sarah Alter

lalter@snet.net

Treasurer

Howard Dimmick

dimmick@esteacher.org

Past-President

Missy Holzer

mholzer@monmouth.com

Board of Directors 

Representative

Parker Pennington IV

p.o.pennington@gmail.com

Executive Director and 

Association Contact

Dr. Carla McAuliffe

Carla_McAuliffe@terc.edu

NESTA Webmaster

Julia Genyuk

jgenyuk@windows2universe.org

This, my final Presidential message, has two parts.

First, it’s been my privilege partnering with the National Ocean Service (NOS) Educators and 

scientists who have produced the enjoyable articles in this themed issue of TES. NESTA gratefully 

acknowledge support for production of this issue with funding provided by the NOAA National 

Ocean Service Award. We hope that you enjoy the articles written by the educators involved with 

NOAA’s Climate Stewards Education Project. 

The grant also provided support for four professional development workshops provided through 

the “Earth2Class Workshops for Teachers” at the Lamont-Doherty Earth Observatory of Columbia 

University. Teachers and students interacted with research scientists to learn about a range of 

cutting-edge investigations into how our Earth System behaves. For those who could not attend in 

person, archived versions of the resources developed for these and other E2C Workshops are available at http://www.earth2class.org. 

Dr. Allison Wing described how she and others are “Developing a Better Understanding of 

Hurricanes.” (Note: I am very proud to brag that Dr. Wing began her study of Earth Science when 

she was an 8th grader in my class in White Plains (NY) Middle School!) Dr. Arlene Fiore and Olivia 

Clifton discussed their investigations into “Air Quality, Climate, and Vegetation Interactions.” 

Margi Turrin and Dave Porter will present an exciting new app, “Polar Explorer: Sea Level Rise.” We 

are especially honored to host Dr. Taro Takahashi, a Columbia University Ewing Lamont Professor 

and one of the world’s leading experts about Earth’s Carbon Cycle.

This NOAA-NESTA-E2C partnership provides an effective example of strategies to connect classroom teachers, their students, and research scientists.

Second, about six years ago when my first term as your NESTA President was concluding, I wrote “A 

Letter to Those Coming Along Behind Me.” In the Summer 2010 issue, I began: 

By the time you read this, my two-year term as NESTA’s President will have officially ended, 

and I take up that most delightful of organizational offices, Past President. [Contented Sigh!]

That message continued, 

“Actually, and fortunately, it has been my privilege to lead NESTA during some of our most 

exciting times.” 

Little did I know then that I would continue my responsibilities toward NESTA for eight more 

years, which proved—at least so far—to be even more exciting. When I resumed the Presidency two 

years ago, I described “Re-Launching my ‘Educational Kayak.’ I explained:

Those who know me are aware that kayaking is my passion, and I often make analogies to 

paddling—hence the title of this message. Whenever I’m on the water and meet other paddlers, 

I try to instill more enjoyment of our sport. Similarly, as I resume the challenges of serving 

as your President, I’ll try to find ways to enhance your enjoyment of being an Earth Science 

teacher. I’m hoping to bring some of what I’ve learned during my 44-year career to shaping 

effective programs for NESTA members.

During the past two years, NESTA has experienced many changes, so I want to end my last TES 

Presidential Message with personal thanks and best wishes. Much of what I have been able to 

accomplish was only possible through the support of Dr. Roberta Johnson, who served as NESTA’s 

Executive Director for nine years and continues to support us from her new position as “First 

NESTA’S MISSION

To facilitate and advance 

excellence in Earth and Space 

Science education.

NESTA Address:

PO Box 271654

Fort Collins, CO 80527

Visit the NESTA website at 

http://www.nestanet.org
Volume XXXII, Issue 1 Page 3

© 2016 National Earth Science Teachers Association. All Rights Reserved.

NESTA Contacts

REGIONAL DIRECTORS

Central Region - IL, IA, MN, 

MO, WI

Tom Ervin

tombervin@gmail.com

East Central Region - IN, KY, 

MI, OH

Jay Sinclair

sinclair.jay@sbcglobal.net

Eastern Region - DE, NJ, PA

Peter Dorofy

pdq72@optimum.net

Far Western and Hawaii 

Region - CA, GU, HI, NV 

Wendy Van Norden

wvannorden@hw.com

Mid-Atlantic Region - DC, MD, 

VA, WV

Russell Kohrs

rkohrs@rockingham.k12.va.us

New England Region - CT, ME, 

MA, NH, RI, VT

Tom Vaughn

tvaughn17@comcast.net

New York Region - NY

Gilles Reimer

greimer@hvc.rr.com

North Central Region - MT, NE, 

ND, SD, WY 

Cassie Soeffing

cassie_soeffing@strategies.org

Northwest Region - AK, ID, OR, 

WA & British Columbia

Earla Durfee

earladurf@gmail.com

South Central Region - AR, KS, 

LA, OK, TX

Wendy DeMers

2ydnew2@gmail.com

Southeastern Region - AL, FL, 

GA, MS, NC, PR, SC, TN

Felecia Eckman

feckman@paulding.k12.ga.us

Southwest Region - AZ, CO, 

NM, UT 

Pamela Whiffen

pwpwr@aol.com

Appointed Directors

Ron Fabich – rfabick@

zoominternet.net

Jack Hentz – hentz@aaps.k12.mi.us

Jenelle Hopkins – jhopkins@

interact.ccsd.net

Rick Jones – rmjones7@hawaii.edu

Joe Monaco – monacoj@aol.com

Parker Pennington IV – 

p.o.pennington@gmail.com

David Thesenga – dthesenga@

gmail.com

Lady” of the University of Illinois while her husband, Dr. Tim Killeen, is President. I also want to 

thank Marlene DiMarco, our former Office Manager, who made the business-end of NESTA go 

smoothly. Two other behind-the-scenes people who have earned my thanks are Dr. Julia Genyuk, 

long-time NESTA website manager, and Tom Ervin, the TES Editor for many years.

Many thanks to my immediate predecessors, Missy Holzer and Ardis Herrold, and all who served 

as national officers, Regional and Appointed Directors, State Contacts, NSTA Workshop and 

Share-a-Thon presenters.

Now it is time to look ahead and transition into my next term as [Contented Sigh!] PastPresident. Your incoming NESTA Leadership—Dr. Carla McAuliffe, Executive Director; Cheryl 

Manning, President; Belinda Jacobs, President-Elect, and the entire Board of Directors—will 

continue to work hard for Earth Science education at all levels. They are actively involved in 

partnerships with our partner professional organizations and others to foster implementation of 

the Next Generation Science Standards. They are currently engaged in developing an improved 

NESTA website. They will see to it that NESTA continues to provide valuable services that help 

you be the best teacher you can be.

As I wrote before:

During the remaining years of my terms in office, I hope to meet many of your in person 

at NSTA and other venues—please don’t hesitate to introduce yourself. ... With all the challenges facing us, working together is the surest way to make us more effective in our mission 

to teach about our Planet. 

So, thanks for the opportunity to serve NESTA over the past decade and for the next two years. I 

will have to admit that one other benefit of being Past-President is that I now have more time to 

go out in my kayak with a clear conscience!

Mike Passow

2014 – 2016 NESTA President

From the Executive Director

We are very excited for the National Oceanic and Atmospheric Administration’s (NOAA’s) 

National Ocean Service (NOS) to sponsor this issue of The Earth Scientist!

Overall, NOAA strives to “enrich life through science. From the surface of the sun to the depths 

of the ocean floor”, they “work to keep citizens informed of the changing environment around 

them.” NOAA’s mission is “to understand and predict changes in climate, weather, oceans, and 

coasts, to share that knowledge and information with others, and to conserve and manage coastal 

and marine ecosystems and resources.” (from http://www.noaa.gov/about-our-agency)

The National Ocean Service is one of six line offices within NOAA. Although, you may be most 

familiar with the National Weather Service, the National Ocean Service plays an important role 

within NOAA. The mission of NOS is “to provide science-based solutions through collaborative 

partnerships to address evolving economic, environmental, and social pressures on our ocean 

and coasts.” The National Ocean Service has three key priorities: 1) coastal resilience, 2) coastal 

intelligence, and 3) place-based conservation. (from http://oceanservice.noaa.gov/about/) 

Encouraging environmental stewardship is essential to the mission and priorities of NOS.
Page 4 The Earth Scientist

© 2016 National Earth Science Teachers Association. All Rights Reserved.

NESTA 

Coordinators

Affiliates Coordinator

Ron Fabich

rwfabich@gmail.com

Conference Logistics 

Coordinator

Howard Dimmick

dimmick@esteacher.org

Merchandise Coordinator

Howard Dimmick

dimmick@esteacher.org

Procedures Manual 

Coordinator

Parker Pennington IV

p.o.pennington@gmail.com

Rock Raffle Coordinators

Parker Pennington IV

p.o.pennington@gmail.com

Wendy Van Norden

wvannorden@hw.com

Share-a-thon Coordinator

Carla McAuliffe

Carla_McAuliffe@terc.edu

Volunteer Coordinator

Joe Monaco

MonacoJ@aol.com

Webpage Coordinator

Jack Hentz

hentz@aaps.k12.mi.us

ENews Editor

Carla McAuliffe

Carla_McAuliffe@terc.edu

This issue of The Earth Scientist highlights the NOAA Climate Stewards Education Project run 

by NOS. Yet, the National Ocean Service does so much more. Take a minute to check out these 

education resources http://oceanservice.noaa.gov/education/ and multimedia resources http://

oceanservice.noaa.gov/multimedia/ from NOS.

If you will be attending the National Science Teachers Association National Conference in 

Nashville, Tennessee at the end of this month, then pick up printed copies of this NOS sponsored 

issue to share with your colleagues. Copies will be available at the NOAA Education booth (#1423) 

and at our Share-a-Thons in Music City Center, Davidson B. As a NESTA member, your personal 

printed copy will be mailed to you. I look forward to meeting many of you in person. Be sure to join 

us for hor d’oeuvres at the Friends of Earth Science Reception on Friday, April 1 at 6:30 PM in the 

Skyline Junior Ballroom of the Hilton Garden Inn.

 So.....the first day of spring, March 20th, is right around the corner. Spring is a time of new beginnings. By the time our next issue of The Earth Scientist, the summer issue, is published we will have a 

new President....Cheryl Manning. I extend a warm welcome to Cheryl. She is a former Outstanding 

Earth Science Teacher Award recipient and a National Board Certified Teacher. I am very excited 

to welcome Cheryl to the NESTA presidency! Our current president, Dr. Michael Passow will be 

moving into the role of Past-President....once again...as he has done this before. I would like to 

sincerely thank Michael for his enthusiasm and dedication to Earth science education and his 

service to NESTA. I would also like to recognize and applaud his over four decades of classroom 

teaching. Happy guilt-free kayaking Michael!

Dr. Carla McAuliffe

Executive Director, NESTA

Twenty-five Years Ago in TES

Twenty Five years ago, in 1991, TES was in its eighth year of publication. The cover of issue #1 featured a 

representation of what could be seen using one of the new 

night sky computer programs, in this case Star Atlas. This 

issue led off with an in depth article detailing the frequency 

of computers, and their use, in American Classrooms. One 

paragraph of this 1991 article stated, “Today, a majority 

of United States elementary schools have five or more 

computers [in the building], and more than half of the 

secondary schools have fifteen or more computers [and] 

26% of the teachers [report] that they have used a computer as a supplementary method 

of improving students’ basic skills.” Amazing! 

