SYNOPSIS: This lesson explores different transit systems around the world and unpacks the decision-making process behind transportation planning.

SCIENTIST NOTES: This lesson has students investigate what transportation planners do and the transportation systems of different countries. All external links are valid, and this lesson has passed our scientific review process.

POSITIVES:
-Students have the opportunity to collaborate and reason with each other.
-Students conduct research and present their findings orally.
-Students are exposed to global connections.
-Students activate creativity and imagination.

ADDITIONAL PREREQUISITES:
-This is lesson 3 of 6 in our 3rd-5th grade Green Transportation unit.
-Students should have prior knowledge of accessing information using the Internet.

DIFFERENTIATION:
-Teacher can modify the Investigate section through the following ways based on students' needs:
-Low Level: Teacher provides students with mostly visuals and/or audio recordings describing the different transportation systems and allows students to write keywords and share.
-On Level: Teacher provides students with a mix of visuals and brief sentences from articles describing the different transportation systems. Students can write 1-4 sentences to share.
-High Level: Teacher provides students with complete articles describing the different transit systems and allows students to highlight in the text. Students then write 5+ complete sentences prior to their sharing with the whole class.
-In the Inspire section, students have the option to work independently or in groups.
-If working in groups, students can choose the specific role that fits their personality the best.

These three laboratory activities build student knowledge of anthropogenic global climate change through use of the Columbia University-National Aeronautics Space Administration (NASA) Goddard Institute for Space Studies (GISS) Educational Global Climate Model (EdGCM). They are designed to build student proficiency with each of the major steps used in a climate modeling experiment. The goal is to build student climate modeling skills and knowledge of climate models to enable students to conduct their own climate change research using EdGCM.

Key Questions:
How do scientists research the impact of humans on the global climate?
How does global climate modeling differ from and rely upon the work of other physical scientists?
In what ways can the methods of climate science help us understand how our own lives impact the global environment?
What limitations does global climate modeling hold as a research tool for understanding and predicting anthropogenic global climate change?

SYNOPSIS: This lesson introduces students to air quality.

SCIENTIST NOTES: The lesson introduces to students to basic knowledge on air quality and how it is interpreted using the AQI. This lesson is void of any scientific misconceptions. Thus, it is recommended for classroom use.

POSITIVES:
-Journaling is great for students to reflect and explore how they feel about air pollution.
-Why Is Coco Orange? is a great book for students to build empathy for those with underlying health conditions.

ADDITIONAL PREREQUISITES:
-It may be best to split students who read the book and students who watch the read aloud video. Perhaps these two groups can use two separate spaces if possible.
-Students will use these journals throughout this entire unit. Students could create new journals or use journals that they use all year or for different subjects.
-"Air pollution" is kind of a catchall term, referring to things like ozone, particulate matter, and even greenhouse gases. This can be tricky for elementary students to sort out. The purpose of this lesson is for students to learn that breathing in the pollutant ozone is harmful to their health.

DIFFERENTIATION:
-You can have students complete the KWL chart in groups instead of a whole class. One student can act as the scribe while the group discusses.
-You can assign students to read the book or watch the read aloud video, depending on their strengths and weaknesses.
-You can provide sentence stems for weaker students when they are journaling. For example, if they select option #1 - written reflection - you can provide them with the following sentence stems:
-Today I learned that...
-I am thinking...
-I am feeling...

Short Description:
This book describes how Earth's climate is changing, how it has been changing in the recent geological past and how it may change in the future. It covers the physical sciences that build the foundations of our current understanding of global climate change such as radiation, Earth's energy balance, the greenhouse effect and the carbon cycle. Both natural and human causes for climate change are discussed. Impacts of climate change on natural and human systems are summarized. Ethical and economical aspects of human-caused climate change and solutions are presented. Data dashboard

Word Count: 52328

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Students are presented with examples of the types of problems that environmental engineers solve, specifically focusing on air and land quality issues. Air quality topics include air pollution sources, results of poor air quality including global warming, acid rain and air pollution, as well as ways to reduce air pollution. Land quality topics include the differences between renewable and non-renewable resources, the results of non-renewable resource misuse and ways to reduce land pollution. (Water quality is introduced in a later lesson in a separate presentation, as it is the focal point of this unit curriculum.)

