The module is attached as a Canvas export package.This module, authored by a synergy of teams across University of Technology Sydney, helps you to situate sustainability in your discipline.For any feedback or questions, please contact: christina.brauer-1@uts.edu.au, jennifer.wallace@uts.edu.au. Please note, Christina Brauer and Jenny Wallace uploaded this resource, but it was authored by a team of academics, curriculum and learning designers, digital content officers and sustainability experts at UTS.It is an introduction to sustainability concepts, and includes videos, readings, quizzes, polls and a reflection. It is useful to anyone who is interested in discovering and raising awareness around sustainability and the Sustainable Development Goals.Cover image attribution: DSC_0016 by Colleen Morgan is licensed under CC BY 2.0.

This course examines alternative conceptions and theoretical underpinnings of sustainable development. It focuses on the sustainability problems of industrial countries, and of developing states and economies in transition. It also explores the sociology of knowledge regarding sustainability, the economic and technological dimensions, and institutional imperatives, along with implications for political constitution of economic performance.
17.181 fulfills the undergraduate public policy requirement in the Political Science major and minor. Graduate students are expected to explore the subject in greater depth through reading and individual research.

This course explores the importance of public transportation to social and economic recovery from the COVID-19 pandemic and seeks to identify approaches to restoring transit ridership, with a focus on Metro Boston. We will attempt to (1) understand whether and how the COVID-19 pandemic can advance sustainable mobility, and specifically the role(s) of public transportation in the COVID-19 recovery process, and (2) identify policies and/or interventions that may encourage pre-COVID transit riders to return to transit and attract net new transit ridership.

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.

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SYNOPSIS: In this lesson, students engage in critical media literacy, investigate the impacts of petroleum extraction, and create media to promote sustainable alternatives to petroleum-based products.

SCIENTIST NOTES: The effects of petroleum exploration on the environment and human health are covered in this lesson for the pupils. Petroleum drilling is typically done on Native territories, in low-income areas, and in Black neighborhoods. Since unsustainable oil extraction will endanger lives and communities, the course is aimed to give students the tools they need to develop media and advocacy messages that would encourage systemic change. This lesson passed our science review process after all the materials were fact-checked.

POSITIVES:
-Students engage and interact with multimedia and develop critical media literacy skills.
-Students participate in hands-on learning to aid in understanding and participation.
-Students participate in group discussions to share diverse ideas and perspectives.
-Students have agency and choice over their culminating project and next steps to display their work further.

ADDITIONAL PREREQUISITES:
-This lesson is designed to be taught as a multi-day lesson in five parts. The Multi-Day Schedule Visual provides appropriate stopping points.
-Students should have some background knowledge about petroleum and should know that it is a broad category that includes both crude oil and petroleum products.

DIFFERENTIATION:
-The culminating project can be completed independently, in pairs, or in small groups. Teachers may choose to allow students to work individually based on students' preferences and needs.
-Worksheets may be completed individually, in mixed-ability groups, or as a whole group led by the teacher.
-Videos may be paused and discussed in short segments.

From changes in traditional foods to concerns of displacement from rising seas, this coastal community in the Pacific Northwest is assessing potential impacts to make decisions for their future.

This unit is designed to help 4th grade students foster an understanding of the effects climate change in Connecticut. Students will learn about specific species native to Connecticut, that depend on salt marshes, that are experiencing heavier precipitation and loss of habitat due to the changing climate. The unit focuses on these main questions: How is climate change and the greenhouse effect related? What is happening to the animals on our coastline? Why is there so much flooding occurring in my neighborhood? Students will explore and research species in Connecticut who’s survival has been negatively impacted by climate change, specifically the rise in sea level.

This video presents a brief introduction to an alternative energy source - ocean thermal temperature conversion (OTEC).

This regular column, called Take Action, in the magazine Beyond Weather and the Water Cycle suggests actions K-5 teachers can take to incorporate the guiding principle for informed climate decisions in the classroom. The principle, which appears in the document Climate Literacy, states that humans can take actions to reduce climate change and its impacts.

The Take Action column in the free, online magazine Beyond Weather and the Water Cycle suggests actions young people (K-grade 5) can take to reduce the impacts of climate change. The magazine examines the recognized essential principles of climate literacy and the climate sciences as well as the guiding principle for informed climate decisions.