This lead article was followed by an article titled a “Beginners Guide to Modems”, and an 

article explaining the use of Amature Radio in the Earth Science Classroom. There was an 

article dealing with Computer-Based Astronomy and calculating the Retrograde Loop of 

Mars’ orbit.

Finally, there was an article announcing the 1990 PAEMST recipients, and among the six was 

NESTA’s (former) President, Linda Knight (TX).

By Tom Ervin
Volume XXXII, Issue 1 Page 5

© 2016 National Earth Science Teachers Association. All Rights Reserved.

The Earth Scientist

EDITOR

David Thesenga

PUBLICATIONS COMMITTEE

David Thesenga, TES Editor

Susan Kelly, TES Assistant Editor

Russell Kohrs

Howard Dimmick

Tom Ervin

Jack Hentz

Chad Heinzel

Lisa Alter

Linda Knight

Ardis Herrold

Carla McAuliffe, NESTA E-News Editor

CONTRIBUTING AUTHORS

Jaime Bunting, Ilana Char, Dale S. Glass, MS, 

MSSE, Krysta Hougen, Brittany Hudson, 

Samyukta Mahendra Kumar, Natalie Macke, 

Ako Matsumura, Christine Schmitz, Sahiba 

Sikand, Brandon Smith, Peg Steffen 

The Earth Scientist is the journal of 

the National Earth Science Teachers 

Association (NESTA).

The Earth Scientist is published quarterly 

(January, March, June, September) and 

distributed to NESTA members. 

Advertising is available in each issue of 

The Earth Scientist. If you wish to advertise, 

visit http://www.nestanet.org/cms/content/

publications/tes/advertising.

To become a member of NESTA visit www.

nestanet.org.

To get more information about NESTA or 

advertising in our publications, contact 

Carla_McAuliffe@terc.edu

Copyright © 2016 by the National Earth 

Science Teachers Association. All rights 

thereunder reserved; anything appearing in 

The Earth Scientist may not be reprinted either 

wholly or in part without written permission.

DISCLAIMER

The information contained herein is provided as a service to our members with the 

understanding that National Earth Science 

Teachers Association (NESTA) makes no warranties, either expressed or implied, concerning the accuracy, completeness, reliability, 

or suitability of the information. Nor does 

NESTA warrant that the use of this information is free of any claims of copyright infringement. In addition, the views expressed in The 

Earth Scientist are those of the authors and 

advertisers and may not reflect NESTA policy 

DESIGN/LAYOUT

Patty Schuster, Page Designs

Guest Editor’s Message

Welcome to a special issue of The Earth Scientist sponsored by the NOAA Climate 

Stewards Education Project!

What do you think of when you hear the word stewardship? For NOAA Climate 

Stewards Project (CSEP) educators it means putting their knowledge of climate 

science into action and engaging their students and communities in hands-on 

activities focused on mitigating or adapting to the impacts of climate change. 

These stewardship projects provide a platform for learners to increase their 

knowledge of climate change, and recognize that their efforts make a difference 

in our world.

 In 2009 CSEP began with 10 teachers in the Washington DC region. Today, over 

900 formal and informal educators across the United States participate in the 

NOAA Climate Stewards Education Project community. To support stewardship project development, CSEP provides professional development in climate 

science and pedagogy through a nationwide collaborative learning community. 

Educators benefit from web seminars, discussion groups, conference symposia 

and workshops. Working in small peer groups, educators develop and refine their 

stewardship projects through discussion, reflection, and review. Implementation 

support for projects is provided through a competitive mini-grant process.

The articles featured in this special issue of The Earth Scientist reflect the 

enthusiasm, hard work and success of NOAA Climate Stewards educators, their 

students and the community members they’ve engaged. The high quality activities you’ll read about in the following pages include: empowering young women 

as community leaders; taking actions to reduce energy consumption and foodrelated waste; increasing recycling behaviors and carbon sinks; and developing 

activities about Earth’s climate system, climate change impacts to habitats on 

land and in the ocean. Many articles have links to teacher background materials, 

supporting materials, and student worksheets you can download, adapt, and use 

for yourself.

We hope you enjoy these articles and consider incorporating some of these 

innovative ideas and resources into your own classroom or educational setting. 

If you’d like to take advantage of the opportunities afforded by NOAA Climate 

Stewards, and engage a national community of teachers working to increase 

climate literacy and taking action on climate change, come to our web site 

(http://oceanservice.noaa.gov/education/climate-stewards/) and sign up today!

NOAA Climate Stewards Education Project 

Guest Writers of this Editor’s Corner 

Molly Harrison, Bruce Moravchik, Peg Steffen
Page 6 The Earth Scientist

© 2016 National Earth Science Teachers Association. All Rights Reserved.

Digital storytelling is any combination of images, voice recording, video, music or sounds to tell 

stories. Digital stories may be published as multi-media presentations or as blog posts or newsletters. 

To help students get started, choose images and/or videos from a gallery (Figure 1) and provide these to 

students to develop a storyboard about an event. Completed stories can be used for student assessment 

or put into a portfolio to share with peers and parents. Using digital stories in the “elaborate” and “evaluate” phases of the 5Es instructional model (Bybee, R., Taylor, J., Gardner, A., Van Scotter, P., Carson 

Powell, J., Westbrook, A., Landes, N., 2006) encourages students to apply what they have learned in a 

new situation or to provide evidence of understanding. Students can also use digital stories to develop 

public service announcements or even a school campaign to foster stewardship behaviors. Digital storytelling supports the Framework for the Next Generation Science Standards (NGSS, 2013) (Figure 2). In 

addition, federal websites are considered to be in the public domain and images or videos (with proper 

attribution) can be used for digital storytelling projects or any other educational use.

Multimedia presentations can be constructed with simple video camera, digital images, posters, and 

other props to tell a story, highlight an event, or create a newscast. Have students put all of the components together and videotape the entire story to share. An image gallery from the WaterLife game 

(Games.noaa.gov), Sea Turtles and the Quest to Nest, is freely available for students to use in a number of 

creative projects related to ocean stewardship, beach etiquette, food webs, and environmental careers. 

Here are a few multimedia presentation ideas for students related to the Quest to Nest game: 

n	 Give a tour of sea turtle habitats and their life history.

n	 Create a “moment in history” with interviews, eyewitness accounts and background information 

using images from galleries.

n	 Research your connection to the ocean and develop public service announcements and posters. 

How can you be part of the solution? 

n	 Create a documentary about a local environmental issue. 

Digital Storytelling:

Creative Applications of 

Science Content in Grades K-5 

Using NOAA Resources

By Peg Steffen, Education Coordinator, National Ocean 

Science (NOS) Communications and Education Division

It’s

Elementary!
Volume XXXII, Issue 1 Page 7

© 2016 National Earth Science Teachers Association. All Rights Reserved.

Blog posts or newsletters use stories, images, and headlines related to local natural areas, wildlife, 

or science topics recently discussed in the classroom. Newsletters work well as group projects or as 

individual assignments. Here is an example of a professionally made newsletter. http://www.nmfs.

noaa.gov/pr/pdfs/education/kids_times_turtle_loggerhead.pdf

The following newsletter ideas use content from NOAA:

n	 Sanctuary Sentinel: The National Marine Sanctuaries conserve and protect the biodiversity 

and cultural legacy of protected marine areas. Pick one Sanctuary (http://sanctuaries.noaa.

gov/welcome.html) and collect information to create a unique newsletter at or develop an 

informational brochure about ocean etiquette (http://sanctuaries.noaa.gov/protect/oceanetiquette.html).

n	 Estuary Examiner: An estuary begins where fresh river water flows into coastal bays and 

inlets. These areas are driven by tides, like the sea, but are sheltered from the full force of 

ocean wind and waves, like a river. Pick an estuary (http://nerrs.noaa.gov) near you and delve 

into the unique species and issues of these important water resources. 

n	 Fish Eye View: What fish species are important to humans for food? Where do they live and 

what do they eat? Interview local waterman and others in the commercial or sport fishing 

industries to explore these connections of humans to the marine environment (http://www.

st.nmfs.noaa.gov/lfkproject/).

Source Location

National Ocean Service Ocean Images http://oceanservice.noaa.gov/gallery/

NOAA Photo Library http://www.photolib.noaa.gov

Sea Turtles WaterLife game gallery http://games.noaa.gov/seaturtle/pictures.html

Sanctuaries Photos and Videos http://sanctuaries.noaa.gov/pgallery/

Coastal Management Multimedia Gallery https://coast.noaa.gov/gallery/

NOAA Fishes Imagery Gallery http://www.nmfs.noaa.gov/gallery/images/

Marine Debris Videos and Images http://marinedebris.noaa.gov/multimedia

NOAA Ocean Today Videos http://oceantoday.noaa.gov

NOAA YouTube Channel https://www.youtube.com/user/noaa

Figure 1. Some NOAA Image and Video Galleries.
Page 8 The Earth Scientist

© 2016 National Earth Science Teachers Association. All Rights Reserved.

About the Author

Peg Steffen is the education coordinator for the Communications and Education Division of NOAA’s National 

Ocean Service where she leads a development team that provides web-based products, professional learning, 

and educational games in ocean, coastal and climate science. Her 26 years of classroom teaching included 

biology, physics, and astronomy/geology at the high school and university levels. She received a National 

Board for Professional Teaching Standards Certificate for Adolescent and Young Adult Science and many 

teaching awards in her 40 years of work to bring science education to teachers in the United States, Mexico, 

Europe and Asia.

In addition to exploring the NOAA image and video galleries above, be sure to dive into K-5 ocean, 

coastal, and atmosphere resources available from NOAA Education Resources (http://www.education.

noaa.gov/Special_Topics/Elementary_Science_Resources.php). Lessons feature engaging science topics, 

introduce Next Generation Science Standards concepts, and encourage students to investigate real 

world science applications. 

References

Bybee, R., Taylor, J., Gardner, A., Van Scotter, P., Carson Powell, J., Westbrook, A., Landes, N. (2006) The BSCS 5E 

instructional model: origins, effectiveness, and applications . Colorado Springs: BSCS.

NGSS Lead States. (2013). Next Generation Science Standards: For states, by states. Washington, DC: The National 

Academies Press.

SEP: Obtaining, Evaluating, and Communicating Information

Obtain and combine information from books and other reliable media to explain phenomena. (3-ESS2-2)

DCI: ESS2.A: Earth Materials and Systems

Earth’s major systems are the geosphere (solid and molten rock, soil, and sediments), the hydrosphere (water and ice), 

the atmosphere (air), and the biosphere (living things, including humans). These systems interact in multiple ways to 

affect Earth’s surface materials and processes. The ocean supports a variety of ecosystems and organisms, shapes 

landforms, and influences climate. Winds and clouds in the atmosphere interact with the landforms to determine 

patterns of weather. (5-ESS2-1) 

CCC: Patterns

Patterns can be used as evidence to support an explanation. (4-ESS2-2)

Figure 2. Grade 3 Science and Engineering Practice (SEP), Grade 5 Disciplinary Core Idea (DCI), and Grade 4 Crosscutting 

concept (CCC) supported by Digital Storytelling.
Volume XXXII, Issue 1 Page 9

© 2016 National Earth Science Teachers Association. All Rights Reserved.

