1. The political climate surrounding the Kyoto Protocol to the United Nations Framework Convention on Climate Change is something students can research. The Protocol will strengthen the international response to climate change, but many countries, including the United States, have not ratified it. Why not? What countries have ratified it?

2. In Activity 21 from the U.S. EPA’s Project A.I.R.E, Translating Science into Public Policy, students role-play a panel considering climate change. They represent scientists or policy makers. The MEECS Air Quality CD has this activity in Additional Resources.

3. Encourage students to examine what is predicted to happen as a result of climate change in other states by looking at the state fact sheets, which are found at state government sites, the National Wildlife Federation’s “Global Warming in Your State” web site (http://www.nwf.org/Global- Warming/In-Your-State.aspx), or the Union of Concerned Scientists.

4. Have students explore the chemistry and energy balance involved in global climate change. The NASA web site (www.nasa.gov) is a good place to start.

5. For more advanced classes, divide the class into teams and give each team one of the climate change information sheets from the United Nations Framework on Climate Change and have them search the Internet for charts and graphs on global warming trends to present to the class.

6. Ask students to select one of the potential impacts of climate change in Michigan and develop a poster or PowerPoint presentation to illustrate the changes.

7. Assign students to find out what businesses in Michigan are doing about global climate change and sustainability by accessing their web sites or by writing letters to the companies.