This interactive addresses the question if we can reduce CO2 emissions by 20% of 1990 levels and help avoid dangerous climate change? Users of this interactive can manipulate changes to various sources and uses (supply and demand) of energy with the goal of reducing C02 emissions in Great Britain by 80% in the year 2050.

Students learn about contamination and pollution, specifically in reference to soil in and around rivers. To start, groups use light sensors to take light reflection measurements of different colors of sand (dyed with various amounts of a liquid food dye), generating a set of "soil" calibration data. Then, they use a stream table with a simulated a river that has a scattering of "contaminated wells" represented by locations of unknown amounts of dye. They make visual observations and use light sensors again to take reflection measurements and refer to their earlier calibration data to determine the level of "contamination" (color dye) in each well. Acting as engineers, they determine if their measured data is comparable to visual observations. The small-scale simulated flowing river shows how contamination can spread.

Students read and evaluate descriptions of how people live "off the grid" using solar power and come to understand better the degree to which that lifestyle is or is not truly independent of technological, economic and cultural infrastructure and resources. In the process, students develop a deeper appreciation of the meaning of "community" and the need for human connection. This activity is geared towards fifth-grade and older students and Internet research capabilities are required. Portions of this activity may be appropriate with younger students.

This activity is a self-created lab investigation where students gather data on acid and its affects on seed germination.

Students read an article titled "The Sixth Extinction" by Niles Eldredge on past mass extinctions and the current rate of loss of species. The instructor can choose from a suite of activities which include having students respond to discussion and extension questions about the article, write an essay on the article defending Eldredge's view, create an extinction chart, and debate the actions of stakeholders faced with an endangered species vs. human water needs scenario. Students will need to research additional references to complete the activities and be prepared to defend their positions.

This field activity asks students to examine and interpret a given environmental site where a disturbance (fallen tree, beaver dam etc.) has taken place.

Studying life on the seafloor beneath Antarctica's thick ice is a major challenge for ecologists. Learn about a new device that can reach those icy depths in this video segment adapted from WomenInAntarctica.com.

Welcome to our newest chapter resource! The Creating Career Connections Podcast is designed to be a classroom tool to connect students with professionals in the agriculture industry. This podcast is produced in partnership with our corporate sponsors to showcase real stories from people who have found their place in agriculture careers. Each episode includes an interview guide for students to follow along with during the podcast. Enjoy!

In this activity, students research various topics about ocean health, e.g. overfishing, habitat destruction, invasive species, climate change, pollution, and ocean acidification. An optional extension activity has them creating an aquatic biosphere in a bottle experiment in which they can manipulate variables.

Neoliberal governance attempts to mitigate climate change have provoked controversy in forestry. The mechanism “reduce emissions from deforestation and forest degradation plus” (REDD+) is a performance-based payments scheme through which conservation incentives are given to local communities in the Global South. The REDD+ project in the Peruvian cloud forest Alto Mayo demonstrates how this marked based approach collides with rights based claims for environmental justice of the local community of indigenous Awajún.

This video segment from Kentucky Life explains the differences between dragonflies and damselflies and explores their habitats.

In this video segment adapted from Northwest Indian College, Lummi Elders explain how a decline in the availability of salmon reflects a threatened environment that must in some way be protected.

In this video segment adapted from Navajo Technical College, meet a dendroclimatologist who studies the relationship between precipitation and tree growth in the Navajo Nation.

This activity is a guided inquiry investigation where students gather data on which soil is the best for growing plants. Student will interpret their data, and develop a conclusion from the data. The student will determine which type of soil they would like to use in the next activity of making their own terrariums. The data collected could lead to further questions, which can be investigated in some extension activities.

This Jigsaw exercise has students discuss radio stories from the Yale Climate Connections (YCC) project as a team to deepen their thinking around climate change issues.

Students observe demonstrations, and build and evaluate simple models to understand the greenhouse effect and the role of increased greenhouse gas concentration in global warming.

In this lesson, students expand their understanding of solid waste management to include the idea of 3RC (reduce, reuse, recycle and compost). They will look at the effects of packaging decisions (reducing) and learn about engineering advancements in packaging materials and solid waste management. Also, they will observe biodegradation in a model landfill (composting).

Students experience civil and environmental engineering by planning a housing development in an existing biome, while also protecting the native species that live there. They conduct research, draw plans, make brochures and give presentations, with each team having a member serving as a project manager, civil engineer, environmental engineer and graphic designer. The best designs creatively balance the needs and resources necessary to support both the native species and human infrastructure.

Students determine their carbon footprints by answering questions about their everyday lifestyle choices. Then they engineer plans to reduce them. Students learn about their personal impacts on global climate change and how they can help the environment.