Website and curriculum information is listed after each entry to assist you in learning more about the topic and discovering new teaching resources and strategies. Have fun! 
***(Note: Click on websites for more related curriculum information.)

Theme: (K-2) Choose a school issue and discuss. (3-12): Choose a community issue from the local paper (either one class issue or divide into small working groups).

Goal: Research a topical issue in the community, interview community leaders and residents involved, take a personal stance, debate issues in class, create charts, posters, graphs, and write or send letters. The issue can be local (e.g. community planning) or global (e.g., global warming) in scope.

Standards / MEAP: » English Language Arts: IX.11.1, IX.11.4 (Inquiry & Research)

» Social Studies: V.2.1 (Inquiry), VI.1.1 (Public Discourse & Decision Making), VII.1.2 (Citizen Involvement)

» Mathematics: III.1.1, III.1.4, III.3.2 (Data Analysis & Statistics)

» Science: I.1.1, I.1.5, I.1.6 (Construct New Scientific & Personal Knowledge)

Curriculum: » 10 Community Connections by Ginny Graves (4-8)

Contact: Center for Understanding Our Built Environment (CUBE), Prairie Village KS 66208

913-262-0691

$19.95 ISBN: 0-9632033-2-0

» Greenmapping (6-12)

Contact: Modern World Design, Wendy Brawer, P.O. Box 249, NY NY 10002

Theme: (6-12) Study ancient or current civilizations’ agricultural practices.

Goal: Create a model of ancient civilization’s farming, watering, hunting, and animal husbandry practices. Study relationships between climate, climate changes, natural phenomena, population increases or decreases, crop rotation (or lack there of), deforestation (for land use or fuel) and their impact on food production. Discuss current models of agriculture and how they differ from the ancient civilization. Discuss impacts and trade-offs of choices in modern & ancient civilizations.

Standards / MEAP: » English Language Arts: VIII.10.3 (Ideas in Action)

» Social Studies: II.1.1, II.2.2 II.3.1 (Geographic Perspective), IV.1.1 (Economic Perspective)

» Mathematics: III.1.1. (Data Analysis & Statistics)

» Science: III.EE.5.5, III.ME/HS.5.6 (Use Scientific Knowledge from the Life Sciences in Real-World Contexts)

 

Curriculum: » A Sustainable Development Curriculum Framework for World History & Cultures (9-12)

Contact: Global Learning, Inc., 1018 Stuyvesant Avenue, Union, NJ 07083

ISBN: 0-928630-001

908-964-1114

» Shelburne Farms: Project Seasons, Hands-on Activities for Discovering the Wonders of the World (K-6)

written by Deborah Parrella, illustrated by Cat Bowman Smith Contact: The Stewardship Institute, Shelburne Farms, Shelburne, VT 05482

802-985-8686

ISBN: 0-9642163-0-2

$24.95

Websites: » The Hunger Site---www.thehungersite.com

Theme: (K-12) Plant a community garden.

Goal: Design, research, and construct a community garden at the school (raised beds). Test the soil (P,K, etc.), graph plant growth, study history of gardens from around the world, research native plants in your geographic planting zone, study planting zones, take a field trip to a nursery or have a master gardener attend class as a guest speaker, design your garden using geometric and natural forms found in nature, invite community members or the students’ families to help build and tend garden, study water / irrigation methods. Research organic versus chemical based agricultural practices and / or research permaculture versus traditional, residential landscaping.

