ENGLISH FOR SCIENCE, TECHNOLOGY,
ENGINEERING, AND MATHEMATICS (STEM)
UNIT 1: IS THE EARTH GETTING WARMER?
OVERVIEW OF THE UNIT
Welcome to Unit 1 of the English for STEM MOOC! For the last several years, scientists have been
asking the question “Is the Earth getting warmer?” In this unit, you will investigate this question by
observing a global warming experiment. After looking at the data from the experiment, you will make an
educated guess about why the world is getting warmer and develop a definition for the term climate
change. In addition, you will learn how to preview texts and practice some of the language used to make
comparisons when talking about global warming and climate change.
LEARNING OBJECTIVES
By the end of this unit, you will:
 Observe an experiment
 Analyze the data of an experiment to draw conclusions
 Preview texts
 Use comparative adjectives in writing
 Develop a definition for the term climate change
 Define and accurately use content-related vocabulary in course activities and games
 Read, watch, and listen to a variety of texts and multimedia sources
 Demonstrate your understanding of these texts and key course ideas through a discussion board
and peer-reviewed written assessment
UNIT 1 AGENDA
I. INTRODUCTION
VIDEO 1: Course Overview: Introduction to STEM
VIDEO 2: Course Overview: Topics, Assessments, Games & Activities
II. IS THE EARTH GETTING WARMER?
VIDEO 3: Is the Earth Getting Warmer?
GAME 1: Unit 1 Vocabulary Flashcards
VIDEO 4: Language Focus: Previewing Texts
GAME 2: Multiple Choice: Previewing Texts

TEXT 1- READING 1: “Scientists’ annual physical of the planet: Earth’s fever rises”
https://share.america.gov/scientists-report-that-earths-fever-is-rising/
This material was developed by the University of Pennsylvania with funding from the U.S. Department of State’s Bureau of
Educational and Cultural Affairs in cooperation with implementing partner FHI 360. The content of this course is licensed
under a Creative Commons Attribution 4.0 International License.
ENGLISH FOR SCIENCE, TECHNOLOGY,
ENGINEERING, AND MATHEMATICS (STEM)
 CHECK YOUR UNDERSTANDING 1: Reading Comprehension Quiz
VIDEO 5: Global Warming Experiment (Part 1)
VIDEO 6: Global Warming Experiment (Part 2)
ASSESSMENT 1: Discussion Board: Based on your observations and the data from the Global
Warming Experiment, explain what factors in the experiment contributed to warmer temperatures. Colder
temperatures?
II. WHAT IS CLIMATE CHANGE?
VIDEO 7: Global Warming vs. Climate Change
VIDEO 8: Climate Change

TEXT 1- READING 2: “Climate change: How do we know?” http://climate.nasa.gov/evidence/ (Source:
NASA’s Global Climate Change website)
 CHECK YOUR UNDERSTANDING 2: Reading Comprehension Quiz
GAME 3: True or False: Facts about Climate Change
VIDEO 9: Language Focus: Comparative Adjectives
GAME 4: Choose the Correct Answer: Comparative Adjectives
ASSESSMENT 2: Peer Written Review: In your own words, define climate change and give at least one
example that supports climate change. Be sure to include comparative adjectives in your definition.
BONUS ADDITIONAL RESOURCES
 TEXT- SUPPLEMENTAL READING: “WMO: Global Warming Happening Faster Than Predicted”
http://www.voanews.com/a/who-global-warming-happening-faster-than-predicted/3429127.html
 CHECK YOUR UNDERSTANDING: Listening Comprehension Quiz
GAME: Review: Comparative Adjectives
This material was developed by the University of Pennsylvania with funding from the U.S. Department of State’s Bureau of
Educational and Cultural Affairs in cooperation with implementing partner FHI 360. The content of this course is licensed
under a Creative Commons Attribution 4.0 International License.
