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Who Goes There? Estimating Ocean Populations in Chincoteague Bay part of 2012 Sustainability in Math Workshop:Activities
Maria Hernandez; Itnuit Janovitz-Freireich
In this activity students use data to: rank species on the food chain, compute energy flow ratios and estimate fish populations in the Chincoteague Bay. Students also discuss the impact of the ecosystem and humans on this population, with an extension activity calculating the biodiversity of the system.
Learning Sustainability with Sim City part of Activities
Sim City is a computer game that has the player design a city. They become the mayor. While designing the city from ground, they can choose sustainaiblity energy options such as wind farms, geothermal, and solar. The game includes greening options and pollution factors. Teachers in a variety of disciplines can utilize this to bring their core course concepts to life.
Modeling: (1) Revenue Neutral Carbon Taxes; (2) Accelerated atmospheric C02 concentrations part of 2012 Sustainability in Math Workshop:Activities
Design a revenue neutral carbon tax and a plan for implementation; together with a model for what happens if we do not institute such a tax-system.
Using Debates to Engage Students in Sustainability Controversies and Conundrums part of Curriculum for the Bioregion:Activities
Robert Turner, University of Washington-Bothell Campus
A primary feature of this "Water and Sustainability" course is a series of 10 debates on controversial sustainability topics. Each student in the course participates in one of the debates.
Reflective Writing in response to Invasive Species Removal part of Curriculum for the Bioregion:Activities
Karen Harding, Pierce College at Puyallup
This activities provided reflective writing prompts to be used in conjunction with a service learning project in a science course (Restoration Ecology).
Transportation: Waterways to Interstate Highways part of Curriculum for the Bioregion:Activities
Charles Luckmann, Skagit Valley College
Students practice open-ended inquiry, guided inquiry, synthesis and expository writing as they explore personal and public modes of transportation, past and present, in the Puget Sound bioregion. This activity can be adapted to any region.
Sally Salivates Seashells by the Seashore- Ocean Acidification and the Effect on Sea Shells part of Curriculum for the Bioregion:Activities
Rus Higley, Highline Community College, and Vanessa Hunt, Central Washington University
In this lesson we review "Acids and Bases" taught in a previous lesson and, through a scientific method, will look at the impact of an acid on different types of shells. Students will reinforce previous learning of scientific principles including acids/basis and will develop a real experiment using the scientific method.
Organic Chemistry: Friend or Foe? An Organic Chemistry Special Investigation part of Curriculum for the Bioregion:Activities
Neal A. Yakelis, Pacific Lutheran University
Students are asked to work in teams to find a claim in the media relating to the impact of an organic compound (or class of organic compounds) on the environment and its inhabitants. Their chosen compound should have an effect on the sustainability of plant or animal life, or, in particular, the sustainability of human health.
The High Cost of High Tech: Environmental and Human Costs of Metals part of Curriculum for the Bioregion:Activities
Carla Whittington, Highline Community College
Students conduct independent research on metal and metal ores resources, including exploring the human and environmental costs of metal mining, consumption, disposal, and recycling. A series of worksheets, completed outside of class, guide students in examining their own use and consumption of metals, learn the true importance of metals in their lives, and the impact of resource consumption to the human community.
Indigenous Food Relationships: Sociological Impacts on the Coast Salish People part of Curriculum for the Bioregion:Activities
Ane Berrett, Nothwest Indian College
In this unit, students will analyze the macro level of societal influences which have interrupted micro level ecological relationship between plant and man. Sociological concepts such as sub culture, dominant culture, stages of historical change (Hunter Gatherer societies to Technological societies), stratification and poverty will be addressed through the sociological perspective. Students will experience solutions of sustainability which are interdependent with local place and people. Learning activities involve using the "citizen's argument," oral presentations, portfolio creation, written reflections and experiential service learning projects.