Article Reviewers 

for 2016 Spring 

TES

Erin Bardar 

LuAnn Dahlman 

Peter Dorofy 

Carol Engelmann 

Ryan Hollister 

Janelle Hopkins 

Cheryl Manning 

Carla McAuliffe 

Parker Pennington IV 

David Rodriguez

Abstract

A Climate Stewards Club, as part of the NOAA Climate Stewards Education Project 

(CSEP), was established as an after-school high school program to empower young women 

as community leaders who would be then, both willing and capable of addressing their 

peers and the public about issues related to global climate change. The student club identified the need to support climate literacy in the middle school by providing opportunities 

for learners to engage in hands-on activities that assisted in student understanding of 

how Earth’s climate system works. The students and their mentor developed an engaging, 

hands-on lesson that allows students to learn about the feedback loop that describes the 

ice-albedo effect. The process of how a team of high school students developed the lesson 

and associated materials is described. The outcomes of this peer-facilitated lesson as well 

as the benefits of the after school club focused on climate stewardship are discussed. 

Introduction

Finding opportunistic and meaningful ways to connect students with STEM education has often 

been a challenge. In the NOAA Climate Stewards Education Project, an educator is charged with 

engaging young people in climate literacy via a climate stewardship activity. In response, an after 

school Climate Stewards Club was initiated in the Pascack Valley Regional High School District 

community in Montvale, New Jersey to engage and empower teenage girls to solve relevant problems associated with global climate change. The group was created specifically to provide young 

women, who are interested in learning more about global climate change, the opportunity to 

socialize, learn and ultimately give back to their community. As described by the National Research 

Council, a successful STEM program should consist of a supportive and social environment that 

engages young people on an intellectual, social and emotional level (National Research Council; 

Committee on Successful Out-of-School STEM Learning, 2015, p. [Page 21]). Creating a group 

solely for teenage girls has allowed for a special camaraderie as well as seriousness of purpose that 

has resulted in a variety of successful public endeavors and learning opportunities for the young 

Empowering Young Women Through 

Climate Stewardship: A Lesson 

about Earth’s Changing Albedo

Natalie Macke, Ilana Char, 

Samyukta Mahendra Kumar, 

Brittany Hudson, Ako Matsumura, 

Sahiba Sikand

Pascack Hills High School
Page 10 The Earth Scientist

© 2016 National Earth Science Teachers Association. All Rights Reserved.

women. In the end, the group decided that it was important for their stewardship activity to teach 

younger learners about how climate change is both serious and solvable. 

Informal Education with Student Driven Goals and Objectives

The Climate Stewards Club started in 2013 with a small group of sophomore girls, age sixteen. 

When they were approached about their questions, concerns and interests associated with global 

climate change, their immediate response focused on two criteria: 1) lowering their carbon footprint and 2) engaging younger learners in climate education. The immediate efforts of the group 

focused on engaging stakeholders at the high school about the potential for solar energy and 

specifically, the construction of a solar charging station dedicated for student use to charge their 

school laptops and other personal electronic devices. The team conducted a needs assessment of the 

students, collaborated with students enrolled in engineering classes, and reached out to a variety 

of community resources to learn more about solar energy. This outreach manifested in both a field 

trip to a local company that conducts research to improve photovoltaic cell efficiency and also a 

visit from a solar energy instructor from a local technical school. Ultimately, the requirements of 

the project required resources beyond the scope that the team initially anticipated. Having publicly 

presented the project to the local Board of Education, the team is hopeful that the solar charging 

station will be challenge adopted by the Climate Stewards at the school in years to come. The group 

never branded the experience as a failure. Instead, when asked, each of the young women recognized specific learning opportunities the group experienced that they 

identified as helpful to their emotional and professional growth. All 

of the group’s participants identified the public presentations to the 

Superintendent of Schools and the local Board of Education, as well 

as the informal presentation via a videoconference with a school in 

Taiwan as highlights of their experience. 

The following school year the Climate Stewards Club grew in size to 

eleven team members, which then included a new group of sophomore 

girls. The team’s focus turned from altering their carbon footprint to 

engaging younger learners in climate education. All of the students 

recognized that they had engaged in limited or no formal education 

about climate change in their middle school years. This statement is 

supported by National Earth Science Teacher’s Association’s statistic 

that only 36% of educators at the middle school level include climate 

change lessons in their curriculums (NESTA, 2011). The team decided 

on the theme of “Climate Change is Serious and Solvable” for their 

lesson. The juniors, now our team’s experts in their understanding of 

solar energy quickly chose the task of developing a lesson to fulfill the 

solvable portion, while the new sophomores members were charged 

with the challenge to develop one simple lesson that would demonstrate how serious global climate change was and why immediacy was 

needed in terms of acting.

The Lesson: Climate Change and 

Feedback Loops

Addressing the need to help students better understand Earth’s 

climate system, a team of students developed a lesson entitled, 

Feedback Loops and Climate Change (1.usa.gov/1pqGiP8). This need was identified when all Climate 

Steward Club members were asked to complete The Climate Stewards Education Program Audience 

Figure 1. Climate Stewards Club 

member uses NASA satellite data 

to make the lesson maps.

Figure 2. Climate Stewards 

Club members making Climate 

Change lesson maps.
Volume XXXII, Issue 1 Page 11

© 2016 National Earth Science Teachers Association. All Rights Reserved.

Knowledge Survey (http://csknow.questionpro.com)prior to start of work on club activities. All 

members gave a rating of “Not very informed” for the question asking how well informed they were 

about how the Earth’s “climate system” works. When the middle school audience was surveyed 

using the same tool, they too overwhelmingly indicated a lack of knowledge and understanding in 

this area. The team decided that the goal of the lesson should allow for students to discover how a 

feedback loop involving a melting cryosphere is impacting Earth’s climate (Gardiner, 2007).

Three maps (approximately 4’ x 3’) modeling a melting cryosphere were drawn using available 

resources from NASA, NOAA and the National Snow and Ice Data Center (NSDIC) (Figures 1 

and 2). Students accessed and used the MY NASA DATA Live Access Server (http://mynasadata.

larc.nasa.gov/) to create the map projection and identified the current snow and ice extent in the 

northern hemisphere using the Atlas of the Cryosphere from the NSDIC (http://nsidc.org/cgi-bin/

atlas_north) (NASA, nd.; Mauer, 2015). The 

estimation for percent ice and snow loss was 

taken from the NOAA 2012 and 2014 Arctic 

Report Cards. Decadal decreases in snow 

cover extent (SCE) were greatest in the spring 

months. Records show a decadal SCE loss of 

17.6% and 19.8% in 2012 and 2014 respectively (NOAA, 2012) (NOAA, 2014). Models 

predicting future ice loss were created based 

on those percentages (Figure 3).

This investigation, led by the Climate Stewards 

Club, initially prompted the middle school learners with the question: “How can changing amounts 

of snow cover in the cryosphere impact Earth’s climate?” After an initial discussion, student teams 

were given PascoTM light sensor probes, a laptop and large maps of the cryosphere (current SCE, 

less 20% SCE and less 40% SCE). After the middle school students were introduced to the equipment, their teams were asked to identify and discuss the variables in the experiment. As a class, 

they were charged with developing a procedure that resulted in a controlled experiment. Students 

quickly identified that the position and angle that the probe was held changed the value recorded. 

But often, students 

needed some 

prompting to identify 

the light source as a 

variable that affected 

the data retrieved 

from their model. The 

teams commenced 

collecting data once 

the class agreed on 

a procedure that 

accounted for all 

necessary controlled 

variables (Figures 4 

and 5). Students used 

this datasheet (1.usa.

gov/1OVoKPv).

Figure 3. Examples of two maps 

created using combined data and 

information from NASA, NOAA 

and NSIDC.

Figure 4. High school student 

helping middle school student 

collect data with the PascoTM 

PASPORT Light Sensor.

Figure 5. Climate Stewards Club members helping the middle school students collect 

data using the PascoTM PASPORT Light Sensor.
Page 12 The Earth Scientist

© 2016 National Earth Science Teachers Association. All Rights Reserved.

Feedback Loops

The cause and effect relationship described in a feedback loop was an 

important crosscutting concept in the lesson. When student groups 

completed data collection and analysis, they were introduced to 

the concept of a feedback loop using examples from their daily life. 

Students were then issued the Feedback Loop card set and asked to 

organize the pictures (Melting Ice & Snow; Less Reflectivity (Lower 

Albedo); Warmer Temperatures on Earth) to demonstrate the feedback 

loop (Figure 6). Upon successful development of the model, students 

were handed the last card in the set; a car image with the writing, “Use 

of Fossil Fuels”. The learners were then challenged with figuring out 

how to incorporate this card in their feedback loop model. It was 

requested that groups discuss their ideas as well as develop questions 

to ask the facilitators. The “Use of Fossil Fuels” card does not fit directly in the loop. The facilitators 

only answered questions, clarified misconceptions and kept students focused during this activity. 

This part of the lesson prompted students to engage in discourse about the impact of using fossil 

fuels and the role they play in Earth’s climate system. 

Results of a Climate Stewardship Lesson

This mentored, peer-facilitated lesson that was prepared and conducted with 160 middle school 

students as part of a NOAA Climate Stewards project, demonstrated successes and also identified 

future challenges for the group. When the middle school learners were surveyed in 2014 after the 

completion of the Feedback Loop and Climate Change lesson, 84% of respondents acknowledged 

that their understanding of Earth’s climate system had improved. While the lesson was very well 

received, the time constraints of the program required the lesson to be edited. Time was devoted 

to two critical elements that are now part of the lesson. First, the students needed some time to 

develop an understanding of what the PascoTM light sensor probes were actually measuring. In 

response, the lesson was adapted to allow for students to informally experiment with the probes 

prior to the map investigation, thus discovering the limitations of the measurement tool. Second, 

the concept of a feedback loop was new to the learners. They needed time to discuss and challenge 

their understanding of this concept in the context of climate change. In order to differentiate that 

experience, a discussion format that challenges students to ask questions of the peer teacher was 

added. This format also allows misconceptions about climate change to be addressed. 

Learners were asked specifically about their understanding of the feedback loop concept in the post 

lesson survey in 2015. Students were asked to choose from a list all of the factors that contribute 

to Earth’s changing climate. Out of 42 respondents 86% of students identified Earth’s climate was 

part of the feedback loop and that the amount of solar light reflected was a contributing factor. 

This value declined to 74% for submissions that also included “warmer atmospheric temperatures”. 

This indicates, that while most (if not all) students came away with the new vocabulary of “feedback 

loop”, only 74% of them were able to completely parse out what that meant in terms of Earth’s 

changing climate. 

The true success of this Climate Stewardship project is the engagement of the young women participating in the Climate Stewards Club. Given the unique opportunity to return to their local middle 

school and engage young learners in a wanted discussion about the science of climate change, they 

each have an increased confidence when engaging with their peers or the public about climate 

change topics. Over two years, the group has identified the challenges they faced when conducting 

Figure 6. Students arrange cards 

to discover how a melting Arctic 

is part of a positive feedback 

loop that impact Earth’s climate.
Volume XXXII, Issue 1 Page 13

© 2016 National Earth Science Teachers Association. All Rights Reserved.

the lesson and then modified it to address those needs. The ability for students to work over a long 

period to refine a product is unique to this type of informal education opportunity. The group has 

continued their efforts to improve the lesson, Feedback Loops and Climate Change as well as become 

involved with other climate research and stewardship activities. 

Acknowledgements

The activities and lesson described in this paper were support by a NOAA Climate Stewards 

mini-grant. Beside the listed authors, student Brittany Van Velkinburgh also contributed to the 

development of the Feedback Loops and Climate Change lesson and supporting documents. Special 

thanks to Dr. Patricia Sullivan at Woodcliff Lake Middle School for welcoming our Climate 

Stewards Group to conduct our Climate Change is Serious and Solvable Program. 