Focusing primarily on the period since 1500, explores the influence of climate, topography, plants, animals, and microorganisms on human history and the reciprocal influence of people on the environment. Topics include the European encounter with the Americas, the impact of modern technology, and the historical roots of the current environmental crisis.

This course uses the basic principles of biology and earth science as a context for understanding environmental policies and resource management practices. Our planet is facing unprecedented environmental challenges, from oil spills to global climate change. In ENSC 1000, you will learn about the science behind these problems; preparing you to make an informed, invaluable contribution to Earth’s future. I hope that each of you is engaged by the material presented and participates fully in the search for, acquisition of, and sharing of information within our class.

A classroom discussion about global climate change designed for a general undergraduate classroom. Discussion is facilitated by a 10-15 minute brainstorming session or gallery walk.

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This session will expand the student´s knowledge about human health and quality of life in the context of global and local ecology. Examples will be provided on how environmental management and development influence human health. The session provide an overview of the disease burden attributable to the environment, and much of this burden is placed across different geographical regions of the world. Examples will be presented on the impacts of poor quality water, insufficient access to water, lack of appropriate sanitation and poor personal hygiene. Other examples of environmental health factors included relate to reduced forest cover, unsustainable agricultural production systems, climate change, and poor management of natural resources that significantly influence livelihood, food security and migration patterns.

SYNOPSIS: Students will learn about renewable and nonrenewable sources, ways they use energy in their everyday lives, and ways to conserve energy.

SCIENTIST NOTES: The lesson allows students to explore the differences between renewable and nonrenewable energy sources and to analyze U.S. energy data to broaden their understanding on carbon footprint from the energy sector. There are no scientific misconceptions in the lesson, and all materials are properly sourced. Thus, this lesson has passed our science credibility process.

POSITIVES:
-This lesson on renewable energy may lead to students' first exposure to climate change.
-There is a useful glossary at the end of the slideshow.

ADDITIONAL PREREQUISITES:
-This is lesson 1 of 6 in our 3rd-5th grade Renewable Energy unit.
-Students may have trouble differentiating between coal, natural gas, and petroleum. You can explain that they are all fossil fuels and take a long time to develop underground.
-Students may inquire about nuclear energy, which is not included in the sort. Nuclear energy is nonrenewable because it uses uranium, a finite resource.
-The term "natural gas" is used in this lesson instead of gas, methane, methane gas, fossil gas, or other names because "natural gas" is the most recognizable name for it. The term "gas" is incredibly confusing because it is one of the states of matter and refers to any number of gases. It also is shorthand for the liquid fuel called gasoline that is used in motor vehicles. If you're interested in learning about the problems associated with calling it "natural gas," check out this intriguing data from the Yale Program on Climate Change Communication.

DIFFERENTIATION:
-Before the lesson, you may want to review natural resources with the students, which is typically taught in K-2. Natural resources are anything in nature used by humans.
-You can group students of different abilities together when they are completing the energy sort.
-You can share the energy sort with your students on paper or in digital form.
-Students can complete the energy audit on paper or in digital form.

Introduction to Sociology 2e adheres to the scope and sequence of a typical, one-semester introductory sociology course. It offers comprehensive coverage of core concepts, foundational scholars, and emerging theories, which are supported by a wealth of engaging learning materials. The textbook presents detailed section reviews with rich questions, discussions that help students apply their knowledge, and features that draw learners into the discipline in meaningful ways. The second edition retains the book’s conceptual organization, aligning to most courses, and has been significantly updated to reflect the latest research and provide examples most relevant to today’s students. In order to help instructors transition to the revised version, the 2e changes are described within the preface.

