This article discuss basic ecological concepts such as food chains and webs within the context of the tundra.

The project is used in two courses, both with the theme of understanding the environmental implications of our use of energy, exploring personal energy use, and learning about the types of energy available to Canadians. One is a face-to-face course for Education majors, the other is an on-line course available to all upper-level (3rd and 4th year) students.

This five-week project asks students to examine the environmental outcomes of their lifestyle choices, to investigate and try out more sustainable choices, and to write about their experiences.

I use the Lifestyle Project in my Introduction to Environmental Issues class. This 3-week project asks students to make changes to their everyday environmental habits. This helps students realize that they have control of their lives and they can make decisions and make changes if they want to. And, given this empowerment, students can think about their impacts on Earth and their obligations to the planet and our society.

This three-week project begins with a measurement of "baseline" consumptive behavior followed by two weeks of working to reduce the use of water, energy, high-impact foods, and other materials. The assignment uses an Excel spreadsheet that calculates direct energy and water use as well as indirect CO2 and water use associated with food consumption.

This video segment from a WPSU documentary Liquid Assets connects public health to the availability of clean and safe drinking water and elaborates on the threats our bodies face due to increasing kinds and quantities of pollutants.

A tutorial podcast providing an overview of the interdependence of organisms in their environment. [1:05]

This video, adapted from material provided by the ECHO partners, illuminates how living on the coast affects individuals and communities, particularly humans' interrelationships with natural resources.

Students analyze data on temperature and precipitation collected from 26 different Long Term Ecological Research sites and compare them with annual net primary productivity. The students then form an ecological rule to explain their results.

This activity is a field investigation where students can go to a body of water and collect the macroinvertebrates there and identify them. Based on what they find, they can assess the water quality by determining the biotic index. Based on the Macorinvertebrate Mayhem from Project Wet.

Students learn how paper is made. Working together, student teams make their own paper. This activity introduces students to recycling; what it is, its value and benefits, and how it affects their lives.

In this adapted ZOOM video segment, cast members get hands-on in the recycling process by using old newspapers to make new paper.

This activity is a field investigation where students gather and observe macroinvertebrates in a pond system. From their initial observations, students will formulate a question and test procedures.

Spreadsheets Across the Curriculum/Geology of National Parks module. Students work with a color-coded conditional-formatted spreadsheet map to work through a USGS report applying a coastal vulnerability index, examining real data related to relative sea-level change for different areas of the Californian coas,t including Point Reyes National Seashore.

This resource is a place for exploring, asking questions, finding information, meeting scientists, and learning about marine ecosystems.

Take this ten question quiz on abiotic and biotic environments. The quiz is multiple choice.

Students are introduced to the concept of light pollution by investigating the nature, sources and levels of light in their classroom environment. They learn about the adverse effects of artificial light and the resulting consequences on humans, animals and plants: sky glow, direct glare, light trespass, animal disorientation and energy waste. Student teams build light meters using light sensors mounted to LEGO® MINDSTORMS® NXT intelligent bricks and then record and graph the light intensity emitted in various classroom lighting situations. They are introduced to the engineering concepts of sensors, lux or light meter, and lumen and lux (lx) illuminance units. Through this activity, students also learn how to better use light and save energy as well as some of the technologies designed by engineers to reduce light pollution and energy waste.

Through investigating the nature, sources and level of noise produced in their environment, students are introduced to the concept of noise pollution. They learn about the undesirable and disturbing effects of noise and the resulting consequences on people's health, as well as on the health of the environment. They use a sound level meter that consists of a sound sensor attached to the LEGO® NXT Intelligent Brick to record the noise level emitted by various sources. They are introduced to engineering concepts such as sensors, decibel (dB) measurements, and sound pressure used to measure the noise level. Students are introduced to impairments resulting from noise exposure such as speech interference, hearing loss, sleep disruption and reduced productivity. They identify potential noise pollution sources, and based on recorded data, they classify these sources into levels of annoyance. Students also explore the technologies designed by engineers to protect against the harmful effects of noise pollution.

A year long field study of a deciduous tree and its interdependence through phenology.

After watching a short online video that recaps the enormous scale of accumulating plastic waste in our oceans, student teams are challenged to devise a method to remove the most plastic microbeads from a provided commercial personal care product—such as a facial cleanser or body wash. They brainstorm filtering methods ideas and design their own specific procedures that use teacher-provided supplies (coffee filters, funnels, plastic syringes, vinyl tubing, water, plastic bags) to extract the microplastics as efficiently as possible. The research and development student teams compare the final masses of their extracted microbeads to see which filter solutions worked best. Students suggest possible future improvements to their filter designs. A student worksheet is provided.