Students will engage in learning about the function and benefits of coastal wetlands and their role in adapting and mitigating rising carbon levels and sea level rise. Spatial and interactive planning tools will support students in collaboratively designing solutions to enhance coastal wetlands.
Material Type: Unit of Study
El desperdicio de comida es uno de los principales contribuyentes a los gases de efecto invernadero. Los alimentos desperdiciados y los recursos para producirlos son responsables de aproximadamente el 8% de las emisiones mundiales de gases de efecto invernadero. En este caso, los estudiantes aprenden sobre los recursos necesarios para producir alimentos a través del ciclo del carbono y descubren cómo el desperdicio de alimentos contribuye al cambio climático. También aprenderán la cadena de transporte de la granja a la mesa y cómo llevar a cabo una evaluación de desperdicio de comida. Finalmente, los estudiantes investigarán soluciones al problema del desperdicio de comida y, como proyecto final, presentarán una solución que han investigado a fondo que puede ser aplicable a su comunidad. Para los maestros de CTE, este caso proporciona el conocimiento básico necesario para desarrollar una comprensión profunda de POR QUÉ reducir el desperdicio de comida es una solución importante para el cambio climático. Hay varias extensiones potenciales que los maestros de ciencias del consumo familiar pueden utilizar, así como los maestros de Agricultura e incluso los maestros de Negocios. Hay una lista parcial al final de las progresiones de aprendizaje.
Material Type: Unit of Study
Se presentará a los estudiantes un relato histórico del cambio climático global y las acciones humanas que pueden haber afectado esos cambios. El fuego ha sido utilizado por los seres humanos a lo largo de la historia para modificar su entorno, en particular los bosques, en beneficio de los seres humanos. Con el tiempo, el manejo de los bosques ha cambiado y el resultado es un aumento de incendios forestales catastrófico. Este caso explora el uso del fuego como una herramienta de manejo forestal para mejorar la salud de los bosques, disminuyendo así la incidencia de incendios catastróficos y el papel que juega el fuego en el cambio climático.
Material Type: Unit of Study
This is a solutions-oriented storyline that leads students through a series of investigations to quantify and qualify the ecosystem and social benefits of an urban forest. At the end of the storyline, students will be able to design, evaluate and refine a chosen solution for urban forest ecosystem benefits.
Material Type: Unit of Study
Students will compare the basis of the derivatives for different plastics in order to determine their expected carbon-14 content. They will then compare ratios of carbon-14 to carbon-12 in plastic samples and categorize the sample according to its percent bio-based composition. Teacher Background Information: This lesson is more of a context design to be used with an existing nuclear chemistry lesson plan. The goal is for students to see the applicability of nuclear chemistry beyond carbon-dating by showing how carbon-dating can be used to determine the carbon sources of products. Students will need a basic understanding of the carbon cycle, and nuclear equations. The lesson will need students to learn about half-lives halfway through the lesson and that is left open to teach as you wish. There is room for extension to mass spectrometry if you want to incorporate it here for AP Chemistry or as an honors extension. I would suggest using the Flinn POGIL on Mass Spectrometry.
Material Type: Lesson
Students will learn about the concept of food sovereignty and will explore features of the traditional food systems of Native Americans in Oregon and compare them to current food cultivation and consumption practices. Optionally, they can then research and prepare case studies of tribal and intertribal food sovereignty projects in Oregon and analyze the lessons those studies can provide for reducing the impact of human activities on natural systems.
Material Type: Lesson, Lesson Plan
The oral traditions of Native American tribes in Oregon tell the story of continuous existence ofIndigenous people on this land. From the coast to the inland valleys, the Columbia Plateau to theGreat Basin, tribal people have maintained continuous and balanced relationships with Oregon’snatural environment since time immemorial.This connection between Indigenous people and place has always informed their approach to whatis now called land management. Indigenous people had a thorough understanding of seasonal ecosystems and ecoregions, and this knowledge of soil, water, plants, and animals helped themsurvive. Contemporary Native people in Oregon continue to draw on traditional Indigenous knowledge, also known as traditional ecological knowledge, to guide how they manage the land.In this lesson, students will explore the components and processes of traditional ecological knowledge through the lens of contemporary tribal projects being conducted across the state. Students will consider how tribes are stewards of their lands and natural resources and how they leverage their resources by collaborating with nonprofit and government agencies.
