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As we live on this earth we create an impact. The energy that we use in our day to day lives affects the earth. In this seminar, you will learn about the carbon emissions humans produce and what a carbon footprint is. By the end of this seminar, you will be able to use deductive reasoning skills to determine how you can reduce your carbon footprint. You will be able to think reflectively about your impact on the environment.Standards3.4.5.B2Describe how waste may be appropriately recycled or disposed of to prevent unnecessary harm to the environment.
Students take a closer look at cars and learn about some characteristics that affect their energy efficiency, including rolling resistance and the aerodynamics of shape and size. They come to see how vehicles are one example of a product in which engineers are making changes and improvements to gain greater efficiency and thus require less energy to operate.
Students learn how the greenhouse effect is related to global warming and how global warming impacts our planet, including global climate change. Extreme weather events, rising sea levels, and how we react to these changes are the main points of focus of this lesson.
Designed for GNG alumni, this is an environmental awareness curriculum for multicultural groups that focuses on cultural exchange, our individual impact on the earth, sustainability, and environmental action. It consists of 4 interactive videoconferences, each with a short preparation activity and a discussion guide.
Good way to get your high school students involved with climate change solutions and communicate with peers locally and internationally about the topic. Measure your carbon footprint using an online calculator, compare students’ footprints worldwide and/or communicate with schools internationally about solutions.
Lessons teach core knowledge about the science of climate change, explore conflicting views, and integrate critical thinking skills. Students will apply knowledge of climate change to a rigorous analysis of media messages through asking and answering questions about accuracy, currency, credibility, sourcing, and bias. Lessons address basic climate science, the causes of climate change, scientific debate and disinformation, the consequences of global warming, the precautionary principle, carbon footprints, moral choices, and the history of global warming in media, science, and politics.
This kit explores how sustainability within the Finger Lakes region of New York has been presented in the media with a particular focus on issues related to food, water and agriculture. Each of the seven lessons integrates media literacy and critical thinking with key knowledge and concepts related to sustainability. This kit is a companion to the nineteen-lesson collection, Media Constructions of Sustainability: Food, Water and Agriculture.
In this project, you will explore a real-world problem, and then work through a series of steps to analyze that problem, research ways the problem could be solved, then propose a possible solution to that problem. Often, there are no specific right or wrong solutions, but sometimes one particular solution may be better than others. The key is making sure you fully understand the problem, have researched some possible solutions, and have proposed the solution that you can support with information / evidence.Begin by reading the problem statement in Step 1. Take the time to review all the information provided in the statement, including exploring the websites, videos and / or articles that are linked. Then work on steps 2 through 8 to complete this problem-based learning experience.
Saul Griffith, an engineer in San Francisco and a MacArthur 'genius' grant winner, has created a cargo bike that gets the equivalent of 1,500 miles to the gallon. In this video from NOVA Online he explains how he is trying to improve life by reducing his carbon footprint and developing energy creation technologies like the cargo bike. In his opinion, being an engineer gives him job security. He says, "Everyone else is worried about their jobs. If you are an engineer you look at the world and say, 'Wow, there is a lot of broken stuff to fix'."
“There are no passengers on Spaceship Earth, we are all crew.”
Marshall McLuhan, “At the Moment of Sputnik” in Journal of Communication Issue 24 (Winter 1974) © Estate of Marshall McLuhan, with permission.
This artist book is an extension of the The Art for Science Mural project, located in Columbia, Missouri and funded by the 2018 Art for Science Rising initiative of the Union of Concerned Scientists. The book consists of a recreation of the mural design in coloring book format, and a workbook which can be used to create an asset map of a given locale’s sustainable resources so that readers can make conscious choices about how they use the assets within a given community. It is meant to be an educational and information gathering tool that is open source (with a copyleft license) and where the collection of this information is decentralized.
The McLuhan quote suggests we must all do the work, and be responsible, in the care for our one and only home. One way that this work can be done is collating and sharing information about the available sustainable resources in a given area.
These two projects, the mural and artist book, were made possible through the sponsorship of Science Rising and the Union of Concerned Scientists.
#artliveshere #artforscience #artforsciencerising #sciencerising #comoclimateaction #climateactionmap #weareallcrew
Copyleft 2019, Resident Arts
Co-lead artists: Madeleine LeMieux and Lisa Simms
Assistant artist: Micah Baker
Artist trainees: Vivian Noland and Samantha Whitworth
City of Columbia
Hinkson Creek Restoration Project
Union of Concerned Scientists
Printing by @there.there.now
Students determine their carbon footprints by answering questions about their everyday lifestyle choices. Then they engineer plans to reduce them. Students learn about their personal impacts on global climate change and how they can help the environment.