# data[].attributes.attachment_link.description
Eventbrite - Trish Sullivan 831.594.1799 salinas411@yahoo.com presents Earth Day Clean Up! - Wednesday, April 19, 2023 | Sunday, April 23, 2023 at Old Fisherman's Wharf, Monterey, CA. Find event and ticket information.

# data[].attributes.attachment_link.readable_text
Explore STEAM education resources developed at the UCAR Center for Science Education and visit the Art-Science Gallery at the NCAR Mesa Lab visitor center in Boulder, Colorado to see exhibits that connect atmospheric science with visual art.

Art-Science Classroom Activities

The Art of Clouds (grades 4-12) Students use a cloud identification guide to identify clouds in landscape paintings, then make their own art to identify cloud types.

Whirling, Swirling Air Pollution (grades 6-9) This storytelling activity builds literacy skills while giving a sense of the many ways in which daily activities contribute to air pollution.

Drawing Clouds Inside the Lines (grades 3-6) In this classroom activity, students investigate how clouds change over time by making repeat observations of a section of sky and then representing their data graphically.

The Colors of the Seasons (grades K-4) In this Elementary GLOBE activity, students will understand how colors in nature relate to their local environment and to seasonal changes within that environment. Students will practice observational and recording skills, make comprehensive comparisons, and will form a hypothesis based on the information they have assembled throughout the school year.

Art-Science Learning Resources

Presentations

The Art of Clouds: A collection of slides featuring Western landscape paintings with identifiable clouds.

Art and Science, An Intersection: NCAR Ignite presentation by Lisa Gardiner to tell the story of how air pollution made its way into landscape art during the Industrial Revolution

# data[].attributes.attachment_link.description
Explore STEAM education resources developed at the UCAR Center for Science Education and visit the Art-Science Gallery at the NCAR Mesa Lab visitor center in Boulder, Colorado to see exhibits that connect atmospheric science with visual art.

# data[].attributes.headline
Getty: FREE Art and Science lesson plans k-12

# data[].attributes.subject
Getty: FREE Art and Science lesson plans k-12

# data[].attributes.headline
¿Por qué se celbra el Día de la Tierra? SPANISH Resource 

# data[].attributes.subject
¿Por qué se celbra el Día de la Tierra? SPANISH Resource 

# data[].attributes.attachment_link.readable_text
Para ilustrar de manera concisa a qué se enfrenta la humanidad, Álvarez hizo énfasis en lo que la ciencia define como una triple crisis planetaria: cambio climático, pérdida de biodiversidad y contaminación general.
1. El cambio climático
De acuerdo con un informe difundido en 2021 por el Panel Intergubernamental del Cambio Climático (IPCC), la profundización del cambio climático es un hecho ya innegable.

Asimismo, el citado documento del PNUMA estima que los cambios ambientales aumentarán y se acelerarán en los próximos decenios debido a una mayor expansión de las actividades humanas y a los desajustes temporales de los sistemas de la Tierra.

También vaticina que la sociedad está lejos de alcanzar el objetivo establecido en el Acuerdo de París de limitar el calentamiento global a un nivel muy inferior a los 2 °C por encima de los niveles preindustriales y de procurar contener aún más el aumento de la temperatura para mantenerlo por debajo de 1,5 °C.

Para los especialistas que redactaron el documento, el calentamiento global antropogénico (que tiene origen en la actividad humana) de más de 1 °C ya ha provocado modificaciones en las zonas climáticas, cambios en los patrones de precipitación, derretimiento de las capas de hielo y los glaciares, aceleración del aumento del nivel del mar y eventos extremos más frecuentes e intensos, lo que supone una amenaza para las personas y la naturaleza.
2. La pérdida de especies
Tal como ejemplifica Álvarez, alrededor de un millón de especies de animales y de plantas se encuentran en peligro de extinción.

"¿Estarían así sin la influencia del hombre?" De acuerdo con la especialista, "la respuesta más segura es que no, porque habría una evolución permanente y constante de esas especies de animales y de plantas", reconoce.

En su informe de 2019, la Plataforma Intergubernamental de Ciencia y Política sobre Biodiversidad y Servicios de los Ecosistemas ( IPBES, por sus siglas en inglés) fue contundente con respecto al dramático declive de la biodiversidad.

El documento, del cual participaron 145 expertos de 50 países, advierte que la biodiversidad está disminuyendo globalmente a un ritmo sin precedentes en la historia humana y que el ritmo de extinción de especies se está acelerando, provocando graves impactos en las personas de todo el mundo.
3. La contaminación
Para referirse a la polución planetaria, Álvarez hizo mención al descubrimiento, en 2017, de desechos químicos producidos por la actividad humana en el fondo del Océano Pacífico noroccidental y al sureste de las islas Marianas.

La investigación, liderada por la científica Alan Jamieson de la Universidad de Newcastle, Inglaterra, y publicada en la revista Nature, determinó que en los rincones más remotos del océano pacífico, se hallaron bifenilos policlorados (PCB, por sus siglas en inglés) y polibromodifenil éteres (PBDE), utilizados como retardantes de llama en plásticos y espumas.

" Estos contaminantes se encontraron a unos 8.000 y 10.000 metros debajo del nivel del mar. Además de microplásticos, se encontraron en esos lugares remotos restos de isótopos radiactivos", alertó la directora regional del PNUMA.

En el informe Hacer las paces con la naturaleza se detalla que hasta 400 millones de toneladas de metales pesados, disolventes, lodos tóxicos y otros desechos industriales entran cada año en las aguas de todo el mundo, poniendo en serio riesgo la salud planetaria.

La salud de la Tierra determina la salud humana

La triple crisis planetaria, advierte Álvarez, significa un riesgo para la especie humana. Desde el año 2000, la ONU adoptó el concepto "Una Sola Salud" para referirse a la interdependencia entre todos los habitantes de esta casa común: la Tierra.

Un claro ejemplo de esta interdependencia lo aporta la directora regional del PNUMA, al indicar que la ciencia es clara al advertir, a través de diversos estudios, que el 75% de las enfermedades infecciosas emergentes que afectan a humanos son de origen animal.

En ese sentido, el informe Hacer las paces con la naturaleza asegura que las enfermedades que se originan en animales salvajes y domésticos (zoonosis) suponen un peligro para la salud humana y la economía, como lo demuestra la pandemia de COVID-19.

El documento explica que los efectos humanos que pueden potenciar el riesgo a generar nuevas enfermedades zoonóticas son, entre otros, el cambio climático, el cambio y la fragmentación del uso de la tierra, la intensificación agrícola, la deforestación y el comercio legal e ilegal de especies silvestres.

Como contracara, el informe enfatiza que la clave es pensar y actuar con un enfoque que considere "Una Sola Salud" mediante el cual se reconozca que la salud humana está interconectada con la salud de los animales, las plantas y el medio ambiente compartido.

¿Qué se puede hacer para vivir en armonía con la naturaleza?

Aunque el escenario planetario parezca desalentador, la ciencia insiste en que podemos y debemos hacer cambios profundos para revertir la crisis.

" Tenemos que vivir en paz con la naturaleza y reconocer a nuestra Tierra como el medio no solamente en el que vivimos, sino al que tenemos que cuidar y proteger ", expresó Álvarez, quien destacó la efeméride como un punto de inflexión para reconocer que los ecosistemas son nuestra casa y que de no alcanzar la armonía con ellos, la supervivencia de la especie humana penderá de un hilo.

Lejos de cualquier mirada derrotista, Álvarez aconsejó dar pasos firmes y constantes para marcar la diferencia.

De ahí que el Día Internacional de la Madre Tierra sea, como dice Álvarez, una muestra de la necesidad de un cambio hacia una economía, producción y consumo más sustentables, que permitan a la humanidad vivir en armonía con la naturaleza.

Considerando que en las cadenas productivas del modelo económico actual, el consumo y la responsabilidad individual tienen un poder fundamental, la especialista enfatizó que el consumo determina las decisiones de gobiernos y empresas para transformar los sistemas económicos y financieros del presente y del futuro.

El Día de la Tierra propone recuperar la armonía con la naturaleza en un momento en el que los síntomas vitales del planeta son alarmantes y donde la diferencia para el cambio depende del verdadero cambio de los patrones de consumo de las sociedades que habitan la aldea global.

# data[].attributes.attachment_link.title
¿Por qué se celebra el Día de la Tierra?

# data[].attributes.attachment_link.description
Para ilustrar de manera concisa a qué se enfrenta la humanidad, Álvarez hizo énfasis en lo que la ciencia define como una triple crisis planetaria: cambio climático, pérdida de biodiversidad y contaminación general. 1. El cambio climático De acuerdo con un informe difundido en 2021 por el Panel Intergubernamental del Cambio Climático (IPCC), la profundización del cambio climático es un hecho ya innegable.

# data[].attributes.headline
Dia Internacional de la Madre Tierra: SPANISH resource

# data[].attributes.subject
Dia Internacional de la Madre Tierra: SPANISH resource

# data[].attributes.attachment_link.description
El 22 de abril se celebra el Día Internacional de la Madre Tierra, una fecha para concienciar sobre la importancia de cuidar nuestro planeta y conservar su biodiversidad.

# data[].attributes.headline
Earth Day: Dia de la Tierra para Niños-Bilingual Video in Spanish & English

# data[].attributes.subject
Earth Day: Dia de la Tierra para Niños-Bilingual Video in Spanish & English

# data[].attributes.attachment_link.title
Earth Day for Kids! ~ Día de la Tierra para Niños! (Spanish & English) | Mi Camino Spanish

# data[].attributes.attachment_link.title
🌱 POCOYÓ en ESPAÑOL - La Semilla 🌱 | DIBUJOS ANIMADOS infantiles en ESPAÑOL

# data[].attributes.headline
La Basura(theme:recycling): Video in SPANISH 

# data[].attributes.subject
La Basura(theme:recycling): Video in SPANISH 

# data[].attributes.attachment_link.title
Buena Banda. Cap 10: La basura a la basura

# data[].attributes.headline
How to Teach Nature Journaling- Free Download

# data[].attributes.subject
How to Teach Nature Journaling- Free Download

# data[].attributes.attachment_link.readable_text
Description

31 hands-on field activities to connect art, science, math, and critical thinking, while encouraging students and mentors alike to recognize and record the wonder and beauty in the natural world.