ENGLISH FOR SCIENCE, TECHNOLOGY,
ENGINEERING, AND MATHEMATICS (STEM)

TEXT- SUPPLEMENTAL READING: “5 takeaways from the latest climate data”
https://share.america.gov/5-takeaways-from-latest-climate-data/
 CHECK YOUR UNDERSTANDING: Reading Comprehension Quiz
This material was developed by the University of Pennsylvania with funding from the U.S. Department of State’s Bureau of
Educational and Cultural Affairs in cooperation with implementing partner FHI 360. The content of this course is licensed
under a Creative Commons Attribution 4.0 International License.
ENGLISH FOR SCIENCE, TECHNOLOGY,
ENGINEERING, AND MATHEMATICS (STEM)
UNIT 2: THE GREENHOUSE EFFECT
OVERVIEW OF THE UNIT
Welcome to Unit 2 of the English for STEM MOOC! In Unit 1 you investigated why the Earth is getting
warmer, and also learned about the topic of climate change. In this unit, you will examine the chemistry
of climate change. Through readings and videos, you will explore how different chemicals and gases
affect the environment, with a focus on the greenhouse effect. You will also learn how to use the present
progressive and the language of cause and effect to explain climate change and its causes.
LEARNING OBJECTIVES
By the end of this week, you will:
 Become familiar with the greenhouse effect
 Be able to identify several causes of climate change
 Use the present progressive
 Understand the language of cause and effect
 Define and accurately use content-related vocabulary in course activities and games
 Read, watch, and listen to a variety of texts and multimedia sources.
 Demonstrate understanding of texts and key course ideas through comprehension check quizzes
and a video assignment.
UNIT 2 AGENDA
I. THE GREENHOUSE EFFECT
VIDEO 1: What is the Greenhouse Effect?
VIDEO 2: Greenhouse Gases
GAME 1: Unit 2 Vocabulary Flashcards

TEXT 1- READING: A blanket around the Earth http://climate.nasa.gov/causes/ (Source: NASA’s
Global Climate Change website)
 CHECK YOUR UNDERSTANDING 1: Reading Comprehension Quiz
GAME 2: Multiple Choice: Match the Greenhouse Gas to its Source
VIDEO 3: Language Focus: Present Progressive
GAME 3: Fill in the Blank: Present Progressive
This material was developed by the University of Pennsylvania with funding from the U.S. Department of State’s Bureau of
Educational and Cultural Affairs in cooperation with implementing partner FHI 360. The content of this course is licensed
under a Creative Commons Attribution 4.0 International License.
ENGLISH FOR SCIENCE, TECHNOLOGY,
ENGINEERING, AND MATHEMATICS (STEM)
VIDEO 4: Nature’s Role in the Greenhouse Effect
ASSESSMENT 1: Quiz: Label the Parts of the Greenhouse Effect Diagram
II. HUMAN’S ROLE IN THE GREENHOUSE EFFECT
VIDEO 5: The Burning of Fossil Fuels
VIDEO 6: Language Focus: Cause and Effect (so, because of, therefore, as a result)
GAME 4: Fill in the Blank: Cause and Effect

TEXT 2- READING: “Need strategies to clear the air? Ask a megacity.” https://share.america.gov/needstrategies-clear-air/
 CHECK YOUR UNDERSTANDING 2: Reading Comprehension Quiz
VIDEO 7: Deforestation and Farming
VIDEO 8: The Disposal of Waste
ASSESSMENT 2: PRACTICE Speaking Assessment: Choose one impact of climate change (natural or
man-made) and describe two effects it has on the environment using cause and effect language.
BONUS ADDITIONAL RESOURCES
 TEXT- SUPPLEMENTAL READING: “A city drought caused by destruction of a rainforest?”
https://share.america.gov/city-drought-less-rainforest-less-rain/
 CHECK YOUR UNDERSTANDING: Reading Comprehension Quiz
GAME: Review: Present Progressive
 TEXT- SUPPLEMENTAL READING: “Melting of Ice Wedges Adds to Arctic Warming”
http://www.voanews.com/a/melting-ice-wedges-add-arctic-warming/3240733.html
 CHECK YOUR UNDERSTANDING: Reading Comprehension Quiz
This material was developed by the University of Pennsylvania with funding from the U.S. Department of State’s Bureau of
Educational and Cultural Affairs in cooperation with implementing partner FHI 360. The content of this course is licensed
under a Creative Commons Attribution 4.0 International License.