References

Gardiner, L. (2007, July 17). Ice-albedo feedback: How melting ice causes more ice to melt. Retrieved November 

28, 2015, from http://www.windows2universe.org/earth/polar/ice_albedo_feedback.html

Maurer, John. 2015. Atlas of the Cryosphere, [Northern Hemisphere; North Pole Geographic; Sea Ice and Snow 

Extent; April]. Boulder, Colorado USA: NSIDC NASA DAAC: NASA National Snow and Ice Data Center 

Distributed Active Archive Center. http://nsidc.org/cgi-bin/atlas_north. [November 10, 2015.]

NASA National Aeronautics and Space Administration. (n.d.). Monthly Snow/Ice Amount (ISCCP) (percent) 

[Image]. Retrieved from MY NASA DATA Live Access Server Global Climate Change database. 

National Research Council; Committee on Successful Out-of-School STEM Learning. (2015). Criteria for 

Identifying Productive STEM programs in Out-of-School Settings. In Identifying and Supporting 

Productive STEM Programs in Out-of-School Settings (pp. 15-30). Washington, DC: National Academies 

Press. 

NESTA National Earth Science Teachers Association. (2011). Climate Change Education in K-12: Teacher 

Preparation, Understanding, Needs and Concerns [Commissioned Paper]. Retrieved from: http://sites.

nationalacademies.org/cs/groups/dbassesite/documents/webpage/dbasse_072566.pdf

NOAA. (2012, November). Arctic Report Card 2012: Snow (C. Derksen & R. Brown, Authors). Retrieved from 

http://www.arctic.noaa.gov/report12/snow.html

NOAA. (2014, December). Arctic Report Card 2014: Terrestrial Snow Cover (C. Derken, R. Brown, L. Mudryk, 

& K. Luojus, Authors). Retrieved from http://www.arctic.noaa.gov/reportcard/snow_cover.html

About the Authors

Natalie Macke has been a secondary science teacher for more than 15 years in New Jersey. In 

2012 her selection for participation in the NOAA Climate Stewards Education Project prompted her to 

establish a girl’s STEM club focusing on Climate Stewardship at Pascack Hills High School. In addition, 

she developed a fifteen-week honors-level course on Climate Change offered by the Virtual High 

School (http://thevhscollaborative.org/). In 2015 she was the recipient of the Princeton Distinguished 

Secondary Teaching Award. Natalie can be reached at nmacke@pascack.k12.nj.us

Ilana Char, Samyukta Mahendra Kumar, Brittany Hudson, Ako Matsumura and Sahiba Sikand

are all students at Pascack Hills High School in Montvale, New Jersey. These young ladies have been 

members of their school’s Climate Stewards club since 2013 and are responsible for the development 

and implementation of the middle school lesson shared in this article about Earth’s Changing Albedo.

They will all graduate in 2016 and may be reached via their teacher, Natalie Macke.

Map Resources

Feedback Loop Card 

Dataset 

1.usa.gov/1UYUcnr

Ice & Snow Coverage 

April 2015 Map

1.usa.gov/1U75tTd

One Decade of Warming

1.usa.gov/24ViuTV

Two Decades of Warming

1.usa.gov/1SGAYCx
Page 14 The Earth Scientist

© 2016 National Earth Science Teachers Association. All Rights Reserved.

Abstract

Pickering Creek Audubon Center of Easton, Maryland, developed and tested an introductory science unit on global climate change in six, fifth-grade classes. Through a series of 

lessons led by Pickering Creek educators and classroom teachers, students progressed 

through the topics of carbon, the carbon cycle, greenhouse gases, and climate change. 

Students learned how our actions affect the global climate, how climate change impacts 

local habitats and wildlife, and how we can slow the effects of climate change by decreasing 

our carbon source intake while increasing the planet’s carbon sinks. Pickering Creek 

educators and classroom teachers dispelled common climate change myths and misconceptions, and provided opportunities for students to learn both in the classroom and 

outside in the schoolyard. Students engaged in age-appropriate climate change solutions 

by helping decrease their household’s carbon footprint, increasing the schoolyard’s carbon 

sink, and by sharing their knowledge with the community and encouraging others to 

take action as well. Feedback from teachers, school administrators, and the public has 

been positive and encouraging, and pre- and post-assessment results show an increase in 

student knowledge regarding climate change topics. 

Introduction

Global climate change is a complex topic with far-reaching consequences that is already changing 

our natural communities. Maryland’s Eastern Shore, like many shorelines nationally, will lose 

habitat for people and wildlife because of rising sea levels due to climate change. Students need 

to learn about the issue, its impacts, and what they can do to help mitigate the effects of climate 

change on their current and future communities. This stewardship project implemented the first 

climate change curriculum at Easton Elementary School (EES) and used a popular festival, the 

Waterfowl Festival, as a platform for students to teach their community about climate change. 

The Next Generation Science Standards introduce global climate change as a core idea in middle 

school. Pickering Creek Audubon Center secured funding from NOAA’s Climate Stewards 

Education Project to introduce the topic in upper elementary school. This unit, developed for fifth 

grade science classes, introduces climate change and ties the global issue to their local communities. By providing opportunities for classroom and outdoor learning, a teacher-led class research 

project, and a platform for students to publically take action and share their knowledge, students 

were able to teach their own community about climate change, expected local impacts, and initiate 

Carbon Footprints, Carbon Sinks, 

and Carbon Stewardship: 

A Partnership Between Informal 

Educators and Classroom Teachers

Krysta Hougen and Jaime Bunting, Pickering Creek Audubon Center
Volume XXXII, Issue 1 Page 15

© 2016 National Earth Science Teachers Association. All Rights Reserved.

conversations at home about carbon footprints. Although developed for fifth grade science classes, 

this program can be easily adapted for middle school.

Classroom Lessons and Action Projects

This series of lessons was written as a partnership between informal educators and classroom 

teachers. Though informal educators led the majority of the lessons, the program is more effective 

if the classroom teachers get involved early and develop their own class research projects. The unit 

includes three, hour-long lessons led by instructors from Pickering Creek Audubon Center and 

a teacher-led carbon footprint calculation and research project. The lessons include: Carbon and 

Climate 101, Sinks and Sources, My Carbon Footprint, Teacher-Led Class Research Project, and 

Community Outreach.

Carbon and Climate 101

This introductory lesson covers basic climate and climate change information. We suggest meeting 

with the classroom teacher prior to the lesson to adjust the material based on the students’ background knowledge and to potentially incorporate classroom textbooks and materials. 

The lesson includes the carbon cycle, how various carbon-based molecules contribute to global 

climate change as a greenhouse gas, and what global climate change means for people and wildlife. 

The lesson also addresses three common misconceptions about global climate change: 1) weather 

and climate are the same thing; 2) climate change is not impacted by human actions; and 3) cold 

weather events disprove climate change (McCaffrey & Buhr, 2008).

Sinks and Sources

This hour-long lesson is conducted in the schoolyard and requires permission from the school to 

install a schoolyard garden. If you install a garden, be prepared for year-round garden maintenance. 

The most successful schoolyard gardens have support and help 

from teachers, staff, and parents. Or, as an alternative to creating 

a new garden, ask to add plants to already landscaped areas 

around the school. 

The lesson starts with a review of the Earth’s greenhouse effect, 

carbon sources, and how we use these carbon sources in our 

daily lives. Students learn the difference between carbon sources 

and carbon sinks and expand their school’s own carbon sink 

through planting (Figure 1). The lesson ends with a hopscotch 

game showing how climate change is causing habitats for birds 

and wildlife to change faster than they can adapt. 

My Carbon Footprint

The classroom teacher leads the carbon footprint lesson. This is 

a two-part lesson; the first calculation is done prior to the Sinks 

and Sources lesson and the second calculation is repeated a month later to determine if the student 

was able to decrease their family’s carbon footprint. A “My Carbon Footprint” worksheet can be 

found at the link provided in the sidebar above. Using the worksheet and online calculator, students 

determine their current footprint and pledge actions they will take to decrease their footprint and 

think through how those actions may benefit the environment. Students sign a classroom pledge to 

be displayed at a public event or in the hallway. The worksheet can be adjusted based on grade level 

and the chosen carbon calculator. Suggested carbon calculators are listed in the references. 

Lesson plans for Carbon 

and Climate 101, Sinks 

and Sources, and My 

Carbon Footprint can be 

found at the following 

links:

Carbon & Climate 101: 

1.usa.gov/1TwxDHz

Sinks & Sources: 

1.usa.gov/1L7y2xl

My Carbon Footprint: 

1.usa.gov/1LFn5D0

Figure 1. Expanding the 

Schoolyard Garden at Easton 

Elementary School.
Page 16 The Earth Scientist

© 2016 National Earth Science Teachers Association. All Rights Reserved.

Class Research Project

Classroom teachers developed a class research project, with input from Pickering Creek educators, 

examining the effects of global climate change on local wildlife. We learned it was best to keep the 

research focus broad so the teachers would have an opportunity to select a topic interesting to 

them. 

Our partner teachers created the following research projects:

n	 Local Animal Study: each student studied a local animal impacted by global climate change 

and made a model of the animal with recycled materials.

n	 Native Plants: the class created a poster of native plants found in the schoolyard garden. The 

poster included pictures created by the students and information about each plant and its 

wildlife benefits.

n	 Migrating Geese: each student created a goose with construction paper and learned about 

their habitat requirements. The geese were later displayed as a migrating flock in the hallway.

Community Outreach: Sharing Seed Balls and Knowledge

Pickering Creek instructors led the final hour-long lesson. The lesson started with students sharing 

how they planned to reduce their carbon footprint. The goal of the lesson was to create a way for 

students to share their new knowledge with the community and give community members an 

opportunity to take action towards slowing the effects of climate change. The Waterfowl Festival, a 

local event in Easton, proved to be an excellent platform for the students to share their knowledge 

about climate change and carbon footprints. Pickering Creek used their exhibit table at the Festival 

to display the fifth grade class projects to encourage visitors to the Festival to learn about climate 

change from the students’ themselves and to take action like the fifth graders. 

Students created six seed balls each using a soil matrix high in clay and a pinch of native wildflower 

seeds. Each seed ball was placed in a bag and 

stapled shut with a message from a student. 

The students’ messages contained facts 

about wildlife, plants, or climate change, and 

how planting the enclosed seed ball would 

benefit wildlife habitat or reduce climate 

change impacts. Students shared three seed 

balls with friends and family to encourage 

habitat creation and spark a conversation 

about the lesson at home. The remaining 

seed balls were shared with visitors to the 

students’ display (Figure 2) at the public 

Waterfowl Festival. Over 1,000 people interacted with the display and 370 families went 

home with seed balls.

Evaluation and Results 

The program was evaluated through changes 

in student knowledge with a pre- and postassessment. The assessment covered weather 

vs. climate, carbon, and climate change and 

Figure 2. Table at the annual 

Waterfowl Festival displaying the 

fifth grader’s research projects.
Volume XXXII, Issue 1 Page 17

© 2016 National Earth Science Teachers Association. All Rights Reserved.

can be found at (1.usa.gov/1RtmUat). Eighty-four students were 

evaluated from five classes; the sixth class was not included in the 

evaluation because the pre-assessment was taken after the first lesson. 

The classroom teachers gave the pre-assessment shortly before the 

program began, and the post-assessment at the conclusion of the 

final lesson. The mean score (Figure 3) for each class increased while 

the median score for all students also increased (Figure 4). The mean 

scores, out of 10 possible points, on the post-assessment (M=6.917 

SD=2.387) were significantly higher than the mean scores on the preassessment (M=4.208 SD=2.126) (t(83)=7.76, p<0.01).

Discussion

This program provides an effective introduction to climate change. 

