• Have students research an invasive species in your region to learn how it arrived, how it spreads, and what can be done to prevent it from spreading further.

• A major service trees provide is sequestering carbon, which can help to mitigate climate change. Have students calculate how much carbon dioxide is stored by a tree by estimating its biomass. More information about this activity can be found by visiting: CUFR Tree Carbon Calulator.

• Research how to identify trees in your region and the invasive species and diseases that threaten them. Have your class join a "citizen science" monitoring effort or work party to remove invasive plants.

• Have students discuss the potential social, economic, and cultural impacts of climate change on maple syrup production.

• Ask students to brainstorm a list of consumer products like maple syrup that depend on specific climates. How may their production be impacted by the changing climate? Are any of the products currently threatened by climate change?

• Have students speculate how maple syrup production may be impacted by climate change. Could there be positive impacts on production? Do research to identify the sugar maple's current range and predict how it may change due to climate change. Identify the sugar maple's growing conditions and diseases and predict possible effects of climate change on these factors.

• Learn more about which insects trout like to eat, and how to tie "flies" to imitate them. Invite a fisherman into your classroom to tie flies with you!

• Be part of World Water Monitoring Day, or get in touch with local non-profits or natural resource agencies to help monitor water quality of your nearest stream. What are the temperature and dissolved oxygen levels? Would brook trout be able to live there?

• Learn more about different species of fish in your community. Choose a favorite species and do research to learn about its habitat requirements, and how it might be affected by climate change. Make a presentation about climate change impacts on fish to your local angler's group.

After watching the video:

• Discuss the implications of Nina Leopold Bradley's phenological data in relation to climate change and relationships among species. Can the early arrival of one species affect an entire ecosystem?

• Scientists have shown that the rate and amplitude of climate change is not constant throughout the year or across Wisconsin. What could this mean for the phenology of plants, birds, and other species?

• Ask students if they have noticed phenological changes in their lives. Explore how and what phenological items students can record near their homes or school. What might they expect to see?

• Ask students to make a map of farms in their county (or nearby counties) and choose one to research. If possible, interview local farmers. What do they grow? What types of management do they use? How have farming practices changed over the past 10–20 years?

• Have students research the agricultural practices used by American Indians, European immigrants in the 1800s, and a typical contemporary farm. How have practices changed over time? How do various practices compare to those used at the Old Oak Family Farm? Are there any similarities?

• Deconstruct your lunch! Have students do research about where the foods they ate in their lunch that day came from. Read labels of manufactured products to identify the ingredients they contain, and attempt to track the sources of these ingredients (which plant or animal products, geographic locations and companies, if possible). Try to estimate how many miles were traveled to deliver the goods and what the "carbon footprint" might be. Ask the manager of the cafeteria where the school's produce comes from. Is it possible to buy fruits and vegetables locally for the school cafeteria?

• Students can learn more about the history of climate change science and policy by doing research on the Kyoto Protocol, the United Nations, and the Intergovernmental Panel on Climate Change. Do these groups look more at adaptation or mitigation?

• Have students interview a natural resources manager from your local natural resources agency. What measures are managers taking to adapt to the impacts of climate change in your region?

• Have students use the Wisconsin Initiative on Climate Change Impacts website to learn more about impacts in their area. What impacts affect them?

• Create a plan for your own school and your own household to mitigate climate change. What measures could you take to reduce energy consumption? Energy meters are available at many libraries and utility companies to measure how much energy is used by the appliances in your school or home.