Standards / MEAP: » English Language Arts: VIII.10.3 (Ideas in Action), IX.11.1 (Inquiry & Research)

» Social Studies: V.2.1 (Inquiry), VII.1.2 (Citizen Involvement)

» Mathematics II.1.4, II.1.7 (Geometry & Measurement), III.1.1, III.1.4 (Data Analysis & Statistics)

» Science: K-5 all III., III.2.3, III.3.1, III.5.4 (Use Scientific Knowledge from the Life Sciences in Real-World Contexts), V.2.3 (Use Scientific Knowledge from the Earth & Space Sciences in Real-World Contexts)

Websites: » Arbor Day---www.arborday.com

» Eco Literacy---www.ecoliteracy.org

» Kids Gardening --- www.kidsgardening.com

» Edible Schoolyard in Berkeley CA at Martin Luther King Jr. Middle School

Contact: EcoLiteracy

Theme: (4-12) Assess air quality of local community

Goal: Research effects and history of burning various fuel sources (coal, natural gas, propane, oil, gasoline, wood, etc). Make charts, posters, graphs indicating what fuel sources are used in your community and why, are better alternatives available, and how air quality is affected by the use of fuels in the community.

Standards / MEAP: » English Language Arts: IX.11.1, IX.11.4 (Inquiry & Research)

» Social Studies: VI.1.1 (Public Discourse & Decision Making), VII.1.2 (Citizen Involvement)

» Mathematics: III.1.1, III.1.4, III.3.3, III.3.4, III.3.5, (Data Analysis & Statistics)

» Science: III.5.6 (Using Scientific Knowledge in Life Science), IV.2.4, IV.2.5, (Using Scientific Knowledge in Physical Science), V.3.4 (Using Scientific Knowledge in Earth Science)

Websites: Michigan Department of Natural Resources

Department of Environmental Quality

Office of Building Technology ---www.eren.doe.gov/buildings

Theme: (K-8) Construct buildings using found and simple materials.

Goal: Choose two periods from history (one ancient and one modern), examine and compare one specific structure (building or bridge) built in each time period, discuss the similarities and differences of each and possible influences, create a new structure combining the ancient and the modern designs, and analyze strengths and weaknesses of the new structure. Study the concepts of support, façade, decoration. Research recycled and new, green, building materials and list the pros and cons of each. Research recycled and new technology building materials.

Standards / MEAP: » English Language Arts: IX.11.1 (Inquiry & Research), X.12.1 (Critical Standards)

» Social Studies: I.2.2 (Time & Chronology), V.1.1 (Inquiry)

» Mathematics: II.1.4, II.1.7, II.3.5, II.3.6 (Geometry & Measurement)

» Science: III.EE.5.5, III.LE.5.6 (Use Scientific Knowledge from the Life Sciences in Real-World Contexts)

Curriculum: » Box City (4-8)

Contact: Center for Understanding our Built Environment (CUBE), Ginny Graves

$30.00

ISBN: 0-9632033-1-2

Goal: (9-12) Choose one modern building that is a "green building" (Environmental Studies Bldg at Oberlin College, The Gap Building in California, Arcosanti in Arizona by Paolo Soleri, solar homes, earth sheltered homes). Study various recycled and alternative building materials (carpet, flooring). Design and build a model structure that would be a healthy, human habitat----develop criteria for defining "healthy": natural lighting, type of energy, use of plants, indoor garden, etc.

Standards / MEAP: » English Language Arts: IX.11.1,2,3 (Inquiry & Research)

» Social Studies: II.2.2, II.5.2 (Geographic Perspectives), IV.2.2, IV. 2.4, IV.4.1 (Economic Perspective), V.2.1 V.2.2 (Inquiry), VII.1.2 (Citizen Involvement)

» Mathematics: III. 1.4, III.2.1, III.2.4, III.2.5, III.3.3 (Data Analysis), IV.2.4 (Number Sense & Numeration)

» Science: IV.1.5, IV.1.6 (Use Scientific Knowledge from the Physical Sciences in Real-World Contexts)

Websites: » Affordable Comfort, Inc. --- www.affordablecomfort.org

» ASE---www.ase.org

» Whole Building Design Guide --- www.wbdg.org

Theme: (K-12) Map all life forms of local community.

Goal: Work in small groups to investigate a 1-3 mile radius from the school. Students will create maps, charts, graphs explaining all the life forms within the area, their ecosystems, the impact of one life form on another, etc. and create a play, book, or oratory presentation based on their findings.