Expanding on the philosophy and methods of my last book, The Laws Guide to Nature Drawing and Journaling, I teamed up with experienced curriculum developer and educator, Emilie Lygren, to develop this unparalleled and comprehensive guide to using nature journaling as a tool to engage young people with the outdoors. This teacher-friendly book combines curriculum plans, practical advice, and in-the-field experience so that educators of all stripes can bring journaling to their students or families. Full-color illustrations and sample journal pages from notable naturalists and novices show how to put each lesson into practice.

Best of all, it encourages the things we need most at this moment: routines and rituals, creative expression, observation and concentration, engagement with nature, and connection with each other (even if from a distance!).

Are green spaces near you closed or inaccessible? Nature journaling can happen anywhere, from a kitchen window to a neighborhood stroll. With the right tools and ways of observing, you can document the bird sitting on a telephone wire, the beans in your pantry, the flower blooming in your neighbor's front yard, the weed pushing through the cracks in the sidewalk, or the vine creeping up the side of your apartment building.

Learn How to:

give students step-by-step strategies for effective nature journaling

manage student groups in the outdoors

encourage participation from all learners

modify instructions to meet your students' needs

teach drawing, math, writing, and scientific thinking

connect journaling to educational standards

incorporate journaling into longer lessons

Can be used with:

5E Instructional Model

Charlotte Mason-Inspired Education

Common Core State Standards

Next Generation Science Standards

Waldorf Education, Forest Schools, Outdoor Education, and more

A great way to get started is to watch this video workshop from a class I gave on how to teach Nature Journaling.

Free download! You can download the book today. If you like the book, consider also buying the full version and making a donation to directly support Heyday, our amazing non-profit publisher. You may download the book for use in your home, classroom, or at your institution. You may not reproduce any part of the book for sale. The version with double-page spreads is best for viewing on a screen or device. If you plan to print the book at home, download the single-page version but be aware that for close to the cost of printing you can get the bound full-color book. Home printing is a good option if shipping the book is too expensive.
Read the foreword by Amy Tan.
Praise for How to Teach Nature Journaling

"From the beginning of time, we have been connected to nature, but for the first time in history, that connection threatens to be broken for most of an entire generation and perhaps generations to come. In this book and this work, I find hope. Laws and Lygren have created a powerful and practical resource for teachers to help children and adults discover, explore, love, and protect the natural world around them. Nature is magic, and everyone needs it."

-Robert Bateman, artist, naturalist, and founder of the Bateman Foundation

"Here is a natural way for parents and teachers to integrate the beauty and mystery of nature into the lives of children. The book itself is a work of art."

-Richard Louv, author of Our Wild Calling and Last Child in the Woods

"This book beautifully demonstrates how nature journaling is a valuable, multidimensional approach to science. Through this work, students build neural pathways that enable different brain regions to communicate with each other, resulting in more flexible thinking and creative problem-solving in all areas of life. This approach to nature journaling also offers students an excellent way to learn and practice a growth mindset through nature and science."

-Jo Boaler, Professor of Education and Equity, Stanford University; founder and faculty director of youcubed.org; author of Mathematical Mindsets and Limitless Mind

"The writing, the illustrations, the demonstration of an intentional, informative, and wonderfully educational approach to nature journal writing-it's all here. From field activities with clear examples to an inquiry-based approach to learning, this book is a gem for educators, first-time journalers, and for the experienced naturalist as well. It's art, it's writing, it's education, it's science, naturally so."

-José González, Founder of Latino Outdoors

"Engaging students in learning about nature is a compelling need in these turbulent times. Just as important is communicating clearly, precisely, and truthfully. Naturalists and educators John Muir Laws and Emilie Lygren help teachers achieve these goals with How to Teach Nature Journaling. This is a wonderful response to educators' request for meaningful ways to implement contemporary standards. The book is useful, full of activities, and manageable for classroom teachers."

-Rodger W. Bybee, Executive Director, BSCS Science Learning (Retired)

"Imagine if every teacher taught nature journaling, every student spent enough time outside to fill a journal each year, and our kids were becoming writers, artists, and scientists all at once. I'd send my kid to that school. Thanks to Emilie Lygren and Jack Laws, we now have the vision and the tools to make this our reality."

-Craig Strang, Associate Director, Lawrence Hall of Science

"Nature journaling is the single most valuable tool and skill a teacher can possess and use to move the Next Generation Science Standards and environmental literacy forward in their school. You need to do this!"

-Rob Wade, Science & Outdoor Education Coordinator, Plumas Unified School District/Plumas County of Education

About the Authors

John Muir Laws is an award-winning scientist, educator, artist, and author of The Laws Guide to Nature Drawing and Journaling and The Laws Field Guide to the Sierra Nevada, among other titles. For a wealth of nature journaling resources, visit johnmuirlaws.com.

Facilitator, author, educator, and poet Emilie Lygren has co-written dozens of outdoor science publications with the award-winning BEETLES Project and has published poems in a range of literary journals.

# data[].attributes.attachment_link.title
How to Teach Nature Journaling (Print and free PDF download)

# data[].attributes.attachment_link.description
31 hands-on field activities to connect art, science, math, and critical thinking, while encouraging students and mentors alike to recognize and record the wonder and beauty in the natural world.

# data[].attributes.headline
Caring for the Planet: resource in SPANISH 

# data[].attributes.subject
Caring for the Planet: resource in SPANISH 

# data[].attributes.attachment_link.description
The NEPIS system will provide the current document packaged as a PDF in a new window. Some PDFs are documents that were created in that format, others were created from the scanned images you see displayed online. Of this later type, some have been created in advance to expedite delivery, others are created at the time they are requested.

# data[].attributes.attachment_link.readable_text
Nature Journaling uses pictures, words and numbers to describe what we see in nature.

Nature journaling is recording our observations, thoughts, and questions about nature using a combination of words, pictures and numbers.

The focus is less about making pretty drawings and more about reflecting our direct observations in nature.

To begin, all we need is a

journal (or paper)

a pencil

sense of curiosity, and willingness to give it a try.

We start by observing nature closely, and asking questions about what we see. By using all our senses, we awaken to seeing things that were unseen before, hearing things we never heard before, and making connections about the plants and animals around us.

When we journal, we are focused on this one thing, and it has a meditative effect, and calms the nervous system.

Keeping a nature journal, allows us to wee the world with fresh eyes, stimulate curiosity and a sense of wonder. All this:

deepens our awareness of nature,

expands our knowledge of the natural world, and

improve our memory of the details.

Benefits of Nature Jounaling

Giving attention to nature has a multitude of positive effects.

reduces stress

relaxing, and meditative

increasing sense of well-being,

stimulate healing, and

get out of 'fight-or-flight' mode into 'rest-and-recovery'.

Being outdoors gets us to move our bodies, breathe fresh oxygen, sunshine for Vitamin D production.

Drawing is a skill and NOT a talent.

That means it's possible for anyone to improve drawing skills! Our brains continue to growth throughout our lives.

So shift to the attitude that you can learn to draw. Then, repetition with effort will strengthen our skills! It takes some guidance and practice or as John Muir Laws calls "pencil miles".

The more you set your pencil to paper and draw the faster the results.

Journaling with others is way more fun, gets you motivated, and you can expand your learning. You can do this from home because we meet virtually!

The Monterey Bay Nature Journal Club welcomes you to join us! Every Sunday morning, 9:30am Pacific Standard Time, US online.

Look here for the the Schedule and Zoom link.

# data[].attributes.attachment_link.title
What is Nature Journaling - SPARK IN NATURE

# data[].attributes.attachment_link.description
What is Nature Journaling? Nature journaling is recording our observations, thoughts, and questions about nature using a combination of words, pictures and numbers. The focus is less about making pretty drawings and more about reflecting our direct observations in nature. To begin, all we need ...

# data[].attributes.attachment_link.readable_text
The following are grants and funding programs specific to schools and the environment.

CalRecycle's competitive grant program is provided to increase the number of community groups operating small-scale composting programs in green spaces within disadvantaged and low-income communities, and to increase the capacity of those composting programs.

CalRecycle's competitive grant program assists in lowering overall greenhouse gas emissions by establishing new or expanding existing food waste prevention projects (source reduction or food rescue for people) in California by reducing the amount of food being disposed in landfills.

CalRecycle's piloted a new program in fiscal year 2019-2020. Reuse is the second highest tier in the waste management hierarchy of "reduce, reuse, recycle" and plays a vital role in reducing overall waste generation. Investment in reuse is needed for waste reduction projects.

CalRecycle's Tire-Derived Product (TDP) Grant program promotes markets for recycled-content products derived from waste tires generated in California. Tire-derived products are used for a variety of applications, including as a playground surface and mulch (chips, bark), and storm water mitigation measures.

The California Air Resources Board's Clean Mobility in Schools (CMiS) is a pilot grant program that supports a variety of projects promoting zero-emission transportation options for students, parents, and staff members. CMiS is part of the Clean Transportation Equity Projects.

The California Air Resources Board offers several financial incentives to increase the number of clean school buses in operation and to drive the development of cleaner technologies by speeding up their adoption by school fleet owners.

The U.S. Department of Agriculture's annual competitive grant program supports planning, developing, and implementing farm to school programs and activities. USDA's Farm to School grants are an important way to help state, regional, and local organizations as they initiate, expand, and institutionalize farm to school efforts.

A grant partnership between Keep America Beautiful and Coca-Cola Foundation to support recycling in communities by providing bins to expand recycling opportunities in public spaces.

