This writing assignment uses the "Sustainable Development Triangle" as a framework to critically evaluate an environmental issue of the student's choice. This learning activity provides an opportunity for an introductory chemistry student to use the sustainability's "Triple Bottom Line" as a tool to use material learned in the classroom to look at how environmental science helps inform economic and social/cultural factors in the development of sustainable solutions to our environmental challenges.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

Project Description (Microsoft Word 14kB Jan26 10)
Water collection and usage in the Sustainable SW Japanese Garden

The Albuquerque Water Authority has several activities on their web site to help with making a personal water audit, selecting xeriscape plants, designing garden areas as well as forms for rebates. We used the ABQ Water Authority design format to calculate which plants to install. Students start with a personal water audit and then move to the design of the garden.
Personal water audit http://www.abcwua.org/Understanding_Your_Bill.aspx
Techniques to consevere water outdoors http://www.abcwua.org/Save_Water_Outdoors.aspx
Planning Xeriscape - students create their own personal garden and we transfer the concepts to the Japanese Garden. We are looking at Japanese design elements with a SW flare and thereby modeling what the internees did when they were limited to the surrounding rock, vegetation and water collection. http://www.abcwua.org/Xeriscaping.aspx

Calculating roof area using a Google satellite image

We use a measurable square on the pathway for the scale and then we calculate the square feet of the roof area. A transparency is used to overlay the image and calculate the water harvest.

Calculating the capacity of the 1500 gallon cistern in terms of water needed per plant

Students experiment with buckets to see ascertain the best collection site. The water is measured after rainfalls and compared to the weather data collected by the NOAA.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

Before engaging in lessons, students attempt to draw a diagram of a nitrogen cycle and add as many components as they can. This allows them to self-assess (and the teacher to assess) what they know about the nitrogen cycle.

Students research some of the nitrogen cycle components online at various websites or read printouts from websites provided by the teacher. They choose three or four facts of interest about their component and report to the rest of the class.

Each small group of students is given a set of materials including 20 objects, 20 picture-cards, 20 nitrogen cycle component explanation cards, 20 title cards for each nitrogen cycle component, heading cards for different environments such as the atmosphere, soil, water, etc., and many small arrows. The students work together to pair each object with its corresponding title card, description card, and picture card. Then these are all arranged to form a possible nitrogen cycle with various components clustered around heading cards and arrows used to show movement of nitrogen from one object to another.

Students then write humorous (limerick, couplet) poems or more serious poems (haiku) or structured poems (cinquain, diamante) to tell several facts about a component of the nitrogen cycle. They share their poems with the class.
Students may also engage in experiments with nitrogen fertilizer.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

The focus on soil in this unit is accomplished by browsing and reading or browsing (in some detail) information from nine websites as well as a book chapter. This effort will help students to understand issues relating to soil erosion, the state factors of soil formation, methods of soil description and classification in the field, soil orders, soil surveys and threats to soil. Questions are posed that require written responses and the in-class activity involves a web-based soil survey using the Natural Resources Conservation Service Web Soil Survey. This activity can be accomplished individually or by groups and should involve a short report of findings.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

The term "Earth system science" is typically used to describe the science (especially quantitative modeling) of the interactions between the atmosphere, hydrosphere, and cryosphere, and biosphere---the addition of lithosphere to that list provides all of the main generalized components ("spheres") of the Critical Zone.
In this lesson, students will consider basic concepts of system science (studying complex systems), specifically as it can be applied to Critical Zone science. Students will engage in developing a qualitative systems model graphic of the Critical Zone. The knowledge gained here will be applied later in the semester to more in-depth systems thinking of the Critical Zone.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

In this introductory unit, students will learn about the fundamental role of observation by viewing photographs of both agricultural and non-agricultural (natural) landscapes and making independent observations. They will learn how to relate physiographic features to land use by drawing conclusions about how the physiography of the land affects or is affected by various land use practices. They will then discuss their observations in small groups, organize their thoughts, and explain their conclusions in a classroom oral presentation. Finally, students will consider landscape features in the context of Earth systems and discuss how these systems are impacted by human activity.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

This introductory lesson will build the foundation for students to progress through the remaining units by defining food security and discussing the major factors contributing to food insecurity today (climate change, population growth, economic downturns, and change in global food consumption/wealth). Tied intimately to global food security is the concept of malnutrition. In this unit, students will engage with the three subcategories of malnutrition, which will provide an important basis for understanding the variation of food security across the globe and will challenge often held assumptions that food security only comes in the form of extreme hunger. Finally, students will be introduced to the global food system and will use the case study of chocolate to describe its components. As a formative assessment, students will take a five question multiple-choice quiz on the concept of malnutrition and the major causes of global food insecurity.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

In this unit, students engage in a scaffolded class discussion designed to encourage students to move from a broad focus on science relevancy to locally important societal issues relevant to soils. They then relate what they learned during this discussion to the major assessment of this module, the Soils, Systems, and Society Kit (the Kit) assignment, and begin exploring potential focal issues for this assignment. Lastly, the unit introduces concept mapping, and pre-service teachers create a starting concept map for Earth systems, which is a required element of the Kit.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

This unit is designed to function as three days of instruction in an introductory urban planning, environmental science/studies or public health course.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

In this three to four class unit, students will:

Assess the case for a global water crisis and its relevance in America.
Expand their understanding of sustainability as a contestable concept and movement.
Consider water resource-management objectives through the lens of sustainability.
Analyze region-specific examples of unsustainable use of water for agriculture.