Standards / MEAP: » English Language Arts: I.2.1, I.3.1 (Meaning & Communication), VIII.10.3 (Ideas in Action), IX.11.1, IX.11.2, IX.11.3 (Inquiry & Research), X.12.4 (Critical Standards)

» Social Studies: VII.1.2 (Citizen Involvement)

» Mathematics: III.1.1, III.1.4 (Data Analysis & Statistics)

» Science: III.1.1, III.2.1, III.2.2, III.2.4, III.3.1, III.5.4, III.5.6 (Use Scientific Knowledge from the Life Sciences in Real-World Contexts), IV.4.3 (Use Scientific Knowledge from the Physical Sciences in Real-World Contexts), V.1.1, V.2.3, V.3.2, V.3.4 (Use Scientific Knowledge from the Earth & Space Sciences in Real-World Contexts)

Curricula: » Conserving Earth’s Biodiversity (10-12)

Contact: Island Press Books

$39.95 for CD Rom (phone for free demo)

Nature Conservancy

» Ecology for All Ages: Discovering Nature Through Activities for Children and Adults by Jorie Hunken (K-6)

Contact: The Globe Pequot Press, P.O. Box 833 Old Saybrook, CT 06475 ISBN 1-56440-138-3

Cost: $16.95

» Greenmapping (6-12)

Contact: Modern World Design, Wendy Brawer, P.O. Box 249, NY NY 10002

» The World Pledge (K-5)

Contact: Lillian Genser

248-545-3207

Theme: (K-12) Keep a daily journal of all food and products consumed or used.

Goal: Students create a personal, daily journal of all goods eaten or used for 2 weeks. Based on their findings analyze eating habits (nutrition), waste creation (weigh all trash, recyclables and non-recyclables), import, export and trade issues, hidden costs of products (inexpensive in dollar amount you pay at the store, but expensive as far as agricultural practices, shipping, handling, pollution, etc). For high school, discuss free trade & globalization. Final projects include: creating self ‘audit charts’ graphing all findings, writing a book (for K-1 emphasize drawings, storyboards) on everyday ideas of how to curb waste & consumption / guide to better nutrition (eating & purchasing locally).

Standards / MEAP: » English Language Arts: I.2.1 (Meaning & Communication), VI.8.1 (Genre & Craft of Language), IX.11.1 (Inquiry & Research), X.12.4 (Critical Standards)

» Social Studies: II.3.1, II.3.2, II.3.3 (Geographic Perspective), IV.1.3, IV.2.2, IV.4.1, IV.5.1 (Economic Perspective)

» Mathematics: III.1.1, III.1.4, III.2.3 (Data Analysis & Statistics)

» Science: III.5.5 (Use Scientific Knowledge from the Life Sciences in Real-World Contexts), V.LE.3.4, V.HS.3.4 (Use Scientific Knowledge from the Earth & Space Sciences in Real-World Contexts)

Curriculum: » Earth Matters: Studies for our Global Future (9-12)

Contact: Zero Population Growth (ZPG)1400 16^th St. NW. Suite 320, Washington, D.C. 20036

» Living in a Material World: Lessons on Commercialism, Consumption and Environment (9-12)

Contact: Center for A New America Dream, 6930 Carroll Ave, Suite 900, Takoma Park, MD 20912

$10

» Population and Consumption (9-12)

Contact: Education Development Center, Inc. (EDC), Popnet, Karen Hlynsky, 55 Chapel St. NewtonMA 02458-1060

» Material World

» Redefining Progress --- www.rprogress.org

Theme: (K-12) Keep daily observation of one tree ecosystem.

Goal: Students observe one tree for a semester. Ideally, the students will gain a critical understanding through daily investigation of a plant’s entire ecosystem. Topics covered within this projects include: daily sketches and descriptive journal writing, scientific understanding of growth, cell development & functions of tree anatomy, and patterns found in nature (symmetry). If outdoor space is not accessible, create a living system inside the classroom by filling a container with earth, worms and seeds, record and watch growth of plant.

