We will:Create a model (s)Demonstrate principles ( prevention, precautionary, polluter-pays, intergration, etc )Be apart of simulations ( http://www.edinformatics.com/il/il_earth.htm )Watch Videos/Listen to Audio (https://www.eh-resources.org/podcast/ )Create Mindmaps to help organize & remember information (https://coggle.it)Environmental JusticeWords To Know environment: everything in natureliving or nonliving-including plants, animals, rocks, and water.environmentalist: someone who works to preserve the environment.

This zine is comprised of four main sections: (1) a history of natural resource inequalities in NYC and the goals of environmental justice; (2) the importance of effective waste management with ways to reduce waste in your community; (3) a breakdown of legislative influence and how to get involved in local politics to further environmental justice; and (4) a collection of environmental groups and resources across NYC. An online version of this resource exists at ourcityplanetfuture.wordpress.com. That site also has a link to a printable version of the zine.

This activity is designed to get non-environmental majors to qualitatively examine their own community for evidence of environmental injustice. Using a mix of evidence from online sources (U.S. Census, EnviroMapper, Toxic Release Inventory, Office of the Superintendent of Public Instruction, etc.) and field observations, student groups describe the population and pollution sources found within an assigned elementary school district in Tacoma.

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Overview;Apply technological and writing skills to create a brochure on ways to preserve and protect Belize’s Natural Environment.Creatively develop a brochure in English listing steps a family can implement to reduce pollution in living environment (Democracia and Mahogany Heights) area. 

Sentence Overview;Apply technological and writing skills to create a brochure on ways to preserve and protect Belize’s Natural Environment.Creatively develop a brochure in English listing steps a family can implement to reduce pollution in living environment (Democracia and Mahogany Heights) area. 

This course explores the proper role of government in the regulation of the environment. It will help students develop the tools to estimate the costs and benefits of environmental regulations. These tools will be used to evaluate a series of current policy questions, including: Should air and water pollution regulations be tightened or loosened? What are the costs of climate change in the U.S. and abroad? Is there a "Race to the Bottom" in environmental regulation? What is "sustainable development"? How do environmental problems differ in developing countries? Are we running out of oil and other natural resources? Should we be more energy efficient? To gain real world experience, the course is scheduled to include a visit to the MIT cogeneration plant. We will also do an in-class simulation of an air pollution emissions market.

This course explores the proper role of government in the regulation of the environment. It will help students develop the tools to estimate the costs and benefits of environmental regulations. These tools will be used to evaluate a series of current policy questions, including: Should air and water pollution regulations be tightened or loosened? What are the costs of climate change in the U.S. and abroad? Is there a "Race to the Bottomâ€ in environmental regulation? What is "sustainable developmentâ€? How do environmental problems differ in developing countries? Are we running out of oil and other natural resources? Should we be more energy efficient? To gain real world experience, the course is scheduled to include a visit to the MIT cogeneration plant. We will also do an in-class simulation of an air pollution emissions market.

Can law change human behavior to be less environmentally damaging? Law will be examined through case histories including: environmental effects of national security, pesticides, air pollution, consumer products, plastics, parks and protected area management, land use, urban growth and sprawl, public/private transit, drinking water standards, food safety, and hazardous site restoration. In each case we will review the structure of law and evaluate its strengths and weaknesses.

This collection uses primary sources to environmental preservation in the Progressive Era. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

Short Description:
The second volume of the Environmental ScienceBites book was authored by 30 unique undergraduate students enrolled in the course Introduction to Environmental Science at The Ohio State University. The book highlights both articles and posters describing critical environmental issues important to the first-time authors.

Long Description:
The second volume of the Environmental ScienceBites book was authored by 30 unique undergraduate students enrolled in the course Introduction to Environmental Science at The Ohio State University. Chapters explore 1) invasive species, 2) human-wildlife conflict, 3) pollution, 4) climate change, and 5) sustainability. The second volume highlights both articles and posters describing critical environmental issues important to the first-time authors. We hope that the text channels the students’ enthusiasm for solving environmental challenges and is an inspiration for resource conservation and sustainable solutions.

Word Count: 50605

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Course combines the fields of ecology and conservation with planning for the efficient use and preservation of land, water, wildlife, and forests. Within this course may be topics covering environmental factors affecting water, water pollution, water and land use management, alternative energy resources, metals and minerals.
** References to Common Core Standards are included as the first slide in each lesson's PowerPoint**

This class explores the interrelationship between humans and natural environments. It does so by focusing on conflict over access to and use of the environment as well as ideas about "natureâ€ in various parts of the world.

