STUDENT ACTIVITY - 5th Grade: This is a distance-learning lesson that students can complete at home. The student will explore the biome in which they live while comparing it to other major biomes around the world.This activity was created by Out Teach (out-teach.org), a nonprofit providing outdoor experiential learning to transform Science education for students in under-served communities.

The purpose of this resource is to measure and classify the plant life at a Land Cover Site to help determine the MUC classification.

A weekly bioregion homework assignment exploring for the student local landscape changes. What were the past natural conditions and native uses to todays uses, as well as projected changes in the coming decades.

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The purpose of this resource is to quantitatively evaluate the accuracy of a classification system. Students sort birds into three possible classes based on each bird's beak: carnivores, herbivores, and omnivores. Students compare their answers with a given set of validation data.

In the activity students learn about the properties of solutions, acidity and pH, electrolytes versus non-electrolytes, and solution concentration. Hopefully, this activity will also dispel common misconceptions about tap water and bottled beverages.

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In association with rock and mineral ID tables, this lab introduces students to basic rocks and minerals via grouping and comparison, rather than as individual samples. I use this lab in my environmental geology course, where we don't have enough lab time to examine each set of rocks and minerals separately, but students need a basic familiarity with these materials and a context in which to place them. I find these groupings teach them how to look at rocks and minerals and give them the cursory experience identifying geologic materials necessary to go on successfully in the course.

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This assignment, depending on the level and depth of implementation, seeks to challenge students by asking them to look beyond "greenwashed" advertisements and buzzwords to grapple with what sustainability means, whether it can be achieved, and what kinds of questions communities must confront in a search for sustainability.

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THIS IMAGE HAS BEEN MADE ON CANVA APP EXPLAINING THE PRINCIPLE BEHIND CHERNOBYL DISASTER ITS EFFECT AND AFTERMATH

Este Protocolo de Orientação é resultado de uma dissertação de mestrado profissional desenvolvido no Programa de Pós-Graduação em Rede Nacional para Ensino de Ciências Ambientais (Profciamb), tendo como objetivo o ensino das Ciências Ambientais na formação técnica profissionalizante em enfermagem do Instituto Federal de Educação, Ciência e Tecnologia do Amazonas Campus São Gabriel da Cachoeira (IFAM-CSG), situado no município de São Gabriel da Cachoeira estado do Amazonas – Brasil.

O estudo que resultou neste Protococo foi construído mediante a análise dos Projetos Pedagógicos de Curso (PPCs) do IFAM/CSGC, Instituto Federal de Roraima Campus Boa vista (IFRR/CBV), e apreciação da percepção do
docente e discente quanto à presença das temáticas ambientais em sua formação. É um instrumento de fácil aplicabilidade que pode ser utilizado e também orientar a construção de PPCs por outras instituições de nsino em diferentes contextos ambientais e diferentes níveis de formação.

There is growing body of evidence to support that students who directly experience authentic scientific research are more likely to continue onto advanced degrees and careers in Science, Technology, Engineering and Mathematics (STEM). In an effort to introduce more students to the benefits of scientific research we have drawn on an ongoing research project aimed at understanding how Corals Respond to the Environment (CRE) to develop an interdisciplinary laboratory course based on Authentic Research Experiences (ARE). A small cohort of undergraduate students enrolled in a semester-long course, entitled CREARE, perform biochemical experiments in the laboratory, analyze environmental data by R statistical software and prepared a report modeled after a research manuscript to present their work. The impact of CREARE on student learning gains and attitudes towards science is being measured, as is the impact of CREARE on participants' career choices and retention in STEM. This multidisciplinary research program addresses the impact of climate change on the health of a critically endangered coral species, ultimately leading to a better stewardship of this invaluable resource. Furthermore, CREARE offers a unique experience for students, one that may serve as a model for the development of more research-based courses, leading to improved retention in our STEM departments.

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Sequence of laboratory activities to develop familiarity with geochemistry bench laboratory experimental methods; demonstration of different weathering rates of different Ca-bearing minerals; connection between minerals present in a system and nutrient (Ca) availability

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This in class activity allows students to calculate rates of change from graphs of glacial-interglacial temperatures and CO2 and modern temperatures and CO2.

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In this lab activity, students learn about the relationships between sea level and glaciers during glacial and interglacial periods. First the students need to calculate the maximum sea level rise assuming all water stored in glaciers and ice caps will melt. Then, they are asked to calculate the ice sheet distribution during the last glacial maxima based on the information that sea level dropped by 125 m.

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The purpose of this exercise is to understand the capability and limitations of several instruments (AA, ICP-OES, ICP-MS) used for geochemical analysis. Students compare and contrast the cost, detection limits, etc. of these instruments.

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In this video segment adapted from NOVA, find out how cars made of a material stronger than steel and half the weight can help combat climate change.

In this assignment, students in small groups are asked to interpret and explain a figure depicting one aspect of marine carbon biogeochemistry. Then a representative of each group explains the figure to the class.

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This multi-term assignment introduces students to local indigenous stories, significant plants and animals of our region and some basic skills in reading animal tracks and signs.

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This is a 'citizen science' research project where students to apply their knowledge of landslide processes in an investigation of the natural and anthropogenic causes of a real-world landslide catastrophe. Students produce a 'magazine' article discussing the Zhouqu, China, August 8, 2010 landslide catastrophe.

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This video lesson aims to motivate students about chemistry and to raise their awareness about how chemistry helps in solving certain environmental problems. In this lesson, the air pollution problem created by cars and other vehicles is presented. The lesson will highlight causes of this problem, harmful products from it and possible solutions. There will also be discussion of ways to convert the pollutants produced by burning oil in vehicles into more friendly products.

Students use phylogenetic analysis to identify farmed Atlantic salmon mislabeled as wild Pacific salmon by local stores and suppliers.

This project allows students to apply molecular methods such as polymerase chain reaction (PCR) and DNA sequencing to a real-
world issue.

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