The lessons were designed for fifth graders but can be adjusted, with 

a few changes, for middle school. Grade-appropriate changes may be 

best made in the My Carbon Footprint lesson by choosing a Carbon 

Calculator appropriate for the age (the calculators listed in the reference section represent varying levels of difficulty) when developing 

the class research topic.

The program can be led by a classroom teacher; however, the partnership between informal environmental educators and the school made 

the program stronger. Pickering Creek Audubon Center developed the 

lessons after participation in climate education professional development trainings and was able to provide grant-awarded funding for 

materials. Classroom teachers provided much needed time outside of 

the Pickering Creek-led lessons to clarify any questions or prepare for 

the next lesson. Asking teachers to develop their own class research 

topic resulted in thoughtful and creative projects, which helped 

attract visitors to the fifth grader’s display at the Waterfowl Festival 

and allowed both students and teachers to take ownership of the 

project as a whole. Though we do not know how public opinion or 

knowledge changed because of the Festival display, it did initiate many conversations over the threeday public event with visitors and staff from Pickering Creek Audubon Center about the school’s 

climate change education and the impacts of climate change on local wildlife.

Conclusion

Knowing their class research projects would be seen by hundreds of visitors at the Waterfowl 

Festival and that their seed balls would travel the region in the hands of festival visitors kept the 

students enthusiastic throughout the program. Many students brought their families to the festival 

to proudly show-off their work and share what they learned. The Festival aspect, in addition to the 

carbon calculator, worked great at involving students’ families in the project. 

We started this program prepared to talk with many climate change skeptics, but we have been 

pleasantly surprised to meet very few. Instead, we have received positive feedback and encouragement from the community to continue climate change education at local schools. 

Figure 3 (top). Average scores 

increased from the pre- to postassessments for each 5th grade 

class at Easton Elementary 

during the Fall of 2014. A total of 

84 students completed both the 

pre- and post-assessment.

Figure 4 (bottom). The median 

assessment scores increased 

after completion of the program.

Data was collected from 84 

students in 5 different classes at 

Easton Elementary during the Fall 

of 2014.
Page 18 The Earth Scientist

© 2016 National Earth Science Teachers Association. All Rights Reserved.

Acknowledgement

This program was funded through the NOAA Climate Stewards Education 

Project. We thank the CSEP team for their support and feedback throughout the 

project. Thank you to the Easton Elementary School fifth grader teachers and the 

Talbot County Public Schools administration for their support and time. We also 

would like to thank the Waterfowl Festival for providing an opportunity to share 

the students’ work.

References

Zero Footprint Youth Calculator. (2010). In International Education and Resource 

Network. Retrieved November 10, 2015, from calc.zerofootprint.net

Carbon Footprint Calculator. (2015). In United States Environmental Protection Agency. 

Retrieved November 10, 2015, from http://www3.epa.gov/carbon-footprint-calculator/

International Student Carbon Footprint Challenge. (2015). In Inquiry to Student 

Environmental Action. Retrieved November 10, 2015, from http://web.stanford.edu/

group/inquiry2insight/cgi-bin/i2sea-r1b/i2s.php?page=fpcalc#

McCaffrey, M.S., & Buhr, S.M. (2008). Clarifying Climate Confusion: Addressing Systemic 

Holes, Cognitive Gaps, and Misconceptions Through Climate Literacy, Physical 

Geography, 29(6), 512-528.

About the Authors

Krysta Hougen is a Teacher Naturalist 

and the Summer EcoCamp Director at 

Pickering Creek Audubon Center in Easton, 

MD. She has an M.S. in Plant Biology from 

Ohio University. Krysta can be reached at 

khougen@audubon.org.

Jaime Bunting is the Education Manager 

at Pickering Creek Audubon Center in 

Easton, MD. She has an M.S. in Natural 

Resources with a concentration in 

Environmental Education and Interpretation 

from the University of Wisconsin-Stevens 

Point. Previously, Jaime worked as a Field 

Instructor in Wisconsin at Conserve School 

and UWSP-Treehaven, and as an Interpretive 

Naturalist and Environmental Educator for 

Delaware State Parks. Jaime can be reached 

at jbunting@audubon.org. 
Volume XXXII, Issue 1 Page 19

© 2016 National Earth Science Teachers Association. All Rights Reserved.

Abstract

Adding a science service learning project to a standard inquiry-based environmental 

science curriculum helped fifth grade students learn climate science as they made connections between a real-world problem and their classroom learning. Students brainstormed, 

researched, and developed a project to address idling in the carpool lane at school. They 

collected and analyzed data, and used it to build a compelling anti-idling campaign for the 

school community.

Introduction

Service learning has been shown to help with student confidence, engagement, attitudes, and 

academic achievement (Berger, 2010). Science service learning is an ideal way to connect science 

with other curricular areas, to include related social issues, and to provide opportunities for 

students to explore the outside world; all these practices and skills are recommended in the 

Framework for K-12 Science Education (NRC, 2012). Science service learning projects combine 

science coursework and student action to make a difference. The goals of adding the service 

learning component to the Environmental Science unit were to improve students’ understanding 

of science, involve them in a climate mitigation project, and help them to view scientists (and themselves) as agents of change in the world. 

Methods

The science service learning project was interwoven throughout the fifth grade environmental 

science unit during the spring quarter at National Presbyterian School, an independent Nursery-6th 

Grade school in Washington, DC. To provide structure to the entire unit, a “Discover, Connect, 

Take Action” plan based on Berger’s steps for service learning (Berger, 2010) was laid out. The plan 

used some investigations described in the FOSS Environments Module (FOSS, 2005). Assessments 

were incorporated throughout to evaluate students’ knowledge, attitudes, and learning. The 

service learning project included class work to learn about the environmental impacts of several 

factors, collecting data, and designing and implementing an action plan. The National Oceanic and 

Atmospheric Administration (NOAA) Climate Stewards Education Program funded the stewardship project with a mini-grant.

To begin the discovery process, students investigated the impact of some biotic and abiotic 

factors on different organisms. Once students had an understanding of some of the influences 

different environmental variables have on living things, they then started to examine the campus 

Student 

Anti-Idling Campaign:

Service Learning in Deed

Dale S. Glass, MS, MSSE, Science Coordinator, National Presbyterian School
Page 20 The Earth Scientist

© 2016 National Earth Science Teachers Association. All Rights Reserved.

Table 1: Structure of a Science Service Learning Project within an Environmental Science Unit

GOAL DETAILS

Discover Learn about environmental factors & preferences

Isopods (light/dark, moist/dry); creating a good habitat

Guinea pigs (food type or shelter type preferences)

Learn about the impact of some environmental factors

Bioassay on radish seeds grown in plain, slightly soapy, or very soapy water

Fish make tank water acidic (from CO2)

Aquatic Plants reduce acidity

Fish + aquatic plants = good balance

Research biomes (library book research on desert, arctic, savannah, etc)

Connect Look at environmental factors at school

Brainstormed inputs/outputs

• Concept maps of NPS environmental factors 

• Decided on carpool idling project

Learn about the carbon cycle

Research impact of idling (small group projects)

• Greenhouse gas and temperature (with demonstration experiment measuring the 

temperature of soda water and plain water when the sealed bottles were exposed to 

sunlight)

• Acid Rain

• Air pollution and health

• Gasoline as a fossil fuel

Data Collection

• Brainstorm data collection activities

• Collect data

- tally sheets of idling cars

- time-lapse photos of cars arriving

- CO2 probe

- temperature probes

• Analyze data

- calculated CO2 output, pollution output, and financial cost of idling per day 

- determined daily and weekly averages

Present Anti-Idling Campaign

• Assembly Powerpoint and student speakers

• School website

• Carpool line outreach

Follow-up

• Post-campaign data collection

• Data analysis

• Report results

Take Action Communicate

• Celebration of Service Chapel

• NOAA CSEP Video Contest
Volume XXXII, Issue 1 Page 21

© 2016 National Earth Science Teachers Association. All Rights Reserved.

environment. Students brainstormed environmental factors on the campus by drawing concept 

maps (Figure 1) of the inputs and outputs of the school. They decided to focus on air pollution 

from unnecessary idling in the carpool line.

Students investigated connections between automobiles and the environment. They played the 

Carbon Cycle Game (1.usa.gov/1LFnAgt) They learned how to use Vernier data-logging equipment, 

plunging temperature probes into ice water and exhaling into bottles to measure carbon dioxide. 

They observed the CO2 balance between aquatic plants and fish in an aquarium 

(Figure 2). The fifth graders, working in small groups, researched auto exhaust 

pollutants, cost of fuel, and impacts of acid rain and greenhouse gases. 

Next, students designed a data collection protocol and recorded the number 

and types of cars, how long they waited in line, and if they were idling (1.usa.

gov/1TTIlHK). The CO2 and temperature probes set up along the driveway 

generated positive attention from the community (Figure 3). They collected 

data for five days and calculated exhaust outputs and fuel costs associated with 

the unnecessary idling (1.usa.gov/1QqYYqF).

No change in atmospheric CO2 or temperature was measured. Over this 

average week with pleasant weather, 35 of 165 cars (22%) which arrived early for 

carpool idled for a total of 509 minutes. This put out 75 kg of CO2, and cost 

$34.00 in fuel.

Armed with data, students created an anti-idling education campaign. They 

presented their research findings to the student body during an all-school 

gathering, and to the parents through the school’s weekly e-newsletter and 

website. They collected post-campaign data on idling cars and analyzed their 

campaign’s impact. Students documented and celebrated their work in an allschool assembly and through a video which was shared with the school community and NOAA. 

Results

Students reflected on their service and their learning during class discussion, assessments, interviews and surveys. They saw how their actions impacted the school community even beyond their 

initial goal. Academic achievement was assessed throughout the project with standard FOSS 

Figure 1. Student concept map showing environmental factors around the 

campus.

Figure 2. Fifth graders using indicator solution to see CO2 levels in a miniaquarium containing a goldfish and a plant.

Figure 3. A laptop computer 

with two Vernier temperature 

probes and one CO2 probe was 

set up in the carpool lane while a 

time-lapse camera recorded the 

arrival of cars.
Page 22 The Earth Scientist

© 2016 National Earth Science Teachers Association. All Rights Reserved.

benchmark quizzes, the NOAA Climate Stewards Education Program (CSEP) Elementary Audience 

Knowledge Survey (http://cselemaudience.questionpro.com) and a knowledge and attitudes questionnaire developed for this project (1.usa.gov/1QyPqaV). Grades on the benchmark assessments 

were comparable to the two prior years’ students, with a B+ average for all years. Students said they 

learned about climate during the service learning project, with their self-reported scores moving 

from an average of knowing “a little” before the project, to an average of “a lot,” after the project as 

shown in Figure 4.

Conclusion

During interviews (1.usa.gov/1VWDsM1), students related that they particularly enjoyed the 

connection between science class work and the real world, and knowing that they could do something to help. One fifth-grade student said, “When we found the data for our service learning 

project, it was easier for people to take us seriously.” 

Participating in a science service learning project changed students’ attitudes about science because 

they were empowered to make a difference. Although there was no significant change in the number 

of cars that were idling immediately post-campaign (students attributed that to the steamy June 

weather; folks needed to run the air conditioning), the school responded to the students’ actions 

by implementing several related “green initiatives.” These include priority spaces in the pick-up line 

and parking lot for carpoolers and a public-transportation subsidy for faculty and staff. Fifth grade 

students who participated in a science service learning project demonstrated academic achievement 

and enthusiasm for science. The opportunity to apply what was learned in science class to help the 

environment made the service learning project a success. Connecting classroom activities to service 

supports learning indeed (Glass, 2013).

