Interactive, Diagram/Illustration/Map, Graphic Organizer/Worksheet, Lesson Plan, Other, Manual


Help your students understand the way that the environmental movement can effect their daily lives. Using resources online and through classroom activities, students can better learn how they can make "green" choices everyday. Lesson plans, videos, book suggestions, labs and hands-on activities will give them more ways to think about what it means to be part of the environmental movement. From recycling to building design to alternative fuels and using technology, students will have fun and learn more about environmentalism.


  • Arts > General
  • Arts > Architecture
  • Health > General
  • Science > General
  • Science > Ecology
  • Social Studies > General
  • Social Studies > Current Events
  • Social Studies > Global Awareness

Education Levels:

  • Grade 3
  • Grade 4
  • Grade 5
  • Grade 6
  • Grade 7
  • Grade 8
  • Grade 9
  • Grade 10
  • Grade 11
  • Grade 12


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Science Resources
Update Standards?

SCI.5-6.S5-6:1.1: Science

Distinguishing between observational, experimental, and research questions (e.g., Observational-How does a cricket chirp? Experimental--Does the amount of light affect how a cricket chirps? Research-Do all crickets chirp? Why do crickets chirp?).

SCI.5-6.S5-6:1.2: Science

Identifying multiple variables that affect a system and using the variables to generate experimental questions that include cause and effect relationships.

SCI.5-6.S5-6:2.1: Science

Using logical inferences derived from evidence to predict what may happen or be observed in the future.

SCI.5-6.S5-6:2.2: Science

Providing an explanation (hypothesis) that is reasonable in terms of available evidence.

SCI.5-6.S5-6:3.1.a: Science

A list of materials needed that specifies quantities (e.g., 250 ml water).

SCI.5-6.S5-6:3.1.b: Science

A procedure that lists significant steps sequentially and describes which variable will be manipulated or changed and which variables will remain the same ("Fair Test").

SCI.5-6.S5-6:3.1.c: Science

An appropriate format for recording data.

SCI.5-6.S5-6:3.1.d: Science

A strategy for conducting multiple trials ("Fair Test").

SCI.5-6.S5-6:4.1: Science

Choosing appropriate measurements for the task and measuring accurately.

SCI.5-6.S5-6:4.2: Science

Collecting data and recording accurate and complete data from multiple trials.

SCI.5-6.S5-6:4.3.a: Science

Selecting an appropriate perspective (e.g., cross section, top view, side view) and recording precise proportions.

SCI.5-6.S5-6:5.1: Science

Determining an appropriate representation (line graph in addition to prior examples) to represent their findings accurately.

SCI.5-6.S5-6:5.2: Science

Selecting a scale that is appropriate for range of data to be plotted, labeling units, and presenting data in an objective way.

SCI.5-6.S5-6:5.3: Science

Including clearly labeled keys and symbols, when necessary.

SCI.5-6.S5-6:5.4: Science

Using correct scientific terminology to label representations.

SCI.5-6.S5-6:6.1: Science

Identifying relationships of variables based upon evidence.

SCI.5-6.S5-6:6.2: Science

Questioning data that might not seem accurate or does not fit into the pattern of other findings.

SCI.5-6.S5-6:7.1: Science

Explaining data using correct scientific terminology

SCI.5-6.S5-6:7.2: Science

Using experimental results to support or refute original hypothesis.

SCI.5-6.S5-6:7.3: Science

Considering all data when developing an explanation/conclusion.

SCI.5-6.S5-6:7.4: Science

Identifying problems/flaws with the experimental design.

SCI.5-6.S5-6:7.5: Science

Using additional resources (e.g., books, journals, databases, interview, etc.) to strengthen an explanation.

SCI.5-6.S5-6:7.6: Science

Preparing a conclusion statement/summary.

SCI.5-6.S5-6:8.1: Science

Explaining how experimental findings can be generalized to other situations.

SCI.7-8.S7-8:1.1: Science

Developing questions that reflect prior knowledge.

SCI.7-8.S7-8:1.2: Science

Refining and focusing broad ill-defined questions.

SCI.7-8.S7-8:2.1: Science

Predicting results (evidence) that support the hypothesis.

SCI.7-8.S7-8:2.2: Science

Proposing a hypothesis based upon a scientific concept or principle, observation, or experience that identifies the relationship among variables.

SCI.7-8.S7-8:3.1.a: Science

A diagram labeled using scientific terminology that supports procedures and illustrates the setup.

SCI.7-8.S7-8:3.1.b: Science

A procedure that lists significant steps that identify manipulated (independent) and responding (dependent) variables.

SCI.7-8.S7-8:3.1.c: Science

A control for comparing data when appropriate.

SCI.7-8.S7-8:3.1.d: Science

Identification of tools and procedures for collecting data and reducing error.

SCI.7-8.S7-8:4.1: Science

Accurately quantifying observations using appropriate measurement tools.

SCI.7-8.S7-8:4.2: Science

Using technology to collect, quantify, organize, and store observations (e.g., use of probe).

