In this video segment from Louisville Life, high school students in Louisville, Kentucky describe the benefits of creating rain gardens as a solution to non-point source water pollution.

In this lesson designed to enhance literacy skills, students examine our growing waste problem and learn about strategies we can use to lessen the strain on our landfills and Earth's natural resources: reduce, reuse, recycle.

In this ZOOM video segment, cast member Francesco follows the paper trail to find out what happens to his recyclables. He visits a material recovery center and learns how paper is recycled and the number of trees that are saved as a result.

In this podcast - Going to war for the environment? Dr Matthew Humphrey, Reader in Political Philosophy assesses a controversial theory by Australian academic Professor Robyn Eckersley.

Professor Eckersley is among a group of experts who believe that military intervention may be reasonably used to protect natural resources.

This video segment adapted from Last Oasis explores the use of new dams as a way to provide or store water. In the 1990s, the city of Denver was looking for a new source of water for its growing population, and its plan to build a new dam suddenly became highly controversial.

In this video segment adapted from ZOOM, visit a water treatment plant and learn how water from a local reservoir is turned into drinking water.

In this video from WOSU Columbus, learn about wetlands, their different varieties, and why we should care about them.

This lesson presents an overview of careers in the Agriculture, Food, and Natural Resources (AFNR) field.  Learners then complete a career report over one career in the AFNR Field.

In this video segment from Planet H20: Water World, experts and teens inside and outside the Great Lakes watershed provide different perspectives on sharing the water from one of the largest bodies of fresh water in the world.

In this problem-based learning module, students will investigate the following question: Does the state of Ohio suffer from “Brain Drain?”If so why is this, where are people going, & what can be done to stop it?If not, what is keeping/bringing people here?After researching and learning about some of the push-pull factors that drove 19th century European immigration to the United States, student groups will be formed in order research, create, and share their findings to determine whether or not Ohio is a “push” or “pull” state.After the launch activity, students will spend the first two days gaining background knowledge on the historical components and content related to the topic.  Beginning on Day 4, students will be grouped into teams to begin research and development of the “BIG IDEA” question of: Does the state of Ohio suffer from “Brain Drain?”If so why is this, where are people going, & what can be done to stop it?If not, what is keeping/bringing people here?Once the groups have determined their position on the problem, they will begin researching information to be able to share out their findings.The final products will be presented to an authentic audience consisting of District Administration (i.e., media relations), Local Administration (elected officials), and possibly, local Chamber of Commerce members

Students will learn the difference between global, prevailing and local winds. In this activity, students will make a wind vane out of paper, a straw and a soda bottle and use it to measure wind direction over time. Finally, they will analyze their data to draw conclusions about the prevailing winds in their area.

In this video segment adapted from Haskell Indian Nations University, meet Elders who describe dramatic changes that they have witnessed in their local environments.

This unit introduces children to a number of concepts related to water. First, students activate and build on prior knowledge as they explore various places where water is found (e.g., lakes, rivers, swimming pools). In the second lesson, students differentiate between water found naturally (e.g., a lake) and artificially (e.g., a swimming pool). The third lesson focuses on the uses of water and its importance for human life. Next, students learn about the various states (solid, liquid, gas) that water can be found in. In the final lesson, students learn what people can do to conserve water and care for this natural resource. Throughout the lessons, students are exposed to songs and books about water. The unit culminates with as assessment that asks pairs of students to create a nonfiction question-and-answer book about a specific representation of water. Description of the assessment task with an optional technological application is also included.