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Lesson Plan
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\n\"Activity\n\n
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\nCurated OER\n
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\nActivity #5 Soils-Permeability and Impurity Removal\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nLearners predict which types of soils would work best for keeping contaminants contained. They comprehend that in the past, landfills have been one major source of groundwater contamination. Pupils comprehend that placing and building...\n
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Lesson Plan
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\n\"A\n\n
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\nCurated OER\n
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\nA Thin Slice of Soil\n

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\n\nFor Teachers\n\n1st - 6th\n
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\nStudents examine the importance of soil in the production of what we eat and wear, and analyze the percentages of the earth used for food production. They create their own Pyramids of Life, and construct Dirt Babies out of hosiery, dirt...\n
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Activity
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\n\"Are\n\n
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\nTeach Engineering\n
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\nAre We Alone?\n

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\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
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\nFind an answer to the age-old debate of whether life exists on Mars. Groups determine criteria to help look for signs of life on Mars. The activity has the class simulate testing Martian soil samples for signs of life before drawing...\n
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Activity
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\n\"Core\n\n
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\nDiscoverE\n
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\nCore Sampling\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nSimulate soil sample assemblages. Individuals create soil layers in a cup. They then use straws to collect core samples from these layers. What information can they glean from the core samples, I wonder?\n
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Activity
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\n\"Messin'\n\n
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\nTeach Engineering\n
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\nMessin' with Mixtures\n

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\n\nFor Teachers\n\n5th - 7th\n\nStandards\n
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\nDo you separate your trail mix before eating it? Then you've been separating mixtures your whole life! Scholars model a contaminated soil sample using trail mix and estimate the percentage of each component. They consider how to clean up...\n
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Worksheet
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\n\"Location,\n\n
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\nK12 Reader\n
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\nLocation, Location, Location\n

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\n\nFor Students\n\n2nd - 3rd\n\nStandards\n
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\nWhy do some places in the world have more people living there than other places? Learn about the ways the countries have formed around natural resources with a reading comprehension activity. After kids read a short...\n
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Lesson Plan
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\n\"Shaky\n\n
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\nDiscoverE\n
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\nShaky Ground\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nYou're on solid ground if you decide to use the resource. A simple activity has young engineers investigate the problem of liquefaction. A battery placed on dry sand will stay standing—but not if scholars add water to the cup. \n
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PPT
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\n\"Manifest\n\n
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\nCurated OER\n
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\nManifest Destiny\n

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\n\nFor Teachers\n\n8th - 11th\n
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\nComplete with maps, photographs, and historical documents, this presentation would be a great resource throughout a unit about mid-19th century America. Manifest Destiny, Texas Independence, the Oregon Trail, and the Mexican War are...\n
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\n\"Animals,\n\n
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\nCurated OER\n
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\nAnimals, Soil, Trees\n

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\n\nFor Teachers\n\n4th\n
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\nFourth graders describe the various kinds of soils and how plants and animals are affected by them. They describe the baic needs of plants, scoring at least a 3 or 4 on a 4-point rubic. Students are able to predict and/or infer what...\n
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\n\""The\n\n
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\n\"The Soil Around Us\" Project\n

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\n\nFor Teachers\n\n2nd - 8th\n
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\nStudents explore how to storyboard. They examine the tasks and roles involved in creating a multimedia presentation. They create a list of quality attributes for the presentation. Use the list to improve the style, accuracy and...\n
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\n\"Plants\n\n
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\nCurated OER\n
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\nPlants Alive! How Plants Grow and Move\n

