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\n\"The\n\n
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\nCurated OER\n
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\nThe Goat in the Rug\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nStudents define productive, capital, human and natural resources and intermediate goods, then classify these things by how they are used in a production process. In this resources/goods lesson plan, students listen to the story The Goat...\n
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\n\"Food\n\n
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\nFood and You\n

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\n\nFor Teachers\n\n2nd - 5th\n
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\nStudents identify why humans are dependent on natural resources and the problems associated with their use and demonstrate how humans affect their environment. They also describe the different components and natural resources that go...\n
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\n\"What\n\n
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\nCurated OER\n
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\nWhat Is Sustainability?\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nMiddle schoolers discuss environmental preservation and sustainability and their role in consumption and preservation. After a brief demonstration of how limited our resources are, students determine which natural resources they use most...\n
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\n\"Farmers\n\n
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\nCurated OER\n
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\nFarmers - Caretakers of the Land\n

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\n\nFor Teachers\n\n7th - 8th\n
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\nYoung scholars explore resource management, specifically farming. After reviewing vocabulary words, groups of students explore what is conserved by each practice. They compare and contrast responses. Young scholars describe farming...\n
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\n\"Eminent\n\n
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\nCurated OER\n
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\nEminent Domain: Whose Land is it Anyway?\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents research eminent domain and whether or not there has been a land dispute in their community. Students search local newspapers, local history books or talk with civic leaders and long-time citizens and create a chart showing the...\n
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\n\"They're\n\n
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\nCurated OER\n
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\nThey're Tilling that Field Behind the Mall\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nUnfortunately, the article for which this resource was written is not available. You can, however, find another current document on agriculture and urban development for your class to read together, and then still follow the suggested...\n
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\n\"Kentucky\n\n
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\nCurated OER\n
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\nKentucky Coal, Reclamation and Subsidence\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents read and discuss the information that they read on the \"Kentucky Coal, Reclamation and Subsidence.\" They then answer questions in reference to the reading. Some questions that students answer are: What is reclamation?, Name...\n
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\n\"Interview\n\n
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\nCurated OER\n
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\nInterview the Elders\n

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\n\nFor Teachers\n\nK - 12th\n
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\nStudents prepare a list of questions about the past and present in regards to dealing with waste and the natural resources. They conduct interviews with tribal Elders and record their statements.\n
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\n\"Soils\n\n
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\nCurated OER\n
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\nSoils\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents apply knowledge of soil, environmental impacts, economics, multiple human demands, and use given data for a proposed scenario in making land use decisions. They debate land use issues and/or scenarios and discuss a case study.\n
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\n\"Art:\n\n
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\nCurated OER\n
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\nArt: Drawing Ducks in Their Natural Habitats\n

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\n\nFor Teachers\n\n6th\n
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\nSixth graders explore various waterfowl species and discover how duck stamps are used. After researching specific types of birds for a stamp competition, they draw the birds in various natural settings. Before sending the submissions,...\n
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\n\"Life\n\n
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\nCurated OER\n
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\nLife on the Edge: Land Use, Food Supply, and Economics in a Small African Village\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nStudents examine the roles that natural events (such as droughts), population growth and other human factors play on land use and food supply.\n
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\n\"Salmon\n\n
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\nCurated OER\n
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\nSalmon Vs. Dams: the Dam Removal Debate on the Elwha River\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nLearners role-play a meeting of the Elwha River council in which they present opposing views to council members on hydroelectric power and salmon fisheries resources. They brainstorm possible conflicts between various people in land-use...\n
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\n\"History\n\n
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\nCurated OER\n
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\nHistory of Natural Resources in the U.S.\n

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\n\nFor Teachers\n\n7th - 8th\n
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\nStudents define conservation, exploitation and preservation, identify legislation related to conservation and environmental issues, and identify leaders and organizations that were key to the conservation and environmental movements.\n
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\n\"Natural\n\n
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\nCurated OER\n
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\nNatural Beauty: Looking Sharp\n

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\n\nFor Teachers\n\n5th - 12th\n
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\nStudents create covers for their \"nature journals\" using watercolor techniques and the artistic ideas of color, depth, and focal point. This lesson can be used in the Science or Art classroom and meets national standards for both.\n
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\n\"Natural\n\n
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\nCurated OER\n
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\nNatural Resources\n

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\n\nFor Teachers\n\nK - 12th\n
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\nYoung scholars explore Iowa geography and topographic maps. In this geography and topographic maps lesson plan, student investigate maps, newspapers, Iowa flora and fauna. Students gain an understanding of how different landforms can be...\n
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\n\"Water\n\n
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\nCurated OER\n
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\nWater Conservation\n

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\n\nFor Teachers\n\n5th - 8th\n
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\nOpen learners' eyes to the challenge of finding safe drinking water – something we often take for granted in our country. The PowerPoint presentation includes images, graphs, diagrams, and even a video to stimulate discussion on how we...\n
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\n\"The\n\n
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\nGlobal Oneness Project\n
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\nThe Nature of Happiness\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nThe U.S. Constitution states that the pursuit of happiness is an inalienable right. The United Nations' Global Happiness Index ranks countries according to the happiness of its citizens. As part of a discussion of the nature of...\n
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PPT
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\n\"Tennessee:\n\n
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\nCurated OER\n
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\nTennessee: The Volunteer State Part 2\n

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\n\nFor Teachers\n\n7th - 8th\n
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\nIf you're planning a trip to Tennessee or just teaching a lesson on the state, you'll find this resource very useful. The agriculture, industry, music, and demographics of the state of Tennessee are discussed. This is the second in a...\n
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\n\"Great\n\n
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\nCurated OER\n
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\nGreat Bay Land Grab\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nLearners analyze natural resources and evaluate the impact of future use of park lands if they were to go up for sale.\n
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\n\"Recording\n\n
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\nNature Works Everywhere\n
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\nRecording the Rainforest\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nAnimals have evolved to communicate in different frequencies so they can hear each other throughout the rainforest. The first lesson in a three-part series begins by exploring an interactive story map online about the Borneo rainforest....\n
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\n\"Respect\n\n
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\nIndian Land Tenure Foundation\n
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\nRespect for Land\n

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\n\nFor Teachers\n\nK - 2nd\n
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\nYoungsters examine how people show respect and care for the land. Specifically, learners see how the Native Americans truly did care for and respect the land, and still do so to this day! They also explore how they themselves can care...\n
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\n\"What\n\n
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\nWhat About Shady Acres?\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents participate in a simulation activity where they must decide whether or not to preserve an untouched forest. During the role play, students attend public hearings, discuss the pros and cons of nature development, create...\n
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\n\"Ancient\n\n
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\nGlobal Oneness Project\n
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\nAncient and Modern Worlds\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nThe old aphorism, \"The road to Hell is paved with good intentions,\" might well serve as the title for a resource that asks viewers to consider the plight of the people of the Gamo Highlands, an area in southwestern Ethiopia. These...\n
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\n\"The\n\n
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\nNational Museum of the American Indian\n
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\nThe Kwakwaka'Wakw: A Study of a North Pacific Coast People and the Potlatch\n

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\n\nFor Teachers\n\n6th - 10th\n\nStandards\n
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\nDiscover the cultural practices and unique value systems of a group of native peoples from Canada called the Kwakwaka'wakw. Your young historians will discuss how conceptions of wealth can vary and how these native...\n
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