Students learn about power generation using river currents. A white paper is a focused analysis often used to describe how a technology solves a problem. In this literacy activity, students write a simplified version of a white paper on an alternative electrical power generation technology. In the process, they develop their critical thinking skills and become aware of the challenge and promise of technological innovation that engineers help to make possible. This activity is geared towards fifth grade and older students and computer capabilities are required. Some portions of the activity may be appropriate with younger students. CAPTION: Upper Left: Trey Taylor, President of Verdant Power, talks about green power with a New York City sixth-grade class. Lower Left: Verdant Power logo. Center: Verdant Power's turbine evaluation vessel in New York's East River. In the background is a conventional power plant. Upper Right: The propeller-like turbine can be raised and lowered from the platform of the turbine evaluation vessel. Lower Right: Near the East River, Mr. Taylor explains to the class how water currents can generate electric power.

Students learn how the process of soil solarization is used to pasteurize agricultural fields before planting crops. Soil solarization is a pest control technique in agriculture that uses the sun’s radiation to heat the soil and eliminate unwanted pests that could harm the crops. The approach is compared to other pest control methods such as fumigation and herbicide application, highlighting the respective benefits and drawbacks. In preparation for the associated hands-on activity on soil biosolarization, students learn how changing the variables involved in the solarizing process (such as the tarp material, soil water content and addition of organic matter) impacts the technique’s effectiveness. A PowerPoint® presentation and pre/post-quiz is provided.

How does infrastructure meet our needs? What happens when we are cut off from that supporting infrastructure? As a class, students brainstorm, identify and explore the pathways where their food, water and energy originate, and where wastewater and solid waste go. After creating a diagram that maps a neighborhood's inputs and waste outputs, closed and open system concepts are introduced by imagining the neighborhood enclosed in a giant dome, cut off from its infrastructure systems. Students consider the implications and the importance of sustainable resource and waste management. They learn that resources are interdependent and that recycling wastes into resources is key to sustain a closed system.

Student teams find solutions to hypothetical challenge scenarios that require them to sustainably manage both resources and wastes. They begin by creating a card representing themselves and the resources (inputs) they need and wastes (outputs) they produce. Then they incorporate additional cards for food and energy components and associated necessary resources and waste products. They draw connections between outputs that provide inputs for other needs, and explore the problem of using linear solutions in resource-limited environments. Then students incorporate cards based on biorecycling technologies, such as algae photobioreactors and anaerobic digesters in order to make circular connections. Finally, the student teams present their complete biorecycling engineering solutions to their scenarios in poster format by connecting outputs to inputs, and showing the cycles of how wastes become resources.

Students begin by reading Dr. Seuss' "The Lorax" as an example of how overdevelopment can cause long-lasting environmental destruction. Students discuss how to balance the needs of the environment with the needs of human industry. Student teams are asked to serve as natural resource engineers, city planning engineers and civil engineers with the task to replant the nearly destroyed forest and develop a sustainable community design that can co-exist with the re-established natural area.

Food Sovereignty, Climate Change, and The Three Sisters: Mandaamin (Corn), Mashkodesimin (Bean), Okosimaan (Squash, Pumpkin)Grade Level: 9 -12Content Area: Science, Indigenous knowledgeAuthor: Wendy Fuller, Lac Courte Oreilles Ojibwe School, High School Science TeacherIn an effort to encourage students to learn where their food comes from, make more informed decisions about what they eat and how what they eat impacts the environment, students are introduced to indigenous teachings regarding companion planting of food crops. In this remix of an earlier project, students expand their understanding of food sovereignty and the impact of climate change on the beings, The Three Sisters.

Lac Courte Oreilles Ojibwe school is a Bureau of Indian Education/Tribally controlled school catering to students who are themselves tribally enrolled or a descendant of a tribal member. Our school has a close working relationship with the Lac Courte Oreilles College Extension program, including access to the college farm. In an effort to encourage students to learn where their food comes from, make more informed decisions about what they eat and how what they eat impacts the environment, students are introduced to indigenous teachings regarding companion planting of food crops. Though the growing part of this project is long term, students learn about the process of seed development, understand the length of time it takes for a plant to mature and ultimately provide food sources. An additional benefit to this project is that it provides students with a sense of nurturing as they help their plants thrive. 

Students learn about solar energy and how to calculate the amount of solar energy available at a given location and time of day on Earth. The importance of determining incoming solar energy for solar devices is discussed.

Students explore energy efficiency, focusing on renewable energy, by designing and building flat-plate solar water heaters. They apply their understanding of the three forms of heat transfer (conduction, convection and radiation), as well as how they relate to energy efficiency. They calculate the efficiency of the solar water heaters during initial and final tests and compare the efficiencies to those of models currently sold on the market (requiring some additional investigation by students). After comparing efficiencies, students explain how they would further improve their devices. Students learn about the trade-offs between efficiency and cost by calculating the total cost of their devices and evaluating cost per percent efficiency and per degree change of the water.

This is an example lesson plan with materials about the China's enviornmental issues for educators to use for creating their lesson. This lesson plan has multiple activities, readings, and pictures about various enviornmental issues that are occuring in Chhina in current times.