Standards / MEAP: » English Language Arts: IV.6.2 (Voice), X.12.4 (Critical Standards)

» Social Studies: Il.2.1 (Geographic Perspective)

» Mathematics: II.1.4, II.1.7 II.2.2, II.2.3 (Geometry & Measurement)

» Science: III.1.1, III.1.3, III.2.3, III.3.1, III.5.1, III.5.2 (Use Scientific Knowledge from the Life Sciences in Real-World Contexts)

Curriculum: Living Machines™

» Shelburne Farms: Project Seasons, Hands-on Activities for Discovering the Wonders of the World (K-6) written by Deborah Parrella, illustrated by Cat Bowman Smith

Contact: The Stewardship Institute, Shelburne Farms, Shelburne, VT 05482

802-985-8686

ISBN: 0-9642163-0-2

$24.95

» Eco Literacy ---www.ecoliteracy.org

» Earth Island Institute ---www.earthisland.org

Theme: (7-12) Discuss the positive and negative aspects of free trade and globalization.

Goal: Students research the life cycle of one item they use daily (food, clothing, paper, game, etc). If possible, read articles and / or watch videos describing modern industry. Include: investigating where the object is made, how it is made, what resources are used, also discuss worker’s wages and corporation profits. Raise questions with your students such as: Is the cost of the object equal to the quality of the object? If it cost more to be made in the U.S. would you still purchase it? Why or why not? What do you need for a high quality of life?

Standards /MEAP: » English Language Arts: I.3.5 (Meaning & Communication), IX. 11.1, IX.11.4 (Inquiry & Research)

» Social Studies: I.3.3 (Historical Perspective), II.1.1, II.1.2, II.5.2 (Geographic Perspective), IV.1.3 IV.2.2, IV.4.1, IV.4.2, IV.4.3, IV.4.4 (Economic Perspective)

» Mathematics: III.1.1, III.1.4 (Data Analysis & Statistics)

» Science: II.1.5 (Reflect on the Nature, Adequacy & Connections Across Scientific Knowledge), IV.2.4 (Use Scientific Knowledge from the Physical Sciences in Real-World Contexts)

Curriculum: » Earth Matters: Studies for our Global Future (9-12)

Contact: Zero Population Growth (ZPG)1400 16^th St. NW. Suite 320, Washington, D.C. 20036

» Ecological Footprint: Leaving Shallow Footprints (6-12)

Contact: Redefining Progress, Mathis Wackernagel or

Theme: (9-12) Conduct a school audit of the heating, cooling & lighting systems.

Goal: Students will compile heating & cooling costs, recreate drawings of actual heat / vac system in school, interview custodians, principal, etc for information and discuss & develop alternative energy use plan by interviewing / researching renewable energy resources such as solar energy, wind power technology and energy conservation products such as compact fluorescent light bulbs, natural lighting, etc.

Standards / MEAP: » English Language Arts: VIII.10.3 (Ideas in Action), IX.11.1, IX.11.2, IX.11.3 (Inquiry & Research)

» Social Studies: IV.1.3, IV.2.4, IV.4.1 (Economic Perspective), VI.1.1, VI.2.1 (Public Discourse & Decision Making), VII.1.2 (Citizen Involvement)

» Mathematics: III.1.1, III.1.2, III.1.3, III.1.4, III.2.1, III.2.4, III.3.2, III.3.3 (Data Analysis & Statistics), IV.1.1, IV.2.1, IV.3.2, IV.3.5 (Number Sense & Numeration)

» Science: IV.1.5, IV.1.6, IV.2.3, IV.2.4, IV.2.5 (Use Scientific Knowledge from the Physical Sciences in Real-World Contexts)

Curriculum: » Home Lighting Energy-Saver Detective (4-7)

Contact: Office of Energy Efficiency and Renewable Energy (part of the Office of Building Technology, State and Community Programs)

