Students discuss the risks a landfill may pose to a community. The setting is a school board faced with a decision about whether to close a school until the landfill is capped (a 3 year period). They are asked to determine how they would...

Third graders investigate occupations related to the natural resources and community development of Utah.

Third graders identify natural resources within SE Utah and the Four-Corners regional environment, that provide for community development.

Students research which buildings are registered as national or state historical sites, and lobby the community by petition to have another local building placed on the national or state historic register.

Students gather information about how people in their community make a living through surveys and interviews, organize the data, and create a Jobs on File notebook for completed surveys.

Students examine the three primary structural forms of architecture. They view photos, take a walking tour of their community, conduct strength tests of post, beam, and arch construction, and analyze the test results.

Students read and discuss the article "Succession" by Bill Freedman. They create a labeled sketch of each type of ecological succession from its beginning to its climax community. Students create an article about a natural disaster as if...

Pupils read a story about a young Japanese boy and his mother who decide to not banish the community's elders to the hills. They create origami helmets. They work together to make posters appreciating senior citizens.

Students explore the wetlands. They participate in numerous activities to explore food chains, food webs, and energy in the ecosystem. Students read stories, sing songs, visit specified websites, and participate in games to discover...

Pupils model the geologic timescale using distance as a metaphor for time. They write a summary of a major event or fossil organism. and station themselves and their summaries along a path within a gymnasium, and present their...

Learners observe the human or personal side of history by assessing the background to the people in the community who are basically "living" historians. They compare the histories of different ethnic groups to identify areas of patterns...

Students explore human rights, kindness and equality. Through a series of lesson plans included in this unit, students discover how to create a caring school climate. They read stories, write in journals, role play equality and kindness...

Students research the life of Ella Baker and examine the importance of Civil Rights through citizen mobilization. In this rights lesson, students read the biography of Ella Baker and make suggestions of things to change in their own...

Students interview elderly people in a senior citizen community center. In this character counts instructional activity, students interview the elderly about how society can be more respectful.  They videotape and watch the...

Students define the Jewish concept of tzedakah. For this religious lesson, students read portions of the Torah and discuss the meaning of tzedakah. Students visit a Jewish Community Center.

Students discuss the "junk mail nuisance" with the teacher and share their opinions on the problem. Students collect a week's worth of junk mail, bring to class and complete a chart about the amount and weight. Students then complete an...

Students examine the symbolism of flags and coats of arms. In this community lesson, students discuss the meaning behind the Nunavut flag and coat of arms. Students then design flags and coats of arms that represent their communities.

Students identify qualities of clean water which will develop an awareness of people in the community who keep our water clean. This instructional activity has a literature tie-in with the "Magic School Bus" series.

Fifth graders examine pond ecology, testing how temperature affects the respiration rate of fish. They collect various living things found at a pond, and identify the animal and plant life discovered. They observe a pond community in an...

Students analyze and graph the results of a nationwide New York Times poll about race in the United States. They poll people in their community regarding their views and experiences, and compare and contrast local and national poll data.

Young scholars write down what emotions are evoked by different colors of construction paper. They discuss what they and other students have written. They use this concept to discuss why the community in The Giver is devoid of color.

Young scholars examine the philanthropic actions of Jane Addams and discuss why she is seemed as a role model of being a responsible citizen. They organize different types of volunteer opportunities and create ways to serve the common...

Students gather information about Columbus' impact on the Americas. They use the information to determine whether or not a fictitious community should continue to recognize Columbus Day.

Students share their knowledge about aluminum and aluminum recycling by sharing the information with the rest of the community.