ENGLISH FOR SCIENCE, TECHNOLOGY,
ENGINEERING, AND MATHEMATICS (STEM)
UNIT 3: THE IMPACTS OF CLIMATE CHANGE ON OUR WORLD
OVERVIEW OF THE UNIT
Welcome to Unit 3 of the English for STEM MOOC! As the Earth continues to get warmer, scientists are
noticing more than just hotter temperatures. Scientists are observing changes in sea levels, rain patterns,
and polar ice caps. In this unit, you will learn about some of these changes and think about how they
affect the biology of people, animals, and different environments called ecosystems. You will also learn
how to read for details and use strong adjectives when describing new things.
LEARNING OBJECTIVES
By the end of this unit, you will:
 Learn about the effects of warmer temperatures on the environment
 Read for details
 Be able to identify the impact of climate change on people, animals, and ecosystems
 Use intensifiers appropriately
 Define and accurately use content-related vocabulary in course activities and games
 Read, watch, and listen to a variety of texts and multimedia sources.
 Demonstrate your understanding of these texts and key course ideas through comprehension check
quizzes and a discussion board.
UNIT 3 AGENDA
I. CHANGES IN THE ENVIRONMENT
VIDEO 1: Hot, Hot, Hot: Drought and Other Effects of Warmer Temperatures
VIDEO 2: Hurricanes & Storms
VIDEO 3: Language Focus: Reading for Details
GAME 1: Multiple Choice: Reading for Details
 TEXT 1- LISTENING/READING: “The consequences of climate change” http://climate.nasa.gov/effects/
(Source: NASA’s Global Climate Change website)
 CHECK YOUR UNDERSTANDING 1: Reading Comprehension Quiz
VIDEO 4: Rising Sea Levels
GAME 2: Unit 3 Vocabulary Flashcards
This material was developed by the University of Pennsylvania with funding from the U.S. Department of State’s Bureau of
Educational and Cultural Affairs in cooperation with implementing partner FHI 360. The content of this course is licensed
under a Creative Commons Attribution 4.0 International License.
ENGLISH FOR SCIENCE, TECHNOLOGY,
ENGINEERING, AND MATHEMATICS (STEM)
ASSESSMENT 1: Quiz: True or False – The Effects of Climate Change on the Environment
II. THE IMPACT
VIDEO 5: The Impact on Our Health
VIDEO 6: Language Focus: Intensifiers (Normal vs. Strong Adjectives)
GAME 3: Multiple Choice: Intensifiers
VIDEO 7: Expert Interview: Shandra Banutu-Gomez - The Situation in Africa
VIDEO 8: The Threat to Plants and Animals
 TEXT 2- READING: “New Study Suggests Global Marine Food Chain Collapse”
http://www.voanews.com/a/study-suggests-global-marine-food-chain-collapse/3002665.html
 CHECK YOUR UNDERSTANDING 2: Reading Comprehension Quiz
VIDEO 9: The Stress on Our Marine Ecosystem
ASSESSMENT 2: Discussion Board: Which of the consequences of climate change in this unit were
most surprising to you? Why?
BONUS ADDITIONAL RESOURCES
 TEXT- SUPPLEMENTAL READING: “Study: Rising Carbon Dioxide Levels Threaten Human Nutrition”
http://www.voanews.com/a/study-rising-carbon-dioxide-levels-threaten-human-nutrition/1909926.html
 CHECK YOUR UNDERSTANDING: Reading Comprehension Quiz
GAME: Review: Intensifiers
 TEXT- SUPPLEMENTAL READING: “African Nations Vulnerable to effects of Climate Change”
http://www.voanews.com/content/african-nations-vulnerable-effects-climate-change/3086573.html
 CHECK YOUR UNDERSTANDING: Reading Comprehension Quiz
This material was developed by the University of Pennsylvania with funding from the U.S. Department of State’s Bureau of
Educational and Cultural Affairs in cooperation with implementing partner FHI 360. The content of this course is licensed
under a Creative Commons Attribution 4.0 International License.
