SYNOPSIS: In this lesson, students learn about habitats and how plants, prey, and predators interact based on their needs. Students see how factors like warming temperatures and human interactions can alter habitats and affect wildlife.

SCIENTIST NOTES: This lesson clearly demonstrates the interrelationships existing in an ecosystem. It allows students to identify species and analyze what they need to survive in a given habitat accounting for the impact of human-caused climate change on biodiversity. The games, activities, and all materials featured in the lesson have been reviewed and are suitable to improve students' understanding on the topic. On that account, this lesson has passed our science credibility process and is recommended for teaching.

POSITIVES:
-This lesson illustrates the interactions of living things in a habitat through student interactions.
-This lesson features kinesthetic learning to activate interest in the topic.
-In this lesson, students get the chance to receive feedback from peers, reflect on their work, and make changes to their work based on feedback and personal reflection.
-This lesson features speaking and writing practice using academic language.

ADDITIONAL PREREQUISITES:
-This lesson is 1 in 3 in our Number Sense & Biodiversity unit.
-A large area is needed for the game. If the classroom is used, you may want to move desks to one side of the room.

DIFFERENTIATION:
-During the Inquire section, students could be given a list of animal names or pictures to check off as they appear in the video.
-Species cards include pictures of animals for students who have more difficulty reading.
-Cause and effect language frames are differentiated.
-Teacher may wish to play a "fishbowl" version of the game and have students watch a few students play to see the interactions.

"In Search of GLOBE Data" contains two self-paced projects on using the graphing and mapping tools available on the GLOBE Web site (www.globe.gov (more info) ). These sequential how-to guides on searching for schools with usable data include questions inquiring into what the user sees or thinks about the data presented. These questions are intended to stimulate the thinking process. An answer sheet has been provided to assist the facilitator of this activity. These student worksheets are followed by an advanced search for GLOBE data. This is a step-by-step, or click-by-click, how-to guide to help expand the list of tools when searching for GLOBE data. An Advanced Search is also included; however there are no questions associated with this part of the activity. If the user proceeds directly from the Student Worksheets they may be able to construct their own questions when visualizing the data using these advanced tools.

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For the first time in history, the number of world citizens without access to electricity services has dropped below one billion, but still more than 2.8 billion people lack access to clean and affordable cooking fuels. Access to clean, affordable and reliable energy services for all world citizens is a precondition for the achievement of many other Sustainable Development Goals, such as health and economic development.

The provision of sustainable energy services for all is not just a technological challenge or one confined to developing countries. Industrial and post-industrial societies also need to address issues of energy poverty and energy injustice.

Rather than tackling the technological dimension of the formidable challenge to provide an inclusive energy system with renewable and climate-neutral energy resources, this course will focus on its social and institutional dimension. Introduction to the principle of the 4 As of energy services – Accessibility, Availability, Affordability, and Acceptability (environmental and social) will enrich your perspective as an engineering professional. Balancing these four critical and interdependent criteria is a recurrent challenge for individuals and society as a whole, as the characterization of the four As evolves with economic development and changing societal preferences.

You will learn how the rules of the game as defined in laws, regulation and market designs impact the balance between the 4As. Using a wider socio-technical systems perspective you will discover new solutions for the inclusive provision of energy services beyond the purely technological solutions.

After this course you can engage in a richer, more informed debate about how to achieve an inclusive energy system. You will be able to translate this knowledge into strategies to serve society’s future energy needs. The cases presented from developed and developing countries will help you to develop and test your analytical skills. Interviews with industry leaders shaping the energy system will challenge you to reflect on the position these leaders take and the interests they serve.

Lastly, you will put yourself to the test by demonstrating your newly acquired knowledge and skills as a strategic policy advisor, in writing guidelines for a strategic action plan for the energy system and institutional context which are relevant for you, in your company, your city or your country.

Facing sea level rise, increasing numbers of wildfires, and encroachment of invasive species, managers of a national forest chose to integrate climate change into their new plan.

This module includes 10 topics related to finding, evaluating, and presenting scientific information related to climate change or other interdisciplinary topics.

The ultimate goal is for students to prepare a paper and present it to their colleagues as though they were giving it at typical professional meeting such as American Geophysical Union, Geological Society of America, or American Quaternary Association. However, the technical level of the talk should be at a level that the class will understand and enjoy.

The topic should demonstrate scientific method rather than being merely descriptive or primarily applied science/technology. Students should use current literature. The presentation will be more interesting if the subject is somewhat controversial. The final product should demonstrate that the student understands and has gained the skills presented in all 10 topics.

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This video is one of a seven, Climate Change: Lines of Evidence series, produced by the the National Research Council. It outlines and explains what evidence currently exists in support of humans playing a role in contributing to the rise in atmospheric carbon dioxide levels.

Students make simple stress calculations to determine whether deglaciation at the end of the Pleistocene may have been responsible for a short but dramatic increase in rates of volcanism on Reykjanes in Iceland as a result of depressurization of the underlying mantle.

(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.)

A federal study assessed vulnerabilities of transportation infrastructure to extreme events in Mobile, Alabama. The effort also resulted in tools and approaches that other transportation departments can use to assess and address their own vulnerabilities.

In this activity, students explore the way that human activities have changed the way that carbon is distributed in Earth's atmosphere, lithosphere, biosphere and hydrosphere.

SYNOPSIS: This lesson connects Indigenous communities with the natural environment.

SCIENTIST NOTES: The lesson explores the relationship between man and nature and how culture influences ecosystem services. It gives a foundation for young people to be change agents in their generation. This lesson has passed our credibility process and is recommended for the classroom.

