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Reflective Writing in response to Invasive Species Removal part of Curriculum for the Bioregion:Activities
This activities provided reflective writing prompts to be used in conjunction with a service learning project in a science course (Restoration Ecology).

How Did This Landscape Form? A Field-Based Exercise to Enhance Awareness of the Natural Environment part of Curriculum for the Bioregion:Activities
In this activity students will investigate a landform (such as a waterfall or lake) in the field and apply the scientific method to come up with a geologic hypothesis. The focus of the activity is on making observations of the natural environment and fostering a "sense of place."

Assessing Local Sea Level Rise part of Curriculum for the Bioregion:Activities
Students will read primary scientific literature, work collaboratively, think critically, and utilize GIS as a tool to visualize and quantify spatial and temporal changes in hydrological systems.

The Sustainability Triangle: How Do We Apply Science to Decision Making? part of Curriculum for the Bioregion:Activities
This writing assignment uses the "Sustainable Development Triangle" as a framework to critically evaluate an environmental issue of the student's choice. This learning activity provides an opportunity for an introductory chemistry student to use the sustainability's "Triple Bottom Line" as a tool to use material learned in the classroom to look at how environmental science helps inform economic and social/cultural factors in the development of sustainable solutions to our environmental challenges.

Integrating Sustainability Concepts into First Quarter General Chemistry part of Curriculum for the Bioregion:Activities
The goal of this project is to insert sustainability concepts and issues into the general chemistry curriculum. Specifically, I focus on carbon as the example to be considered throughout the quarter.

Bottled Versus Tap Water: What You Drink and Why part of Curriculum for the Bioregion:Activities
In the activity students learn about the properties of solutions, acidity and pH, electrolytes versus non-electrolytes, and solution concentration. Hopefully, this activity will also dispel common misconceptions about tap water and bottled beverages.

Critical Thinking on Sustainable Food Production and Consumer Habits part of Curriculum for the Bioregion:Activities
Students are assigned to research, write, take a position and present it on the complex issue of sustainable food production and consumer habits.

Investigating Local Food: Meet Your Washington Farmers part of Curriculum for the Bioregion:Activities
This assignment sequence seeks to stimulate students' thinking and writing about food production in the western Washington bioregion through a series of activities combining readings, class discussion, fieldwork, and writing assignments. Collaborative work in and outside of class culminates in students' interviewing local farmers and vendors at farmers markets and writing a surprising informative essay.

Twenty Miles from Tomorrow: Examining the Past, Present and Future of the Lower Kuskokwim River Delta part of Curriculum for the Bioregion:Activities
This project involves pairing pre-service teachers with students in the rural Alaskan village of Eek in Southwestern, Alaska. By creating effective writing prompts, the pre-service teachers hope to better understand how climate change is affecting the people of this region.

Mapping Place, Writing Home: Using Interactive Compositions On and Off the Trail part of Curriculum for the Bioregion:Activities
Students will choose a physical place to study, a site that is close enough to visit at least four times during the quarter/semester. Using writing prompts, text-based research, and close observations in the "field" (the chosen place), students will create a "mashup" of spatially referenced pop-up balloons. These will include researched and narrative prose, citations and links, and some visual images, embedded into a map via Google Earth technology. Through this unique presentation, the research and writing can encourage viewers to better understand the place they have chosen to study.

Ethics, Gender, and Climate Change part of Curriculum for the Bioregion:Activities
The purpose of the assignment is twofold: first, to expose students to what is sometimes called a "feminist" or "care" perspective in ethics. The second is for students to apply these abstract ideas in ethics to the very real and complex issues relating to climate change in environmental ethics.

We're Screwed! part of Curriculum for the Bioregion:Activities
This course is designed to address the interlocked problems of unwillingness to confront the dimensions of the environmental crisis and the feelings of helplessness and despair that often accompany perceiving the gravity of the situation.

Estimating Greenhouse Gas Offsets as Part of Shoreline Community College's Greenhouse Gas Inventory part of Curriculum for the Bioregion:Activities
This is a service-learning project for students in Geography 204 (Weather, Climate and Ecosystems). Students will assess prior estimates of carbon offsets associated with plant and soil biomass on their college campus; and as a result, they will understand the complexity of measuring the complex sources of carbon emissions and offsets; address the challenges of coordinating data collection and field measurement; and realize importance of estimation in public policy contexts.

Sally Salivates Seashells by the Seashore- Ocean Acidification and the Effect on Sea Shells part of Curriculum for the Bioregion:Activities
In this lesson we review "Acids and Bases" taught in a previous lesson and, through a scientific method, will look at the impact of an acid on different types of shells. Students will reinforce previous learning of scientific principles including acids/basis and will develop a real experiment using the scientific method.

How Many Plants Make a Future? The Carbon Dioxide Challenge part of Curriculum for the Bioregion:Activities
This activity focuses on the role of photosynthesis in a sustainable future. Students explore the effect of photosynthesis and respiration in a 'closed systems' containing plankton, marine plants, and fish. By calculating carbon dioxide uptake and production in these systems, they predict a plant: animal ratio sufficient to maintain a system in carbon dioxide 'balance' for one hour.

Modeling Atmospheric CO2 Data part of Curriculum for the Bioregion:Activities
In this activity, students will use actual CO2 data from the Mauna Loa Observatory in Hawaii to create their own "Keeling Curve"; conduct an analysis of the data; and, attempt to match it to a mathematical function. They will then use the function to predict increases in CO2, both historical and future.

Detox Me: How To Reduce Your Exposure To Toxins Found In Everyday Products part of Curriculum for the Bioregion:Activities
I use the topic when I am discussing cancer in either nutrition or biology class. Talking about genetic and environmental factors that can increase the incidence of cancer, and the homework, helps students understand how adjusting their environment can help reduce their risk for developing cancer.

Developing a Transportation Survey to Estimate Gasoline Use by Campus Commuters part of Curriculum for the Bioregion:Activities
Through this activity, students in a liberal arts mathematics class will develop experience with real-world statistical concepts through the context of sustainability: estimation, survey writing, sampling techniques, and data analysis.

Our World, Our Selves part of Curriculum for the Bioregion:Activities
Students will understand how ethics and psycho-emotional factors influence our relationship to and our use of the natural world. Students will read, mark, and summarize text and will use writing as a tool to explore the connections between ethics, psychology, and sustainability.

Virtues and Climate Change part of Curriculum for the Bioregion:Activities
Students create an essay to respond to the question: "What virtues does our society need to foster in people in order for us to be able to respond appropriately to climate change?"

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