» Hot Water and Warm Homes from Sunlight (4-8)

Contact: Lawrence Hall of Science, University of Berkeley, CA 94720, Glenn T. Seaborg

ISBN: 0-912511-24-9

» Renewables are Ready: A Guide to Teaching Renewable Energy in Junior and Senior High School Classrooms (7-12)

Contact: Union of Concerned Scientists, 2 Brattle Square, Cambridge, MA 02238

617-547-5552

» Take the Challenge: Energy Action Challenge for Students (4-6)

Contact: National Energy Foundation, 5225 Wiley Post Way, Suite 170, Salt Lake City, UT 84116

» See additional websites under websites section
 

Theme: (K-12) Choose one local topic and act to create positive change.

Goal: Choose one local, environmentally impacting topic that inspires deep caring in students. Students research topic, pose alternatives, interview school & community officials involved, and organize and participate in hands-on, social, community based action to bring positive change to the situation.

Standards / MEAP: » English Language Arts: I.1.1, I.1.5, I.3.8 (Meaning & Communication), IX.11.1, IX.1.3 (Inquiry & Research)

» Social Studies: VI.2.1 (Public Discourse & Decision Making), VII.1.2 ( Citizen Involvement)

» Mathematics: III.1.2, III.1.4 (Data Analysis & Statistics)

» Science: V. 2.3, V.3.4 (Use Scientific Knowledge from the Earth & Space Sciences in Real-World Contexts) *These standards represent human impact on the environment the standards could vary depending on the specific project chosen.

Curriculum: » 10 Community Connections by Ginny Graves (4-8)

Contact: Center for Understanding Our Built Environment (CUBE), Prairie Village KS 66208

913-262-0691

$19.95 ISBN: 0-9632033-2-0

» Global Learning and Observations to Benefit the Environment --- www.globe.gov

Theme: (7-12) Discuss corporate policy practices.

Goal: Discuss one corporation’s policy statement & actual practices. Analyze a corporation of personal interest to class (suggestions: clothing, shoe, oil companies). Topics for discussion include: worker’s wages & benefits & rights, globalization, environmental impact, loss of indigenous cultures. Discuss the students’ ethical choices (by voting through purchasing) and impacts of ethical choices on our world and environment.

Standards / MEAP: » English Language Arts: IX.11.1, IX.11.4 (Inquiry &Research)

» Social Studies: IV.2.1, IV.2.2, IV.4.1, IV.4.2, IV.4.3, IV.HS.4.4, IV.5.1, IV.5.2 (Economic Perspective)

» Math: III.1.4, III.2.1, III.2.4, III.2.5 (Data Analysis & Statistics)

» Science: I.1.1, I.1.7 (Construct New Scientific & Personal Knowledge) II.1.5 (Reflect on the Nature, Adequacy & Connections Across Scientific Knowledge), III.5.6 (Use Scientific Knowledge from the Life Sciences in Real-World Contexts)

Curriculum: » The Shape of Change (9-12)

Contact: Creative Change Educational Solutions, Susan Santone, 229 Miles St. Ypsilanti MI 48198-4017

$35 Introduction to Sustainability Curriculum (Module I)

$50 towards a Sustainable Economy (Module II)

Theme: (K-12) Discuss plant, human and non-human inter-relationships and dependencies.

Goal: Research how all life forms are connected and the impacts of pesticides, pollution, and loss of wilderness affects the living balance of all life. Create a Living Machine™ (a biologically diverse living eco-system that students build and care for while learning how natural systems work and how our communities affect nature) in your classroom or school.

