Students will conduct an activity to identify the effects of solar energy on our planet and its systems by observing how 3 colored soils absorb sunlight differently.
Students will investigate air quality issues by analyzing a map of the United States showing areas of poor air quality.
Students will determine the sources of energy that are utilized to power their schools (i.e., conventional and/or alternative). They will then explore the economic and environmental benefits of changing over a portion of this energy to renewable sources such as wind, solar, hydroelectric and geothermal. Depending on area-specific factors such as available funding (funding by state) and climate, this can involve the purchase of alternative energy credits and/or the creation of an on-site system such as a wind-turbine or solar panels.
Students will explain the need to reduce the amount of trash they generate, and describe ways in which they can make changes in their actions to support waste reduction.
Students will make a window box or container garden to attract wildlife such as butterflies. Students draw, photograph and record butterfly visitors to their garden.
Students will identify the need for alternative energy sources and explain how hydrogen energy might be used to address that need. They will conduct a simple experiment to describe how to use the process of electrolysis to generate hydrogen.
Students will reuse a variety of paper products to create a collage with an environmental theme.
Students will understand the interdependence between humans and trees. They will read "The Giving Tree" by Shel Silverstein and then students will write on paper leaves ways that people can give to or receive from trees and contribute to a classroom "receiving tree."
Students will research water crisis conditions for one of the following countries: Bangladesh, Ethiopia, Honduras, India, or Kenya and then report their findings to the class.
Students will explain the need to reduce the amount of trash they generate, and describe ways in which they can make changes in their actions to support waste reduction. Students will collect, analyze, and graph data related to the weight of collected trash for several consecutive days. Students will also write letters to communicate their ideas and inform readers about their actions to reduce waste.
Students will differentiate between waste and litter and identify situations where trash becomes litter. Students will also discuss ways that litter can be prevented.
Students will explain the need to reduce the amount of trash they generate, and describe ways in which they can make changes in their actions to support waste reduction.
Students will identify and describe the similarities and differences among cacti plants as related to physical structure, growth, change, and movement; explain that all plants have basic needs and identify the specific needs of cacti plants; differentiate between natural and man-made habitats and explain how both can support plant life (dish garden vs. desert habitat).
Students will understand the property and structure of matter; sources and properties of energy. Students will make observations as ice cubes of various colors are melted.
Students will hear and discuss the story of Johnny Appleseed, focusing on his example of stewardship and how we can follow his example. The students will then participate in a tree planting activity and learn what needs to be done to take care of the tree after planting. As a culminating activity, students will create a stamp to honor Johnny Appleseed.
Students will identify and define the pros and cons of the use of landfill gas to generate energy.
Students will create a sundial from simple materials and use it to make observations, record, and interpret data about the movement of the sun during the day.
Students will prepare and participate in a mock trial to try to assign responsibility for the consequences of climate change from the build up of CO2 emissions in the earth's atmosphere.
Students will work in groups to build simple solar stills filled with salt water and observe what happens when the stills are placed in the sun. The students then taste the water they have collected and discuss what has happened in their stills.
Students will create environmentally friendly planters out of newpaper and glue.