Throughout this lesson, students will learn about sustainability in the textile industry by researching fast fashion. While completing the workbook, students begin with learning what the fast fashion industry is. Next, they learn about the negative impacts of fast fashion. Students will explore the environmental impact of fast fashion. Finally, students will learn about what they can do to consume textiles in a sustainable manner. All throughout the activity, students are reflecting on their learning by answering questions over the content and their responses to it.  This lesson on fast fashion is a student-directed workbook - perfect for a day with a substitute teacher. This lesson is designed to take one, 50-minute class period.

In this activiy when property rights are absent participants have financial incentive to take what they can get immediatly as opposed to waiting until the resource is more valuable. Adding strong property rights provides the proper finanacial incentives for students to wait to extract the resource when it is most valuable.

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This online lesson provides perspectives from Native American community members, images, objects, and other sources to help students and teachers understand the efforts of Native Nations of the Pacific Northwest to protect and sustain salmon, water, and homelands. Scroll to begin an exploration of the Pacific Northwest history and cultures.

In September 2022, students from Centennial College’s Community Development Work Program did a deep dive into the topic of waste. Students from the Sustainable Community Development class dug into these topics and produced a book exploring six different dimensions of waste: fashion, plastics in the ocean, e-waste, food waste, sewage, and medical waste. Small groups of students worked on each topic and came back together to teach each other about what they were learning. The class was made up of students from around the world, and so they researched the topic of waste in Canada, but also drew on their experiences to research the topics globally in countries like the Philippines, India, and China. Students also highlighted one article per topic that brought new perspectives to their research.

Each chapter illuminates both the problems that exist, and also the sustainable and innovative solutions that are being found. In the spirit of collaboration, these chapters were edited and published by students in the Centennial College Publishing Program and the Open Educational Resources (OER) Lab.

The studio will focus on the district of Gaoming, located in the northwest of the Pearl River Delta (PRD) - the fastest growing and most productive region of China. The District has recently completed a planning effort in which several design institutes and a Hong Kong planning firm prepared ideas for a new central area near the river. The class will complement these efforts by focusing on planning and design options on the waterfront of the proposed new district and ways of integrating water/hydrological factors into all aspects and land uses of a modern city (residential, commercial, industrial) - including watershed and natural ecosystem protection, economic and recreational activities, transportation, and tourism.

What factors lead to a natural disaster? What causes a famine? Why do cities flood? According to a recent article in The Atlantic, Houston's flooding during the 2017 Hurricane Harvey was primarily caused by impervious pavement which prevents the absorption of water into the land. This example illustrates how nature and society are interlinked, which is the main focus of Geography 30, Penn State's introductory course to nature-society geography. In addition to examining the linkages between human development and natural hazards, this course will also explore human society's connection to food systems, climate change, urbanization and biodiversity. The course will also cover topics of ethics and decision making in order to help students evaluate the tradeoffs of these interconnections.
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This class is designed to expose you to the cycles of disasters, the roots of emergency planning in the U.S., how to understand and map vulnerabilities, and expose you to the disaster planning in different contexts, including in developing countries.

This module introduces students to the basic science of climate change, as well as the concepts of vulnerability and adaptation in the context of climate change in different regions of the world.

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Designed for GNG alumni, this is an environmental awareness curriculum for multicultural groups that focuses on cultural exchange, our individual impact on the earth, sustainability, and environmental action. It consists of 4 interactive videoconferences, each with a short preparation activity and a discussion guide.

The ocean's resources are slowly being depleted. This curriculum examines the issue of overfishing and its impact on both the environment and human life. In developing sustainable solutions, the students address the driving question: "How can we as youth, sustain the future of the world's ocean through our actions today?"

How can we, as youth, build a sustainable future while meeting the energy needs of today? The Path to Sustainable Energy (PaSE) curriculum explores sustainable energy as students investigate place-based energy resource and consumption issues, gather resources, and build leadership skills to identify and take action on shared challenges and impacts of energy usage.

Runoff in urban areas is an increasingly important issue when it comes to water quality. It is a major hydrologic issue in New York City, as urban infrastructure creates excess runoff and impervious surfaces decrease the infiltration rate of land surfaces. This excess runoff, which often times carries with it pollutants and contaminants, has proven to create water quality issues. It has become ever more critical to try to mitigate the influx of runoff into our waterways. Urbanization increases runoff, and in NYC 64% of the area is impervious.
In this module students will explore green roofs as a potential solution to the environmental impacts of increased precipitation brought on by climate change. They will evaluate data collected from studies on 15 green roofs from different areas of the US and other countries, as well as historical precipitation data from Central Park in NY to illustrate how precipitation patterns are changing and if we need to use green infrastructure, such as green roofs, to combat the symptoms of climate change. Students will also use Model My Watershed , a watershed-modeling web app, to analyze real land use data, model storm-water runoff and water-quality impacts using professional-grade models, and compare how different conservation or development scenarios could modify runoff and water quality.

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This course introduces students to basic rain garden design, water cistern development, and bioretention principles. Students will also explore the uses of landform, plants, and structure to shape space. Classes will include slide-illustrated lectures, class discussions, and project critiques. Through a combination of short practicum that includes rain garden design for residential, commercial, and government locations, students will be able to analyze and create a design that applies modern theories to questions of spatial organization, order, and selection of building materials. Students will translate research and case studies by applying building, drawing, and design critiques specific for the site design and present their findings to the community.

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This green museum activity has students analyze the environmentally related nature of everyday items and publicly exhibit their findings.

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Students work in pairs to survey seafood items sold in local grocery stores or fish markets, recording whether items are farm-raised or wild caught, fresh, frozen or preserved, as well as country of origin. Students use the Seafood Watch website to research the status of each seafood item (e.g., best choice, good choice or avoid). Class data is compiled in an online or Excel spreadsheet. Students use class data to create bar graphs and pie charts of the data for the different categories. Students turn in individual analyses and answer questions based on class results.

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Teaching sustainability through Habitat for Humanity.

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Home energy audit/retrofits allow students to apply thermodynamic principles to planning and executing a retrofit to make an existing home more energy efficient.

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Calculation of a carbon footprint resulting from common breakfast choices illustrates the importance of contextualization.

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Students utilize ice core data to develop a simple climate model, test it and then analyze, through reading IPCC materials, what other variables might need to be included in a model that more accurately predicts climate response to forcings. They are then asked to reflect on the use of models in scientific inquiry and on climate skeptics view of climate 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.)

This problem based learning (PBL) activity allows students to become educated on how excess waste can harm the environment. This activity then has the students form a plan on how their school can limit trash output in their cafeteria, and then sending a letter to their principle describing their plan.