StopWaste offers a range of grant opportunities on an annual basis to both non-profits and businesses, aimed at increasing individual, business, and community involvement in the reduction of waste in Alameda County.

# data[].attributes.attachment_link.description
The following are grants and funding programs specific to schools and the environment. CalRecycle's competitive grant program is provided to increase the number of community groups operating small-scale composting programs in green spaces within disadvantaged and low-income communities, and to increase the capacity of those composting programs. CalRecycle's competitive grant program assists in lowering overall greenhouse gas emissions by establishing new or expanding existing food waste prevention projects (source reduction or food rescue for people) in California by reducing the amount of food being disposed in landfills.

# data[].attributes.attachment_link.readable_text
Are you looking to get outside and make some art? Here are some ideas for nature art for kids, inspired by nature or using natural items. Updated February 2023
Nature art is the ultimate combination of two of our favorite things.

Nature is the original paintbox.

All the colors we use can be found in the natural world and all paint pigments and inks were initially made from natural materials, such as plants and stones.

Nature also provides the light that informs how we see the world. And it is the primary source of artistic inspiration from time immemorial.

We've shared outdoor art ideas for kids and our favorite garden craft ideas. But this list is all about nature art, either getting our inspiration from nature or using natural materials in the art itself.
Nature art for kids often combines being outside with physical movement and creative activity.
It's the perfect trio!

Nature Art for Kids

Flower printing is a fun and beautiful nature art project for kids. And it can be done with just about any kind of paint!

Learn how to print with leaves to make beautiful cloth napkins. They are the perfect addition to your table or can be given as a gift!

Land art for kids combines playing and creating art in a natural environment using leaves, rocks, sticks, and other nature items as well as light and water.

Gathered natural materials, along with air dry clay beads are what you need to create a beautiful nature mobile for kids.

Wondering what to do with all of the Autumn leaves you've collected? Here are some of our favorite creative Fall leaf ideas for kids!

Take items you find in nature and use them as inspiration for drawing prompts!

Learn how to make clay leaf prints and pendants with air dry clay. This easy nature craft project is fun for kids and creates a beautiful keepsake.

Take your playdough OUTSIDE and see how you can use natural materials to enhance your play!

Make a beautiful flower suncatcher for the window! All you need is a paper plate, contact paper, and flowers for this fun flower mandala.

Or try this simple and beautiful suncatcher leaf craft for kids using fall leaves, flowers and paper plates.

Gather pinecones, leaves and seed pods on a nature walk. Then paint and assemble these materials with this fun nature diorama project for kids.

Replace your paintbrushes with leaves, flowers, sticks, and feathers! You will have fun gathering the materials AND using them to paint!

Try one of these ways to make art with rocks, including painted rocks, chalk rocks, melted crayon rocks, and land art!

Use wet and dry chalk to paint on sticks and branches!

Learn how to make leaf rubbings for kids. Then turn these into a colorful fall leaf painting activity using the watercolor wax resist method.

Make fall leaf art with chalk pastels. A wonderful autumn drawing activity for kids and adults to create together!

Create beautiful sun prints in a few easy steps with a sun print kit for kids. Learn about Anna Atkins, an early female photographer too!

Create beautiful shadow art for kids. Simply trace any pattern of shadow and light on paper, then paint it. This works perfectly with branches, flowers, and houseplants!

Feathers provide a great nature-based opportunity for kids to notice patterns, shapes & lines. Help kids make their own feather art in a lovely DIY shadow box in this easy nature drawing activity.

Try water soluble crayons or paint sticks to draw and paint on leaves!

10 fun ocean crafts for kids to make your next beach trip more creative. Includes melted crayon shells, sandcasting, seashell mandalas, fish paintings.

If you haven't tried sandcasting, you must! And you don't need to go to the beach, you can do it right in the sandbox!

More Nature Art for Kids
Pin It for Later

# data[].attributes.attachment_link.description
Are you looking to get outside and make some art? Here are some ideas for nature art for kids, inspired by nature or using natural items. Updated February 2023 Nature art is the ultimate combination of two of our favorite things. Nature is the original paintbox.

# data[].attributes.headline
PBS: 3rd + grade, Middle & High School Lessons

# data[].attributes.subject
PBS: 3rd + grade, Middle & High School Lessons

# data[].attributes.attachment_link.description
Bring environmental justice and awareness into your classroom this Earth Day with these videos, articles, and lesson plans. Explore the history of the environmental justice movement, the racial implications of pollution and waste disposal, and the role of new technologies in conservation efforts.

# data[].attributes.headline
Stanford's Climate Change High School Curriculum

# data[].attributes.subject
Stanford's Climate Change High School Curriculum

# data[].attributes.attachment_link.description
Students will be able to identify the relevance of studying climate change and differentiate between elements of weather and climate.

# data[].attributes.headline
Stanford's Climate Change Middle School Curriculum 

# data[].attributes.subject
Stanford's Climate Change Middle School Curriculum 

# data[].attributes.attachment_link.description
Students will be able to identify the relevance of studying climate change and differentiate between elements of weather and climate.

# data[].attributes.headline
Stanford University: Middle & High School Lessons

# data[].attributes.subject
Stanford University: Middle & High School Lessons

# data[].attributes.attachment_link.description
In order to understand this, this curriculum leads students through a progression of understanding. It begins with students thinking about climate and weather, and the local impact of sea-level rise due to climate change in the first lesson. This is to hook the students to the unit, getting them to think about their own connection to climate change.

# data[].attributes.headline
Climate Generation: Lessons 3-12, videos, and more. Also has SPANISH RESOURCES

# data[].attributes.subject
Climate Generation: Lessons 3-12, videos, and more. Also has SPANISH RESOURCES

# data[].attributes.headline
Our Climate Our Future: Middle and High School Lessons and Resources

# data[].attributes.subject
Our Climate Our Future: Middle and High School Lessons and Resources

# data[].attributes.attachment_link.title
Our Climate Our Future | Climate Education That Inspires.

# data[].attributes.attachment_link.description
Our Climate Our Future is a collection of educational resources on climate science, justice, and solutions. Climate education that inspires.

# data[].attributes.attachment_link.readable_text
Javascript must be enabled for the correct page display

Skip to Content

Start planning your Great Global Cleanup today!

Follow our simple guide to make the most out of your cleanup. If you need any help, reach out to us at [email protected] .

Choose a public location: a park, a river, or a similar community site that is ideally accessible by public transportation or bicycle.

Select a date.
TIP: Earth Day is on April 22nd and World Cleanup Day is on the Third Saturday in September)

Select a Time: Depending on where you are, choose a time that allows for plenty of daylight and comfortable temperatures for volunteers. Most cleanups happen between 9:00am and 11:00am.

Decide who will be organizing the cleanup. Whether it is your friends, your organization, or just you!

Invite members from local government, civic organizations, clubs, homeowner associations, churches and media to serve on a cleanup planning committee. Having a diverse coalition can help the event run well.

Appoint site captains who will manage the event and designate roles to assure cleanup goes smoothly.

Register your cleanup so it appears on the Great Global Cleanup Map and is connected to our global network of volunteers

Advertise your cleanup to your organization, family, friends, and/or community members
TIP: people from different organizations and associations can help turn out volunteers and bridge community members through the cleanup; i.e.: A reverend asking their ministry)

Online: Use Facebook or Eventbrite to create the event and manage volunteer sign up, and share event information.

Offline: Put up posters around the neighborhood, on the elevator in your apartment building, on the bulletin board in your building, etc. Get creative!

Ask for donations of trash bags, refreshments, and equipment.

TIP: Local hardware stores are usually willing to donate these resources

Coordinate with local waste management through a short phone call to ensure everything is being disposed of in accordance with rules and regulations.

Be sure that contributors get credit for their donations in cleanup promotions

Gather supplies

Important Items To Have:

Trash Bags or Buckets

Trash Grabbers

First Aid Kit

Gloves and Hand Sanitizer

Water/ Snacks

Table and chairs (we recommend two tables, one 6' and the other 4')

Event Signage

Download and print this QR code to have the attendees sign the Global Plastic Treaty petition

Closer to the date, check the weather and plan to dress appropriately. Wear something you don't mind getting dirty!

Send a reminder the night before or day of to all participants and key individuals that you hope to attend.

Invite local media outlets to cover the event and spread awareness

As a leader, arrive to the event early to set up before volunteers arrive

Safety is key. Two people make a team! Wear gloves, and closed toe shoes. Bring a hat, sunscreen & reusable water bottle

Keep the environment safe

Vegetation is sensitive and wildlife is best kept wild

What to remove:

Trash and Litter (Anything created by humans)

Recyclables

What to leave:

Nature

Homeless Encampments

Dead Animals

Syringes, needles, and other hazardous materials.

Find a location to properly dispose of all of the waste you will clean up!

Sort the waste into trash, recyclables, and hazardous waste.

If you are unsure of where to dispose of any of this waste contact your local municipality's waste department for further instruction

Help us track trash and have your cleanup be recorded on our public map by reporting your cleanup

Take pictures before and after your collection and share to twitter and instagram. Use handles #GreatGlobalCleanup, #TrashTag, and #Plogging. EARTHDAY.ORG will be re-posting content to our social media

Post your event on social media. Tag us at @thegreatglobalcleanup on Instagram and TikTok.

Share your images with local newspapers, magazines, and EARTHDAY.ORG

Write thank you emails to any cooperating government officials, businesses, and organizations.

A partnership with The Great Global Cleanup means you will be involved year round in the work our organization does. You will have a platform when Earth Day comes around each April.

This will mean a partnership with our activities for World Cleanup Day and engagement with partners such as Let's Do It World, National CleanUp Day and Keep America Beautiful. We are forming a coalition of like minded organizations and individuals committed to achieving our mutual goals of protecting our environment through community outreach and networking. You will also have access to toolkits, cleanup competitions, participation in social media campaigns, access to tailor made toolkits, and be able to participate in webinars and Earth Day Live sessions.