Material Type: Lesson, Lesson Plan
This lesson examines tribal stewardship of natural resources and the concept of a federal trust relationship between tribes and the U.S. government. More than a century of federal policy denied tribes the rights to control and manage the lands that were set aside for them as part of treaty negotiations. These lands are legally owned by tribes and Native American individuals but are held in trust by the U.S. government. In recent decades, tribes have fought and won many legal battles to establish the right to manage the natural resources on tribal land, as well as the right to hunt, fish, and use those resources in accordance with their traditions. Today, tribal agencies frequently collaborate with both state and federal government agencies, such as the Oregon Department of Fish and Wildlife and the U.S. Forest Service, to manage and protect the land.
Material Type: Lesson, Lesson Plan
The annual cycle of seasonal rounds for Native Americans in Oregon reflects the relationship theyshare with the land—a relationship that includes intimate knowledge of local ecosystems. Since time immemorial, Tribes in Oregon have carefully considered seasonal ecosystems and ecoregions, and this knowledge of soil, water, plants, and animals helped them survive. Native Americans in Oregon today continue to draw on traditional Indigenous knowledge to guide how they manage the parts of their ancestral homelands that remain in their care.In this lesson, students will use a systems-thinking approach to explore the components andprocesses of ecosystems as they consider how the seasonal rounds of Native American Tribes in Oregon reflect local ecosystems. Students will analyze a hypothetical and a local ecosystem by identifying abiotic and biotic components and their relationships and then consider how Native people in Oregon considered the local abiotic and biotic components of their seasonal ecosystemsin seasonal rounds. Students will also consider the impact of forced relocation to reservations. Prior to white settlement, most Tribes in Oregon moved seasonally throughout a vast region in a pattern based on the availability of foods. Students will consider habitats, natural resources, stability and change, and living and nonliving components of habitats.
Material Type: Lesson, Lesson Plan
Climate Action! is a freely available community research guide developed by the Smithsonian Science Education Center (SSEC) in partnership with the InterAcademy Partnership as part of the Smithsonian Science for Global Goals project. Smithsonian Science for Global Goals community research guides use the United Nations Sustainable Development Goals (SDGs) as a framework to focus on sustainable actions that are defined and implemented by students. Climate Action! is the new community research guide from the Smithsonian Science for Global Goals project for students aged 11 to 18. In the guide, young people explore the question “How can we mitigate human impact on the atmosphere?” The guide contains themes that lead youth to discover their interconnectedness with the atmosphere and understand complex climate systems. Together, these themes help prepare youth to take action towards a sustainable future for the planet. © 2024 Smithsonian Institution All rights reserved. First Edition 2024. Copyright Notice No part of this module, or derivative works of this module, may be used or reproduced for any purpose except fair use without permission in writing from the Smithsonian Science Education Center. Heidi Gibson, Smithsonian Science Education Center - Manager of the Global Sustainability Series, is the author. Jamie Rumage is the Oregon Open Learning - Science Group Administrator, not an official author or contributor of the published materials of the Smithsonian Science Education Center.
Material Type: Activity/Lab
The inquiryHub (iHub) biology curriculum is a full-year high school biology course anchored in phenomena and aligned to the Next Generation Science Standards. Denver Public Schools teachers, working with a team of researchers from the University of Colorado Boulder and Northwestern University, designed three units, which address all of the performance expectations in the NGSS for high school biology. Scientists are part of the team and have reviewed all content for accuracy. Achieve, Inc., which reviews science units, has reviewed the first unit in the curriculum and rated it as High Quality NGSS Design if Improved.
Material Type: Full Course
The inquiryHub (iHub) Chemistry curriculum is a full-year high school Chemistry course anchored in phenomena and aligned to the Next Generation Science Standards. Denver Public Schools teachers, working with a team of researchers from the University of Colorado Boulder and Northwestern University, designed five units, which address common high school physical science performance expectations in the NGSS for high school Chemistry. The units are organized around coherent storylines, in which students ask and investigate questions related to an anchoring phenomenon or design challenge. Students use science and engineering practices to figure out Disciplinary Core Ideas (DCI) and crosscutting concepts needed to make sense of and explain the phenomena or solve the problem presented in the challenge.
