Kibera, a poor community, in Nairobi, was a blank spot on the map until recently. This video from Penn State Public Broadcasting’s Geospatial Revolution shows how geospatial technology enabled residents to map resources to help their community.

These 20 Broad General Education lesson plans focus on the creative and collaborative aspects of computational thinking, programming and coding, building girls confidence and resilience by embedding these concepts through interdisciplinary learning into Literacy & English, health and wellbeing, mathematics, sciences, art & design, music, social subjects and physical education.

The resource packs comprise of lesson plans, PowerPoint presentations, video tutorials and website recommendations and provide a wealth of engaging and inspiring learning experiences for teachers to use with their class over a period of a week, a term or over the academic year.

This class is designed to expose you to the cycles of disasters, the roots of emergency planning in the U.S., how to understand and map vulnerabilities, and expose you to the disaster planning in different contexts, including in developing countries.

Paul Andersen explains how the climate on the earth is affected by the amount of solar radiation and the greenhouse affect. The addition of anthropogenic greenhouse gases has led to global warming which is impacting humans on the planet. A discussion of the greenhouse effect and greenhouse gases (including water vapor, carbon dioxide, methane, nitrous oxide, and CFCs) is included. Countries have committed to reduce through both the Kyoto Protocol and the Paris Agreement.

This video segment adapted from NOVA/FRONTLINE examines the greenhouse effect, its role in keeping Earth habitable, and the industrial changes that have led to an increase in the planet's average temperature.

The quest for efficiency touched nearly every aspect of American life during World War I, including the nation's clocks. Daylight saving first appeared during the war years as an experiment to save fuel. Theoretically, people would use less artificial light in the evenings thanks to the extra hour of daylight. Urban dwellers generally delighted in the "extra hour," but protests by farmers and other rural citizens brought the experiment to an end after only one year. Farmers, rural Americans, and those whose jobs forced them to work very early hours disliked the measure intensely. They bombarded Congress with petitions, letters, and angry telegrams demanding the return to "God's time." According to farmers, city dwellers who wanted more leisure in the afternoon could just show up for work an hour earlier and leave an hour earlier.

A Grade 3 Science full course covering the following subjects: The Nature of Science and Engineering; Energy, The Universe; and Living Systems.

In this lesson plan students gather data about the items that they would normally throw in the trash. Once students collect the data they create a bar graph to display the number and kinds of materials they discard and then use this data to create a plan to reduce garbage and help the environment. The lesson plan includes an activity sheet (PDF) for graphing data and extension activity suggestions.

In this video segment adapted from NOVA, watch residents of the Peruvian Andes build a suspension bridge made entirely of grass. The ancient Inca were a textile society and thus skilled in working with natural fibers including alpaca and cotton. Still, it might surprise people today that their solution to crossing the canyons and gorges of their mountainous empire featured another fibrous material: grass. When you consider how they built a simple suspension bridge, you'll realize that not only was this a practical solution, it was also a safe one. In this video segment adapted from NOVA, watch residents of the Peruvian Andes as they build a traditional and functioning grass bridge the likes of which enabled the ancient Inca people to flourish for several hundred years. Grades 3-12.

For four years after the U.S. dropped atom bombs on Hiroshima and Nagasaki to end World War II, America held a monopoly on the production of atomic weapons. On September 24, 1949, however, news of a Soviet Union nuclear weapons test shocked the nation. The following April, a National Security Council report to President Harry S. Truman advised development of a hydrogen bomb--some 1,000 times more destructive than an atom bomb--and a massive buildup of non-nuclear defenses. The subsequent outbreak of war in Korea in June 1950 justified to many increased defense spending. When fighting reached a stalemate, some in politics and the military--including General Douglas MacArthur, head of the Far East command--advocated the use of atomic weapons against targets in China. Although the Korean War was fought solely with conventional weapons, peace came only after the Eisenhower administration threatened to use nuclear weapons. Following the July 1953 armistice, government and military officials debated the place of nuclear weapons in future defense planning. In this January 1954 Collier's article, Styles Bridges, chairman of the Senate Appropriations Committee, laid out various proposals and assured citizens of their leaders' dedication "to finding the best solution." Despite a test ban treaty in 1963--sparked in part by the 1962 Cuban Missile Crisis that brought the U.S. and the Soviet Union to the brink of nuclear war--subsequent arms control agreements, and a vigorous nuclear freeze movement, the two superpowers nevertheless pursued an escalating arms race that reached a peak combined total of nearly 60,000 nuclear warheads by the late 1980s.