Standards / MEAP: » English Language Arts: I.1.1 (Meaning & Communication), VII.9.1 (Depth of Understanding), VIII.10.1 (Ideas in Action)

» Social Studies: II.2.2, II.4.3 (Geographic Perspective), V.1.1 (Inquiry)

» Mathematics: II.1.4, II.1.7, II.2.1 (Geometry & Measurement), III.1.1 (Data Analysis & Statistics)

» Science: I.1.1 (Construct New Scientific & Personal Knowledge), II.1.1 (Reflect on the Nature, Adequacy & Connections Across Scientific Knowledge), V.2.3, V.3.4 (Use Scientific Knowledge from the Earth & Space Sciences in Real-World Contexts)

Curriculum: » Ocean Arks International: Building an Educational Living Machine™ (K-12)

Theme: (K-12) Research and discuss natural resources that are used daily by the students.

Goal: As a class, brainstorm how, what, why & when the students use natural resources. Create a ‘daily use map’ and research paper explaining their natural resource daily tally. Discuss and consider the hidden costs of non-renewable resource use (worker conditions, transportation, pollution, waste, loss of natural habitats) as well as discuss renewable natural resources (solar & wind). Calculate the natural resource impact for each student.

Standards / MEAP: » English Language Arts: I.2.3, I.3.1 (Meaning & Communication), IX.11.1 (Inquiry & Research)

» Social Studies: II.2.1, II.2.2, II.2.3 (Geographic Perspective), IV.1.1, IV.1.2 (Economic Perspective)

» Mathematics: III.1.1, III.1.2, III.1.4 (Data Analysis & Statistics)

» Science: III.EE.5.5, III.LE.5.6, III.HS.5.6 (Use Scientific Knowledge from the Life Sciences in Real-World Contexts), V.1.5, V.HS.1.3( Use Scientific Knowledge from the Earth & Space Sciences in Real-World Contexts)

Curriculum: » Ecological Footprint: Leaving Shallow Footprints (6-12)

Contact: Redefining Progress, Mathis Wackernagel or

Population Coalition, Monty and Marilyn Hempel, 1476 N. Indian Hill, Claremont, CA 91711

Theme: (K-12) Thoroughly investigate the life cycle, habitat and food web of one animal or insect.

Goal: Each student will create an art form and written paper / presentation on the animal or insect of their choice. Focus on the intrinsic value of the animal or insect, not how if benefits or threatens humans. For younger students, work either in groups or as a class to write and make masks for a play.

Standards / MEAP: » English Language Arts: IX.11.1 (Inquiry & Research)

» Social Studies: II.2.1 (Geographic Perspective)

» Mathematics: III.1.2 (Data Analysis & Statistics)

» Science: III.1.1, III.2.1, III.3.1, III.4.1, III.5.1 (Use Scientific Knowledge from the Life Sciences in Real World Contexts)

Curriculum: » Conserving Earth’s Biodiversity (10-12)

Contact: Island Press Books

$39.95 for CD Rom (phone for free demo)

» Ecology for All Ages: Discovering Nature Through Activities for Children and Adults by Jorie Hunken (K-6)

Contact: The Globe Pequot Press, P.O. Box 833 Old Saybrook, CT 06475

ISBN: 1-56440-138-3

Cost: $16.95

» The World Pledge (K-5)

Contact: Lillian Genser

248-545-3207

Theme: (4-12) Research and discuss the effects of rising global population.

Goal: Students will become aware of the increase of global population and the effects on natural resources. Discuss the following topics: 1) global warming --- automobile emissions, the Kyoto Treaty, the U.S. and world response to global warming; 2) the earth’s carrying capacity --- (how many people can the earth sustainably support), food supply, genetically engineered seeds, and changing farming practices; and 3) habitat loss --- impacts on rivers, oceans, mountains, animals, fish and insects from increasing human population and urban / suburban growth.

