Lessons & Activities Search
| Title | MIT Course |
Preview |
Type of Activity | Instructional Approach | Content Area | SDG |
|---|---|---|---|---|---|---|
| WASH Tutorial | D-Lab: Water Sanitation and Hygiene |
Students, individually, or in groups of two or three, will sign up for and give a 15-minute WASH tutorial to the class on a selected water/sanitation/hygiene topic. Your topic can be on any subject within the field of water, sanitation, hygiene, or environment. Some may focus on specific technologies, while others will do demonstrations, skills training, or share success stories of case studies, designs, policies, plans, or engineered solutions. |
Presentation | Inquiry-Based Learning | Interdisciplinary | SDG 6 - Clean Water & Sanitation |
| National Environmental Policy-making | Introduction to Environmental Policy and Planning |
Given what you have read in Unit 1 and what we have discussed in class, provide the simplest model you can of national environmental policy-making for any country you choose. |
Paper | Place-Based Learning | Urban Studies | SDG 11 - Sustainable Cities & Communities |
| Quiz 2 | D-Lab I: Development |
This is a quiz, with open-ended questions from D-Lab I: Development. |
Exam | Other | Development | SDG 9 - Industry, Innovation & Infrastructure |
| Problem Set 2: Species Competition | Ecology II: Engineering for Sustainability |
This problem builds on the class lectures about predator-prey ecosytems. Rather than predation, we consider two similar species competing for a common resource. We use the Lotka-Volterra competition model, which embodies the “competitive exclusion” principle: "If two competing species coexist in the same niche in a stable environment then one species will eventually crowd out the other.” |
Modeling/Simulation | Experiential Learning | Civil Engineering, Environmental Engineering | SDG 15 - Life on Land |
| Technical Reports | Exploring Sea, Space, & Earth: Fundamentals of Engineering Design |
Both of these reports should be well-structured, with introductions, body and conclusions.
|
Report | Inquiry-Based Learning | Engineering | SDG 9 - Industry, Innovation & Infrastructure |
| Homework 7 | Transport Processes in the Environment |
Problem set for the course Transport Processes in the Environment. |
Problem Set | Other | Environmental Transport Processes | SDG 15 - Life on Land |
| Problem Set 4: Conduction and Subsidence | Physics and Chemistry of the Terrestrial Planets |
Problem set for the course Physics and Chemistry of Terrestrial Planets. |
Problem Set | Other | Chemistry, Physics | SDG 15 - Life on Land |
| Problem Set 6: Geomagnetism and Paleomagnetis | Physics and Chemistry of the Terrestrial Planets |
Problem set for the course Physics and Chemistry of Terrestrial Planets. |
Problem Set | Other | Chemistry, Physics | SDG 15 - Life on Land |
| Visual Comfort and Electric Lighting (Assignment 6) | Environmental Technologies in Buildings |
The goal of this assignment is check your final daylighting design from Assignment 5 for potential areas of glare and remedy them as well as to design an electric lighting concept for your design. As a target level, the electric lighting should provide around 300lux on all key working surfaces and around 150lux in all circulation areas. |
Modeling/Simulation | Experiential Learning | Architecture | SDG 11 - Sustainable Cities & Communities |
| Final Presentations (Ethics in your Life) | Ethics In Your Life: Being Thinking Doing (or Not?) |
During the last two classes of the term, each student will give a 5–7 minute presentation on their own ethical perspective, as developed over the course of the term. The presentation should begin with a clear statement of your question or topic and its ethical significance, and then explain how your thinking on the topic has progressed over the semester. We are looking for you not to just state your opinion on a question, but to think about it in some depth and show us how your line of thought has changed over the course of your investigation. If you've changed your mind on the question, great; but if you haven't changed your mind, that's fine too. If you don't have a settled opinion and are still unsure what to think, even better! We just want to hear how you've engaged with alternative points of view on the question and what you've learned from doing so. |
Presentation | Inquiry-Based Learning | Social Studies | SDG 17 - Partnerships for the Goals |