The half-semester Graduate / Professional course in Green Supply Chain Management will focus on the fundamental strategies, tools and techniques required to analyze and design environmentally sustainable supply chain systems. Topics covered include: Closed-loop supply chains, reverse logistics systems, carbon footprinting, life-cycle analysis and supply chain sustainability strategy. Class sessions will combine presentations, case discussions and guest speakers. All students will work on a course-long team project that critically evaluates the environmental supply chain strategy of an industry or a publicly traded company. Grades will be based on class participation, case study assignments and the team project.

This project report describes how a community partner worked to collaborate with a school and the benefits and reasons for doing so.

Science song for kids grades K-2. Also has lesson materials you can use if you have a Generation Genius subscription.

In Headlines and High Water, players take on the role of a young journalist in the fictional town of Twin Lakes, where the annual Cherry Festival is thrown into chaos by a catastrophic flood. The player is tasked with interviewing locals and writing stories to keep the town informed—all while staying safe during the town’s worst flood of the century.

Throughout the game, players build trust with the townspeople and interview a cast of quirky characters—like Birdie, the aptly-named nature conservationist, and Fred Finkler, the gardener who’ll talk your ear off. In the end, the player’s reporting will determine if Twin Lakes is still around a year from now, or if future floods wash the town right off the map.

In this video segment adapted from United Tribes Technical College, meet Native Americans who are concerned about climate change and believe that action today can help future generations once again live in harmony with Earth.

Silicosis, a deadly lung disease caused when workers inhale fine particles of silica dust (found in sand, quartz, and granite), became a national cause clbre during the Great Depression when it was recognized as a significant disease among lead, zinc, and silver miners, sandblasters, and foundry and tunnel workers. While silicosis was a crisis for the federal government, business, and insurance companies as well as labor organizations, its most devastating effects were on the workers who contracted the disease and the families and communities who watched previously healthy men waste away and die. The lasting impact that the silicosis "plague" had on individual workers' lives in the 1930s is evident here in Laurie Mercier's 1981 interview with Helen Raymond, who opened a tavern that catered to miners in Virginia City, Montana, in 1934.

In 1918 and 1919, the Spanish influenza killed 550,000 people in the United States and 20 to 40 million worldwide. In a 1982 interview with Laurie Mercier, Loretta Jarussi of Bearcreek, Montana, described how people would pass through that tiny town seemingly healthy, only to be reported dead two days later. Her father went undiagnosed for many weeks and had plans to go to a nearby hot springs to rest. She believed that her father's death was averted only because the son of the local doctor was an army doctor who recognized flu symptoms that others missed.

Through ongoing partnership with teachers across New York City, New Visions has developed this course map for a high school biology course fully designed to the Next Generation Science Standards (NGSS) and the New York State Science Learning Standards (NYSSLS). Each unit follows a common structure: students engage with an anchor phenomenon and develop questions; go through sequences of learning and sense-making to develop and iterate on answers to those questions; then complete a three-dimensional performance task.

Unit 1-Marathon Runner and Unit 3-Evolution of Sick Humans have both been reviewed using the EQuIP rubric, and are available on the Quality Examples of Lessons and Units page.

How can we Design Cattle to Better Meet Human Needs?

In this high school Storyline unit on genetics and heredity, students are introduced to ‘SuperCows’. As they explore the vast variety of cattle breeds, students discover that cattle are specialized for different purposes and while similar, the ‘SuperCows’ are clearly unique. Students wonder what caused this diversity and specificity which leads to investigations about the role of inheritance, DNA and proteins.

Examines the development of computing techniques and technology in the nineteenth and twentieth centuries, particularly critical evaluation of how the very idea of "computer" changes and evolves over time. Emphasis is on technical innovation, industrial development, social context, and the role of government. Topics include Babbage, Hollerith, differential analyzers, control systems, ENIAC, radar, operations research, computers as scientific instruments, the rise of "computer science," artificial intelligence, personal computers, and networks. Includes class visits by members of the MIT community who have made important historical contributions. This course focuses on one particular aspect of the history of computing: the use of the computer as a scientific instrument. The electronic digital computer was invented to do science, and its applications range from physics to mathematics to biology to the humanities. What has been the impact of computing on the practice of science? Is the computer different from other scientific instruments? Is computer simulation a valid form of scientific experiment? Can computer models be viewed as surrogate theories? How does the computer change the way scientists approach the notions of proof, expertise, and discovery? No comprehensive history of scientific computing has yet been written. This seminar examines scientific articles, participants' memoirs, and works by historians, sociologists, and anthropologists of science to provide multiple perspectives on the use of computers in diverse fields of physical, biological, and social sciences and the humanities. We explore how the computer transformed scientific practice, and how the culture of computing was influenced, in turn, by scientific applications.