# data[].attributes.body
1. UNESCO
https://en.unesco.org/sustainabledevelopmentgoals
2. United Nations Development - Learn About the SDGs
a)https://www.undp.org/sustainable-development-goals?utm_source=EN&utm_medium=GSR&utm_content=US_UNDP_PaidSearch_Brand_English&utm_campaign=CENTRAL&c_src=CENTRAL&c_src2=GSR&gclid=CjwKCAjw9-KTBhBcEiwAr19ig1wo27q-8aYTOa8FQ3CxcF6hKb2BW-i1WjqlQbWE68tnYPNzogvwgRoC414QAvD_BwE
b)https://sustainabledevelopment.un.org/partnership/partners/?id=10052
3. NASA Learning Resources
a)https://www.educationdiplomacy.org/skills-resources?gclid=CjwKCAjw9-KTBhBcEiwAr19ig-e353hx3tHN9uBQtlM0xq5vj0-WE0g-9msb2yLJqdzG_B-vEo-eeRoCqNwQAvD_BwE
b)https://www.nasa.gov/stem/foreducators/k-12/index.html
c)https://earthdata.nasa.gov/learn/backgrounders/sdg
4. NASA Global Climate Change and Warming
https://climate.nasa.gov/
5. European Commission - Climate Action
https://ec.europa.eu/clima/index_en

# data[].attributes.attachment_link.readable_text
A modelling exercise for a 1.5°C global warming scenario shows that energy trade shrinks to account for 13% of global energy demand in 2050, and energy production goes local as renewables increase to reach 75% share of energy supply.

# data[].attributes.attachment_link.description
A modelling exercise for a 1.5°C global warming scenario shows that energy trade shrinks to account for 13% of global energy demand in 2050, and energy production goes local as renewables increase to reach 75% share of energy supply.

# data[].attributes.headline
此次工作坊簡報所使用到的參考資料

# data[].attributes.subject
此次工作坊簡報所使用到的參考資料

# data[].attributes.body
Fiipe, E. & Liu, H.-C. 2020. Cryptic coloration commonly known as Camouflage.

HRbartender. 2020, June 16. Employee Experience: Using Empathy Maps to Design Better Engagement. . Retrieved from:https://www.hrbartender.com/2020/employee-engagement/employee-experience-empathy-maps/

Wiggins, G., & McTighe, J. (2005). Chapter 1 Backward Design. Alexandria, VA: Association for Supervision and Curriculum Development.

北迁候鸟. (2016, March 21).美国海洋世界主题公园宣布终止杀人鲸表演 [Sea World Theme Park Announces Ending Killer Whale Shows]. Retrieved from: https://www.sohu.com/a/64649871_384138

BBC. (2019, January 17).「房產」越貴陰莖越長：寄居蟹的演化邏輯 [The more expensive the "real estate", the longer the penis: the evolutionary logic of hermit crabs]. Retrieved from: https://www.bbc.com/zhongwen/trad/science-46906985

Staudenmaier, R. (2018, May 28). 欧盟要向塑料垃圾说“不”[The EU wants to say "no" to plastic waste]. Retrieved from: https://www.dw.com/zh/%E6%AC%A7%E7%9B%9F%E8%A6%81%E5%90%91%E5%A1%91%E6%96%99%E5%9E%83%E5%9C%BE%E8%AF%B4%E4%B8%8D/a-43956852

Residential Waste Systems. (2016, March 11). How Fast Do Things Biodegrade? Retrieved from: https://residentialwastesystems.com/blog/how-fast-do-things-biodegrade/

# data[].attributes.headline
與課程內容有關可能的議題

# data[].attributes.subject
與課程內容有關可能的議題

# data[].attributes.body
1.環境教育 (Environmental Education)

2.海洋教育 (Marine Education)

3.生物多樣性 (Biodiversity)

4.氣候變遷 (Climate Change)

5.減少災害風險 (DRR)

6.永續消費和生產 (SCP)

7.環境焦慮(Eco-Anxiety)

面對未來，打造孩子迎戰氣候變遷的綠能力
https://flipedu.parenting.com.tw/article/6800

8.其他

# data[].attributes.headline
UbD 課程計劃設計表(空白表格)

# data[].attributes.subject
UbD 課程計劃設計表(空白表格)

# data[].attributes.body
請各組下在此檔案，分組討論時會請各組使用此範本來進行自己課程計畫的設計
檔案連結
https://docs.google.com/document/d/1urDXjhWCU0OuCYhWGL1ie0DbLVa1hZ6D/edit?usp=sharing&ouid=109695262925822879972&rtpof=true&sd=true

# data[].attributes.attachment_link.title
UbD Lesson Plan Design Table Templete_SDGs.docx