We pilot-tested the curriculum in five different 8th-grade science classes with approximately 100 students. Overall science comprehension scores; science knowledge, science skills, and reasoning abilities subcomponent scores; and scores on four of the five lessons improved from pretest to post-test (Dormody et al., 2020a). We also found that scores for the five lesson worksheets were related to overall science comprehension improvement scores, science knowledge improvement scores, and improvement scores related to the lesson on mitigating and adapting to weather and climate extremes in agriculture and natural resources (Dormody et al., 2020b).

Two months after being taught the weather and climate curriculum, we tested the students again. Overall science comprehension follow-up scores declined from post-test scores. They declined for questions associated with the science knowledge, science skills, and reasoning abilities subcomponents of the model. There were no changes for questions associated with Lesson 1 (water cycle), Lesson 2 (greenhouse effect), and Lesson 3 (measuring and analyzing temperature), and declines for the questions associated with Lesson 4 (measuring and analyzing temperature, and Lesson 5 (mitigating and adapting to weather and climate extremes in agriculture and natural resources) (Dormody et al., 2020c).

Science comprehension scores increased for female and male students from pretest to posttest with a larger increase experienced by female students. Female students retained about half of their post-test gains and male students returned close to pretest science comprehension levels on the follow-up (Dormody et al., 2020c).

To summarize these results, the curriculum is effective in improving science comprehension for male and female students. The worksheets are a valuable component of the curriculum. To improve science comprehension retention, we recommend that educators who teach our weather and climate curriculum adopt three strategies:

• Thoroughly complete all lesson activities, including worksheets and data collection and analysis for the three experiments.
• Take adequate time on the reflective summary part of each lesson to grade and go back over the students’ worksheets, reviewing every part of the lesson. We had approximately 50 minutes to teach each lesson and found that the lessons would’ve benefited from additional time for reflective summary.
• Refer back to the material covered in the curriculum with students after the unit test. As other lessons are taught, look for opportunities to connect students’ prior learning on weather and climate science to other subjects.

Authors and Acknowledgements

The curriculum was developed by the following New Mexico State University faculty:

• Dr. Thomas Dormody, Regents Professor, Department of Agricultural and Extension Education
• Dr. Peter Skelton, Professor and Director of the ERYASC, Department of 4-H and Youth Development

Special thanks go to Dr. David DuBois, College Associate Professor and State Climatologist, Department of Plant and Environmental Sciences, NMSU, for content assistance; Gabrielle Rodriguez, former graduate student in the Department of Agricultural and Extension Education Department, for accessibility assistance; teachers Margaret Lewis, Crystal Rougemont, and Melissa Vigil, Memorial Middle School, Las Vegas, New Mexico, for facilitating the pilot testing of lesson activities and the full curriculum in their classrooms; and New Mexico State University students enrolled in AXED 484 “Methods of Teaching Biological, Earth, and Physical Sciences in Agriculture” from 2015-2018 who piloted various elements of the lesson plans.

Funding for the development of this curriculum was provided by the New Mexico Agricultural Experiment Station; National Institute for Food and Agriculture, USDA; New Mexico Cooperative Extension Service, and The Enchanted Life Foundation.