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The document provides a comprehensive guide for the 4C-NPS internship program, which trains students to create climate change communication materials for parks in the Washington, D.C. metro area. It outlines two primary communication heuristics—simplifying messages and promoting pro-environmental behaviors—and details the administrative roles, recruitment processes, and academic syllabus used to manage the program.

The guide equips National Park Service (NPS) staff to communicate climate change by segmenting the American public into six audience types based on their beliefs and motivations. It provides tailored communication tips for each group—ranging from the 'Alarmed' to the 'Dismissive'—and details specific climate impacts across ten U.S. bioregions to help staff create place-based narratives. The document emphasizes using local park stories and scientific consensus to motivate visitors toward climate action and energy conservation.

A 2013 survey of 800 Californians reveals high levels of belief in global warming (79%) and its human cause (58%), with significant concern for its impact on the state's wildfires, heat waves, and droughts. While there is strong support for clean energy and government action, many residents remain uncertain about humanity's collective ability to successfully reduce global warming.

The report finds that while 70% of Texans believe global warming is happening, there is significant uncertainty regarding its causes and the level of scientific consensus. A majority of Texans support clean energy transitions and believe the U.S. should reduce emissions regardless of other countries' actions, though they often view global warming as a greater threat to others than to themselves personally.

The report finds that while 70% of Columbus residents believe global warming is happening and many are worried about it, there is significant uncertainty regarding scientific consensus and personal experience with its effects. A majority support clean energy transitions and believe the U.S. should reduce emissions regardless of other countries' actions, though they remain skeptical about humanity's collective will to successfully reduce global warming.

The document provides data tables from surveys of U.S. adults conducted between March 2021 and October 2023. It highlights a significant gap between the percentage of people willing to take climate actions and those who have actually done so. It also analyzes how social influences, such as discussions with family and friends and confidence in collective action, differ between active and inactive individuals who are otherwise willing to act.

The guide outlines a 120-minute educational activity for 11-12th grade students to conduct authentic research on local climate change opinions. Students interview community members using YCOM questions, analyze their findings, and compare their results to YCOM data to identify experimental errors and limitations in data analysis.

The document is a student worksheet designed to teach the basics of scientific research through a climate change communication project. Students are instructed to identify their own biases, select at least three questions from the Yale Climate Opinion Maps (YCOM) database, and interview at least 10 people in their community to collect 'Yes or No' responses. The guide leads students through calculating percentages, graphing results, and comparing their local findings with YCOM data at the county, state, and national levels. It concludes by asking students to identify sources of error and propose ideas to increase community agreement on climate issues.

The document outlines a 'Jigsaw' educational activity designed for 6th-7th grade students to analyze climate change stories. It provides two methods for facilitating group discussions based on radio stories from Yale Climate Connections, aiming to connect complex scientific issues to students' everyday lives and promote the construction of arguments using evidence.

The document is a student guide for a Jigsaw learning activity. Students are instructed to listen to a 90-second radio story from Yale Climate Connections, discuss specific questions in small groups, and record their findings and team ideas in a provided graphic organizer. The activity aims to help students understand how climate change affects lives and the actions individuals and organizations are taking to address it.

The data indicates that individuals experiencing psychological distress about global warming are significantly more likely to have taken climate actions in the past year, express willingness to take future actions, and discuss the issue with others compared to those experiencing no distress.

The document outlines an educational activity designed for 11-12 grade students or adults to bridge the gap between scientific data and storytelling. By utilizing Yale Climate Connections radio stories and the Yale Climate Opinion Maps, students are tasked with making a claim about a climate change topic and supporting it with evidence and reasoning. The guide emphasizes that storytelling makes intimidating science texts relatable while remaining grounded in validated evidence.

The document is an educational guide designed to teach students how to integrate narrative and data to make claims about climate change perceptions and actions. It utilizes a 'Claim, Evidence, Reasoning' framework, demonstrating this through an example involving flood prevention in Orleans Parish, Louisiana. The guide instructs students to select a radio story, find corresponding data in the Yale Climate Opinion Maps, and develop a reasoned argument based on the intersection of local experiences and regional opinion data.

The document provides an educator's guide to the 'Global Warming’s Six Americas' framework, which categorizes the American public into six distinct audiences based on their beliefs and actions regarding climate change: Alarmed, Concerned, Cautious, Disengaged, Doubtful, and Dismissive. It outlines educational goals, such as articulating differences in public perception and developing communication strategies, and suggests classroom activities like group presentations and creative projects to engage students in 6th-7th grade or those new to climate communication.

The document outlines the 'Global Warming’s Six Americas' framework developed by the Yale Program on Climate Change Communication. It categorizes the American public into six groups based on their beliefs regarding the causes, urgency, and impacts of climate change, while offering specific messaging strategies to effectively engage each segment.

The guide outlines a 30-minute educational activity where students use the interactive Yale Climate Opinion Maps to compare climate change beliefs at national, state, and county levels. The activity includes a guided exploration of the tool's features and a policy-making simulation where students act as advisors to the governor of Louisiana to determine which climate policies would have the most public support based on YCOM data.

The document outlines a teaching framework for using Yale Climate Connections (YCC) 90-second radio stories to make climate change concrete for students. It aligns these activities with NGSS Science and Engineering Practices and Performance Expectations (MS-ESS3-3, HS-ESS3-4, HS-LS2-7), focusing on data interpretation and evidence-based argument. Educators are encouraged to use the provided Question Bank as conversation starters or writing prompts, with the flexibility to search for stories by topic or location on the YCC website.

The document is a student guide designed to facilitate classroom conversations, small group discussions, or writing prompts based on 90-second radio stories from Yale Climate Connections. It provides a structured set of questions divided into categories such as general impressions, making connections, finding and evaluating solutions, justice and equity, and climate communication in action. Additionally, it lists suggested radio stories categorized by topics including energy, health, policy and politics, and species and ecosystems, and offers extension activities for deeper research and analysis.

The document outlines an educational activity where students engage with 90-second radio stories about climate change to learn about its causes, impacts, and solutions. Students are tasked with selecting a story, answering comprehension questions, and then re-representing the information via a poster, brochure, comic strip, or piece of art. The guide emphasizes that science storytelling differs from fiction because it is used as a tool to present observed and measured facts in an accessible manner.

The document is a student guide for an activity titled 'Re-representing a Climate Change Story,' which directs students to source radio stories from the Yale Climate Connections website. It provides a list of suggested stories covering diverse topics such as urban climate action in Milwaukee, flood sensors in New York City, and electric vehicle adoption in rural Appalachia, and notes the availability of a grading rubric.