Figure 4. Students selfreported change in knowledge 

on questions 2 and 3 from the 

NOAA CSEP Elementary Audience 

Knowledge Survey.

Connections to the Next Generation Science Standards (NGSS Lead States, 2013)

The FOSS Environments Module is aligned with the NGSS. The specific areas addressed by the service 

learning project are:

MS-ESS3.C: Human impacts on Earth Systems

Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats 

and causing extinction of other species. But changes to Earth’s environments can have different impacts 

(negative and positive) for different living things.

Typically as human populations and per-capita consumption of natural resources increase, so to the negative 

impacts on Earth unless the activities and technologies involved are engineered otherwise.

Performance expectation 5ESS3-1: Students who demonstrate understanding can: Apply scientific principles to 

design a method for monitoring and minimizing a human impact on the environment.
Volume XXXII, Issue 1 Page 23

© 2016 National Earth Science Teachers Association. All Rights Reserved.

References

Berger, Cathryn Kaye (2010). The Complete Guide to Service Learning: Proven, Practical Ways to Engage Students 

in Civic Responsibility, Academic Curriculum, & Social Action 2nd Edition. Golden Valley, MN. Free Spirit 

Publishing.

Foss Environments. (2005). Berkeley: University of California Board of Regents.

Glass, Lelia “Dale” Soutter (2013). Science Service Learning: Learning In Deed. (Master’s Degree Thesis). Retrieved 

from http://scholarworks.montana.edu/xmlui/bitstream/handle/1/2785/GlassL0813.pdf?sequence=1

National Research Council (2012). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and 

Core Ideas. Committee on a Conceptual Framework for New K-12 Science Education Standards. Board 

on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The 

National Academies Press.

NGSS Lead States (2013). Next Generation Science Standards: For States, By States. Washington, DC: The National 

Academies Press.

About the Author

Dale S. Glass is the Science Coordinator at National Presbyterian School, an independent N-6th 

grade school in Washington, DC. She has earned a MS in Science Education from Montana State 

University, a MS in Applied Mathematics from University of Texas at Dallas, and her ScB in Biomedical 

Engineering from Brown University. Her interests include service learning and teacher education 

through NOAA’s Climate Stewards Education Program. Dale can be reached at dglass@nps-dc.org
Page 24 The Earth Scientist

© 2016 National Earth Science Teachers Association. All Rights Reserved.

Abstract

The Polar Bear Challenge is 21-day statewide event hosted by Utah’s Hogle Zoo. It is 

designed around the concept that polar bears and people want the same thing – a healthy 

planet. The Zoo is home to a female polar bear that is an ambassador for her species and a 

tangible way to teach the public about climate change. The Polar Bear Challenge provides 

teachers and students with a means to lower their carbon footprint by making small 

changes in their daily lives and lowering their impact on the planet’s natural resources. The 

Zoo challenges each class to make the changes for at least 21 days (the time it takes to start 

a new habit). Classrooms that make the greatest differences receive prizes from the Zoo 

and every participating class benefits polar bear conservation efforts and makes a positive 

impact on slowing down climate change. Pre- and post-survey results over the past five 

years have shown an increase in student understanding of climate change science and how 

their actions can make a difference.

Introduction

Polar bears are an iconic species in many ways. They are top predators in their ecosystem and are a 

powerful symbol of the strength and endurance of the Arctic. They are charismatic and treading on 

thin ice – making them an iconic symbol of the effects of climate change on the Arctic ecosystem.

Utah’s Hogle Zoo became an Arctic Ambassador Site in 2007 for Polar Bears International (PBI). 

PBI’s mission is to conserve polar bears and the sea ice they depend on. Through media, science, 

and advocacy, they work to inspire people to care about the Arctic, the threats to its future, and the 

connection between this remote region and our global climate. 

As part of a conservation/education outreach program sponsored by PBI, the author had the 

amazing opportunity to see polar bears in the wild. It was in October and the bears were waiting 

for the sea ice to form in Churchill, Manitoba, Canada. That year, the sea ice was six weeks late in 

forming and the bears were using up what was left of their fat reserves waiting for the ice to form so 

that they could head out to hunt. We were seeing the effects of climate change in action.

This trip resulted in a desire to create a program that would make a difference with regard to carbon 

footprint reduction. The program needed to generate action within the Hogle Zoo’s community, to 

The Polar Bear 

Challenge: 

Local Impact on a 

Global Issue

Christine Schmitz, Education Curator

Utah’s Hogle Zoo
Volume XXXII, Issue 1 Page 25

© 2016 National Earth Science Teachers Association. All Rights Reserved.

make a difference for the future of polar bears, and to positively affect both the people and wildlife 

of Utah. Rather than start a large community campaign, the choice was made to focus on the audience the author knew best – kids and teachers. 

As an informal educator, I knew that children, when given the opportunity, are excellent environmentalists. In fact, they are often the driving force behind motivating their parents to change their 

actions. The challenge was to create a program that students and their teachers could participate in, 

without adding a lot of extra work to the teacher’s plate.

Taking on the Challenge

The first step was to design a program that aligned to the Utah Core Standards for Science. The 

overarching Science Core is the same for each grade level: students are to be able to apply scientific 

processes, communicate scientific ideas effectively, and understand the nature of science. To do so, 

they must be able to use the processes of scientific investigation (i.e. framing questions, designing 

investigations, conducting investigations, collecting data, drawing conclusions), 

communicate effectively using science language and reasoning, and understand the 

nature of science. Using these standards, a program was created where students could 

take action, while developing skills that met the Science Core. This would help teachers 

meet their teaching goals for the year and provide their students with a “real life” activity 

to collect data, calculate results and an opportunity to share their project with the 

community.

In 2010, the Polar Bear Challenge was launched to elementary schools in the 13 school 

districts that surround Hogle Zoo. Teachers began by having their classes calculate 

their carbon footprint. Then they worked with their students to explore ways their class 

could reduce their energy consumption. The class was then asked to choose an action 

– many chose multiple actions – and make those changes at their school or in their 

homes (Figure 1). To participate in the challenge, the classes needed to carry out their 

carbon footprint reduction actions for a minimum of 21 days over a two-month period. 

At the end of the 21 days, the class recalculated their carbon footprint. Teachers then 

Figure 1. Student reducing 

energy consumption through 

recycling.

Figure 2. Polar Bear Challenge winners from Harry S. Truman Elementary School, West Valley, Utah.
Page 26 The Earth Scientist

© 2016 National Earth Science Teachers Association. All Rights Reserved.

submitted the class’ write-up of their project, data and results, along with six to ten photographs of their students doing the project and/or a video. Hogle Zoo staff reviewed each of 

the projects and the results, and the winning classroom was selected. 

The winning students and teacher received Zoo tickets, t-shirts and a large framed photograph of a polar bear, along with $500 of books for their library related to the Arctic, polar 

bears and actions children can take to make a difference for the environment, as well as 

an outreach visit to the entire school from some of the Zoo’s animal ambassadors (Figure 

2). Two classrooms were selected as runners-up. These classrooms received Zoo tickets, 

photos and a classroom visit from the animal ambassadors for their efforts. The first year 

of the Challenge, approximately 800 students and their teachers participated.

In 2011, the Polar Bear Challenge was selected as a recipient of a grant through the National 

Oceanic and Atmospheric Administration’s (NOAA) Climate Steward program. The money 

provided the opportunity to create an information packet to help teachers to create their plan, as 

well as develop curricular materials and point to web resources to help 

teachers integrate the challenge into their classroom activities. Students 

were given pre- and post-tests in order to see, if by participating in 

the Polar Bear Challenge, students understood the science of climate 

change and how their actions impacted the issue both positively and 

negatively (Figure 3). During the five years the challenge has been carried 

out, student scores between the pre to post-tests have increased by ten 

percent or more. The results indicate that students not only have a much 

better understanding of climate change but that they also feel that they 

can make a difference.

The grant also allowed for the expansion of the program to secondary 

schools in these districts by helping to provide additional teaching materials and prizes. Unfortunately, not as many students have been seen 

to participate in the program as have been consistently seen from the 

elementary schools. Based on a follow-up survey, middle school teachers 

in Utah have a harder time fitting the challenge into their curriculum 

since they don’t teach about climate change. However, we may see 

interest in the program increase beginning this year — the new Utah 

Science Standards may be adopted and the grade eight standards include 

teaching about climate change. The Polar Bear Challenge will provide 

teachers with curriculum as well as with an action project for their 

students without a lot of additional training or work on their parts.

Program participation has continued to grow overall and has averaged 

about 2,300 participants in the last two years. Some of the student 

projects have included: students working with their school district food 

service companies to serve meatless Monday lunches, getting rid of 

plastic ware, starting a school composting program, bike-and-walk to 

school programs (Figure 4) and no-idling campaigns (Figure 5). Often 

teachers and students choose not only an in-school program but also 

a project that students can complete at home. These have included 

monitoring what goes into their trash and making sure it gets recycled, 

turning off the water when brushing their teeth and unplugging all 

electronic devices not in use at their homes. Students learn how these 

Polar Bear Challenge Curricular 

Materials

Resources: 

http://uhzpolarbearchallange.org/

polar-bear-challenge-resources/

Web Links: 

http://uhzpolarbearchallange.org/

polar-bear-challenge-resources/polarbear-challenge-links/

Figure 3. Graph illustrating the results from the pre- and posttesting of student understanding of climate change before and after 

participating in the Polar Bear Challenge.

Figure 4. Student reducing energy consumption by biking to 

school.
Volume XXXII, Issue 1 Page 27

© 2016 National Earth Science Teachers Association. All Rights Reserved.

actions reduce energy use as well as how much energy is used 

to produce the various products. Often, teachers provide feedback that the students have become much more conscious 

consumers.

In 2015, another grant through the NOAA Climate Stewards 

Education Project was approved and an app that will help 

teachers calculate their carbon footprint data in a more standardized way is in the process of being created. Although 

the curriculum provides the teachers with reputable online 

calculators, such as the Environmental Protection Agency’s 

Carbon Footprint Calculator, not all data has been calculated 

correctly and often takes quite a bit of the Hogle Zoo staff’s 

time to recalculate. When completed, the app should not only 

provide a standardized method of calculation, but also help 

classes build their portfolio to make their school a GREEN School in conjunction with the Utah 

Society for Environmental Education’s GREEN School Program.

Going the Distance for the Planet

Teachers that participate in the program for multiple years, often expand their efforts. Teachers 

view participation as a way to encourage students to put their ideas into action and to measure 

the results. For example, Elizabeth Nafus, a second grade teacher at Harry S. Truman Elementary 

School in West Valley, Utah has participated in the program for three years. 

The first year, under Nafus’ and her second graders’ leadership, the whole school began a recycling 

program – both at the school and at home. Students studied what could be recycled, set up appropriate recycling bins and collected the recycling in each classroom weekly. They also set up reusable 

item bins so that extra pieces of paper, pens, pencils, etc. would have a second life. Her class received 

an honorable mention that year.

The next year, her students studied how disposable water 

bottles are produced and chose to rid their school of them. 

The students worked to find donations of reusable water 

bottles and then provided each student in the school with one 

(Figure 6). They then calculated the amount of carbon they 

prevented from entering the atmosphere from the reusable 

water bottles, the energy it would take to fill them with water 

and the energy it would have taken to deliver the bottled 

water to their school. Again, her students received an honorable mention.

