Students will discuss the environment and their favorite ways to get around and things to do outside. Students will also be able to compare and contrast between transportation options in both their hometown and Spanish speaking countries. Students will be able to express their opinion regarding the environment and transportation and back up their argument using Spanish.

This landscape and environmental planning workshop investigates and propose a framework for the enhancement, development and preservation of the natural and cultural landscape of the Cardener River Corridor in Catalunya, Spain. The workshop is carried out in conjunction with the Polytechnic University of Catalunya, and the Barcelona Provincial Council (Diputació de Barcelona).

This profile provides maps, charts, and tables pertaining to state capacity and generation of renewable electricity. Tables include data for total net summer capacity and total net generation with rankings for each category. Users can view this data alphabetically by state, by capacity, or by generation. An interactive map allows users to navigate to specific state profiles and view the top 10 renewable capacity states simultaneously.

Contact between Native and non-native people forever changed the landscape of North America. European exploration drove many changes to the Northwest, including trade, exploration.This is the teacher guide companion to The State We're In: Washington (Grade 3-5 Edition) Chapter 2. The resource is designed to engage students with a launch activity, focused notes, and a focused inquiry.

Tribal governments are quite different from state or local governments, because tribes are “nations within a nation.” This is the teacher guide companion to The State We're In: Washington (Grade 3-5 Edition) Chapter 8. The resource is designed to engage students with a launch activity, focused notes, and a focused inquiry.

Objectives of this mini unit:For students to explore the "universal call to action" laid out in the Sustainable Development Goals (SDGs) and consider how they may respond to that call;Build background knowledge about specific issues impacting the Arctic including: indigenous rights, indigenous health, biodiversity, tourism and marine pollution; Build background knowledge about specific issues impacting their local communtiy (using Michigan as a case-study) including: hunger, homelessness, poverty, youth violence and the environment;Create an action plan to address needs within their local communities driven by their unique passions, interests and skills;Consider the importance of impact vs intention when engaging with community action projects

An amazing musical and educational adventure podcast for the whole family! Original songs and stories by Julie Frost and Mike Dombrow.

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.

Introduce your students to the health benefits of sweet potatoes with Charleston County School District Nutrition Services, the Green Heart Project, and The Bee Cause Project with this flier and worksheet.

Why do bees swarm? Do bees really dance? What is a pollen basket? Educators will have theirhives buzzing with excitement about these interactive learning experiences from The Sweet VirginiaFoundation. These five lessons offer students an opportunity to explore the wonder of the honey beefrom any classroom! With games, activities, readings, and extensions, these lessons are an excellentresource for any educator who is passionate about pollinator education. Dive right into these amazinglessons and let the learning begin! This Educator's Guide provides video links and book suggestions to boost your lesson planning for face-to-face and distance learning! 

This course examines quantitative techniques for life cycle analysis of the impacts of materials extraction, processing use, and recycling; and economic analysis of materials processing, products, and markets. Student teams undertake a major case study using the latest methods of analysis and computer-based models of materials process.

This course considers how the visual and material world of “nature” has been reshaped by industrial practices, ideologies, and institutions, particularly in nineteenth- and twentieth-century America. Topics include land-use patterns; the changing shape of cities and farms; the redesign of water systems; the construction of roads, dams, bridges, irrigation systems; the creation of national parks; ideas about wilderness; and the role of nature in an industrial world. From small farms to suburbia, Walden Pond to Yosemite, we will ask how technological and natural forces have interacted, and whether there is a place for nature in a technological world.
Acknowledgement
This class is based on one originally designed and taught by Prof. Deborah Fitzgerald. Her Fall 2004 version can be viewed by following the link under Archived Courses on the right side of this page.

This course will consider the ways in which technology, broadly defined, has contributed to the building of American society from colonial times to the present. This course has three primary goals: to train students to ask critical questions of both technology and the broader American culture of which it is a part; to provide an historical perspective with which to frame and address such questions; and to encourage students to be neither blind critics of new technologies, nor blind advocates for technologies in general, but thoughtful and educated participants in the democratic process.

Students will practice speculating about the past and present in regards to events that have happened. They will also discuss the environment and technology. Students will learn how to describe technology in the future.

Twentieth and twenty-first century architecture is defined by its rhetorical subservience to something called “technology.” Architecture relates to technology in multiple forms, as the organizational basis of society, as production system, as formal inspiration, as mode of temporization, as communicational vehicle, and so on. Managerial or “systems-based” paradigms for societal, industrial and governmental organization have routinely percolated into architecture’s considerations, at its various scales from the urban to the domestic, of the relationships of parts to wholes.

Los estudiantes aprenderán sobre el medio ambiente, las cosas que pueden dañarlo y la justicia ambiental.

This unique book is a love letter written as a poem from the author, Shabazz Larkin, to his two sons. This artist, author, and activist is learning to overcome his fear of our most amazing pollinators --bees! With careful research and experiences with his sons, Larkin is learning to be fearless and wants to teach kids to be brave when facing their fears.Lexile Level: Not availableGuided Reading Level: Not availableGenre: FictionPre-Reading

Ranks all 50 states in total energy production. Includes links to tables which rank production of crude oil, natural gas, coal, and electricity; crude oil emissions; total energy consumption; and energy prices.

These learning activities are designed to be used in a large introductory chemistry course, each as part of a larger module of learning activities that include a prior reading of a short background information document. By working in small groups to discuss the presented information and question prompts, students will apply concepts seen in earlier coursework to explore a topic of societal or environmental relevance. No new conceptual information is delivered in these activities; rather they provide an opportunity to show students how the chemistry concepts they have developed support a detailed scientific understanding of a significant issue.Instructional resources for each activity  include 1) background information (.docx and .pdf) 2) the learning activity (.docx and .pdf) 3) the learning objects (.docx and .pdf) and 4) the slide deck (.pptx).These activities include exploration of:Methyl Transferase EnzymesNitrogen CycleOzone and Chlorofluorocarbons Mechanism of Penicillin Interior Salish Pit Cooking

“Designing a dream city is easy. Rebuilding a living one takes imagination.”    -Jane Jacobs
This course examines the challenges that cities will face and strategies they can use to prepare for the impacts of climate change. Particular attention will be paid to the presence of global disparities, the needs of vulnerable populations and resource constrained locales, and the ways in which local government and community-based activities can achieve equitable levels of climate-readiness.