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 class assesses current and potential future energy systems, covering resources, extraction, conversion, and end-use technologies, with emphasis on meeting regional and global energy needs in the 21st century in a sustainable manner. Instructors and guest lecturers will examine various renewable and conventional energy production technologies, energy end-use practices and alternatives, and consumption practices in different countries. Students will learn a quantitative framework to aid in evaluation and analysis of energy technology system proposals in the context of engineering, political, social, economic, and environmental goals. Students taking the Graduate / Professional version, Sustainable Energy, complete additional assignments.

Introduction to systems thinking and system dynamics modeling applied to strategy, organizational change, and policy design. Students use simulation models, management flight simulators, and case studies to develop conceptual and modeling skills for the design and management of high-performance organizations in a dynamic world.

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.

This course is a global-oriented survey of the history of architecture, from the prehistoric to the sixteenth century. It treats buildings and environments, including cities, in the context of the cultural and civilizational history. It offers an introduction to design principles and analysis. Being global, it aims to give the student perspective on the larger pushes and pulls that influence architecture and its meanings, whether these be economic, political, religious or climatic.

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

(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.)

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.

Concept Note for the 2023 Ambassadors Fund for Cultural Preservation

Short Description:
In the Middle Belt of Nigeria, three major language families converge in a region with cultural diversity rivaling the Amazon Basin. According to Ethnologue, there are 340 distinct languages. Each is accompanied by Intangible Cultural Heritage (ICH), including music and dance, poetry and puppetry, handicrafts, and healing practices. The region has received comparatively little attention from scholars. Countless traditions remain unknown and undocumented. Only the Tiv’s Kwagh-Hir theatrical tradition has been inscribed by UNESCO, leaving an urgent need for expanded cultural heritage preservation efforts. This is a project proposal for cultural preservation in the central region of Nigeria.

Long Description:
In the Middle Belt of Nigeria, three major language families converge in a region with cultural diversity rivaling the Amazon Basin. According to Ethnologue, there are 340 distinct languages. Each is accompanied by Intangible Cultural Heritage (ICH), including music and dance, poetry and puppetry, handicrafts, and healing practices. The region has received comparatively little attention from scholars. Countless traditions remain unknown and undocumented. Only the Tiv’s Kwagh-Hir theatrical tradition has been inscribed by UNESCO, leaving tremendous potential for new inscriptions.

ICH is one of Nigeria’s great treasures, yet artifacts and archeological sites dominate discussions of preservation while vulnerable traditions languish, often disappearing without a trace. Many Middle Belt communities are eager to share their traditions but do not have resources to do so. In contrast, Yorùbá is among the most widely studied indigenous and diasporic cultures. Ethnic minorities have been marginalized for centuries by slave raiding, land encroachment, and economic exclusion. Surviving communities deserve the benefits of cultural preservation and should be celebrated for their distinct and resilient cultures at home and in diaspora. In 2021, our team recorded musical practices that strongly resemble American genres like Delta Blues and Funk.

We will utilize American expertise to build capacity among Nigerian field researchers reflecting the Fulbright-Hays Act as a basis for the Ambassadors Fund for Cultural Preservation. The project will bring HBCU faculty and students into the orbit of ICH stakeholders. HBCUs have a long-standing history and vested interest in welcoming African-born faculty and students and appreciating the cultural diversity they bring to diaspora communities. Engaging HBCU students in cultural heritage preservation will be a focus of the project, leveraging American technical skills with Nigerian cultural competencies to support US Mission Goals.

Our documentation drive will produce thousands of audiovisual primary sources with the potential to fuel knowledge- and creativity-based economic growth. We will collaborate with participating communities on a three-phase ethnographic process: (1) Inventory, (2) Documentation, and (3) Preventive Conservation. Grant products will be disseminated widely, benefitting the communities, the American and Nigerian public, and scholars in a variety of fields. The Middle Belt faces an array of challenges, including climate change, substance abuse, pastoralist conflict, and religious fundamentalism. The US Mission’s objective of promoting peaceful dialogue will be lived through partnership with CONAECDA, a coalition of community development associations formed in recognition of the UN’s Declaration on the Rights of Indigenous Peoples. Cultural preservation will promote stability through inclusive education, interethnic and intergenerational conviviality, and constructive identity formation among young people.

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In this lab activity, students use brine shrimp as a proxy for krill to study how environmental factors impact behavioral responses of krill in the unique environment of Antarctica.

In this activity, students download historic temperature datasets and then graph and compare with different locations. As an extension, students can download and examine data sets for other sites to compare the variability of changes at different distinct locations, and it is at this stage where learning can be individualized and very meaningful.

This activity uses two interactive simulations to illustrate climate change, 1) at the micro/molecular level - modeling the impact of increasing concentrations of greenhouse gases in the atmosphere on surface temperature and 2) at the macro level - modeling changes in glacier thickness and flow as a result of rising surface temperature.

In this activity, students explore the role of combustion in the carbon cycle. They learn that carbon flows among reservoirs on Earth through processes such as respiration, photosynthesis, combustion, and decomposition, and that combustion of fossil fuels is causing an imbalance. This activity is one in a series of 9 activities.

This sequence of activities using real-world data to explain the importance of coral reefs and the relationship of coral reef health to the surrounding environment. Unit includes five activities.