After Your Cleanup:

1. By sharing your cleanup, you can help grow the global cleanup movement through illustrating your activism on the map. Your work will add to the amount of waste collected worldwide and encourage others to do the same.

2. You have access to the digital global map that showcases your cleanups and allows you to view cleanups globally.

3. Make sure you and all of your participants sign the call for a global plastics treaty to end plastic pollution once and for all!

# data[].attributes.attachment_link.title
Great Global Cleanup Toolkit - Earth Day

# data[].attributes.attachment_link.description
Javascript must be enabled for the correct page display Skip to Content Choose a public location: a park, a river, or a similar community site that is ideally accessible by public transportation or bicycle. Select a date.

# data[].attributes.headline
The Nature Conservancy: various grade lessons, videos and more

# data[].attributes.subject
The Nature Conservancy: various grade lessons, videos and more

# data[].attributes.attachment_link.readable_text
Youth Engagement

Nature Lab is The Nature Conservancy's youth curriculum platform.

Connect With Nature Middle school children birdwatch and learn about the species of birds during the First State National Park's Bioblitz outside Wilmington, Delaware. On May 20 and 21, 2016, the Nature Conservancy and the National Parks Service partnered with National Geographic to execute the First State National Park's first Bioblitz. Over the course of the two-day event, over 800 observations were recording and more than 300 species were identified. More than 30 volunteers, 200 middle and high school students, and 100 community members participated in nature walks, species inventories and educational science experiments. © Devan King/TNC

Nature is the fantastic factory that makes the building blocks of all our lives-food, drinking water, the stuff we own and the air we breathe. That's why The Nature Conservancy and its 1000+ scientists have created Nature Lab: to help students learn the science behind how nature works for us and how we can help keep it running strong.

Wildfires: Impact of Climate Change

The impacts of climate change can be seen in ecosystems in many ways. Some effects can be minor, and some can be more detrimental to the overall health of the ecosystem. Since ecosystems can manage changes well for a certain amount of time, changes can often be seen through long term research. Explore how wildfires leave a measurable impact on an ecosystem.

Ocean Heroes: Coastal Frontline Communities and Climate Justice

The health of the oceans is suffering, and this has affected some of us more than others. Coastal communities, and those who are less-advantaged because they have less access to resources and face increased societal oppression, are more at risk from rising sea levels and storms. But there's some amazing groups working around the world to make change.

Nature Lab at Home!

Grades 3-8 | Use our week-long thematic family guides to lead at-home enrichment activities! With videos and learning activities, including a weekly hands-on project to get outside safely, kids can explore nature right in their community. Download individual weekly guides below.

Planeta Bala

Discover Nature Lab content in Spanish, including virtual field trips, teaching guides, and a new series created with Nickelodeon, Planeta Bala. || Descubre más recursos diseñados para jóvenes en español, incluyendo guías para maestros, vídeos educativos, y una nueva serie, Planeta Bala.

Planeta Bala header Planeta Bala © N/A

We personalize nature.org for you

This website uses cookies to enhance your experience and analyze performance and traffic on our website.

To manage or opt-out of receiving cookies, please visit our

Privacy Notice .

# data[].attributes.attachment_link.description
Nature Lab is our hub for youth curriculum that gives teachers, students and families customizable, interactive lesson plans to explore and understand nature.

# data[].attributes.headline
Earth Day Resource Library: Lessons, Quizzes, Tool Kits, etc

# data[].attributes.subject
Earth Day Resource Library: Lessons, Quizzes, Tool Kits, etc

# data[].attributes.attachment_link.readable_text
Javascript must be enabled for the correct page display

Skip to Content

Resources for classroom, at-home and community learning

Browse our resources to guide your environmental education lessons and stewardship activities on Earth Day and throughout the year. These resources can be adapted to a variety of ages and settings.

NEW! Restore Our Earth

Climate Education Week toolkit

Explore 5 days of activities on ecosystem services, the carbon cycle, food sustainability, ecosystem restoration and civic engagement. Use these activities to engage throughout Earth Week, or anytime throughout the year!

NEW! Advocacy Packets

This series of packets will walk students through the process of implementing change in their community. Created by students, for students, these packets are packed with background information, ideas and sample letters to send to stakeholders.

NEW! What is cop 26 and the Paris agreement?

Use this page to learn more about COP26, the Paris Agreement, and what EARTHDAY.ORG is working to accomplish with global leaders. Use this information to spark discussion and plan a Mock Cop event for your students.

Official COP26 Campaign poster

Climate Civics Toolkit

Explore 5 days of activities to learn about climate and environmental issues, the communities they impact and how to take civic action!

Environmental History Timelines

Use these resources to explore how environmental science, justice and activism has progressed through time. Edit the PowerPoint to add in local examples and add your plans to make history!

Lesson Plans

Use these Beginner, Intermediate and Advanced activities along with the Global Earth Challenge app to explore these environmental topics.

Pollinator Toolkits

Find out how pollinators shape the world around you and how you can protect them!

Climate Education Week Toolkits

Follow these daily activities to learn more and find out how to take action. Use them as a way to prepare for Earth Day, or any time during the year!

quizzes

Test your knowledge on biodiversity, climate change, plastic pollution, deforestation, clean energy and more.

Earth Day action menus

Whether you are planning activities on April 22nd or stewardship events throughout the year, these menus will give your organization ideas for events and action items on species protection, food sustainability, plastic pollution, climate change and more!

Resources from our partners

EARTHDAY.ORG™ is proud of partner with a number of organizations around the world who are as dedicated to science and climate literacy as we are! Explore their online lessons, activities, videos and games.

Reading list

Elementary

Middle School

High School

# data[].attributes.attachment_link.description
NEW! Restore Our Earth Climate Education Week toolkit NEW! Advocacy Packets NEW! What is cop 26 and the Paris agreement? NEW!

# data[].attributes.attachment_link.description
Engaging and fun ready made lesson plans with teaching resources for KS2 and 3 on how our clothing impacts people and planet.

# data[].attributes.attachment_link.description
K-12 Environmental Literacy Lessons and Community

# data[].attributes.headline
Snack Attack! Designing a snack holder out of recycled materials

# data[].attributes.subject
Snack Attack! Designing a snack holder out of recycled materials

# data[].attributes.attachment_link.readable_text
Quick Look

Grade Level: 2 (1-3)

Time Required: 45 minutes

(time split into two 25-minute sessions)

Expendable Cost/Group: US $4.00

Group Size: 3

Activity Dependency: None

Subject Areas: Data Analysis and Probability, Life Science, Measurement, Reasoning and Proof

NGSS Performance Expectations:

Summary Reduce, reuse, recycle-engineer! In this activity that focuses on environmental awareness, students research and read books about various items and buildings made from recycled or reused materials. They then plan, design, and construct a storage space for an individual snack using the engineering design process. They consider key elements such as temperature control, budget, materials, and size.
This engineering curriculum aligns to Next Generation Science Standards (NGSS).

Engineering Connection

Environmental engineers work to improve recycling, waste disposal, public health, and water and air pollution control. They also address global issues, such as unsafe drinking water, climate change, and environmental sustainability. They use various materials in design and construction in virtually every aspect and specialty. The main goal for which they strive is to conserve and benefit the environment as much as possible.

Learning Objectives

After this activity, students should be able to:

Define environmental conservation.

Explain reducing, reusing, and recycling and their importance to the environmental conservation.

Plan collaboratively.

Apply the engineering design process.

Measure materials using a ruler with both centimeters and inches.

Build multiple iterations of their structure to find optimal results.

Educational Standards

Each TeachEngineering lesson or activity is correlated to one or more K-12 science, technology, engineering or math (STEM) educational standards.

All 100,000+ K-12 STEM standards covered in TeachEngineering are collected, maintained and packaged by the Achievement Standards Network (ASN), a project of D2L (www.achievementstandards.org).

In the ASN, standards are hierarchically structured: first by source; e.g., by state; within source by type; e.g., science or mathematics; within type by subtype, then by grade, etc.

NGSS Performance Expectation

Click to view other curriculum aligned to this Performance Expectation

This activity focuses on the following Three Dimensional Learning aspects of NGSS:

Science & Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

Ask questions based on observations to find more information about the natural and/or designed world(s). Define a simple problem that can be solved through the development of a new or improved object or tool.

A situation that people want to change or create can be approached as a problem to be solved through engineering. Asking questions, making observations, and gathering information are helpful in thinking about problems. Before beginning to design a solution, it is important to clearly understand the problem.

NGSS Performance Expectation

Click to view other curriculum aligned to this Performance Expectation

This activity focuses on the following Three Dimensional Learning aspects of NGSS:

Science & Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

Develop a simple model based on evidence to represent a proposed object or tool.

Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people.

The shape and stability of structures of natural and designed objects are related to their function(s).

Suggest an alignment not listed above

Materials List

Each group needs:

science notebook (one for each student)

ruler

small individually wrapped snacks like granola bars or crackers.

adhesives, such as tape or glue

various recycled or reusable materials, including but not limited to:

newspapers

paper towel or toilet paper rolls

fabric scraps

cardboard

pipe cleaners

wooden rods

other crafting supplies

Worksheets and Attachments
Visit [www.teachengineering.org/activities/view/uof-2629-snack-holder-recycled-materials-design-activity] to print or download.

Pre-Req Knowledge

An understanding of reusing and recycling, measuring using a ruler with inches and centimeters, as well as the importance of environmental conservation.

Introduction/Motivation

What is the difference between throwing something away and recycling? Why do we recycle? What are the benefits for the world around us? What are some ways we can reduce, reuse or recycle? Environmental conservation is the act of preserving, guarding, or protecting the world around us and keeping it in a safe state.

One way to help conserve the environment is to use materials that we already have. We can clean and reuse materials, such as plastic bottles or scraps of fabric. We can also be sure to recycle items such as aluminum cans, cartons from the cafeteria, or paper. When we reuse and recycle, we are reducing the use of manmade materials and that helps to protect the environment. This must be part of our everyday practices and procedures.

