Sixth graders draw a habitat and write about what they would need to survive in the habitat. They define the input of items such as materials, energy, and information, and what goes out of the habitat. They play a "Habitat Address" game,...

Students examine a web page on food webs and select a habitat to research.  In this research lesson students identify the organisms found in the food web and present their findings to the class.

Students define terms, and identify three ways in which plankton are adapted for life in the open ocean.  In this ocean drift lesson students design a planktonic organism. 

Young scholars study the flow of water in the environment.  In this water cycle lesson students evaluate the consequences of changes in the water cycle using data. 

Sixth graders are introduced to the process of photosynthesis by discussion and then by participating in an experiment. They then answer questions as independent practice project.

Learners identify and explain the relationships within a food web. They use index cards to glue pictures of producers and consumers. On the back of the card, students name the organism, list the type of biome in which it is found.

Third graders use a word processing program to create a working dictionary, including definitions and pictures, of physical land forms used in the study of different regions of the world.

students use the internet to gather geographical data about a state of their choice. Using new vocabulary, they describe the features present in the state, its climate and attractions. They develop a PowerPoint presentation to share...

Fifth graders examine the concept of the food chain and define producer, consumer, herbivore, carnivore, and omnivore. They draw a food chain for a mouse and discuss the different organisms involved in the chain, and conduct an...

Fifth graders observe their plant experiments that they started in a previous lesson and examine the role of decomposers in the nitrogen cycle. Two weeks after they set up a worm terrarium, they analyze any changes they observe, and...

Fifth graders, after brainstorming why conservation of resources is important, distinguish between renewable and non-renewable resources. They make a list of different types of natural resources on the board and then sort them into two...

Fifth graders investigate how humans pollute the water supply with a number of different contaminates. While working in small groups they examine screening, sedimentation, filtration, and chemical treatments as methods of water treatment.

Fifth graders observe and record what happens when household products are added to a tank of water to depict water pollution. They brainstorm ideas of how to clean the contaminate out of the water before watching demonstrations of...

Students develop a pathogen based upon their knowledge of pathogens and after presenting it to the class, they then suggest ways that the pathogen might be combated. Next they identify possible physical or behavioral changes in a...

Students discover how environmental factors impact the survival of a population. In this landscape design lesson, students create a new animal and discuss the relationship between the animal and its environment before creating a habitat...

Students examine igneous and sedimentary rocks. They observe and identify geological formations in their community, analyze igneous and sedimentary geological layers using a geological map, and use GPS to locate geological formations.

Fourth graders explore the interconnectedness of organisms in the environment and examine how different organisms obtain their basic needs. They discuss a frog's habitat and what is found in it. Students discuss the processes of...

Students read two short text items, which describe different approaches to agriculture. They describe the likely advantages and disadvantages of each approach for farmers, commercial peanut buyers, the government, nomadic herdsman and...

Pupils research and study the life and reproductive strategies of reef building corals. They examine how coral reefs can produce high levels of biological material when they are surviving in areas of low nutrition.

High schoolers research the nutritional value of fast food. They assess which fast foods are best and worst to eat. They organize their data into tables and graphs and explain their findings to other students.

Students investigate the interdependencies of plants and animals, and study what a food web is. They create a food web using yarn and images.

Students explain cooperation is vital in our relationship to the environment and with fellow human beings. They develop cooperation skills through group interaction.

Tenth graders estimate the size of an adult cheetah by research and measurement of a picture. They determine the approximate distance and speed of the cheetah from a filmed chase and compare that to their own running speed.

Learners conduct research on estuaries. They design and construct an estuary, describe the physical characteristics of an estuary, and create a diagram illustrating an estuarine food web.