This is largely achieved via student discussion and evaluation of texts and statistics provided to them. The text and statistics are derived from a variety of disciplines, mostly not from the geosciences. As such, the unit is very interdisciplinary, requiring students to synthesize disparate information and take a holistic perspective on water issues.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

The introduction and examination of the food, energy, and water connection -- as a system in Unit 1 -- established the dictates of human dependency on and human modification of the environment. We continue a logical progression of what this means in Unit 2, with a focus on how people see, confront, and solve their resource challenges in the light of their need for affordable, accessible, healthy, sustainably-grown food. This unit introduces and explores the concepts, themes, and practices of: urban agriculture, urban farming, local food, food insecurity, food deserts, health & wellness education, community food gardens, community food dialogue, public policy, civic engagement, volunteerism, expert technical assistance, land reclamation, grants and incentives, entrepreneurship, and community economic development.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

In this unit, students work in small groups to examine and analyze spatial data relevant to soils to identify patterns. They use their analyses to add detail to their Earth systems concept maps and describe how these data are relevant to interdisciplinary societal issues.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

In a hands-on exploration, students will learn to describe and quantify the porosity and permeability of soil models representative of both agricultural and natural environments. Students will use this information to relate the effects of various agricultural methods on soil porosity and permeability in an exercise that requires modeling the role of a soil assessment expert. Instructors are provided with directions for collecting or assembling simple soil models.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

Armed with an overview of the complexity of issues associated with global food security, this unit begins by contextualizing food security as an example of a wicked problem. Wicked problems are problems that are unsolvable in the traditional sense, and have complex multiscalar causal factors that contribute to the creation of new issues as old ones are addressed. Both global food security and climate change are examples of wicked problems. This unit presents systems thinking as a way to identify complex problems and explore solutions. Using a flipped classroom model, students complete a self study tutorial that presents system concepts in the context of Earth system science. The slide stack includes two guided activities related to the carbon cycle and soils. A short reading, "Why Systems Thinking?" and a video clip is included in the tutorial. Authentic assessment of the homework activity is an Earth system diagram connected to one of the issues of global food security from Unit 1 that they will bring to class. After a short class discussion that introduces concepts of sustainability and ecosystem services as related to food production, students are broken into groups and are asked to create their own systems diagram of the global food system, using the organizational systems concepts they examined as homework and the introduction activities of Unit 1. After completing the diagrams, students examine a food system diagram example, and identify the components of the system using standardized systems language. Students can photograph their diagrams or make quick sketches so they have a working copy to include with their notes.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

Unit 2 opens a window into water accounting and reveals intensive water use that few people think about. How much water goes into common commodities? Have you considered how much water it takes to support our modern American lifestyle and agricultural trade? Water that is embedded in products and services is called virtual water. Looking at the world through the lens of virtual water provides a watery focus to thorny discussions about water such as: the pros and cons of globalization and long distance trade; self sufficiency vs. reliance on other nations; ecosystem impacts of exports; and the impacts of relatively cheap imports on indigenous farming. Unit 2 also introduces the concept of a water footprint. A water footprint represents a calculation of the volume of water needed for the production of goods and services consumed by an individual or country. In this unit students will calculate their individual footprints and analyze how the water footprints of countries vary dramatically in terms of gross volumes and their components. As a result of these activities, students will learn of vast disparities in water access and application. They will also be challenged to consider mechanisms or policies that could foster greater equity in water footprints.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

This unit applies a flipped classroom model. Students complete a self-study tutorial prior to attending class. Students are then asked work independently or in pairs to generate a time-aware climate change Web map application using ArcGIS Online. Returning to the theme of cocoa production introduced in Unit 1, students identify climatic conditions conducive for cacao production around the world, especially West Africa where the majority of cacao is grown. Students then use a web application in ArcGIS Online to create a time aware map showing biomes in the KÃppen Climate Classification System and determine how projected climate changes will impact the suitable production regions for cacao in West Africa. Using a jigsaw model, students collect into groups of 4, with a representative from each of the IPCC scenarios, and they compare the the impact of the 4 scenarios in specified cocoa production regions. At the end of the class they will be assigned to one of three regional areas for group work in Units 4-6.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

This unit is designed to allow students to quantitatively assess how much water is used for irrigating crops and how this varies across the United States. This unit also has students link water use to the economic value of the crops that are produced--spanning the scientific and economic disciplines. The concepts that students learn here will connect back to the Water Footprint concept that was introduced in Unit 2, as students consider the accuracy of water calculators.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

In the capstone, Unit 3, students are provided a real-world example of local community action to address the challenge of "healthy food access." The 2015 Leon County (Florida) Sustainable Communities Summit highlights the results of communities working together to promote environmental and food justice. By the end of Unit 3, instructors can deliver a call to action to empower students to be participatory citizens in their communities. The summative assessment will evaluate the students' ability to synthesize the module learning objectives and demonstrate the use of science practices.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

Students will identify their perceptions of erosion by examining images of mountain and agricultural landscapes and discussing which environment is more erosive. They will use geospatial figures to compare erosion rates associated with both natural and agricultural landscapes in the United States. Students will then consider how the presence of agriculture has reduced the areas of soil production, replacing them with regions of soil loss. They will reflect on the negative impact of agricultural erosion on soil sustainability.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

In this unit, students work in small groups to collect and record data about soils using various soil testing and classification methods at a series of stations. The methods they use are relevant to the societal issue of their choice that involves soil. Through this process of testing, data collection, and interpretation, they develop the baseline soil content knowledge and skills necessary to create their own Soils, Systems, and Society Kit.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)