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.

How can we convince others to agree with us on important issues? In this lesson, students explore relevant environmental issues and gather information to write persuasive essays.

This seminar will explore the difficulties of getting agreement on global definitions of sustainability; in particularly building international support for efforts to combat climate change created by greenhouse gas emissions as well as other international resource management efforts. We will focus on possible changes in the way global environmental agreements are formulated and implemented, especially on ways of shifting from the current "pollution control" approach to combating climate change to a more comprehensive strategy for taking advantage of sustainable development opportunities.

This online reference list provides links to nine local and national environmental organizations that have Web sites rich in valuable biodiversity information. Where possible, it includes the following information for each: details about the organization's mission, knowledge base, and activities; the type of support offered, including educational materials, resource libraries, and classes/workshops; and mailing address and contact information. In addition, links to four Web directories are provided, which in turn have links to dozens of other organizations.

A lesson for learners to understand and take action on the plastic issue in our envrionments.

Learners will understand the problems and actions needed to solve the issues of plastics in our environments.

Focusing primarily on the period since 1500, explores the influence of climate, topography, plants, animals, and microorganisms on human history and the reciprocal influence of people on the environment. Topics include the European encounter with the Americas, the impact of modern technology, and the historical roots of the current environmental crisis.

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.

STUDENT ACTIVITY -- 4th -- NCThis is a distance-learning lesson students can complete at home. The student will explore the garden environment for examples of organisms meeting their needs and will be given an event that might cause that organism to thrive, move or perish.This activity was created by Out Teach (out-teach.org), a nonprofit providing outdoor experiential learning to transform Science education for students in under-served communities.

Environmental Geology is taught in a seminar fashion or large lecture style. In both situations it is the methodology not content that differs. The major goal of the course is to explore aspects of geology that have significant impacts on humans. Some of these impacts have been exacerbated culturally and historically. We will examine those factors and impacts.

STUDENT ACTIVITY - 4th - NCThis is a distance-learning lesson students can complete at home. The student will explore the garden environment for examples of organisms meeting their needs and will be given an event that might cause that organism to thrive, move or perish.This activity was created by Out Teach (out-teach.org), a nonprofit providing outdoor experiential learning to transform Science education for students in under-served communities.

We introduced a new required course "EnSc 210: Issues in Environmental Science" for our majors about three years ago. When I was assigned to teach this course for the first time, I struggled with developing a syllabus and recommending a text for the course. Since we also offer classes in "Environmental Geology" and an introductory course "EnSc 110 Understanding the Earth," the challenge was to avoid duplication while developing an appropriate syllabus. What I finally decided to do was to have students provide ideas. So, on the first day of class I announced that we don't have a syllabus for this course (many sighs of disappointment) and, after a brief remark on some current environmental issues, invited each student to suggest at least one topic for inclusion in the course. After some hesitation (as expected) hands went up and I began writing each topic on the white board. Pretty soon we had 20-25 topics with some overlapping themes. Some of these included: population problem, global climate change, air and water pollution, waste management, environmental health, species decline, environmental impact of large dams, and sustainability. After some discussions about relative importance of various topics and the time available to cover each during the semester, we narrowed it down to about 10 topics for detailed study. I prepared my syllabus (linked below) based on this list which worked very well because: we were able to include key topics and, very importantly, students felt a sense of 'ownership' which led to a very interesting and interactive class experience throughout the semester.

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Increasingly volatile climate and weather; vulnerable drinking water supplies; shrinking wildlife habitats; widespread deforestation due to energy and food production. These are examples of environmental challenges that are of critical importance in our world, both in far away places and close to home, and are particularly well suited to inquiry using geographic information systems. In GEOG 487 you will explore topics like these and learn about data and spatial analysis techniques commonly employed in environmental applications. After taking this course you will be equipped with relevant analytical approaches and tools that you can readily apply to your own environmental contexts.

The following homework assignments are designed to build understanding of personal water use, sewage, waste generation and disposal, pollution sources and impacts, and energy use and costs.

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STUDENT ACTIVITY - 3rd - TX/GAThis is a distance- learning lesson students can complete at home.Students will explore the outdoors for examples of organisms having their needs met and will be given an event that might cause that organism to thrive, move, or perish.This activity was created by Out Teach (out-teach.org), a nonprofit providing outdoor experiential learning to transform Science education for students in under-served communities.

Short Description:
A comprehensive survey of American Environmental History

Long Description:
For too long the environment has been considered little more than a neutral background to history. This text surveys findings of the new field of Environmental History about how the environment of the Americas influenced the actions of people here and how people affected their environments, from prehistory to the present.

Word Count: 80438

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Word Count: 180555

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To complete this activity, students can follow the instructions and the tutorial in the Environmental Health Risk Inventory website. In doing this, they will gain an understanding of how to use on-line tools and databases as well as the processes of compiling an environmental health risk inventory for a specific locale. In the activity, students will address the question: "how healthy is your neighborhood?" Students will address anthropogenic and naturally-occurring health risks in their hometown or neighborhood by using data collected from online mapping tools and databases. Students will also complete a reflective summary based on the data that they collect.

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This course focuses on national environmental and energy policy-making; environmental ethics; the techniques of environmental analysis; and strategies for collaborative environmental decision-making. The primary objective of the course is to help students formulate a personal theory of environmental planning practice. The course is taught comparatively, with constant references to examples from around the world. It is required of all Graduate / Professional students pursuing an environmental policy and planning specialization in the Department of Urban Studies and Planning at MIT. This course is the first subject in the Environmental Policy and Planning sequence. It reviews philosophical debates including growth vs. deep ecology, "command-and-controlâ€ vs. market-oriented approaches to regulation, and the importance of expertise vs. indigenous knowledge. Emphasis is placed on environmental planning techniques and strategies. Related topics "include the management of sustainability, the politics of ecosystem management, environmental governance and the changing role of civil society, ecological economics, integrated "assessment (combining environmental impact assessment (EIA) and risk assessment), joint fact finding in science-intensive policy disputes, environmental justice in poor communities of "color, and environmental dispute resolution. "Environmental Problem-Solving "(Susskind et al., 2017, Anthem Press), a video-enhanced eBook, provides students with full access to all the "assigned readings, faculty commentary on the readings, and examples of the best student performance on course assignments in previous years.

This textbook is meant to introduce students who will be working as safety or environmental specialists overseeing the manufacturing, processing, or transportation of chemicals to the science of toxicology in order to make more informed decisions in their day-to-day dealings with potentially toxic substances.