The third year, her second grade students were determined to 

win. The class decided that their emphasis that year would be 

to get the students, and their families, to replace plastic and 

paper shopping bags with reusable bags. The students and their teacher sought donations from 

local businesses and each student in the school was given reusable shopping bags. The students 

then recorded the number of times they were used during the challenge. Students used math skills 

to determine how many plastic and paper bags they stopped using and the amount of energy they 

conserved. That year, they won! 

Figure 6. Energy reduction 

campaign in which every student 

was given a reusable water 

bottle.

Figure 5. Student note from a No 

Idling Campaign.
Page 28 The Earth Scientist

© 2016 National Earth Science Teachers Association. All Rights Reserved.

Each year, “we tie it back to polar bears and mention climate change,” Nafus said. This 

program is changing the school and their community. Four years later, students are 

still bringing their recycling to the school because they may not have recycling available 

where they live. Recently, a parent offered to donate bottled water for a school event. His 

daughter said, “NO!” Instead, they brought pitchers of water and paper cups. This year 

Nafus’ and her students are thinking about how they can create a “No Idling” campaign 

at their school and in their community – helping to reduce emissions and improve the 

quality of the air they breathe.

Conclusion

Over the course of the Challenge, the Zoo’s education staff have also created more 

in-depth teaching materials. This has culminated in Climate Care teaching kits 

and curriculum for elementary school teachers in our targeted school districts. The 

curriculum and supporting materials compare Utah’s habitats and wildlife to Alaska’s 

– using black bears and polar bears as iconic species. The goal is to help students better 

understand how interconnected these unique ecosystems are and how our actions can 

positively, or negatively, affect the animals, plants and people who make their homes 

there. To learn more about our Climate Care Kit, receive any of the teaching materials 

including pre- and post- tests, or more information regarding the Polar Bear Challenge 

please visit the website (http://uhzpolarbearchallange.org) or feel free to contact Utah’s 

Hogle Zoo’s education staff at http://www.hoglezoo.org/contact_us. 

About the Author

Christine Schmitz is the 

Education Curator at Utah’s Hogle 

Zoo. She has worked in informal 

science education for over 30 

years. She holds a bachelor’s 

degree in biology from Scripps 

College and a master’s degree in 

Curriculum and Instruction from 

Portland State University. She 

can be reached at cschmitz@

hoglezoo.org.
Volume XXXII, Issue 1 Page 29

© 2016 National Earth Science Teachers Association. All Rights Reserved.

Abstract

The Biggest Reducer program was developed, with a grant from the NOAA Climate 

Steward Education Project, to educate students about the growing problem of foodrelated waste and incite them to take action to reduce waste production during their daily 

lunches. Through recording of weekly waste production and an in-school assembly on 

waste reduction practices, the program aimed at a 15% waste reduction post-education. 

After a week of data collection and one random spot check, a 50% waste reduction was seen 

overall. The program materials are available online for replication.

Introduction

Unnecessary packaging and food waste plague our everyday lives. In 2013, Americans generated 254 

million tons of municipal solid waste (Figure 1). The EPA estimates that an individual school lunch 

produces an average of 67 pounds of trash per year1. Through observation of school fieldtrips 

and summer camps, the staff at Riverwalk Nature Center in Rockledge, Florida noticed a large 

amount of prepackaged food with excess plastic and cardboard containers. Much of the 

packaging waste was plastic films and bags which cannot be recycled by most municipal 

recycling centers. Some of the waste was unnecessary packaging such as cardboard 

sleeves surrounding plastic containers. 

The largest problem of food related waste might not be the food containers but actually 

the food itself. It is estimated that 30-40% of food produced is thrown away2. Food waste 

comprises around 15% of our waste stream, second only to paper3. If just half of that 

yearly waste was anaerobically digested, it would generate enough electricity to power 

over 2.5 million homes for a year4, or roughly the entire state of Nevada. It is estimated 

that in the US 3,000 pounds of food is wasted every second5. That is enough food 

wasted in one day to feed the states of California and Florida combined.

The Biggest Reducer Was Born

In order to shed light on this issue, a pilot program, The Biggest Reducer, (Figure 2) to teach about 

the issue of food related debris was devised and tested on children attending Marine Biology Camp 

at Riverwalk: A Family Park. Children were given reusable Wrap-N-Mat sandwich wraps and tips 

on how to reduce waste. Changes were seen in the children’s lunch packing habits throughout the 

week. Some even continued these changes in behavior when they returned the following year. After 

The Biggest Reducer:

A Lesson in

Waste Reduction

Figure 1. Total Municipal Solid 

Waste Generation (by Material), 

2013, 254 Million Tons (before 

recycling)

Source: EPA

Brandon Smith, Environmental Program Supervisor, 

Brevard Parks and Recreation
Page 30 The Earth Scientist

© 2016 National Earth Science Teachers Association. All Rights Reserved.

seeing positive results with 

just a small amount of education, a decision to expand the 

program to reach a broader 

audience was made. Funding 

of $2,000 was found through 

the NOAA Climate Stewards 

Education Project. A formal 

presentation was developed to 

be used in school assemblies 

and was offered to schools 

to cover up to 500 students. 

A local school teacher was 

consulted during the development to ensure school standards were being met 

through the program.

Upon the initial release three schools signed up to be involved in the program, 

Ralph Williams Elementary, Imagine School at West Melbourne, and Palm Bay 

Elementary. A workshop was held to familiarize the participating teachers with 

the program, insure they knew their responsibilities, and provide them with the 

supplies needed. Each teacher was provided with a digital hanging scale, data 

sheets, and a parent letter. Access to the digital copies of the data sheets and 

parent letter as well as the assembly presentation and supplemental materials was 

provided through Google Docs. The schools provided trash bags and waste receptacles (Figure 3). 

Each classroom was then tasked with dividing out their lunch waste into three 

categories: recyclables, organic food waste (compostables), and trash. The weight 

of each category was taken daily and recorded on a weekly data sheet which was 

reported via a Google Form. The students were given no insight as to why they 

were measuring their waste for the week. On the final day of their first weigh 

week, a school assembly was held with the participating classes using the Biggest 

Reducer program. This program was shared via Prezi, which is accessible for 

any facility to use. The presentation teaches the principles of waste reduction 

including how to create a zero waste lunch and ways to expand waste reduction to 

a community level such as food donation programs and anaerobic food digestion 

facilities. All participating students were then given a Wrap-N-Mat reusable sandwich wrap to replace at least one disposable plastic bag (Figure 4). 

A parent letter was sent home explaining the program’s purpose and providing 

waste reduction suggestions and tips. Students were encouraged to practice 

their new waste reduction skills while they continued recording their waste the 

following week. This was then compared to the first week to see the amount of 

waste reduced. To tell if students were maintaining the waste reduction principles 

over time, they were then given a follow-up spot check on a randomly selected day 

several weeks after their initial participation. The spot check day was weighted 

at 50% of the overall reduction comparison due to the importance of continuing 

waste reduction practices beyond when they knew they were being monitored.

Figure 2 (above left). Biggest Reducer Logo

Figure 3 (above right). Students at Ralph Williams 

Elementary weighing waste produced during one lunch 

period

Figure 4. Student reducing plastic bags by using the 

Wrap-N-Mat given during program
Volume XXXII, Issue 1 Page 31

© 2016 National Earth Science Teachers Association. All Rights Reserved.

Results

While the majority of classes saw an overall reduction of waste of up to 54% on 

the second week, surprisingly two of the classes had an increase in waste, with 

one as high as 72% (Figure 5). The teacher of Class 1 with a 26% increase attributed this to several less popular menu items being served during that week. The 

data suggests this is true as Class 1 saw a 642% increase in food waste from week 

one to two. Interestingly, the same class was the only class to reduce its trash by 

100% with zero pounds of trash the second week; however, they increased their 

recyclables by 142%. When compared with the spot check day, Class 1 still maintained zero pounds of trash and had a reduction of 72% recyclables and 67% food 

waste. Class 3 with a 72% overall increase from week one to two, surprisingly 

showed a negligible increase in food waste but had a 226% increase in recyclables 

and a 318% increase in trash from week one to two. They improved considerably 

by their spot check with an 84% decrease in recyclables, 99% decrease in food waste, and 86% decrease 

in trash as compared to week 1. Overall an average of 

50% waste reduction was seen between all the classes 

with an average daily reduction of 2246 pounds 

of waste. The EPA estimates one pound of waste 

produces 0.94 pounds of CO2; therefore, it can be 

estimated that 2111 pounds of CO2 was reduced daily. 

The category makeup of the waste changed after the 

educational presentation as well (Figure 6). Before 

the Biggest Reducer program was implemented, 60% 

of the waste was trash. After the presentation, the 

percentage of trash dropped to around 50%. A slight increase in recycling was seen, though due 

to the light weight nature of most recyclable materials the actual volume may have been more. 

Teachers reported that the students were most surprised to see the amount of food that was thrown 

away with their lunch. 

Conclusion

When planning The Biggest Reducer, it was hypothesized that at least a 15% reduction in overall 

waste would be seen. The program was considered a resounding success when over three times that 

goal was reached. Since concluding The Biggest Reducer, new schools have asked to participate in 

Biggest Reducer Resources

Biggest Reducer Presentation 

Prezi presentation teaching waste reduction 

principals created by Brevard County Parks & 

Recreation: http://prezi.com/3lyacobtnd4z/?utm_

campaign=share&utm_medium=copy

Biggest Reducer Resources

Biggest Reducer Data Sheets and Parent 

Support Letter created by Brevard County 

Parks & Recreation as well as supplemental 

materials: https://goo.gl/bAZI5Q

Figure 5 (above). Percentage 

of waste reduced between five 

classes participating in the 

Biggest Reducer

Figure 6 (below). Percentage of 

waste by category compared by 

week and random spot check day
Page 32 The Earth Scientist

© 2016 National Earth Science Teachers Association. All Rights Reserved.

the program the following year. The program was also presented at the 2015 

Florida Marine Science Educators Association annual conference. All the 

resources were shared with a packed session allowing them to implement it 

at their own facilities.

References

1

 Solid Waste and Emergency Response (5305W) EPA-530-H-05-002 http://www3.

epa.gov/epawaste/education/lunch.htm (Accessed November 18, 2015)

2

United States Department of Agriculture. US Food Waste Challenge FAQ’s. http://

www.usda.gov/oce/foodwaste/faqs.htm (Accessed November 18, 2015)

3

Environmental Protection Agency. Municipal Solid Waste http://www3.epa.gov/

epawaste/nonhaz/municipal/ (Accessed November 18, 2015)

4

United States Environmental Protection Agency. Turning Food Waste into Energy 

at the East Bay Municipal Utility District (EBMUD). http://www3.epa.gov/

region9/waste/features/foodtoenergy/index.html (Accessed November 18, 

2015)

5

Environmental Protection Agency. Food Waste Management Cost Calculator 

Webinar http://www3.epa.gov/region5/waste/solidwaste/compost/pdfs/

foodwaste-newman-201006-landfilldata.pdf (Accessed November 18, 2015)

About the Author

Brandon Smith is the Environmental Program 

Supervisor for Brevard County Parks and 

Recreation at Riverwalk Nature Center in 

Rockledge, FL. For 15 years, he has taught and 

designed environmental education programs 

mainly focused on the Indian River Lagoon 

estuary. He has served on the boards of the 

Florida Marine Science Educators Association, 

Space Coast Science Education Alliance, Sea 

Turtle Preservation Society, and Friends of the 

Carr Refuge. He has also had an active role in 

the National Network for Ocean and Climate 

Change Interpretation, NOAA Climate Stewards 

Education Project, and the Florida Master 

Naturalist Program. He has a Bachelor’s degree 

in Marine Biology from the Florida Institute of 

Technology in Melbourne, Florida. Brandon can 

be reached at brandon.smith@brevardparks.

com.