Today you all become environmental engineers and you have a problem to solve! Many kids in the United States use plastic baggies to hold their snacks when they need to take their snacks from one place to another. However, these plastic baggies eventually end up in the landfill and take 1,000 years to decompose. 1,000 years!

How can we keep environmental conservation in mind while creating and constructing something that will act as storage for our snacks? That's right! We can reuse materials and/or use recycled materials to build a structure that will hold our yummy snacks. We need to consider protection from outside elements, the materials that we use, and possible temperature control.

We will be acting as environmental engineers and use the engineering design process to do this because the main goal of environmental engineering is to create and figure out various ways to help conserve and better our environment.

Procedure
Background
What are examples of items that can be recycled? Why is it important to make sure that we don't throw everything away and, instead, reuse and recycle items? Choose from one or more of the following resources for videos and more background information:
Before the Activity With the Students

1. Divide the class into teams of two or three students each.

2. (Ask) Set up the design challenge and constraints to the students:

1. State the design challenge: design and construct a structure that can hold snacks.

2. Show the students the available materials.

3. Tell them the constraints of the design project: the structure should stand on its own, hold the snack without damaging it, and should be able to fit in their desks and/or cubbies.

1. Have students get their science journals out.

2. (Brainstorm) Direct groups to brainstorm ideas of how to construct something that will act as storage for their snacks. Have student record their brainstormed ideas into their science notebooks.

3. Have student groups share their brainstormed ideas with another group.

4. Instruct students to pick one idea they want to build.

5. (Plan) Have students sketch out their prototype blueprint for their snack holder in their science notebooks. Tell students to color or label the different materials they plan to use in their sketch.

Students reuse materials to build a personal snack holder.

Students reuse materials to build a personal snack holder.

1. (Create) Let students use the recyclable and reusable materials to build a structure that will hold their snack.

2. (Test) Test how the prototype snack structure works. The structure should stand on its own, hold the snack without damaging it, and should be able to fit in their desks and/or cubbies.

3. (Improve) Based on the testing, have students plan, design and improve upon their initial design/structure. Make sure students record all improvements and updates to their initial designs in their notebooks.

4. Repeat steps 7 through 10 two more times.

5. (Communicate) Have each student group present their initial design, explaining the improvements they made, what worked and what didn't work.

Students reuse materials to build a personal snack holder.

Vocabulary/Definitions

centimeter: A unit length that is one 100th of a meter.

environmental conservation: The act of preserving, guarding, or protecting; the keeping the world around us in a safe state.

inch: A unit of length that is 1/12 of a foot and equivalent to 2.54 centimeters.

recycle: To treat or process used or waste materials to make suitable for reuse.

reduce: To bring down to a smaller extent, size, amount, number.

reuse: To use again.

Assessment
Pre-Activity Assessment
Pre-Assessment: Give the Recycling Sort Pre-Assessment after providing background knowledge and before completing the activity.
Activity Embedded (Formative) Assessment
Notebooks: Students record all plans and measurements in science notebooks.
Post-Activity (Summative) Assessment
Presentations: Student presentation of their snack design. Presentations include design plan and sketch, all iterations, final structures, and how to use the container if there's a door or lid.

Safety Issues

Find alternate materials if any students have allergies to any materials being tested.

Troubleshooting Tips

Teachers might want to begin gathering materials a few weeks before conducting the activity.

Copyright © 2021 by Regents of the University of Colorado; original © 2021 University of Florida

Contributors Chelsey Simmons, PI, University of Florida MRET Program; Ryan Pacheco, 1st grade classroom teacher

Supporting Program Multidisciplinary Research Experiences for Teachers of Elementary Grades, Herbert Wertheim College of Engineering, University of Florida

Acknowledgements

This curriculum was based upon work supported by the National Science Foundation under RET grant no. EEC 1711543- Engineering for Biology: Multidisciplinary Research Experiences for Teachers in Elementary Grades (MRET) through the College of Engineering at the University of Florida. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

Last modified: March 17, 2022

# data[].attributes.attachment_link.title
Snack Attack! Designing a Snack Holder out of Recycled Materials - Activity

# data[].attributes.attachment_link.description
Reduce, reuse, recycle-engineer! In this activity that focuses on environmental awareness, students research and read books about various items and buildings made from recycled or reused materials. They then plan, design, and construct a storage space for an individual snack using the engineering design process.

# data[].attributes.attachment_link.readable_text
New season, new styles, buy more, buy cheap, move on, throw away: the pollution, waste, and emissions of fast fashion are fueling the triple planetary crisis.

The annual Black Friday sales on 25 November are a reminder of the need to rethink what is bought, what is thrown away, and what it costs the planet.

Sustainable fashion and circularity in the textiles value chain are possible, yet this century the world's consumers are buying more clothes and wearing them for less time than ever before, discarding garments as fast as trends shift.

The United Nations Environment Programme (UNEP) is spearheading an initiative towards a zero waste world. As part of this ambitious outlook, UNEP has partnered with Kenyan spoken word poet Beatrice Kariuki to shed light on high-impact sectors where consumers can make a real difference.

"We need circular industries where old looks are made new," Kariuki says in the video. "Less packaging, more reuse. Threads that last."

The Ellen Macarthur Foundation, a UNEP partner, has estimated that a truckload of abandoned textiles is dumped in landfill or incinerated every second. Meanwhile, it is estimated that people are buying 60 per cent more clothes and wearing them for half as long.

Plastic fibres are polluting the oceans, the wastewater, toxic dyes, and the exploitation of underpaid workers. Fast fashion is big business, and while the environmental costs are rising, experts say there is another way: a circular economy for textiles.

At this month's UN Climate Conference ( COP27) in Egypt, UNEP and the non-profit Global Fashion Agenda (GFA) held an event on ' Circular Systems for a Net Positive Fashion Industry ', which drew industry leaders to discuss routes towards a circular economy for the industry, with less waste, less pollution, more reuse, and more recycling.

# data[].attributes.attachment_link.description
A new UNEP video captures how fast fashion is a growing problem, creating waste while fuelling carbon emissions, and how combatting it is everyone's responsibility.

# data[].attributes.attachment_link.title
Youth Education Resources for Grades 6-8

# data[].attributes.attachment_link.description
Download our educational resources for students in grades 6 through 8. Each lesson plan comes with a free teacher's guide and video.

# data[].attributes.attachment_link.title
K-12 Lesson Clearinghouse - Grades 3-5 - Science - 3R’s and Plastic Bags - Green Education Foundation | GEF | Sustainability Education

# data[].attributes.attachment_link.description
3R’s and Plastic Bags Collect, record, organize, interpret and analyze data using a variety of graphic representations and draw logical conclusions.
Explain the need to reduce the amount of trash they generate, and describe ways in which they can make changes in their actions to support waste reduct…

# data[].attributes.attachment_link.description
Earth Day Network has planted tens of millions of trees with The Canopy Project, working worldwide to strengthen communities.

# data[].attributes.attachment_link.readable_text
Distribute copies of the handout Oil Spills in Marine Environments for independent or small-group reading. Download and display the map Gulf of Mexico: A Geography of Offshore Oil from the October 2010 issue of National Geographic magazine. Describe for students the events that occurred on April 20, 2010. On the map, point out the location of the Macondo well-the site of the leak and the accidental destruction of the Deepwater Horizon drilling rig. Gesture to point out the loop current and explain how the oil has been distributed throughout these regions by currents, waves, winds, and tides.
2. Introduce the simulation.
Tell students that they will use a model to simulate an oil spill and its cleanup. Divide students into small groups of 3-6 students each. Have groups move to their assigned stations where materials are set out. Distribute copies of the worksheets Observations Before the Use of Dispersant and Observations After the Use of Dispersant to each group. Assign each member of the group a specific role-observer, data collector, and oil remover. Multiple students can have the same role in each group.
3. Explore the vocabulary.
Point out the definitions at the bottom of the handout Oil Spills in Marine Environments of types of equipment used to clean up oil spills: and Those same definitions can be found in the Background and Vocabulary tab of this activity. Ask students to observe the supplies they have available and discuss which supplies might represent each type of equipment used to clean up oil spills.
4. Have students simulate the oil spill.
Have students measure four tablespoons of vegetable oil and use a fork or a whisk to mix it with 1-4 drops of food coloring. Ask: What do you think the oil and food coloring represent? Explain to students that the oil represents crude oil and the food coloring represents chemicals trapped inside of the oil. Make sure they understand that the food coloring will not mix completely with the oil. Next, have students carefully pour the dyed oil into the center of the container with water and float a one-inch craft stick in the middle of the oil spill. Tell students that the craft stick represents a ship.
5. Have students simulate cleanup efforts before the use of dispersant.
Ask the oil remover in each group to use the supplied materials-pieces of cotton, cardboard, and paper towels smaller than one inch-to try to remove the oil before it reaches the sides of their container. Rotate around the groups and ask the observers to orally describe what the oil removers are doing and what material they are using. The data collector for each group should list the properties of each material and designate them as booms, skimmers, absorbers, or dispersants in columns 1 and 2 of the worksheet Observations Before the Use of Dispersant. Then the group should discuss and complete columns 3 and 4 together.
6. Have students simulate cleanup efforts after the use of dispersant.
After students have tried all other provided materials and completed the first worksheet, have them add a few drops of name-brand dishwashing soap and complete columns 1, 2, and 3 of the worksheet Observations After the Use of Dispersant. Then have a whole-class discussion. Ask:
7. Have students re-test the first set of materials in the water with the dispersant.
Ask students to predict what they think will happen now that dispersants have been added. Have students re-test some of the supplied materials now that the dispersants have entered the environment. Ask them to add their observations to column 4 of the second worksheet.
8. Have a whole-class discussion about the methods and their possible flaws.
After students have tested all of the materials-both before and after dispersants were added-ask:

Have students compare their results for each material before and after the dispersants were added. Ask students to share some of the successes they experienced and some of the possible flaws that they see with these methods. Ask:

Have each student independently write a summary of their simulation results and their answers to the discussion questions above.

