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- Grade Range
- 6th
- Rating
Students explain the meaning of the terms ecosystem, abiotic and biotic. They create an ecosystem in order to explain the role humans play in them. Full Review »
- Grade Range
- 9th - 12th
- Rating
Students learn what the Kyoto Protocol is and examine the decision of the United States to not sign the agreement. Full Review »
- Grade Range
- 8th - 10th
- Rating
Students research and make Osprey nests in order to investigate ecological systems and provide citizens of their city with information needed to make decisions about environmental issues. Full Review »
- Grade Range
- 6th - 9th
- Rating
Students explore potential problems associated with the increasing human invasion of wildlife areas, the ecological changes incurred as a result of pollution, loss of wetlands, and urban development as they use GPS units in this lesson. They create an awareness project that informs the community about the issues they discover in the cache sites that they located with the GPS (Global Positioning System). Full Review »
- Grade Range
- 5th
- Rating
Students discuss the importance of water quality for humans and fish and make predictions about what happens to water that is polluted. In small groups, they conduct experiments to compare and contrast water that is unpolluted and water tainted with motor oil, paint, or detergent. Students determine the importance of clean water to aquatic habitats. Full Review »
- Grade Range
- 9th - 12th
- Rating
Students investigate how humans impact the environment and compile an organism database into an e-book field guide. They name muscle groups and develop specific exercises to strengthen these groups. Students utilize technology for data compilation, analysis and final product. Full Review »
- Grade Range
- 9th - 10th
- Rating
Students examine the causes and effects of alterations in a forest ecosystem and evaluate how human actions may only seem to have minor consequences, but can lead to extinctions of large numbers of populations. Students produce an educational video, 5-10 minutes in length, within the forest discussing concepts from the unit. Full Review »
- Grade Range
- 9th - 12th
- Rating
Students, beginning individually and later in small groups use the decision making model to address the question of reintroducing the wolf into Yellowstone National Park. Each small group elects a spokesperson to report to the class, followed by a class discussion of each group's decision. Full Review »
- Grade Range
- 9th - 11th
- Rating
Students compare the obeservations of traditional people with the oberservations of Western science. They validate Traditional Ecological Knowledge (TEK) and Inuit Qaujimajatuqangit (IQ) through comparison and the identification of agreement with Western science. Full Review »
- Grade Range
- 9th - 12th
- Rating
Students are able to respond to a reading passage concerning human effects (under development) in Madagascar. They have a quiz on primary and secondary succesion as their bell ringer. Students write an essay on the topic "No man is an island, entire of itself; ... any man's death diminishes me, for I am involved in mankind, and therefore never send to know for whom the bell tolls. They discuss the number of ways that humans and the environment are linked to each other. Full Review »
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