The marine environment is unique and because little light penetrates under water, technologies that use sound are required to gather information. The seafloor is characterized using underwater sound and acoustical systems. Current technological innovations enable scientists to further understand and apply information about animal locations and habitat. Remote sensing and exploration with underwater vehicles enables researchers to map and understand the sea floor. Similar technologies also aid in animal tracking, a method used within science and commercial industries. Through inquiry-based learning techniques, students learn the importance of habitat mapping and animal tracking.

As students learn about the creation of biodomes, they are introduced to the steps of the engineering design process, including guidelines for brainstorming. Students learn how engineers are involved in the design and construction of biodomes and use brainstorming to come up with ideas for possible biodome designs. This lesson is part of a series of six lessons in which students use their growing understanding of various environments and the engineering design process, to design and create their own model biodome ecosystems.

This activity illustrates the interrelationship between science and engineering in the context of extinction prevention. There are two parts to the activity. The first part challenges students to think like scientists as they generate reports on endangered species and give presentations worthy of a news channel or radio broadcast. The second part puts students in the shoes of engineers, designing ways to help the endangered species.

This series of 5 high-quality, standards-aligned, inquiry-based lessons have been field-tested by the 4K students of Wequiock Children's Center for Environmental Science, their teacher and educational assistant. These lessons encourage students to use natural areas around their school as they improve their science and engineering skills as part of a unit on observing changes. Created as a part of a WISELearn OER Innovation project, Connect, Explore, and Engage: Using the Environment as the Context for Science Learning was a collaboration of the Wequiock Children's Center for Environmental Science and the Wisconsin Green Schools Network. One of the goals of the project was to create standards-aligned lessons that utilize the outdoor spaces of the school . These lessons were created to take place during late winter.

Students learn about population density within environments and ecosystems. They determine the density of a population and think about why population density and distribution information is useful to engineers for city planning and design as well as for resource allocation.

Coral reefs off the west coast of Maui are readily accessible and heavily used by visitors and locals alike. Managers needed a plan to boost the resilience of the reefs so they could continue providing critical habitat for marine species.

Biodiversity is a shortened form of the term "biological diversity." The entire spectrum of life forms and the many ecological processes support them. Wisconsin is blessed with abundant biodiversity. Located at the junction of the eastern deciduous forest, northern boreal forest and temperate grasslands, we have a wealth of species and natural communities.

Approximately 1,800 species of native plants and close to 700 species of native vertebrates have been identified in Wisconsin. In addition, there are thousands of species of non-vascular plants and invertebrates. These pages highlight the uncommon and rare species, natural communities, geological features and essential habitat areas throughout Wisconsin.

A key component of wildlife management is understanding the impact that humans have on their surrounding environment. In this activity students will begin to explore the human impacts that their school yard is experiencing from air, soil, and water pollution.

One of Southern California’s few remaining tidal marshes—and the habitat it provides for marine life and endangered birds—is threatened by sea level rise. A collaborative effort is underway to help these wetlands stay above water.

The Baka are a semi-nomadic forest people who live in the republic of Cameroon in central Africa. In this video from Africa, the Baka men meet with a government official for help to protect their forest.

"Then and Now," helps students to visualize the affects of human development on wildlife. How do human settlements (parking lots, apartment buildings, etc.) influence wildlife habitat and populations? What are the effects of man-made structures on native and non-native species? These questions are explored by interpreting aerial photographs and related information sources in an attempt to uncover some of the correlations between changes in habitat and types of wildlife.

NUTSHELL: In the optional Field Enhancement portion of the lesson, the class explores the living and nonliving parts of a forest while on a hike. Students spend individual quiet time observing and drawing parts of a forest. In main portion of the lesson, students match plant species with forest ecosystems and learn that living things are influenced by the nonliving things around them. They create a song or skit to show what they have learned about living and nonliving connections. The students conclude the lesson by creating a mural of different types of Wisconsin forests.
BIG IDEAS
Forests are ecosystems characterized by a dominance of tree cover and they contain a variety of other organisms (e.g., other plants, animals).Forests differ in composition (species within a forest) and structure (layers in a forest). These are both affected by biotic (e.g., animals, plants, humans) and abiotic (e.g., soil moisture, sunlight, climate) factors. 
OBJECTIVES Upon completion of this lesson, students will be able to:
Explain how living things in a forest depend on nonliving things.Recognize that all forests do not contain the same plants and animals.
SUBJECT AREAS: Arts, Language Arts, Science
LESSON/ACTIVITY TIME
Total Lesson Time: 190 minutes (including optional Field Enhancement)Time Breakdown: Field Enhancement (optional)--50 minutes; Introduction--15 minutes; Activity 1--35 minutes; Activity 2--45 minutes; Conclusion--45 minutes
TEACHING SITE Classroom; well-forested site for optional Field Enhancement

Wisconsin Department of Natural Resources dataset of current Wolf population and distribution of wolf packs found throughout Wisconsin.

Following a federal court ruling on Feb. 10, 2022, gray wolves are listed as an endangered species in the lower 48 states (excluding the northern Rocky Mountains region). As such, wolves are federally protected. Harvest and lethal depredation control are prohibited.

Wisconsin's wolf population remains healthy and secure in the state. The department will continue its robust wolf population monitoring program and the development of an updated wolf management plan.

The DNR will continue to partner with USDA-Wildlife Services to address wolf conflicts in Wisconsin. If you suspect wolves in the depredation of livestock, pets or hunting dogs, or if wolves are exhibiting threatening or dangerous behavior, contact USDA-Wildlife Services staff immediately. If in northern Wisconsin, call 1-800-228-1368 or 715-369-5221; in southern Wisconsin, call 1-800-433-0663 or 920-324-4514. While gray wolves are listed as a federally endangered species, it remains unlawful to shoot a wolf unless there is an immediate threat to human safety.

This video is slow-paced for all students to comprehend. The color is very vibrant and the content keeos students engaged.  It is narrated from the perspective of the animal and gives information describing the animal allowing students to use higher order level thinking skills.  Students will learn about a variety of animals and where they live.