# data[].attributes.attachment_link.description
Students read about oil spills and the 2010 Gulf of Mexico oil spill and geo-locate the Deepwater Horizon spill on a map. Then students simulate an oil spill and cleanup both before and after the use of dispersants. They discuss the effectiveness and flaws of oil cleanup strategies based on the results.

# data[].attributes.attachment_link.description
Celebrate National Arbor Day every year on the last Friday in April. Learn how you can celebrate Arbor Day in your community.

# data[].attributes.attachment_link.readable_text
Lesson Description:

Explain the need to reduce the amount of trash they generate, and describe ways in which they can make changes in their actions to support waste reduction.

Measure and compare the weight of objects using a scale.

Collect, record, organize, and interpret data using a variety of graphic representations.

Analyze collected data and draw logical conclusions.

Write letters to communicate their ideas and inform readers about their actions to reduce waste.

GEF Program Category:

Waste Reduction Challenge
Materials Needed:

Large, clear plastic trash bags

Scale

Recycling bins

Chart paper

Grade appropriate grid paper

Poster markers

Paper, pencils and crayons

Copy of the book "Why Should I Recycle?" by Jen Green

Copies of the Letter to Parents provided

Time Needed:
30-40 minutes

Standards Addressed:
Technology Standard 3: Understand the relationship among science, technology, society and the individual.

Benchmark # 3: Know that man-made materials, products and systems can affect the environment adversely, yet there are things that can be done to circumvent this process (e.g., disposing of waste properly, reusing objects, recycling, reducing the amount of trash created, composting, shopping green, buying in bulk).

Science Standard 12: Understand the nature of scientific inquiry.

Benchmark # 1: Know learning can come from careful observation and simple experiments.

Benchmark # 2: Know that tools (e.g., scales) can be used to gather information and extend the senses.

Mathematics Standard 2: Understand and apply basic and advanced properties of the concepts of numbers.

Benchmark # 3: Understand symbolic, concrete, and pictorial representations of numbers.

Benchmark # 4: Understand basic whole number relationships (e.g., 4 is less than ten).

Mathematics Standard 3: Uses basic and advanced procedures while performing the processes of computation.

Benchmark # 1: Adds and subtracts whole numbers.

Benchmark # 2: Solve real world problems involving addition and subtraction of whole numbers.

Mathematics Standard 4: Understand and apply the basic and advanced properties of the concepts of measurement.

Benchmark # 1: Understand the basic measurement of length, width, height, weight and temperature.

Mathematics Standard 6: Understand and apply the basic and advanced concepts of statistics and data analysis.

Benchmark # 1: Collect and represent information about objects or events in simple graphs (e.g., tally charts, bar graphs).

Language Arts Standard 1: Use the general skills and strategies of the writing process.

Benchmark # 7: Write in a variety of forms and genres (e.g., letters, journals).

Benchmark # 8: Write for different purposes (to inform, communicate ideas).

Language Arts Standard 8: Use listening and speaking strategies for different purposes.

Benchmark # 1: Make contributions in class and group discussions.

Benchmark # 2: Ask and respond to questions.

Benchmark # 5: Use grade level appropriate vocabulary in speech (e.g., terms related to waste reduction and recycling).

Submitted By:
Green Education Foundation (GEF)

School or Group:
Green Education Foundation (GEF)

Contact Email:
service@greeneducationfoundation.org

# data[].attributes.attachment_link.description
Grade 2: Reduce Your Trash Explain the need to reduce the amount of trash they generate, and describe ways in which they can make changes in their actions to support waste reduction. Measure and compare the weight of objects using a scale. Collect, record, organize, and interpret data using a variety of graphic representations.

# data[].attributes.attachment_link.readable_text
Is a tree more valuable standing (providing habitat, shade, and sequestering carbon) or cut down; (used for paper, lumber, and even jetfuel!)? This Value of a Tree lesson helps you consider all the uses of a tree from a life cycle assessment analysis.

VOAT Program Overview and Goals

The Value of a Tree (VOAT) lesson is an environmental education lesson geared at sparking youth interest in modern forestry concepts. The lesson covers forestry topics related to carbon sequestration (storage), calculating biomass potential, and using biomass as a potential bio-fuel. Starting with the Carbon Cycle and working through calculations, youth are able to gather information they can use later to debate the merits of harvesting the tree for timber and fuel versus leaving it standing to sequester carbon and provide habitat. The addition of modern technology tools such as digital microscopes and Surface Pro Tablets allow for deeper exploration of a tree and its micro-ecosystem.

The VOAT lessons utilizes forestry tools that are easily accessible and readily available to the general public. The lessons takes advantage of an outdoor classroom and hands-on learning to encourage creativity, critical thinking, tool familiarity, and data analysis. VOAT lessons and resources are a perfect addition to almost any environmental education curriculum.

The VOAT Kits

The VOAT kits contain both modern and traditional forestry tools including:

Increment Borers

Clinometers (simple and professional) and Range Finder

Diameter at Breast Height (DBH) Tape

100 ft (30 meter) Measuring Tape

Calculators

GPS Unit

Surface Pro Tablet and Digital Microscope

Study Topics

The VOAT lessons addresses many topics, including:

Global climate change

Greenhouse gases

Renewable energies and fuels

Carbon sequestration and storage

Carbon cycle

Carbon sinks

Biomass vs. biofuels

Energy

Logging

Lesson Plan and Worksheets

For the complete Value Of A Tree lesson plan, see the VOAT Lesson Plan
For a copy of the Student Reference Sheet, use the VOAT Student Reference Sheet
For a copy of the Student Worksheet, use the VOAT Student Worksheet

Forestry Tools: How-To Videos

Not sure how to use any of the tools in the VOAT kit? Check out our Tool How-to videos by clicking on the individual tools below, or here to see the entire playlist.

Other info

For more information on lesson plans, teaching resources, or other information relating to the Value of a Tree lesson, please contact Justin Hougham at justin.hougham@wisc.edu

For more information on biofuels, biomass, or to increase your energy literacy, please visit: energyliteracypriciples.org.
For specific information from the Northwest Advanced Renewables Alliance (NARA) visit their information matrix.

# data[].attributes.attachment_link.description
Is a tree more valuable standing (providing habitat, shade, and sequestering carbon) or cut down; (used for paper, lumber, and even jetfuel!)? This Value of a Tree lesson helps you consider all the uses of a tree from a life cycle assessment analysis.

# data[].attributes.attachment_link.readable_text
Quick Look

Grade Level: 4 (3-5)

Time Required: 2 hours 30 minutes

Three 50-minute class periods

Expendable Cost/Group: US $2.00

Felt costs ~$6, but can be reused!

Group Size: 3

Activity Dependency: None

Subject Areas: Life Science, Problem Solving

NGSS Performance Expectations:

Summary 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.
This engineering curriculum aligns to Next Generation Science Standards (NGSS).

Engineering Connection

Engineers are involved in both the creation of the human-built environment - through the design of factories, housing, roads and bridges, as well as the protection of the natural environment - through resource management, city planning and sustainable building practices.

Learning Objectives

After this activity, students should be able to:

Describe how engineers protect the environment through reducing pollution, protecting natural resources, and creative city planning.

Explain that city planning involves balancing human and environmental needs.

Calculate the time it takes for a forest to re-grow and understand why it takes so long.

Educational Standards

Each TeachEngineering lesson or activity is correlated to one or more K-12 science, technology, engineering or math (STEM) educational standards.

All 100,000+ K-12 STEM standards covered in TeachEngineering are collected, maintained and packaged by the Achievement Standards Network (ASN), a project of D2L (www.achievementstandards.org).

In the ASN, standards are hierarchically structured: first by source; e.g., by state; within source by type; e.g., science or mathematics; within type by subtype, then by grade, etc.

NGSS Performance Expectation

Click to view other curriculum aligned to this Performance Expectation

This activity focuses on the following Three Dimensional Learning aspects of NGSS:

Science & Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

A system can be described in terms of its components and their interactions. Science findings are limited to questions that can be answered with empirical evidence.

Suggest an alignment not listed above

Materials List

Each group needs:

white copy paper, for drawing and calculating

crayons, markers and/or colored pencils

(optional) Re-Building the Forest Worksheet (A) or (B), one per student

For the entire class to share:

The Lorax by Dr. Seuss (book)

(optional,) The Lorax (video; available at most public libraries; runs 25 minutes; play either in lieu of reading the book aloud to the class, or while students are doing the drawing portion of the activity)

large piece of felt (6 x 4 feet [1.8 x 1.2 m]; if possible, sew together one piece of blue and one piece of green to create a blank background scene)

Velcro, the self-adhesive hook side, to stick drawings to the felt board (2-3 cm per student)

(optional) additional Dr. Seuss books, as inspiration for drawings

Worksheets and Attachments
Visit [www.teachengineering.org/activities/view/cub_lorax_activity1] to print or download.

Introduction/Motivation

You may know that engineers are responsible for much of the "built environment," including roads, bridges, buildings, skyscrapers, cars, airplanes and so forth, but did you know that engineers also help keep the natural environment safe and healthy? The responsibilities of many types of engineers ensure both public and environmental health. Their jobs are to balance human and environmental needs.

Would you want to live in a world without trees, fresh air, birds or barbaloots? What about a world without clean drinking water, warm houses, cars and roller coasters? Engineers have a big responsibility in how they use technology. Today, we are going to begin a project to plan a new town. To start, we are going to read The Lorax, a story by Dr. Seuss. This story shows us what can happen when the needs of the environment are not taken into consideration.

Procedure

City planning is the activity of determining the future physical arrangement and condition of a community. This involves examining the present condition, forecasting future requirements, creating a plan to fulfill these requirements, and securing proposals (construction, legal, financial) to implement the plan.