Describe climate change and its importanceApply the concept of carrying capacity to environmental concernsUnderstand the challenges presented by pollution, garbage, e-waste, and toxic hazardsDiscuss real-world instances of environmental racism

This course explores perspectives in the policy process - agenda setting, problem definition, framing the terms of debate, formulation and analysis of options, implementation and evaluation of policy outcomes using frameworks including economics and markets, law, and business and management. Methods include cost/benefit analysis, probabilistic risk assessment, and system dynamics. Exercises include developing skills to work on the interface between technology and societal issues; simulation exercises; case studies; and group projects that illustrate issues involving multiple stakeholders with different value structures, high levels of uncertainty, multiple levels of complexity; and value trade-offs that are characteristic of engineering systems. Emphasis on negotiation, team building and group dynamics, and management of multiple actors and leadership.

Water is essential for life on earth and of crucial importance for society. Also within our climate water plays a major role. The natural cycle of ocean to atmosphere, by precipitation back to earth and by rivers and aquifers to the oceans has a decisive impact on regional and global climate patterns.

This course will cover six main topics:

Global water cycle. In this module you will learn to explain the different processes of the global water cycle.
Water systems. In this module you will learn to describe the flows of water and sand in different riverine, coastal and ocean systems.
Water and climate change. In this module you will learn to identify mechanisms of climate change and you will learn to explain the interplay of climate change, sea level, clouds, rainfall and future weather.
Interventions. In this module you will learn to explain why, when and which engineering interventions are needed in rivers, coast and urban environment.
Water resource management. In this module you will learn to explain why water for food and water for cities are the main challenges in water management and what the possibilities and limitations of reservoirs and groundwater are to improve water availability.
Challenges. In this module you will learn to explain the challenges in better understanding and adapting to the impact of climate change on water for the coming 50 years.

Benjamin Franklin is credited with saying, “Some people are weatherwise, but most are otherwise.” Ol’ Ben understood that weather can have a great effect on our everyday lives, and he knew the importance of having an understanding of what makes the atmosphere work (and not just knowing when it’s safe to fly a kite). In Meteo 3, we will examine all aspects of the weather. You’ll learn the fundamental processes that drive the atmosphere, along with some of the tools we use to measure those processes. You’ll also learn about large-scale weather systems, severe convection, tropical weather, and climate change. As a result, you’ll be a better consumer of weather information and forecasts. So… do you want to be weatherwise?

Short Description:
This course will inform participants about climate adaptation policy in Canada and BC. It will allow them to consider how climate policy from international to local levels informs their professional functions and day to day activities on the job.

Long Description:
This course will inform participants about climate adaptation policy in Canada and BC. It will allow them to consider how climate policy from international to local levels informs their professional functions and day to day activities on the job. It will cover, among other things, the basics of environmental policy, differences between climate mitigation and climate adaptation policy, overviews of key policy actors and tools, and policy gaps. It will also consider, in detail, examples of current policy-driven climate adaptation measures in specific areas from engineering to agriculture to hydrology and beyond.

The course format involves short video lectures, interviews with national to local experts, discussions and activities, resources and readings to respond to, and a final capstone activity.

This course is part of the Adaptation Learning Network led by the Resilience by Design Lab at Royal Roads University. The project is supported by the Climate Action Secretariat of the BC Ministry of Environment & Climate Change Strategy and Natural Resources Canada through its Building Regional Adaptation Capacity and Expertise (BRACE) program. The BRACE program works with Canadian provinces to support training activities that help build skills and expertise on climate adaptation and resilience.

Word Count: 5759

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In this writing assingment, students research and analyze the Dust Bowl. Students analyze data, analyze and integrate different sources of information, and present a well developed written argument.

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This video features changes in the land, sea, and animals that are being observed by the residents of Sachs Harbour, Northwest Territories, Canada â many of whom hunt, trap, and fishâbecause of their long-standing and intimate connection with their ecosystem. Scientists interview the residents and record their observations in order to deepen our understanding of climate change in the polar region. Background essay and discussion questions are included.

This lesson aims to teach students about invasive species, native species, and non-native species. The lesson also covers the potential damages that an invasive species can cause to an ecosystem.