Unit 2: Systems Thinking and the Wicked Problem of Global Food Security part of The Wicked Problem of Global Food Security
Armed with an overview of the complexity of issues associated with global food security, this unit begins by contextualizing food security as an example of a wicked problem. Wicked problems are problems that are ...

Unit 5: Case Study Group Work-Spatial Data Investigation part of The Wicked Problem of Global Food Security
Unit 5 will delve more into an examination of food security using online ArcGIS. The class begins with a GIS-based exploration of data available for the three regions. The rest of the class period is provided for ...

Unit 4: Hurricane Impacts part of Natural Hazards and Risks: Hurricanes
This unit has three options for 40-minute activities that address hurricane impacts. Alternatively, if time allows, all three could be used in sequence. Activity 4.1 includes a presentation on the terrestrial ...

Unit 6: Predictions and Evacuation part of Natural Hazards and Risks: Hurricanes
Students watch a video and read about past evacuations, including a premature or unnecessary evacuation, a late or botched evacuation, and about people determined to stay put no matter what. Students participate in ...

Using "Dante's Peak" to Discuss Response to Risk part of Integrate:Workshops and Webinars:Teaching about Risk and Resilience:Activities
In this classroom activity, students watch the movie "Dante's Peak" up to the point where Harry Dalton's supervisor arrives and talks to the town council. Students then compare and contrast Harry's assessment and advice to that of his supervisor, discuss the reaction of the town council members, and develop their own recommendations for how the scientists and town should proceed.

Unit 3: Sensory Data Collection part of Mapping the Environment with Sensory Perception
In this unit, students will develop protocols for the collection of sensory data (scents and/or sounds), plan and execute the field collection of sensory data using developed protocols, analyze collected data, and ...

Environmental Advocacy Project part of Curriculum for the Bioregion:Activities
This assignment requires that students research the historical context of an environmental issue within their own communities and apply different types of organizing/advocacy tactics for instigating social change.

Systems Thinking and Civic Engagement for Climate Justice in General Chemistry: CO2 and PM 2.5 Pollution from Coal Combustion part of Curriculum for the Bioregion:Activities
Students apply chemistry to a climate justice case study using a systems thinking perspective in class and discuss the connections between chemistry and climate justice in a conversation with a community outside of the classroom for civic engagement. The instructor offers formative feedback during class time and in response to discussion posts. Feedback is meant to build understanding and application of concepts important to learning chemistry within a systems thinking context and using civic engagement to communicate how chemistry relates to climate justice.

Climate Justice and Health Impacts of Methane (so-called Natural Gas) in General or Introductory Chemistry part of Curriculum for the Bioregion:Activities
In this activity, students explore the chemical forms of methane (CH4), learn about the various sources and uses of methane, and gain knowledge of human health impacts and the disproportionate impact of extraction pollution on poor and racialized communities. They also connect the social justice impacts of methane to methane chemistry and exercises in the classroom.

Carbon Dioxide Birthday part of Curriculum for the Bioregion:Activities