The Department of Chemical and Environmental Engineering has concerns about the lack of knowledge amongst school pupils, and their teachers, of the type of work undertaken by an Environmental Engineer. The interactive presentation was developed as part of an awareness raising exercise for aspects of Environmental Engineering. Targeted at KS3 pupils particularly in Year 9 (Y9) the themes of air/ soil/water pollution were chosen because of their links to the KS3 National Curriculum for Science ( e.g. unit 9g Environmental Chemistry). The rationale behind the presentation was that visually it must be engaging and provide a clear indication of the consequences of actions but at the same time have questions using appropriate language that provide a basis for extending discussion / teaching beyond students/teachers current experience.

The presentation has been made available through our website and demonstrated at a variety of events where School Teachers meet e.g. 14-19 Conference ( School of Education) and PGCE Science Mentor Meetings ( School of Education).

This lesson engages students in understanding the impact of plastic pollution on marine life in Egypt's coastal regions through interactive games and activities. By exploring the significance of plastic recycling for marine conservation, students will develop a sense of responsibility as ocean guardians. It is designed for pre-intermediate level students aged between 11 to 12.

Modern industrial activities - which MIT engineers and scientists play a major role in - have significant environmental and social impacts. Trends towards further industrialization and globalization portend major challenges for society to manage the adverse impacts of our urban and industrial activities. How serious are current environmental and social problems? Why should we care about them? How are governments, corporations, activists, and ordinary citizens responding to these problems.
This course examines environmental and social impacts of industrial society and policy responses. We will explore current trends in industrialization, urbanization, and globalization, analyze the impacts these trends have on human health, environmental sustainability, and equity, and then examine a range of policy options available for responding to current problems. The course will present key trends in both domestic and international contexts.
We will examine four policy problems in particular during the course: (1) regulating industrial pollution; (2) regulating "sweatshops" and the broader impacts of globalization; (3) protecting ecosystems; and (4) protecting urban environments during development. We delve into specific cases of these challenges, including: chemical safety and toxins; computers, e-commerce, and the environment; biotech and society; sweatshops; and food production and consumption. Through these cases, we will explore underlying processes and drivers of environmental degradation. Finally, we will analyze opportunities and barriers to policy responses taken by governments, international institutions, corporations, non-governmental organizations, consumers, and impacted communities.
Objectives and Aims

An understanding of the complexity of environmental and social impacts of industry;
An ability to critically analyze policy responses;
An understanding of the roles of different actors and institutions in environmental and social controversies;
Means to evaluate institutional barriers to environmental and social policies;
New ideas for better integrating industry, environment, and equity;
New strategies for regulation in the global economy;
An understanding about personal responsibilities and roles in environmental and social problems.

Using a website, students virtually sample water from a stream at different levels of pollution, and observe the differences in macroinvertebrate species present. The collected data is analyzed by calculating the percentage of each species present and answering questions based on their findings.

This course presents an examination of ethical issues relevant to systems-based research procedures, professional conduct, social and environmental impacts, and embedded ethics in research and professional practice in RESS based jobs. In this course, you will consider case studies of ethical issues that can arise when engaging renewable energy and sustainability systems. You will also develop an ethics case study based on your area of RESS interests. The goals of the course are to provide you with tools for analyzing ethical issues both in the line of professional duties and in consideration of the various ethical issues that face an entire sector of renewable energy and that underpin the very reasons for taking a sustainable and renewable approach.

This module introduces students to the fundamental principles and uses of electrical resistivity, with a focus on an environmental application. Students explore the characteristics and environmental setting of Harrier Meadow, a saltmarsh just outside of New York City. They investigate the relationship between electrical resistivity and physical properties of the soil in the marsh. Students also discover how variations in survey configuration parameters control investigation depth (how far into the ground the signals sense) and spatial resolution (what size objects can be detected). Finally, students learn about and then perform geophysical inversion, which is the process of estimating the geophysical properties of the subsurface from geophysical observations. In the final unit of the module, students evaluate the extent to which the geophysical dataset and direct physical measurements support the hypothesis, introduced in Unit 1, accounting for the distribution of Pickleweed in Harrier Meadow.
This module is intended to require approximately 2-3 weeks of class time. Teaching material includes PowerPoints that may be used in lectures or provided for self-guided learning, exercises, and handouts that ask students to synthesize what they learn from the exercises. In addition, multiple choice and short answer questions can be given to students as homework, on quizzes, or on exams.

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This course provides an introduction to the atmospheric chemistry involved in climate change, air pollution and biogeochemical cycles using a combination of hands-on laboratory, field studies, and simple computer models. Lectures will be accompanied by field trips to collect air samples for the analysis of gases, aerosols and clouds by the students.