SYNOPSIS: In this lesson, students explore the role of video games in bringing awareness to climate change and explore the tensions and purposes of video games as they relate to climate change.

SCIENTIST NOTES: This lesson challenges students to think about how video games can be utilized to teach others about climate change. Students walk through this lesson by first critically thinking about what makes video games fun and entertaining, followed by reading an article and discussion centered around how gaming can educate people on climate change, and finally options at the end to create their own game about climate change. The lesson includes an op-ed article written by an author who writes about many things including sustainability. This is a great lesson for teaching alternative methods to educating the public about climate change.

POSITIVES:
-This lesson can be used in computer science, environmental science, physics, and engineering classes.
-Students are given voice and choice in this lesson.
-Students connect to an activity many already engage in to rediscover new purposes.
-Teachers have several differentiated options depending on skill, interest, and experience.
-This can be self-directed or teacher-guided and can be drawn out or built upon as the starting point of a larger unit on game design or elements of computer-based game design.

ADDITIONAL PREREQUISITES:
-Students should have a basic understanding of climate change and its different effects.
-Students should have an awareness of basic game design categories.
-Teachers should be clear on which computer programs and platforms the school has access to for coding and game design.

DIFFERENTIATION:
-Depending on various coding or computer skill levels, teachers can adjust for different degrees of difficulty and ability. For an introduction class or for students who have little experience with computers or coding, the Inspire activity can be completed and mapped out on paper.
-Teachers can adjust the Inspire section to target specific computer science or coding skills or to focus on aspects such as design, evaluation, music, visuals, decisions, and rewards.
-Students can work independently or in small groups with varied purposes. For example, the whole class can design a game and together come up with the goal and purpose. Smaller groups can be formed to design different elements of the game.
-Teachers can decide to offer one or both options in the Inspire section. Teachers can also choose to focus only on evaluating current climate change video or mobile games, dividing the class into groups where each group evaluates 2-3 existing games.
-Students can use different programs or learning platforms depending on what different schools have.
-Students can present their findings or games to different audiences.

This is a teacher guide for operating a GenWe classroom. From the very beginning to the launch of the program, these resources will help teachers and students build the ideal learning environment to improve social competence. What is the GenWe Classroom? It is an elective course for middle and high school students designed to help them learn how to interact and cooperate and use technology responsibly. The class is managed by the students and teachers collaboratively. The structure of the class allows the students to make decisions based on evaluating the input from peers, near-peers, and adults. In order for normal social situations to occur, the students need to be allowed to manage themselves, including their learning. Ideally the GenWe Classroom will include a budget. Students will be responsible for planning the learning materials they will need for the semester.

Grade: 6 – 8Overall Goal: To explore how can gender stereotypes shape our experiences online StandardsLearning ObjectivesAssessmentCommon Core:grade 6: RI.4, RI.7, RI.8, RI.10, W.4, W.10, SL.1a, SL.1b, SL.1c,SL.1d, SL.4, SL.6, L.6grade 7: RI.4, RI.8, RI.10, W.4, W.10, SL.1a, SL.1b, SL.1c, SL.2, SL.4, SL.6, L.6grade 8: RI.4, RI.8, RI.10, W.4, W.10, SL.1a, SL.1b, SL.1c, SL.1d, SL.4, SL.6, L.6ISTE: 1a-d, 2a-b, 2d, 3a-c, 4a-b, 4d, 5a-d, 6a-b, 6cStudents will be able to ... ·         Define gender stereotypes and their impact on people’s identities, both online and offline.·         List different ways that genders are portrayed in the media·         Compare how gender stereotypes can be hurtful, and affect the way people behave online between males and females.See Resources / Artifacts section. 

This lesson centers around the How AI Works: Creativity and Imagination? video from the How AI Works video series. Watch this video first before exploring the lesson plan.

Diffusion models generate images. Diffusion AI converts an image to noise, and trains an AI to reverse the process. In this lesson, students learn how AI can generate images, then explore a diffusion AI widget. Finally, the class wraps up with a discussion about whether or not these models are creative.