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\n\nFor Teachers\n\n1st - 4th\n
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\nStudents explore how plants move in response to the environment. In this plant activity, students engage in three different experiments to investigate how plants grow and move. Resources available in English and French.\n
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\n\"Mud\n\n
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\nNOAA\n
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\nMud is Mud...or is it?\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nWe know that the type of soil varies by location, but does the seafloor sediment also vary, or is it all the same? Scholars compare photos of the seafloor from two different locations: the Savannah Scarp and the Charleston Bump. Through...\n
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\n\"Natural\n\n
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\nNatural Resources: Getting a Fair Share?\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents explore the impact of human behavior on key components of the environment, examine how theirn own personal decisions have added to the problem, and explore possible solutions to the current ecological crisis.\n
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\n\"Ecology\n\n
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\nCurated OER\n
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\nEcology and the Conservation of Natural Resources\n

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\n\nFor Teachers\n\n7th - 9th\n
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\nStudents examine the components of ecosystems. They compare and contrast an ecosystem to an aquatic ecosystem. They examine a local ecosystem and discuss its components.\n
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\n\"Ecology\n\n
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\nCurated OER\n
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\nEcology and the Conservation of Natural Resources Lesson 2\n

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\n\nFor Teachers\n\n7th - 9th\n
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\nStudents compare and contrast abiotic and biotic factors. They discuss how these factors effect ecosystems. They answer questions to complete the lesson.\n
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\n\"Defining\n\n
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\nCurated OER\n
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\nDefining Agriculture and Natural Resources\n

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\n\nFor Teachers\n\n7th - 9th\n
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\nStudents define agricultural using concept maps. In this agriculture lesson, students use concept maps to determine the ideas that are related to agriculture such as farming, food, flowers, and forestry before defining the word...\n
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Lesson Plan
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\n\"Is\n\n
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\nCurated OER\n
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\nIs Soil Alive?\n

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\n\nFor Teachers\n\n3rd\n
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\nThird graders observe soil samples. They then form hypotheses as to whether or not soil is alive. Students read and discuss information about soil and components of soil. They state wheter or not they believe soil is alive and list...\n
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\n\"Optional\n\n
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\nCurated OER\n
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\nOptional Laboratory: Soil Particle Size and Texture\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nLearners work together to perform experiments on different types of soil. They record the soil's pH level, color and texture. They develop hypothesis' on what they believe they will discover before beginning the experiment.\n
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\n\"Soil\n\n
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\nCurated OER\n
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\nSoil Formation...It's a Dirty Job\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nYoung scholars create a HyperStudio program about soil formation in their own area. They develop a list of the steps it takes to turn bedrock and organic material into soil, and create and present their HyperStudio stack to the class.\n
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\n\"Soil\n\n
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\nSoil Research\n

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\n\nFor Teachers\n\n3rd\n
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\nThird graders work together in groups to discover the importance of soils. Using a worksheet, they answer questions as they surf the internet. They observe three different types of soils and record their observations and use the internet...\n
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\n\"Resources\n\n
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\nCurated OER\n
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\nResources of the Three Little Pigs\n

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\n\nFor Teachers\n\n2nd\n
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\nSecond graders, after listening to the The Three Little Pigs, identify the natural, human, and capital resources involved in creating each house.\n
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\n\"Using\n\n
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\nUsing Our Natural Resources Wisely\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents understand how ground water can be recycled to maximize its usage and begin to think about ways conservation can help Kansas preserve its natural resources in other areas - soil, minerals, and clean air.\n
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\n\"How\n\n
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\nCurated OER\n
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\nHow I Use Water\n

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\n\nFor Teachers\n\n2nd - 3rd\n
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\nBeginning with a brief anticipatory set on how water is commonly used, this presentation evolves into a well planned lesson on the water cycle. Students will discuss vocabulary, label the parts of the water cycle, locate where water is...\n
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Lesson Plan
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\n\"Designing\n\n
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\nUniversity of Wisconsin\n
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\nDesigning a Rain Garden\n

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\n\nFor Teachers\n\n3rd - 12th\n
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\nNow it's time for all of the data collected in previous lessons to be applied to the design of a rain garden. This resource can only be used as part of the greater whole, since learners will need to rely on gathered knowledge in order to...\n
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