Dr. Seuss' book, The Lorax, has become a popular metaphor when speaking of the impact of human industry on its environment. Building on this story, students learn about city planning and how a variety of types of engineers work together to design and build a new city. Students learn that the fourth law of ecology, "there is no such thing as a free lunch," extends beyond the natural world and into the engineered world. Use this activity as a wrap up of an introduction to engineering and/or an Earth Day activity.

The Four Laws of Ecology by physicist and ecologist Barry Commoner:

1. Everything is connected to everything else

2. Everything must go somewhere

3. Nature knows best

4. There is no such thing as a free lunch.

Note about the worksheets: In Part 2, when students are asked to calculate how long it would take to re-build the forest, you have a few options. It is best if student teams are free to brainstorm an approach to solving the problem by themselves, by trial and error, using blank paper. But, if your teams could use some assistance, provide them with Re-Building the Forest Worksheet (A)- a blank table with column headers that serve as clues for how to think the problem through. For younger students, or those who even need more assistance, provide them with Re-Building the Forest Worksheet (B) - a blank table with specific years already in the first column, guiding them through year 42 by which time the forest would have 31 trees.

Before the Activity

Gather materials.

(optional; see worksheet note, above) Make copies of the Re-Building the Forest Worksheet, version A or B, one per student.

With the Students: Part 1: What's the Story?

1. Read aloud to the class (or show the video of) Dr. Seuss' The Lorax.

2. Use the following questions to lead a class discussion:

Who is the Lorax? Who does he represent in the real world? (Answer: The Lorax is one of the main characters in the book and he "speaks for the trees." The Lorax represents environmentalists.)

Who is the Once-ler? Who does he represent in the real world? (Answer: The Once-ler is another one of the main characters and he develops an industry selling thneeds. The Once-ler represents industries and factories that are not environmentally friendly.)

Why is the Once-ler called the Once-ler? (Answer: The Once-ler only uses things once.)What is a thneed? Would you want one? Why or why not? (Answer: Students may come up with all of the ways you can use thneeds, as mentioned in the book. Talk about how some products are very useful and we need them, but not without some limitations about how many should be made, etc.)

What happens after the Once-ler sets up his thneed factory? (Answer: The area is slowly destroyed by pollution. All of the animals leave and the once-beautiful truffula forest is left in ruins.)

Where do all the animals go? Why do they leave? (Answer: The animals go off to different places in search of a healthier and safer environment. The pollution from the thneed factory forces them to leave.)

What happens when the last truffula tree is chopped down? (Answer: The thneed factory closes down and the Once-ler's family leaves. The Once-ler finally sees what he has done to the natural area.)

1. Ask students to imagine that they are the child in the story and have just been given the last truffula seed and a big job to help plant replant the truffula forest.

2. How long does it take for a healthy forest to grow back? Discuss students' ideas. Ask them to think of ways to prevent the forest from becoming depleted in the first place.

3. Remind students that engineers are involved in city planning, from designing the buildings and roads, as well as how many and where to place them so as to reduce harmful environmental impacts. Ask students if they think they could design a town in which truffula trees and once-lers and loraxes and they (!) could all live together.

With the Students: Part 2: Re-Building the Truffula Forest (Math Calculation)

1. Explain to students that it takes a long time to replant and re-grow a destroyed forest, which is why it is important to help protect our natural resources.

2. With the students, discuss the last part of The Lorax story - when the Once-ler gives the boy the last truffula seed. (Re-read this section aloud.)

3. Ask students to suggest how they might go about replanting the truffula forest. How long would it take? (Write students' guesses on the board.) Explain that today they will calculate how long it takes a forest to re-grow.

4. Give students the following information and ask them to brainstorm in small groups how to calculate the length of time to re-grow a forest of at least 100 adult trees. As adapted from a section in The Lorax video, a single seed takes:

1 year to germinate into a sprout

10 years to grow into a sapling tree

10 more years to grow into an adult tree and produce new seeds

Each tree can produce 10 seeds a year once it reaches maturity

1. Have teams figure out on their own how to calculate the length of time. Have students choose one method from their group's brainstorming ideas and follow this approach to calculate the number of years. Ask each team to report to the class on the number of years it takes, based on their calculations. (Optional; provide a worksheet, version A or B, to assist students, as necessary; see note on worksheets, above.)

2. As a class, talk about the different methods and how different groups may have calculated their times. Together, go through an example method (see Figure 1) (or use a worksheet) to ensure all students understand the calculation.

Discuss with the class the length of time it takes to grow 100 adult trees. If you set the number of trees in a "healthy" forest to be 100 adult trees, it takes 49 years for the forest to grow back. Ask students if they noticed any patterns in the numbers during their calculations.

With the Students: Part 3: Design Planning

1. Divide the class into groups that represent five different engineering teams involved in city planning. Assign one group to be the commercial team (businesses, shops, hotels, etc.), one group to be the industry team (thneed factories, etc.) one group to be the residential/neighborhoods team (schools, homes, apartments, etc.), one group to be the utilities team (light and power, water, waste) and the last group to be the parks and recreation team.

2. Have each team come up with a goal for their part of the city planning. For example, the parks and recreation team might want to keep the environment safe and clean to allow for a healthy population of trees and animals, while providing ways for visitors to enjoy the parks. The utility team could focus on renewable energy or clean drinking water. The residential team could focus on having bike paths and sidewalks so that the people can walk safely around town. The industry team might focus on reducing emissions while also obtaining resources such as water for factory production. The commercial team might plan on being centrally located so people can walk to their stores.

3. After each team comes up with their goal(s), write them on the board and ask students how they might get all of the goals to work together. Explain that sometimes teams of engineers must work together and compromise to reach their goals. Everyone might have to give and take a bit.

4. As a class, come up with a sketch for a final city plan and zone areas for residential, commercial, industrial, municipal and recreational land use. How will the land be divided up? Draw the plan on the board or mark it up on the felt layout.

With the Students: Part 4: Draw the Town

1. Have each team decide a number of things within their focus area that they want to create for the town. For example, the commercial team might draw a movie theater or an arcade. Each team member should draw at least one item that correlates to their specific area. (Additional examples: hospital, drinking water treatment facility, wastewater treatment facility, power plant, recycling center, garbage dump, roads, sidewalks and bike paths.)

2. Direct the students to draw in Dr. Seuss style. (Have a few Dr. Seuss books on hand as examples, or play The Lorax video, which includes songs, while students work on their drawings.)

3. In addition to the team drawings, have each student draw their own house or apartment to include in the new town.

4. Once all drawings are ready, it is time to "build" the town. Ask students to come up to the felt board, one team at a time, to place their buildings, roads, etc., in the appropriate zones. Cut the self-adhesive hook Velcro into small pieces and adhere it to the drawings to make it easy to move items around during discussion and negotiation.

1. After all the drawings are on the board, ask students if they want to make any changes. One way to do this is to make an inventory of the buildings and features of the town and see if anyone thinks of something important that may have been missed in the first brainstorming session. Now is the time to incorporate everyone's suggestions for improvement. This is a great time to talk about just how involved planning can be, and how many different groups and goals must be incorporated to be successful.

2. Conduct the re-engineering activity in the Assessment section, making comparisons to the engineering design loop. Explain to students that when engineers design, they work in groups and follow the steps of the engineering design process: 1) understand the problem or need, 2) come up with creative ideas, 3) select the most promising idea, 4) communicate and make a plan to describe the idea, 5) create or build a prototype or model of the design, and 6) evaluate what you have made and make improvements (the cycle continues).

Vocabulary/Definitions

city planning: City planning is an approach to make sure a new community is well planned with appropriate zoning, and environmental and public health protections.

emissions: Emissions are waste substances released into the air or water.

environmental engineering: Engineering to improve the environment. Environmental engineers are involved in many fields, including environmental cleanup, natural resource management, water quality, waste disposal and air pollution prevention and clean-up.

environmentalist: A person who advocates or works to protect the air, water, animals, plants and other natural resources from destruction and/or pollution.

natural resource management: The planning and use of natural resources (land, water, soil, plants and animals) with special attention to long-term quality of life for people and the environment.

sustainability: Sustainability is meeting the needs of the present without compromising the ability of future generations to meet their own needs. (Source: US Environmental Protection Agency) Engineering sustainability is considering the needs of the future in the designs of today.

trade-offs: An exchange of one thing in return for another, especially giving up of one benefit or advantage for another regarded as more desirable.

Assessment

Pre-Activity Assessment

Open Discussion: Introduce the topic and gauge students' knowledge base by asking them the following questions:

Do you think factories affect the environment? If yes, is it in a good way or a bad way?

Could we get rid of factories all together? Why or why not?

Drawing: Ask students to draw pictures of factories. Have them label possible sources of pollution from the factory. Share some of the pictures with the class.

Activity Embedded Assessment

Drawings: Ask students to share their drawing with another person on their team or in another group. Ask them to describe the environmentally-friendly features of their drawings and how they fit in the new town plan.

Post-Activity Assessment

Engineering Trade-Offs: Engineers often must determine the best possible solution to a problem while balancing competing factors or trade-offs. Engage students in a discussion about any trade-offs they had to make while planning their town. For example, did they move any buildings to create more space for parks? Did they remove some stores to make space for homes? Did they relocate some buildings or services? Did they consider the economy of the town (factories, businesses) when they were considering environmental impact?

Re-Engineering: After students have created their town on the felt board, ask them if they see any problems with the town. Maybe some of the planning did not work out as they had hoped. Are they happy with the set-up of the town? Guide them to discover solutions to help reach the goals of the project to protect the environment and build a sustainable community. If their engineering team could change something, what would they change?

Troubleshooting Tips

Students tend to draw BIG pictures, so limit the size of paper provided, and make sure they know that all their drawings must collectively fit onto the felt board.

Activity Extensions

Bring to class a map of a local small town or community. Have students compare its layout to the one they created. How is it similar? How is it different? Do they notice any placement of buildings or parks that give them ideas to incorporate into their town design?