The Take Action column provides resources that help teachers engage students in activities that connect their science learning to their lives. In this article, students are introduced to household appliances and devices, called energy vampires, that continue to draw electrical current even when turned off. The article offers a few simple activities that students can take to reduce the impact of energy vampires. The Take Action column regularly appears in the free, online magazine Beyond Weather and the Water Cycle, which focuses on the essential principles of climate literacy.

This music video features a rap song about some of the causes and effects of climate change with the goal of increasing awareness of climate change and how it will impact nature and humans.

SYNOPSIS: This lesson introduces students to the relationship between health and climate change through play and movement.

SCIENTIST NOTES: This lesson allows students to learn about the importance of trees in addressing climate change and improving air quality. Students get to play an interactive game to understand why we should conserve and restore the forests. The lesson has no scientific misconceptions, and all materials are well-sourced. This is recommended for teaching.

POSITIVES:
-This lesson can be adapted to all environments and spaces.
-Students will understand the importance of trees.

ADDITIONAL PREREQUISITES:
-Teachers should be familiar with the basics of climate change and the carbon cycle.
-Teachers should become familiar with the Take It to the Forest Game and set up the game before students arrive to class.
-Make sure to steer students away from possible misconceptions. Some students may think that:
-Fewer trees is a good thing so there is more carbon dioxide for humans to breathe.
-Breathing is bad because humans are creating more carbon dioxide.

DIFFERENTIATION:
-The game is designed to have independent work happening within a group and whole class setting. As such, modifications for students with needs are inherently built into the game, as each student is performing what they need to be successful.
-The game can be modified for classrooms and gyms that have limited space by adjusting the exercise activities and reducing the size of the circle pattern the students travel through.
-Safety issues about spatial awareness and proper exercising techniques should be reviewed before starting the game.
-Reminders for students to "honor the game" might be necessary.
-Students with mobility limitations can go at their own pace and work with a partner if needed. Depending on the situation, the partner can assist or take directions from the student.

Students use spreadsheets to analyze the reasons why New Orleans has subsided in the past 250 years.

This resource is a collection of climate change-related graphs for teachers to use in their classrooms, with links to the source articles and an explanation of how to guide students through reflecting on and learning from the graphs.

Climate change as a social issue challenged the disciplinary and methodological traditions of research. Moreover, climate change becomes more problematic as schools must be able to engage learners in learning situations that are challenging and rooted in geographical pedagogical traditions. Though it is present in the curriculum, the present study systematically reviews the teaching of climate change from selected literature from 2019 to 2021. The objective of this study is to investigate approaches and strategies in the teaching and learning of climate change as well as its integration across different learning areas in the basic education curriculum within a global continuum and the conception and operationalization of climate change education. Of the accessed meaningful related literature, the researchers selected one hundred fifty (150) pieces of literature further trimmed down to fifty-seven (57) and then to nineteen (19) from the year 2019 to 2021. The selection of literature is based on the following criteria set by the researcher: educational approach and implication, the methodology employed, and perspectives about climate change. Much of the present literature stressed science as a potent subject for discussing climate change, but others were covered as well, including climate education, arts, primary and middle school, after-school activities, and professional development. A systematic study of climate change, a model, computer games, classroom instructions, and learning capacities were all aims of the review. Teaching and learning approaches and strategies were identified. Methodology, perspectives, inferences, and recommendations were thematically discussed.

In this activity, students critically evaluate the arguments about climate change raised in a climate contrarian newspaper op-ed. This exercise is intended to strengthen student critical thinking and content knowledge at the end of unit on the climate system.

The goal of this module, developed at Gustavus Adolphus College for the InTeGrate project, is to introduce college students to the general concepts of scientific theory versus facts, scientific certainty and the role experts particularly in the context of climate change. The module also focuses on a recent paper discussing climate departure, and its impact on human society and biodiversity.

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Teal is a visualization tool that enables users to explore climate variables (air temperature, wind speed, precipitation, and solar radiation) and carbon emissions for the past 40+ years, from 1950 to near real time. A global map shows climate data by country and sub-country.

This interactive visualization provides information in text, graphic, and video format about renewable energy technologies. Resource in the Student's Guide to Global Climate Change, part of EPA Climate Change Division.