ENGLISH FOR SCIENCE, TECHNOLOGY,
ENGINEERING, AND MATHEMATICS (STEM)
UNIT 4: DISCOVERING CLEANER ENERGY SOURCES TO POWER THE WORLD
OVERVIEW OF THE UNIT
Welcome to Unit 4 of the English for STEM MOOC! More and more governments and corporations are
funding engineers to create and build new energy systems that can limit the effects of climate change.
Many of these energy systems come from renewable energy sources, such as, wind, solar (sun), and
hydroelectric (water) power. In this unit, you will explore the science behind these systems. You will
also learn how to summarize the main ideas of readings and how to use modal verbs to make a
suggestion.
LEARNING OBJECTIVES
By the end of this week, you will:
 Investigate different types of renewable energy and how they work
 Summarize main ideas of a text
 Use modal verbs to make a suggestion
 Define and accurately use content-related vocabulary in course activities and games
 Read, watch, and listen to a variety of texts and multimedia sources.
 Demonstrate understanding of texts and key course ideas through comprehension check quizzes, a
discussion board and peer-reviewed written assessment.
UNIT 4 AGENDA
I. GOING GREEN
VIDEO 1: The Rise of Renewable Energy
Video 2: The Power of Sun, Wind, and Water
GAME 1: Unit 4 Vocabulary Flashcards
 Text 1- Reading: “Indian Scientists Design Solar Tree to Save Space for Solar Power Generation”
http://www.voanews.com/a/indian-scientists-design-solar-tree-to-save-space-for-solar-powergeneration/3481641.html
 Check Your Understanding 1: Reading Comprehension Quiz
VIDEO 3: Language Focus: Summarizing Main Ideas from a Text (Part 1)
VIDEO 4: Language Focus: Summarizing Main Ideas from a Text (Part 2)
Game 2: Matching: Main Ideas to Short Paragraphs
This material was developed by the University of Pennsylvania with funding from the U.S. Department of State’s Bureau of
Educational and Cultural Affairs in cooperation with implementing partner FHI 360. The content of this course is licensed
under a Creative Commons Attribution 4.0 International License.
ENGLISH FOR SCIENCE, TECHNOLOGY,
ENGINEERING, AND MATHEMATICS (STEM)
ASSESSMENT 1: Reflective Response: Write a brief summary of the main points in “Indian Scientists
Design Solar Tree to Save Space for Solar Power Generation”
II. NEW TECHNOLOGIES CREATE NEW SOLUTIONS
Video 5: New Discoveries in Renewable Energy
Video 6: Expert Interview: Dr. Yang - Capturing Waste Heat to Create Energy
VIDEO 7: Language Focus: Using Modal Verbs to Make a Suggestion
GAME 3: Order the Modal Verbs by Strength (Strong Suggestion – Weak Suggestion)

TEXT 2- READING: “Salting away renewable energy for future use.” https://share.america.gov/saltingaway-renewable-energy-for-future-use/
 CHECK YOUR UNDERSTANDING 2: Reading Comprehension Quiz
ASSESSMENT 2: PRACTICE Speaking Assessment: Describe the energy systems used in your
country. Suggest a new energy system for your country and explain how it would be better for the
environment. You can choose an example of a new energy system from our course readings or introduce
a new one from your own research.
BONUS ADDITIONAL RESOURCES
 TEXT- SUPPLEMENTAL READING: “’Blue energy’ could be another way to go green”
https://share.america.gov/blue-energy-could-be-another-way-to-go-green/
 CHECK YOUR UNDERSTANDING: Reading Comprehension Quiz
GAME: Grammar Review: Modals of Suggestion
 TEXT- SUPPLEMENTAL READING: “Nuclear Developers Have Big Plans for Pint-sized Power Plants in
UK” http://www.voanews.com/a/britain-nuclear-power/3470331.html
 CHECK YOUR UNDERSTANDING: Reading Comprehension Quiz
This material was developed by the University of Pennsylvania with funding from the U.S. Department of State’s Bureau of
Educational and Cultural Affairs in cooperation with implementing partner FHI 360. The content of this course is licensed
under a Creative Commons Attribution 4.0 International License.