HELP WANTED

NESTA needs you to help run 

our events at the NSTA National 

Conference in Nashville, 

Tennessee. We need volunteers 

to help with our Share-a-Thons 

and our Rock Raffle.

If you feel that you can help, 

contact Joe Monaco, NESTA 

Volunteer Coordinator: 

monacoj@aol.com
Volume XXXII, Issue 1 Page 33

© 2016 National Earth Science Teachers Association. All Rights Reserved.

Abstract

Greenhouse gases are currently impacting Earth’s climate and will continue to do so at 

elevated rates until we find ways to mitigate our actions. Biochar production via pyrolysis 

is a means to sequester carbon in the soil long term. Biochar is highly resistant to breakdown and thus becomes a sink for carbon storage. This strategy is accessible to students 

and can give a sense of empowerment to make change. In the course of this unit, students 

learn about the carbon cycle while producing biochar, test biochar’s value as a soil amendment, and provide outreach on the carbon cycle to other students and the public. 

Biochar 

Excess greenhouse gases are linked to the climate change currently being 

experienced worldwide. One means of mitigation of the human impacts on 

the concentration of these gases is to hold carbon in sinks in order to reduce 

the likelihood that this carbon will cycle into the atmosphere. Biochar, which 

can serve as such a sink, is produced by pyrolysis (high temperature, low 

oxygen thermochemical decomposition) of organic matter. The production 

of biochar is one way to sequester some amount of carbon before it enters the 

atmosphere (Wolf et al, 2010). An additional documented benefit of biochar 

is as a soil amendment to improve yields (Cornell University Department of 

Crop and Soil Sciences, 2015). The chemical (negative surface charge density) 

and structural (high surface area) properties of biochar, when amended to 

soil, result in increased water retention and nutrient affinity. 

Students as Stewards Sequestering Carbon

Learning about, producing and testing biochar enables students to learn 

about the carbon cycle while empowering them take action to mitigate 

climate change (Figure 1). During the fall of 2013, Cornerstone Learning Community middle 

school life science students produced 45 kg of biochar in a 55-gallon drum pyrolysis unit (see 

Packard, 2009 for design). Students collected biomass (primarily woody debris) from the campus 

to add to the top-lift updraft unit made from recycled metal barrels and piping. The design of the 

pyrolysis unit minimizes the entrance of oxygen to the bottom of the container. The biomass is lit 

on the top and a flame is produced by the off-gassing combustible compounds, not the combustion 

of biomass. Once pyrolysis is complete, the char is quenched by spraying with water to ensure that 

Biochar for Carbon Sequestration: 

Investigation and Outreach

Karen Metcalf

Cornerstone Learning Community, 

Tallahassee, Florida

Figure 1. Small student-built 

top-lift updraft pyrloizer made 

from recycled cans. A fire is lit 

from the top as biomass (in this 

case pine pellets) is gasified 

and the volatile gases combust.

When pyrolysis is completed, the 

remaining material is quenched, 

leaving behind biochar.
Page 34 The Earth Scientist

© 2016 National Earth Science Teachers Association. All Rights Reserved.

the char doesn’t burn to ash. The biochar produced was ground and mixed at the rate of 45 kg per 

4-foot by 10-foot by 1-foot raised bed garden (aging biochar in the soil before planting to enable 

nutrient and water absorption and bacterial colonization is recommended). 

Students worked collaboratively, consulting a regional planting guide, and 

then seeded a winter garden that included carrots, radishes, lettuce, cabbage, 

onions and kale. The experimental design included identical plots, varying 

only in the type of soil and soil amendment used to test for differences in 

vegetable biomass produced (Figure 2). The plots used compost, compost 

plus biochar, sand, and sand plus biochar to test for the effects of soil 

amendment and type on vegetable production.

Throughout the growing season and as vegetables were harvested, students 

quantified the growth in each plot and interpreted the effect of soil type on 

growth (Figure 3). Most vegetables produced more biomass in the compost 

soil type (as compared to sand) irrespective of the addition of biochar (with 

the exception of some very large radishes grown in sand). Of those grown 

with compost as a soil, the plants in plots amended with biochar grew 

larger. Some of vegetables produced much more biomass in biochar (such 

as Chinese cabbage and lettuce) (Figure 4) while others were larger, but 

not significantly so. Following their analysis of growth data, students were 

expected to generate a scientific argument about the value of biochar as a soil 

amendment. 

Sharing the Wealth

All of the vegetables harvested from the experimental garden became part 

of the school’s once-monthly lunch preparation and service at a local homeless transition facility (Figure 5). Students prepared salads and cooked 

dishes with the garden harvest. Based on experimental data, the project 

captured over 24,360 grams of atmospheric carbon that was converted into 

edible vegetable matter that has provided meals for homeless citizens. This 

combines with 45 kilograms of carbon that was sequestered for the long 

term (studies conservatively estimate 100+ years) in the form of biochar 

remaining in the garden. 

Figure 2. Experimental layout of raised-bed gardens. Treatments from left to 

right are 1) compost plus biochar, 2) compost only, 3) sand plus biochar, and 

4) sand only.

Figure 3. Students measuring biomass produced by plants in different soil 

treatments.

Figure 4. Student experimental data showing biomass 

produced by leaf lettuce plants in different treatments.

Figure 5. 

Student-grown 

vegetables 

being served at 

a transitional 

facility for 

homeless 

families.
Volume XXXII, Issue 1 Page 35

© 2016 National Earth Science Teachers Association. All Rights Reserved.

Reaching Out to Others to Teach About Carbon

As the students finished up their analysis of the impact of biochar on plant growth, they thought 

about how to share this information with others. A display was designed and built to coincide 

with Earth Day (Figure 6). The students were tasked with generating ideas that would convey the 

message “carbon cycle” to visitors in elementary and middle school grades. The display took shape 

as a Build a Carbon Catcher activity, a large postcard with carbon cycle themed activities and individual trifold-displays of two of our school’s stewardship related activities (the biochar 

project, model solar car design, construction and racing). Students set up the display at 

our local Saturday Farmer’s Market. Students were able to share and educate passers-by. 

Visitors made ‘carbon catchers’ by decorating a small flowerpot and planting either a 

bean or sunflower seed. Puzzle pages with student-designed activities were distributed 

to visitors. Students also set up the display for our school Earth Day Festival. Students 

from kindergarten through fifth grade came to make carbon catchers and sidewalk 

Earth Day art, hear about biochar, and run a very popular Recycle Relay. This event was 

all in the hands of the students to run. They took charge of different roles and made it a 

big success. 

Learning Gains 

The results of pre- and post-tests were used to assess improvement in background 

knowledge about climate change and attitudes about the cause and impacts of changing 

climate. The survey instrument used for these tests is one from the National Center 

for Atmospheric Research Spark education group. The climate change questionnaire is 

from the module “Applications of chemistry through climate science” (Marschke, 2012). 

Thirty-seven of the objective questions from the questionnaire were used and eight of 

the questions addressing attitudes about climate change. The average student score on the objective portion of the pre-test was 74%. Post-test averages were three percent higher. Prior to starting 

the project, 80% of student responses indicated opinions that show urgency about human-induced 

climate change and the need to take action. These responses also went up three percent after the 

project was completed. The change in student scores however does not adequately represent the 

learning that took place through the project. The fact that this survey instrument was designed for 

high school students may have had some effect on middle school student scores. 

Overall, the project was highly successful as it enabled climate change to be woven through the 

curriculum for the year. The connection to service-learning is an important one for the Cornerstone 

Learning Community school. Thinking about how to best present the carbon cycle and climate 

change to younger students in the display gave these middle schoolers a chance to think deeply 

about how to explain this topic. Their efforts produced an engaging and fun activity booth that 

they were able to share with others in our community.

Next Generation Science Standards Addressed

SCIENCE AND ENGINEERING PRACTICES DISCIPLINARY CORE IDEAS CROSSCUTTING CONCEPTS

• Analyzing and Interpreting Data

• Constructing Explanations and Designing Solutions

• Engaging in Argument from Evidence

LS1.C: Organization for Matter and Energy Flow in Organisms

LS2.A: Interdependent Relationships in Ecosystems

LS2.B: Cycle of Matter and Energy Transfer in Ecosystems

LS2.C: Ecosystem Dynamics, Functioning, and Resilience

PS3.D: Energy in Chemical Processes and Everyday Life

• Cause and Effect

• Energy and Matter

• Stability and Change

PERFORMANCE EXPECTATIONS

MS-LS2-1. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. 

MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.

Figure 6. Student designed and 

led Earth Day display and Carbon 

Catcher activity.
Page 36 The Earth Scientist

© 2016 National Earth Science Teachers Association. All Rights Reserved.

Acknowledgements

This project was completed with support from the National Oceanic and Atmospheric 

Administration Climate Stewards Education Project. Thanks to Tony Brown of Longview Farms for 

valuable discussions and assistance with biochar production.

Resources

Biochar International: Biochar in Schools

http://www.biochar-international.org/teachers/schools

References

Cornell University Department of Crop and Soil Sciences, (2015) Biochar soil management. Retrieved 28 

November, 2015 from http://www.css.cornell.edu/faculty/lehmann/research/biochar/biocharmain.html. 

Lehmann, J. (2007) Bio-energy in the black. Front Ecol Environ 2007:5(7): 381–387. Retrieved from 

http://www.css.cornell.edu/faculty/lehmann/publ/FrontiersEcolEnv%205,%20381-387,%202007%20

Lehmann.pdf. 

Mann, Charles C. (2008) Our good Earth. National Geographic. September 2008, 80-107. Retrieved from 

http://ngm.nationalgeographic.com/2008/09/soil/mann-text.

Marschke, L. (2012) Applications of chemistry through climate science. Retrieved November 28, 2-15 from 

http://scied.ucar.edu/applications-chemistry-through-climate-science.

Packard, G. 2009. Making biochar: with Peter Hirst of New England Biochar. [video file] Retrieved 28 

November, 2015 from https://www.youtube.com/watch?v=RXMUmby8PpU. 

Wolf, D., J. Amonette, F. Alayne Street-Perrott, J. Lehmann & S. Joseph. (2010) Sustainable biochar to mitigate 

global climate change. Nat. Commun. 1:56 doi: 10.1038/ncomms1053. Retrieved from 

http://www.nature.com/ncomms/journal/v1/n5/pdf/ncomms1053.pdf. 

About the Author

Karen Metcalf is a middle school science teacher and IB Coordinator at Cornerstone Learning 

Community in Tallahassee, Florida. She was formerly a marine ecologist with a B.S. (Eckerd College), 

and M.A. (College of William and Mary) in marine science. Ten years in the classroom at the high 

school and middle school levels have allowed her to bring her love of the process of science and the 

marine environment to students. Karen’s goal is to teach science concepts while encouraging students 

to value sustainability, practice environmental conservation, and use critical thinking. Membership in 

NOAA’s Climate Stewards Education Project has facilitated special projects that support these goals. 

She is also the leader of Cornerstone’s Maker Club. Karen can be reached at kmetcalf@comcast.net. 
Volume XXXII, Issue 1 Page 37

© 2016 National Earth Science Teachers Association. All Rights Reserved.

Your one-stop shop for marine

science curriculum supplies.

www.LeaveOnlyBubbles.com 

715-659-5427

support@leaveonlybubbles.com 

Leave Only Bubbles is a subsidiary of “What If...?” Scientific, a teacherowned and operated earth science supply company founded in 1997.
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