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 Distinguishe

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

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/1UYUc

Ice & Snow Coverage 

April 2015 Map

1.usa.gov/1U75t

One Decade of Warming

1.usa.gov/24Viu

Two Decades of Warming

1.usa.gov/1SGAY