Climate change is a crisis, one that demands the engagement and education of our future decision makers, students. In order to contribute to the improvement of current undergraduate climate science education, I developed two, two hour long, laboratory assignments, based on different pedagogical approaches, for use in the Introductory Geology Lab at William & Mary. Each assignment was designed to educate students on the greenhouse gas effect and its relationship to global warming, and was in accordance with the Essential Principles of Climate Literacy (Climate Literacy: The Essential Principles of Climate Literacy, 2009). Of the Misconception Refutation and BSCS 5E Instructional Model lesson plans, the latter was selected, due to its clarity and brevity, to be taught in the classroom setting. Its success in engaging and educating students demonstrates its desirability to be implemented across all introductory science courses at the College of William & Mary.
Green, Jordan, "Improving the teaching of climate science in undergraduate geoscience laboratory lessons" (2022). Geology Senior Theses. William & Mary. Paper 44.