POSITIVES:
-This lesson connects government policy to Indigenous activism.
-Heterogeneous small groups allow for supported learning.
-Excellent social studies and ELA integration.

ADDITIONAL PREREQUISITES:
-This is lesson 3 of 6 in our 3rd-5th grade Green Spaces unit.
-If you choose to have the students walking around and writing on posters in the Inspire section, you must have the posters up and ready before the lesson. Students could also write their thoughts on a chalkboard or whiteboard.
-Prior knowledge of Indigenous Peoples and their resistance to colonialism is helpful.

DIFFERENTIATION:
-Newsela offers different reading levels and read alouds for students of varying abilities.
-Grouping students by ability may be helpful in the Investigate section if students are reading aloud to each other.

Short Description:
Crafted on behalf of RbD by: Janis Brooks, Erynne Gilpin, Beth Cougler Blom, Robin Cox, Krista Lambert, & Brigit Forssman. Artwork by Nikki LaRock.

Long Description:
This course invites learners into deeper thinking, reflection and content pertaining to Indigenous perspectives in climate adaptation and mitigation.

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: 32822

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

This is a group of assignments developed for GEO 100: Introduction to Geography at Anne Arundel Community College in Arnold, MD. There are three activities that work together to help students assess the connections between ecological destruction and modern forms of slavery in the context of thier own everyday lives. Although not addressed in the materials, it should be noted that individual choices only go so far, and that the discourse of "consumer choice" can oftentimes serve as a distraction from the broader structural reforms necessary to fully and effectively address climate change.The attached Word document provides instructor background, assignment information and tasks that can be pasted into an LMS, assessment guidelines for crafting rubirics, two links to assignment worksheets, and one link to a final project PowerPoint template.

In today’s world, the most debated environmental issues are climate change, pollution, deforestation, acid rain, ozone layer depletion, waste management and genetically modified organisms (GMO’s). However, there is an issue that most people don’t even think about and yet has important effects on human health: the quality of indoor air. A poor indoor air quality (IAQ) has been found responsible for the death of 4.3 million people in 2012, according to the World Health Organization (WHO).

The purpose of this unit is to provide the middle and high school Science teachers with an overview of the main sources of indoor air pollution (breathing and carbon dioxide emissions in highly occupied classrooms, tobacco smoking, use of electronic cigarettes and emissions of organic compounds resulted from the use of cleaning agents, building materials). Students will explore and study the indoor air compounds that are harmful for human health, identify the sources of indoor air pollution and learn what they can do to reduce that pollution inside classrooms and homes. Teachers will use the concepts of indoor air pollution to expose students to organic and inorganic chemistry and introduce students to the basic nomenclature of organic compounds.

Students will also study and model the concentration of indoor pollutants and find out how much a classroom must be ventilated in order to keep the concentrations of some pollutants (for example carbon dioxide) at a low level.

The unit is intended to be taught in high school Chemistry, Physical and Environmental Science classes, but it can be used also by middle school 7th and 8th grade Science teachers to introduce students to concepts related to indoor air pollution.

The unit will last approximately two weeks.

As fossil-based fuels and raw materials contribute to climate change, the use of renewable materials and energy as an alternative is increasingly important and common. This transition is not a luxury, but rather a necessity. We can use the unique properties of microorganisms to convert organic waste streams into biomaterials, chemicals and biofuels.

This course provides the insights and tools for the design of biotechnology processes in a sustainable way. Five experienced course leaders will teach you the basics of industrial biotechnology and how to apply these to the design of fermentation processes for the production of fuels, chemicals and foodstuffs.

Throughout this course, you will be challenged to design your own biotechnological process and evaluate its performance and sustainability. This undergraduate course includes guest lectures from industry as well as from the University of Campinas in Brazil, with over 40 years of experience in bio-ethanol production. The course is a joint initiative of TU Delft, the international BE-Basic consortium and University of Campinas.

The reading strategy known as inferring is also one of the six basic process skills in science. How to apply the strategy in teaching K-5 reading and science is explained in this article from the free, online magazine Beyond Weather and the Water Cycle. The magazine is designed to prepare elementary teachers to teach climate science concepts while integrating inquiry-based science and literacy instruction.

The current climate in university campuses is rather heterogeneous as a result of students’ diversity. This is an important issue that appeals to the teachers and students to find appropriate ways to create friendly relationships and atmosphere in the classrooms.

In this video segment adapted from NASA, astronomer Michelle Thaller introduces the world of infrared light and demonstrates how infrared cameras allow us to see more than what the naked eye can perceive.

This seminar examines efforts in developing and advanced nations and regions to create, finance, and regulate infrastructure and energy technologies from a variety of methodological and disciplinary perspectives. It is conducted with intensive in-class discussions and debates.

The Sahel zone is highly affected by climate change. Low rainfall and rising temperatures lead to drought and desertification of wide parts of the Sahel zone and subsequently to famine and poverty. To combat desertification and the concomitant loss of livability, the African Union initiated the Great Green Wall project - a program that enables local communities to sustainably improve livability, ensures food security and fuels economic growth. These massive efforts are made by conserving nature: sustainable land management is established, areas are reforested and diversity is significantly increased. The Poster illustrates, how community-lead, near-natural action can contribute to increase livability and economic growth by preserving ecosystems.

This activity relates water temperature to fishery health within inland freshwater watersheds as a way to explore how environmental factors of an ecosystem affect the organisms that use those ecosystems as important habitat.