ENGLISH FOR SCIENCE, TECHNOLOGY,
ENGINEERING, AND MATHEMATICS (STEM)
UNIT 5: WHAT MIGHT THE FUTURE HOLD?
OVERVIEW OF THE UNIT
Welcome to Unit 5 of the English for STEM MOOC! In this unit, you will investigate practical advances
in Nanotechnology that help slow down climate change. An example of this is turning light into heat.
You will also learn how the scientific community works together to create new discoveries through expert
interviews and readings. Lastly, you will develop your own research skills by learning how to choose
good sources and cite them in your research.
LEARNING OBJECTIVES
By the end of this unit, you will:
 Demonstrate understanding of potential uses of Nanotechnology
 Choose good sources for research
 Understand importance of citing sources in own research
 Use future possibility and probability modals
 Read, watch, and listen to a variety of texts and multimedia sources.
 Demonstrate your understanding of these texts and key course ideas through comprehension check
quizzes, a discussion board and a peer-reviewed assignment.
UNIT 5 AGENDA
I. THE DEVELOPMENT OF NANOTECHNOLOGY
VIDEO 1: What is Nanotechnology?
VIDEO 2: Nanotechnology Hubs Around the World
Game 1: Unit 5 Vocabulary Flashcards

TEXT 1- READING: Can the Earth be saved by turning CO2 to stone?
https://share.america.gov/saving-earth-by-turning-co2-to-stone/
☑ CHECK YOUR UNDERSTANDING: Reading Comprehension Quiz
VIDEO 3: Making New Technology Practical and Profitable
ASSESSMENT 1: QUIZ: Multiple Choice: Making New Technology Practical and Profitable
VIDEO 4: Language Focus: Future Possibility and Probability Modals
GAME 2: Fill in the Blank: Future Possibility and Probability Modals
This material was developed by the University of Pennsylvania with funding from the U.S. Department of State’s Bureau of
Educational and Cultural Affairs in cooperation with implementing partner FHI 360. The content of this course is licensed
under a Creative Commons Attribution 4.0 International License.
ENGLISH FOR SCIENCE, TECHNOLOGY,
ENGINEERING, AND MATHEMATICS (STEM)
 TEXT 2- READING: Profits From Eco-friendly Vertical Farming Stack Up
http://www.voanews.com/a/profits-from-eco-friendly-vertical-farming-stack-up/3337900.html
☑ CHECK YOUR UNDERSTANDING: Reading Comprehension Quiz
II. CREATING A SCIENTIFIC COMMUNITY
VIDEO 5: How do Scientists Share Discoveries (Journals, Conferences, etc.)
VIDEO 6: Expert Interview: Lynn Yarris - Choosing Good Sources and the Importance of Citing
Them
VIDEO 7: Language Focus: Citing your Sources
GAME 3: True/False: Choosing and Citing Sources
ASSESSMENT 2: Peer Written Review: Write a brief prediction of how the scientific community
could work together to reduce the causes and/or impacts of climate change. Use your own research or any
of the articles from the course to support your prediction and cite your source(s).
VIDEO 8: Creating a Community of Scientists
BONUS ADDITIONAL RESOURCES
 TEXT- SUPPLEMENTAL READING: Biofilter made from peanut shell degrades air pollutants
http://www.nanowerk.com/news2/green/newsid=42272.php
☑ CHECK YOUR UNDERSTANDING: Reading Comprehension Quiz
GAME: MATCHING: Nanotechnology Vocabulary Words
 TEXT- SUPPLEMENTAL READING: Major Advance in Artificial Photosynthesis Poses Win/Win for the
Environment http://newscenter.lbl.gov/2015/04/16/major-advance-in-artificial-photosynthesis/
☑ CHECK YOUR UNDERSTANDING: Reading Comprehension Quiz
This material was developed by the University of Pennsylvania with funding from the U.S. Department of State’s Bureau of
Educational and Cultural Affairs in cooperation with implementing partner FHI 360. The content of this course is licensed
under a Creative Commons Attribution 4.0 International License.