SCI.7-8.S7-8:4.3.a: Science

Recording multiple perspectives to scale (e.g., magnification, cross section, top view, side view, etc.).

SCI.7-8.S7-8:5.1: Science

Representing independent variable on the "X" axis and dependent variable on the "Y" axis.

SCI.7-8.S7-8:5.2: Science

Determining a scale for a diagram that is appropriate to the task.

SCI.7-8.S7-8:5.3: Science

Using technology to enhance a representation.

SCI.7-8.S7-8:5.4: Science

Using color, texture, symbols and other graphic strategies to clarify trends/patterns within a representation.

SCI.7-8.S7-8:6.1: Science

Identifying, considering and addressing experimental errors (e.g., errors in experimental design, errors in data collection procedures).

SCI.7-8.S7-8:6.2: Science

Identifying limitations and/or sources of error within the experimental design.

SCI.7-8.S7-8:7.1: Science

Using scientific concepts, models, and terminology to report results, discuss relationships, and propose new explanations.

SCI.7-8.S7-8:7.2: Science

Generating alternative explanations.

SCI.7-8.S7-8:7.3: Science

Documenting and explaining changes in experimental design.

SCI.7-8.S7-8:7.4: Science

Sharing conclusion/summary with appropriate audience beyond the research group.

SCI.7-8.S7-8:7.5: Science

Using mathematical analysis as an integral component of the conclusion.

SCI.7-8.S7-8:8.1: Science

Identifying additional data that would strengthen an investigation.

SCI.7-8.S7-8:8.2: Science

Explaining limitations for generalizing findings.

SCI.7-8.S7-8:8.3: Science

Explaining relevance of findings (e.g., So what?) to the local environment (community, school, classroom).

SCI.7-8.S7-8:8.4: Science

Devising recommendations for further investigation and making decisions based on evidence for experimental results.

SCI.9-12.S9-12:1.1: Science

Framing testable questions showing evidence of observations and prior knowledge to illustrate cause and effect.

SCI.9-12.S9-12:1.2: Science

Developing a testable question appropriate to the scientific domain being investigated.

SCI.9-12.S9-12:2.1: Science

Developing a testable/guiding hypothesis and predictions based upon evidence of scientific principles.

SCI.9-12.S9-12:2.2: Science

Predicting results (evidence) that support the hypothesis.

SCI.9-12.S9-12:2.3: Science

Clearly distinguishing cause and effect within a testable/guiding hypothesis.

SCI.9-12.S9-12:3.1.a: Science

Procedures that incorporate appropriate protection (e.g., no food in lab area).

SCI.9-12.S9-12:3.1.b: Science

Appropriate tools, units of measurement and degree of accuracy.

SCI.9-12.S9-12:3.1.c: Science

Components that reflect current scientific knowledge and available technology.

SCI.9-12.S9-12:3.1.d: Science

Use of scientific terminology that supports the identified procedures

SCI.9-12.S9-12:4.1: Science

Collecting significant data by completing multiple trials;

SCI.9-12.S9-12:4.2: Science

Evaluating and revising procedures as investigation progresses.

SCI.9-12.S9-12:5.1: Science

Representing data quantitatively to the appropriate level of precision through the use of mathematical calculations.

SCI.9-12.S9-12:5.2: Science

Developing the skill of drawing a "best fit" curve from data.

SCI.9-12.S9-12:5.3: Science

Recording accurate data, free of bias.

SCI.9-12.S9-12:5.4: Science

Explaining importance of avoiding plagiarism/fabrication of other recorded research data.

SCI.9-12.S9-12:6.1: Science

Accounting for identified experimental errors.

SCI.9-12.S9-12:6.2: Science

Analyzing significance of experimental data.

SCI.9-12.S9-12:6.3: Science

Critically examining and explaining the relationship of evidence to the findings of others (e.g., classmates or scientists in the field).

SCI.9-12.S9-12:7.1: Science

Proposing, synthesizing, and evaluating alternative explanations for experimental results.

SCI.9-12.S9-12:7.2: Science

Citing experimental evidence within an explanation.

SCI.9-12.S9-12:7.3: Science

Including logically consistent position to explain observed phenomena.

SCI.9-12.S9-12:7.4: Science

Comparing an experimental conclusion to other proposed explanations by peer review (e.g., students, scientists or local interest groups).

SCI.9-12.S9-12:7.5: Science

Conducting objective scientific analysis and evaluating potential bias in the interpretation of evidence.

SCI.9-12.S9-12:7.6: Science

Identifying and evaluating uncontrolled variables inherent in experimental model.

SCI.9-12.S9-12:8.1: Science

Using technology to communicate results effectively and appropriately to others (e.g., power point, web site, posters, etc.).

SCI.9-12.S9-12:8.2: Science

Predicting/recommending how scientific conclusions can be applied to civic, economic or social issues.

SCI.9-12.S9-12:8.3: Science

Proposing and evaluating new questions, predictions, procedures and technology for further investigations.
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