Standards / MEAP: » English Language Arts: VIII.10.3 (Ideas In Action), IX.11.1 (Inquiry & Research)

» Social Studies: II.1.1, II.1.2, II.2.2, II.3.1, II.4.3 (Geographic Perspective), IV.1.2, IV.2.1, IV.2.2 (Economic Perspective), V.2.1, V.2.2 (Inquiry)

» Mathematics: III.1.2 (Data Analysis & Statistics)

» Science: III.5.6 (Use Scientific Knowledge from the Life Sciences in Real World Contexts), V.3.4 (Use Scientific Knowledge from the Earth and Space Sciences in Real World Contexts)

Curriculum: » Earth Matters: Studies for our Global Future (9-12)

Contact: Zero Population Growth (ZPG)1400 16^th St. NW. Suite 320, Washington, D.C. 20036

Contact: Center for A New America Dream, 6930 Carroll Ave, Suite 900, Takoma Park, MD 20912

$10

» Population and Consumption (9-12)

Contact: Education Development Center, Inc. (EDC), Popnet, Karen Hlynsky, 55 Chapel St. NewtonMA 02458-1060

Contact: Planet-TECH Associates, Seth J. Itzkan, 135 Prospect Hill Rd., Harvard, MA 01451

Theme: (4-12) Discuss positive and negative effects of technology in the student’s daily life.

Goal: What does technology represent to the students? How are they effected by technology? Have students list the five and ten most important ‘things’ in their life (‘things’ are not limited to possessions but will hopefully include family, open space, rivers, etc). Create a class list from the results. If technological items are on the list (games, computers, etc), discuss how important they are and how would life be without them. Better? Worse? And why. Have students form groups and research the technological advancement of other countries. As a final paper, have students discuss and write about ‘quality of life’. (What is quality of life? Does it differ depending on technological advances?)

Standards / MEAP: » English Language Arts: IX.11.1 (Inquiry & Research)

» Social Studies: V.1.1, V.1.2, V.1.3 (Inquiry)

» Mathematics: III. 1.1, III.1.2 (Data Analysis & Statistics)

» Science: I.1.1 (Construct New Scientific and Personal Knowledge)

Curriculum: » A Sustainable Development Curriculum Framework for World History & Cultures (9-12)

Contact: Global Learning, Inc., 1018 Stuyvesant Avenue, Union, NJ 07083

ISBN: 0-928630-001

908-964-1114

» Connections: A Curriculum in Appropriate Technology for 5^th & 6^th grades (5-6)

Contact: National Center for Appropriate Technology, Box 3838 Butte, MT 59701

$5.00 for teachers guide with reproducible activities for classroom

Theme: (K-12) Find a natural, local water source in the community.

Goal: If possible, visit the local waste water treatment plant for the local drinking water. In small working groups, have students create a map of the life cycle of the local water. Begin the map at the water’s origination site, follow the transportation path to the treatment site, follow the community plumbing system, then follow the water cycle from their home drains to the treatment center and beyond. Have groups follow different drinking water paths: home use, public use, school, etc.

Standards / MEAP: » English Language Arts: IX.11.1 (Inquiry & Research)

» Social Studies: II.2.1 II.4.2, II.4.3 (Geographic Perspective), VII.1.2 (Citizen Involvement)

» Mathematics: III.1.1, III.1.2, III.1.3 (Data Analysis & Statistics)

» Science: V.1.1, V,2,1, V.1.2, V.1.3 (Use Scientific Knowledge from the Physical Sciences in Real World Contexts)

Contact: Michigan Department of Natural Resources

» National Geographic Society

» Ocean Arks International: Building an Educational Living Machine™ (K-12)

Goal: Create a class investigation and campaign to save a local wilderness area. Write letters, hold public forums, visit and talk with town representative, develop alternatives to the proposed land use issues.

Standards /MEAP: English Language Arts: IX.11.1 (Inquiry & Research)

Social Studies: VII.1.2 (Citizen Involvement)

Mathematics: III.1.1, III.1.2, III.1.3 (Data Analysis & Statistics)

Science: III.2.4, III.5.6 (Use Scientific Knowledge from the Life Sciences In Real World Contexts)

Curriculum: » 10 Community Connections by Ginny Graves (4-8)

Contact: Center for Understanding Our Built Environment (CUBE), Prairie Village KS 66208

913-262-0691

$19.95 ISBN: 0-9632033-2-0