Air is one of Earth's most precious resources, and we need to take care of it in order to preserve the environment and protect human health. To this end, students develop their understanding of visible air pollutants with an incomplete combustion demonstration, a "smog in a jar" demonstration, and by building simple particulate matter collectors.

Urban governance comprises the various forces, institutions, and movements that guide economic and physical development, the distribution of resources, social interactions, and other aspects of daily life in urban areas. This course examines governance from legal, political, social, and economic perspectives. In addition, we will discuss how these structures constrain collective decision making about particular urban issues (immigration, education‰Ű_). Assignments will be nightly readings and a short paper relating an urban issue to the frameworks outlined in the class.

Introduction to French language and culture. Emphasis on the acquisition of vocabulary and grammatical concepts through active communication. Immediate exposure to authentic French via video sources and printed materials for developing cultural awareness as well as linguistic proficiency. Coordinated language lab program. For graduate credit see 21F.351.

Further development of linguistic proficiency through active communication. Expansion of vocabulary and completion of the basics of French grammar. Continued exposure to culturally authentic audio and video materials in the classroom and the language lab. Study of short texts. Increased practice in writing. For graduate credit see 21F.352.

Between 70 and 75% of the Earth's surface is covered with water and there exists still more water in the atmosphere and underground in aquifers. In this lesson, students learn about water bodies on the planet Earth and their various uses and qualities. They will learn about several ways that engineers are working to maintain and conserve water sources. They will also think about their role in water conservation.

From outdoor adventures in Clear Lake, to representing his community and his state in government, this down-to-earth visionary always kept his eyes on the environment to make a better world for us all.

Resources available for exploring this story include:
- A short animated video with captions and transcripts in English and Spanish
- A short biography book accessible as a slide deck, with per-page audio for listening along, and maps of key locations in the story
- Questions that can be used for conversation, reflection, and connection with the story
- A historical image gallery full of primary and secondary sources to explore
- A guide for activating the media with learners that includes story stats, extension activity ideas, and standards supported

This story is part of Wisconsin Biographies, a collection of educational media resources for grades 3-6. Explore the full collection at pbswisconsineducation.org/biographies/about.

Students take part in a hypothetical scenario that challenges them to inform customers at a local restaurant of how their use and disposal of plastics relates/contributes to the Great Pacific garbage patch (GPGP). What students ultimately do is research information on the plastics pollution in the oceans and present that information as a short, eye-catching newsletter suitable to hand out to restaurant customers. This activity focuses on teaching students to conduct their own research on a science-technology related topic and present it in a compelling manner that includes citing source information without plagiarism. By doing this, students gain experience and skills with general online searching as well as word processing and written and visual communication.

The first great American conservation movement was born during the Progressive Era out of the concern that industrial growth and urban development threatened to extinguish America's wilderness. The era's most controversial environmental issue was the five-year struggle over federal approval for the flooding of a remote corner of federally-owned land in California's Yosemite National Park to build the Hetch Hetchy dam. The city of San Francisco, rebuilding after the devastating 1906 earthquake, believed the dam was necessary to meet its burgeoning needs for reliable supplies of water and electricity. In their 1913 testimony before the House Committee on Public Lands, former San Francisco Mayor James Phelan and Gifford Pinchot, the first Chief Forester of the United States and the most noted conservationist of his generation, put the utilitarian needs of San Francisco's citizens above the aesthetic and moral advantages of leaving Yosemite a pristine wilderness. In the end Congress chose management over aesthetics, voting 43-25 (with 29 abstentions) to allow the Hetch Hetchy dam on federal land.

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.

Tracing the evolution of international interactions, this course examines the dimensions of globalization in terms of scale and scope. It is divided into three parts; together they are intended to provide theoretical, empirical, and policy perspectives on source and consequences of globalization, focusing on emergent structures and processes, and on the implications of flows of goods and services across national boundaries -- with special attention to the issue of migration, on the assumption that people matter and matter a lot. An important concern addressed pertains to the dilemmas of international policies that are shaped by the macro-level consequences of micro-level behavior. 17.411 fulfills undergraduate public policy requirement in the major and minor. Graduate students are expected to explore the subject in greater depth through reading and individual research.

Students build and observe a simple aneroid barometer to learn about changes in barometric pressure and weather forecasting.

This lesson introduces students to the concepts of air pollution and technologies that have been developed by engineers to reduce air pollution. Students develop an understanding of visible air pollutants with an incomplete combustion demonstration, a "smog in a jar" demonstration, construction of simple particulate matter collectors and by exploring engineering roles related to air pollution. Next, students develop awareness and understanding of the daily air quality and trends in air quality using the Air Quality Index (AQI) listed in the newspaper. Finally, students build and observe a variety of simple models in order to develop an understanding of how engineers use these technologies to clean up and prevent air pollution.

Students learn about energy flow in food webs, including the roles of the sun, producers, consumers and decomposers in the energy cycle. They model a food web and create diagrams of food webs using their own drawings and/or images from nature or wildlife magazines. Students investigate the links between the sun, plants and animals, building their understanding of the web of nutrient dependency and energy transfer.

Students learn about energy and nutrient flow in various biosphere climates and environments. They learn about herbivores, carnivores, omnivores, food chains and food webs, seeing the interdependence between producers, consumers and decomposers. Students are introduced to the roles of the hydrologic (water), carbon, and nitrogen cycles in sustaining the worlds' ecosystems so living organisms survive. This lesson is part of a series of six lessons in which students use their growing understanding of various environments and the engineering design process, to design and create their own model biodome ecosystems.

This unit includes five nature journaling experiences implemented at High Marq Environmental Charter School during the 2021-22 school year. They are a bit of a grab bag in terms of subject and skills focus, but all included practices from How to Teach Nature Journaling by Emilie Lygren and John Muir Laws. Please Remix this template for your purposes.

In this activity, students will use cookies to simulate the distribution of our nonrenewable resources (energy). Then, they will discuss how the world's growing population affects the fairness and effectiveness of this distribution of these resources and how engineers work to develop technologies to support the population.

Learn about a study in which participants discovered contaminants in their homes, and how green chemistry may provide alternatives to such everyday toxins, in this video adapted from Contaminated Without Consent.

Students observe demonstrations, and build and evaluate simple models to understand the greenhouse effect and the role of increased greenhouse gas concentration in global warming.

Students follow weather forecasts to gauge their accuracy and produce a weather report for the class. They develop skills of observation, recording and reporting.

In 1840, Unitarian minister George Ripley wrote to the Transcendentalist author Ralph Waldo Emerson in an (unsuccessful) effort to convince him to join, or at least invest in, his planned utopian community, Brook Farm. Founders of antebellum utopian communities attempted to withdraw from what they saw as the hypocrisies and excesses of partisan politics, the inequities inherent in marriage and factory work, the evils of the slave system, and the corruption of cities and to create, in small scale, a more perfect place. Brook Farm began operations in 1841 in West Roxbury, Massachusetts. The Brook farmers lived and dined communally, and divided their time between farm work and artistic and scholarly pursuits. Although other utopian communities, such as Oneida in upstate New York, and Amana, in Iowa, achieved self-sufficiency, Brook Farm ultimately failed. The community never recovered from a devastating fire in 1846, and it closed its doors in 1847.