I can connect Earth systems and climate change topics in my current curriculum by asking students to consider what the computer models predict about changing sea level, and connect these predictions to topics in social justice. How will people who live in costal areas of the world, often affected by flooding, have safe housing if where they live becomes uninhabitable? What will the impact of increased drought be on areas of the world that might receive less rainfall? What will happen to the public health of persons living in places such as Nairobi, Kenya, who now have vector-borne diseases as another problem (since mosquitoes will be able live where they once did not)? What will happen to nations whose economy is fueled by tourism, such as areas that have coral reefs?
My students are curious about the health of the Chesapeake Bay. The picture I want to include, yet am having trouble attaching, is of students on a walk to Soapstone Creek, which is a tributary to the Potomac River. They comment on how the drain has information about the Bay ("Don't throw trash"). They also comment about how it is illegal for people to play or fish in any of the water in the District of Columbia because the water quality is harmful. Their interest in how the Bay is affected by rising water temperature, the impact of agriculture ( dairy farms, hog farms) and non point pollution--how the hydrosphere and biosphere interact in this part of the country are topics they respond to.