Activity Scaling

For lower grades, use the attached Re-Building the Forest Worksheet (B) to guide students through the Step 2 calculations, instead of having them come up with a method themselves.

For upper grades, have them calculate the number of years it takes to re-grow the forest on their own before they are led through the answer. If they need some help, provide them with the attached Re-Building the Forest Worksheet (A).

For very advanced math students, have them write out a number sentence or formula to describe the patterns in their data describing the growth of the forest.

References

Dictionary.com. Lexico Publishing Group, LLC. Accessed October 11, 2008. (Source of some vocabulary definitions, with some modifications) http://www.dictionary.com

The Lorax. 1937-2008. Dr. Seuss Enterprises, L.P., Random House, Inc. Accessed October 10, 2008. http://www.seussville.com/lorax/

The Lorax Summary. ThinkQuest. Accessed October 10, 2008. http://library.thinkquest.org/CR0210462/loraxsum.html

Morash, Emily. The Four Laws of Ecology by physicist and ecologist Barry Commoner. Global Geography 12 (GGS12), Global Connections, Geography for the 21st Century (textbook). Accessed October 11, 2008. http://emilymorash07.tripod.com/id12.html

Seuss, Dr. The Lorax. Random House: New York, NY (ISBN: 978-0-394-82337-9) 1971

Seussville. 1937-2008. Dr. Seuss Enterprises, L.P., Random House, Inc. Accessed October 10, 2008. http://www.seussville.com

Sustainability. Last updated October 9, 2008. U.S. Environmental Protection Agency. Accessed October 10, 2008. http://www.epa.gov/Sustainability/

Copyright © 2008 by Regents of the University of Colorado.

Contributors Kate Beggs; Malinda Schaefer Zarske; Jacob Crosby; Denise W. Carlson

Supporting Program Integrated Teaching and Learning Program, College of Engineering, University of Colorado Boulder

Acknowledgements

The contents of this digital library curriculum were developed under a grant from the Fund for the Improvement of Postsecondary Education (FIPSE), U.S. Department of Education and National Science Foundation GK-12 grant no. 0338326. However, these contents do not necessarily represent the policies of the Department of Education or National Science Foundation, and you should not assume endorsement by the federal government.

Last modified: March 8, 2022

# data[].attributes.attachment_link.title
Engineers Speak for the Trees - Activity

# data[].attributes.attachment_link.description
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.

# data[].attributes.headline
Trees: Our Past and Our Sustainable Future

# data[].attributes.subject
Trees: Our Past and Our Sustainable Future

# data[].attributes.attachment_link.description
Explore upcoming Blue Zones Project events. Connect with other community members on your well-being journey.

# data[].attributes.attachment_link.provider_name
Communities for Sustainable Monterey County

# data[].attributes.attachment_link.title
Seaside 2023 Earth Day - Communities for Sustainable Monterey County

# data[].attributes.attachment_link.description
Join Sustainable Seaside and the City of Seaside for the 12th Annual Seaside Earth Day Celebration and Electric Vehicle Test Drive/Ride/Display Fair, a free family-friendly community event. Celebrate our commitment to a healthy planet, Sunday, April 23, 1 pm - 4 pm, on the Seaside City Hall Lawn.

# data[].attributes.attachment_link.description
Event: Earth Day Bioblitz Date: Saturday, April 22nd Time: 10am-12pm Location: Elkhorn Slough Reserve, 1700 Elkhorn Road, Watsonville, CA Details: Celebrate our local ecosystems and help scientists

# data[].attributes.attachment_link.description
Explore upcoming Blue Zones Project events. Connect with other community members on your well-being journey.

# data[].attributes.attachment_link.provider_name
Communities for Sustainable Monterey County

# data[].attributes.attachment_link.readable_text
Join Sustainable Seaside and the City of Seaside for the 12th Annual Seaside Earth Day Celebration and Electric Vehicle Test Drive/Ride/Display Fair,a free family-friendly community event on Sunday, April 23, 1 pm - 4 pm, on the Seaside City Hall Lawn. The afternoon will feature music by Palenke Artsyouth ensembles, a Trashion Show, fun activities for children, info booths,truck, and a free raffle.

Test drive an electric vehicle, talk to EV owners and learn about purchase incentives. Have your EV Passport stamped at the various information booths and become eligible to win an e-bicycle!

Take home some organically grown tomato starts. Several varieties have been specially selected to grow in our Seaside / Central Coast growing zone. Suggested $2 donation per plant.

Help us make this a ZERO-Waste event. Bring your own water bottle and fill it at our water refill station.

# data[].attributes.attachment_link.title
Seaside Earth Day Celebration & EV Fair - Communities for Sustainable Monterey County

# data[].attributes.attachment_link.description
Join Sustainable Seaside and the City of Seaside for the 12th Annual Seaside Earth Day Celebration and Electric Vehicle Test Drive/Ride/Display Fair, a free family-friendly community event on Sunday, April 23, 1 pm - 4 pm, on the Seaside City Hall Lawn.

# data[].attributes.attachment_link.description
Event: Earth Day Bioblitz Date: Saturday, April 22nd Time: 10am-12pm Location: Elkhorn Slough Reserve, 1700 Elkhorn Road, Watsonville, CA Details: Celebrate our local ecosystems and help scientists

# data[].attributes.attachment_link.readable_text
Numerous volunteer opportunities are needed during the day, including assisting with the native plant sale, kitchen, garden, educational activities, and more! There are also several prep shifts on days before the event. We hope to see you at the habitat!

Your contribution will help bring MEarth's innovative programs to thousands of students throughout Monterey County. Sponsorship offers exposure to a broad community of event attendees, supporters, and social media followers, as well as many other benefits (HERE)!

# data[].attributes.attachment_link.description
Numerous volunteer opportunities are needed during the day, including assisting with the native plant sale, kitchen, garden, educational activities, and more! There are also several prep shifts on days before the event. We hope to see you at the habitat! Your contribution will help bring MEarth's innovative programs to thousands of students throughout Monterey County.

# data[].attributes.attachment_link.title
Celebrate Earth Day With Education Resources From NASA Public Event | NASA/JPL Edu

# data[].attributes.attachment_link.description
Explore lessons and activities from NASA/JPL Edu to engage students in Earth Day on April 22.

# data[].attributes.attachment_link.description
PORTS (Parks Online Resources for Teachers and Students)® Program has curated a variety of resources for your students to access California State Parks from your classroom and at home. These include Padlets, virtual tours, livestreams, curations from the Smithsonian Learning Lab, and more! Be

# data[].attributes.attachment_link.description
View the PORTScase upcoming broadcast schedule!

# data[].attributes.attachment_link.readable_text
It seems JavaScript is either disabled or not supported by your browser. To view this site, enable JavaScript by changing your browser options and try again.

Jump to main content

Planet Earth is an incredibly unique place in our solar system. For one, it is the only planet that supports a diverse system of life! Earth has been able to support and take care of both plants and animals, including humans. So, how do we humans take care of Earth just like it takes care of us?

In this live stream on YouTube and Facebook, students will take on the role of Planet Heroes as they build and reflect upon their own ideas about one of the biggest impacts on Earth's ecosystems: feeding all humans. Throughout the program, students will be challenged to design simple, personal solutions for minimizing those impacts while meeting the needs of humans, plants, and other animals on our planet. Specific challenges that students will design solutions for involve changing food choices and reducing food waste. By the end of the program, they will create their own Planet Hero Action Plan to implement one of their solutions into their lives!

If possible prepare the following for each student so that they can participate with their own materials during the livestream!

Have you ever thrown away food after a meal? Have you ever thrown away a whole piece of food? What are some of the reasons you threw away that food?

During this Food Waste Audit lesson, students will identify where they are wasting food in their daily lives. Modifications can be made to the lesson plan for shorter activity time.

Ever wonder what nearly 40,000 animals are up to at night?

See what's revealed-every Thursday at NightLife. Sign up for event updates and exciting announcements.

# data[].attributes.attachment_link.description
Tune into this livestream and help design creative solutions for a healthier Earth.

# data[].attributes.attachment_link.description
Bring environmental justice and awareness into your classroom this Earth Day with these videos, articles, and lesson plans. Explore the history of the environmental justice movement, the racial implications of pollution and waste disposal, and the role of new technologies in conservation efforts.

# data[].attributes.headline
Classroom, At-home and Community Learning Resources

# data[].attributes.subject
Classroom, At-home and Community Learning Resources

# data[].attributes.attachment_link.description
NEW! Advocacy Packets Earth Day 2026 Climate Civics Toolkit Environmental History Timelines Lesson Plans Pollinator Toolkits quizzes Book Hub Earth Month 2026 Calendar Earth Day action menus Resources from our partners Reading list Elementary Middle School High School

# data[].attributes.headline
Monterey Bay Aquarium Earth Week Resources

# data[].attributes.subject
Monterey Bay Aquarium Earth Week Resources

# data[].attributes.attachment_link.readable_text
The Monterey Bay Aquarium Sea Otter Program has played an important role in the continued recovery of the southern sea otter population with our research, rescue, rehabilitation, and surrogacy work.

# data[].attributes.attachment_link.title
Ways to celebrate Earth Week | Monterey Bay Aquarium

# data[].attributes.attachment_link.description
The Monterey Bay Aquarium Sea Otter Program has played an important role in the continued recovery of the southern sea otter population with our research, rescue, rehabilitation, and surrogacy work.

# data[].attributes.headline
Monterey Bay CUE Student Powered Film Festival 2023

# data[].attributes.subject
Monterey Bay CUE Student Powered Film Festival 2023

# data[].attributes.attachment_link.description
Share your videos with friends, family, and the world

# data[].attributes.headline
Earth Day Lessons - Discovery Ed License Required

# data[].attributes.subject
Earth Day Lessons - Discovery Ed License Required

# data[].attributes.attachment_link.description
Earth Day activities and resources for students ranging from K-12. Grab ready-to-use activities and participate in educational events from NASA, Vooks, and more!