- Civil Society & Governance
- Climate Change
- Cultures & Religions
- Cycles & Systems
- Design & Planning
- Ecosystem Health
- Ethics & Values
- Food Systems & Agriculture
- Future Studies & Visioning
- Human Impact & Footprint
- Human Heath & Well-being
- Lifestyles & Consumption
- Natural Resources
- Pollution & Waste
- Sense of Place
- Social & Environmental Justice
- Sustainability Concepts & Practices
- Water & Watersheds
Results 71 - 80 of 382 matches
Transport of heavy metals in the Clark Fork River part of Integrate:Workshops:Teaching the Methods of Geoscience:Activities
Kathleen Harper, University of Montana-Missoula, The
This is an activity about transport of sediment contaminated by copper, arsenic, and other heavy metals that was deposited into the Clark Fork River channel as the result of historical mining activity. The Clark Fork River between Butte and Milltown, Montana has been the focus of several large superfund projects designed to address the impacts of this legacy of mining in the watershed. This activity is used in an introductory physical geology lab (primarily non-majors) with students who may have limited experience working with quantitative analysis and analyzing graphs.
The Ecological Footprint Dilemma part of Integrate:Workshops:Systems, Society, Sustainability and the Geosciences:Activities
Bruno Borsari, Winona State University
How big is your ecological footprint? This case will assist students in quantifying this construct and allow them to reflect on life styles and alternative approaches that can help them reduce their ecological impacts.
Exploring Earth Systems Science: The Interactive GLOBE Earth System Poster part of Integrate:Workshops:Teaching the Methods of Geoscience:Activities
Amy Ellwein, Rocky Mountain Biological Laboratory
Article Review part of Integrate:Workshops:Systems, Society, Sustainability and the Geosciences:Activities
Lisa Harrington, Kansas State University
Students are given a choice of sources from which to choose an article relevant to the course (Sustainability Science) for review, including connection to other course content. Integration of article content with other course materials is an important component.
Sustainability Buffet -- What's in a Definition? part of Integrate:Workshops:Systems, Society, Sustainability and the Geosciences:Activities
Laura Webb, University of Vermont and State Agricultural College
This is an introductory activity to generate student discussion and provoke thought on the definition of sustainability.
Financial Incentives of Open Access Resource Overuse part of Integrate:Workshops:Systems, Society, Sustainability and the Geosciences:Activities
Chris McIntosh, University of Minnesota-Duluth
In this activiy when property rights are absent participants have financial incentive to take what they can get immediatly as opposed to waiting until the resource is more valuable. Adding strong property rights provides the proper finanacial incentives for students to wait to extract the resource when it is most valuable.
Exploring Easter Island Economics with Excel part of Integrate:Workshops:Systems, Society, Sustainability and the Geosciences:Activities
Morris Coats, Nicholls State University
Using concept mapping to experientially introduce systems thinking part of Integrate:Workshops:Systems, Society, Sustainability and the Geosciences:Activities
Meghann Jarchow, University of South Dakota
This activity uses concept mapping as a tool for students to experience the complexity that is inherent in many sustainability-related issues.
The Cube Exercise and the Methods of Science part of Integrate:Workshops:Teaching the Methods of Geoscience:Activities
Barbara Bekken, Virginia Tech
A new approach to using an exercise from the National Academy of Science publication "Teaching about Evolution and the Nature of Science" to support students in developing a deeper understanding of descriptive methods, experimental methods, and methodological assumptions.
The "What is Science?" Box part of Integrate:Workshops:Teaching the Methods of Geoscience:Activities
Jennifer Anderson, Winona State University
A group of 3-4 students are presented with a box that has writing on the five visible sides and asked to determine what is on the bottom of the box. In solving this problem, students are using the same techniques that scientists use to learn about nature.