Material Type: Activity/Lab
How can we design more reliable systems to meet our communities’ energy needs? This unit is designed to introduce students to the concept of energy transfer in a relevant and grounded context: the Texas power crisis of February 2021. Students read articles and wonder about the complex social, environmental, and physical realities that led to such a crisis. They figure out how energy transfers between systems from a generator to our communities, and what makes an energy source reliable. This allows the class to model and explain what happened in Texas at multiple scales, from the electrons in the wires to the power companies making difficult decisions to maintain stability. Students consider engineering tradeoffs, criteria, and constraints inherent in making decisions about our energy systems, and apply them in a culminating task: design a reliable energy solution that meets our communities' needs, as articulated by interviews with friends and family members. The task is designed to give students the tools to speak up in their local and global community for a better energy future, one that aligns with their own values, and those of their families.
Material Type: Activity/Lab
This Workbook is designed to be used by college faculty and secondary school science teachers. To teach our students and also to share this knowledge with the public and be credible, science teachers at all levels must acquire a good grasp of the science of climate change and must also develop skills for affecting attitudes in and out of the classroom.
Material Type: Full Course
Through ongoing partnership with teachers across New York City, New Visions has developed this course map for a high school biology course fully designed to the Next Generation Science Standards (NGSS) and the New York State Science Learning Standards (NYSSLS). Each unit follows a common structure: students engage with an anchor phenomenon and develop questions; go through sequences of learning and sense-making to develop and iterate on answers to those questions; then complete a three-dimensional performance task.
Material Type: Activity/Lab, Unit of Study
The Integrated Conceptual Science Program Course 1 Integrated Physics and Chemistry is a three dimensional course based on the Conceptual Progression Model of the Next Generation Science Standards. It is designed to be used as part of a three course program that addresses all high school science performance expectations. Course 1 is designed for ninth grade students. This resource includes the teacher materials, supporting documents, and short videos to support teachers in using the materials. The Courses were designed using the Ambitious Science Teaching (AST) framework. It is strongly encouraged that before using these materials that you be familiar with AST. We suggest that you watch the AST Overview short video found here: https://datapuzzles.org/ambitious-science-teaching and explore this Google Slide deck that contains many resources designed to further your understanding of AST: https://docs.google.com/presentation/d/1WOUVmlm636_7i2l0GYa9JkX1TCK3NMdySfpxKN7IM7A/edit?usp=sharing
Material Type: Full Course
Biology for AP® Courses covers the scope and sequence requirements of a typical two-semester Advanced Placement® biology course. The text provides comprehensive coverage of foundational research and core biology concepts through an evolutionary lens. Biology for AP® Courses was designed to meet and exceed the requirements of the College Board’s AP® Biology framework while allowing significant flexibility for instructors. Each section of the book includes an introduction based on the AP® curriculum and includes rich features that engage students in scientific practice and AP® test preparation; it also highlights careers and research opportunities in biological sciences.
Material Type: Textbook
A statewide resource for Oregon educators working toward integration and infusion of PK-12 climate change education across all core subject areas.
Material Type: Activity/Lab, Lesson
Mientras que el desperdicio de comida no es típicamente visto como un contribuyente de emisiones de gas de efecto invernadero, es un contribuyente mayor, siendo la 3ʳᵃ solución más beneficiosa. La comida desperdiciada y los recursos para producirla, son responsables del aproximadamente 8% de las emisiones globales de gases de efecto invernadero. Cuando los individuos y grupos reducen el desperdicio de comida, esto tiene un gran impacto en la reducción de emisiones de gases de efecto invernadero. La conciencia del desperdicio de comida se aplica a cada persona y comunidad. En este caso, los estudiantes se conectan con valores culturales alrededor de la comida, los impactos del desperdicio de comida y las soluciones a los problemas de desperdicio de comida.
Material Type: Unit of Study
Elementary Science and Integrated Subjects is a statewide Clime Time collaboration among ESD 123, ESD 105, and the Office of Superintendent of Public Instruction. Development of the resources is in response to a need for research- based science lessons for elementary teachers that are integrated with English language arts, mathematics and other subjects such as social studies. The template for Elementary integration can serve as an organized, coherent and research-based roadmap for teachers in the development of their own NGSS aligned science lessons. Lessons can also be useful for classrooms that have no adopted curriculum as well as to serve as enhancements for current science curriculum. The EFSIS project brings together grade level teams of teachers to develop lessons or suites of lessons that are 1) focused on grade level Performance Expectations, and 2) leverage ELA and Mathematics Washington State Learning Standards.
Material Type: Activity/Lab, Reading