This lesson can be taught on its own, or as part of a 7-lesson sequence on How AI Works. Duration: 45 minutes

We often face investment decisions, whether in our personal lives or our jobs. Investment projects involve payments at different times in a project's life. Capital costs are usually paid at early stages, but revenue is generated in the future. Time affects the value of money, and these values can't be compared directly. In EME 460, Geo-Resources Evaluation and Investment Analysis, we will learn methods to evaluate investment projects. The objective of the course is to ensure students learn the techniques used in geo-resource project evaluation, cash flow, net present value, and rate of return analysis; benefit cost ratio and payback period; interest rate and break even calculations; tax considerations, mutually exclusive projects evaluation, uncertainty and risks, depreciation, and loan calculations.

A good detective or researcher like Sherlock Holmes knows the fundamental questions that need to be answered to gather facts to solve a problem. So how does geospatial intelligence contribute to answering these questions? While geospatial technology is useful in revealing who, what, when, and where events take place, it is less useful in explaining why events occur. However, geospatial intelligence analysis leverages geographic information science and technology with the intelligence tradecraft to develop products that support decision-making in national and homeland security, law enforcement, emergency management, and international relief efforts. GEOG 882 will challenge you to think critically, consider alternative viewpoints, and question your own assumptions when analyzing why human events occur over place and time.

In this data rich world, we need to understand how things are organized on the Earth's surface. Those things are represented by spatial data and necessarily depend upon what surrounds them. Spatial statistics provide insights into explaining processes that create patterns in spatial data. In geographical information analysis, spatial statistics such as point pattern analysis, spatial autocorrelation, and spatial interpolation will analyze the spatial patterns, spatial processes, and spatial association that characterize spatial data. Understanding spatial analysis will help you realize what makes spatial data special and why spatial analysis reveals a truth about spatial data.

The objective of this assignment is to explore the application of GIS in the planning and implementation of renewable energy projects. Students, divided in a group of 3-4, will analyze the geographical suitability, environmental impact, and socio-economic factors involved in the deployment of renewable energy technologies using GIS tools and techniques.

Geographic Intelligence (GEOINT) is more than people working with computers in a secure intelligence facility. Join us for this exciting journey to learn about GEOINT's application in business, law enforcement, and defense. Advances in satellites, GPS, unmanned aerial systems, wireless communications, handheld computing, and the ability to automate laborious map analysis processes has transformed what used to be called geographic intelligence, or GEOINT, and the nature of the insights provided to managers and leaders. We have gone from mountains of hardcopy maps to amazing automated systems that provide previously unavailable understanding. GEOINT combines geographic information science and technologies with an analytic tradecraft. You will experience the value of GEOINT. We welcome you to the Revolution.

Kibera, a poor community, in Nairobi, was a blank spot on the map until recently. This video from Penn State Public Broadcasting’s Geospatial Revolution shows how geospatial technology enabled residents to map resources to help their community.

Geospatial System Analysis and Design surveys the process of GIS design through critical reading/writing and collaborative discussion. Key topics in the course outline the broad range of current GIS systems, how they are designed and evaluated, and how emerging technologies may impact their design and implementation in the near future. In particular, students will develop a term-long project where they propose a realistic problem scenario that requires the skills and understanding required to effectively complete a geospatial system specification, design, and implementation. Students completing this course are able to develop a comprehensive system design plan that takes into account current technologies as well as emerging technology trends.

In GEOG 871, we'll take a critical look at geospatial project management. Project management is a broad discipline that encompasses technical methods such as system design and analysis and also interpersonal factors that affect professional relationships. Project management is also a discipline that has matured outside of, but can be incorporated into, geospatial technology. By the end of this course, you'll have devised a project plan from a scenario built upon a real-life project involving the city of Metropolis geodatabase. We'll work through each of the components in an organized and logical manner and will incorporate constructive peer review to help everyone achieve the best product possible.

In this exercise students watch a video and then participate in a think-pair-share activity. The activity is designed to stimulate reflection and discussion on the nature of geospatial data. The activity emphasizes the ways in which the digital revolution has transformed the way we think and gather information about spatially located features, and how we navigate to those features.

Description: Students will go through an orientation presentation and quiz to cover the activity rules and philosophies. They will also introduce themselves to the class.

This 6 1/2 minute video introduces students to the pros and cons of using Wikipedia as an information source. There's a Google Form that can be used to check for understanding. Created by Lesley James, Media Literacy & Digital Citizenship Program Supervisor, Washington State Office of Superintendent of Public Instruction

Students select a local bank or credit union to research to learn about what to consider when choosing a financial institution.

Learn how to use jQuery methods to find the contents of an element.

Learn how to include the jQuery JavaScript library in your page using a script tag and how you can use jQuery to change parts of a page.