Environmental Education Activities
The environmental education lessons below are available for teachers to use in the classroom and parents/guardians to use at home. These lessons and activities were created by student fellows at Maryville College as a part of the Environmental Education Local Grants Program provided by the Environmental Protection Agency.
Seed spreaders
This activity involves students in the creation of do-it-yourself (DIY) bird feeders to promote awareness of bird species, their dietary needs, and the interconnected roles of organisms in food webs. Through hands-on crafting, students will gain insights into the importance of providing food for local bird populations. As an additional educational component, adults will receive information on the types of birds commonly found in the area and the significance of supporting avian species through bird feeders. Participants will be rewarded with a small bird identification guide.
Educational Standards Met:
4-LS2-3: Using information about the roles of organisms (producers, consumers, decomposers), evaluate how those roles in food chains are interconnected in a food web, and communicate how the organisms are continuously able to meet their needs in a stable food web.
Creepy Crawly Composting
This interactive engagement entails curating Halloween grab bags featuring elements designated for composting, recycling, and disposal, accompanied by detailed informational materials for each item. Incorporating a demonstrative compost example on the table elucidates the intricate layers of soil and associated materials. This endeavor is ideally suited for occasions characterized by brief yet impactful interactions, catering to individuals navigating between events or returning to ongoing festivities.
Educational Standards Met:
6.ESS2: Earth’s Systems: 4) Apply scientific principles to design a method to analyze and interpret the impact of humans and other organisms on the hydrologic cycle.
4-LS2-3: Using information about the roles of organisms (producers, consumers, decomposers), evaluate how those roles in food chains are interconnected in a food web, and communicate how the organisms are continuously able to meet their needs in a stable food web.
Bee Proactive
This activity utilizes information about the roles of pollinators and native plant species in Appalachia, to evaluate how the roles in food chains are interconnected, and illustrate how organisms are continuously able to meet their needs in a stable food web. An informative brochure is provided to help explain the importance of pollinators and native plant species, correlated with activity instructions for students to create ‘seed bombs,’ or ‘pollinator poppers.’ The ‘seed bombs’ use blended construction paper and water to produce a moldable paste, then embedded with native wildflower seeds. Once shaped into a sphere and dried, the 'seed bomb' is ready to be planted in the students' backyard, initiating the growth of native plant species and followed by the presence of pollinators.
Educational Standards Met:
4-LS2-3: Using information about the roles of organisms (producers, consumers, decomposers), evaluate how those roles in food chains are interconnected in a food web, and communicate how the organisms are continuously able to meet their needs in a stable food web
Family Holiday Energy Consumption Activity
In this game activity, participants get hands-on experience as they explore the world of energy consumption through tactile interactions. As participants delve into the game, they'll gain insights into the true cost of their energy consumption and where it originates from. Through interactive displays and physical activities, they'll uncover the mysteries behind energy allocation during the holiday season, gaining a deeper understanding of how their actions impact the environment and their wallets. The game is not only fun for kids but also informative for adults, providing an opportunity for families/classmates to learn together. Additionally, each participant will receive a brochure to take home, serving as a valuable resource to continue the conversation about energy conservation within their community.
Educational Standards Met:
4-ESS3-1: Obtain and combine information to describe that energy and fuels are derived from natural resources and that some energy and fuel sources are renewable (sunlight, wind, water) and some are not (fossil fuels, minerals).
Earth Exploration
In this activity students learn to conduct their own field observations, aiming to spark curiosity and nurture a connection with nature. By observing plants, animals, and ecosystems firsthand, kids learn about the environment, develop critical thinking skills, and build a sense of responsibility towards conservation. It is a way to cultivate not just scientific skills but also an appreciation for the natural world, fostering empathy, and inspiring a lifelong love for nature.
Educational Standards Met:
4-LS2-2: Develop models of terrestrial and aquatic food chains to describe the movement of energy among producers, herbivores, carnivores, omnivores, and decomposers.
4-LS2-3: Using information about the roles of organisms (producers, consumers, decomposers), evaluate how those roles in food chains are interconnected in a food web, and communicate how the organisms are continuously able to meet their needs in a stable food web.
let’s learn about soil
The objective of this activity is to facilitate students' comprehension of soil complexity. Through this activity, students will gain insight into the origins of their food and develop a fresh perspective on soil. The activity incorporates two key components: exploring permeability and examining soil microscopically. These components work synergistically to broaden students' understanding of soil composition. Different types of soil and materials are utilized to demonstrate how water interacts with soil during the permeability segment. It is strongly recommended that classrooms utilize microscopes to observe soil samples collected from their surroundings, enabling students to discern disparities between provided soil and locally sourced samples.
educational standards met:
4.ESS2: Earth’s Systems 1) Collect and analyze data from observations to provide evidence that rocks, soils, and sediments are broken into smaller pieces through mechanical weathering (frost wedging, abrasion, tree root wedging) and are transported by water, ice, wind, gravity, and vegetation.
wetland wildlife warriors
The class will be exploring the consequences and effects of human behavior on a wetland ecosystem in a game-like setting. Participants will take on the roles of different organisms within a nearby wetland ecosystem beside the Great Smoky Mountains National Park. Their goal is to navigate challenges, solve issues, and ultimately contribute to the survival and well-being of the whole wetland.
educational standards met:
4-LS2-3: Using information about the roles of organisms (producers, consumers, decomposers), evaluate how those roles in food chains are interconnected in a food web, and communicate how the organisms are continuously able to meet their needs in a stable food web.
Care for your air
In this activity, students learn about air quality through provided educational material, and use their knowledge to navigate a board game. Throughout the game, a colored spinner is used to determine the colored space a student’s game piece will go. The game cards used in this activity depict ‘good’ and’ bad’ air quality events identified by the students, and decide the direction and number of spaces their game piece will move from the colored space. The first game piece to make it to the finish line takes first place!
educational standards met:
4.LS2: Ecosystems: Interactions, Energy, and Dynamics: Support an argument with evidence that plants get the materials they need for growth and reproduction chiefly through a process in which they use carbon dioxide from the air, water, and energy from the sun to produce sugars, plant materials, and waste (oxygen); and that this process is called photosynthesis.
4.ESS3: Earth and Human Activity: 2) Create an argument, using evidence from research, that human activity (farming, mining, building) can affect the land and ocean in positive and/or negative ways.
4.ETS2: Links Among Engineering, Technology, Science, and Society: Explain how engineers have improved existing technologies to increase their benefits, to decrease known risks, and to meet societal demands (artificial limbs, seatbelts, cell phones).
water you doing in there?
In this activity, your class will be exploring the consequences and effects of human behavior on groundwater, specifically on a river. Rivers provide important benefits—called ecosystem services—that impact our day-to-day lives. They provide drinking water, irrigation, transportation, and more. They also provide a habitat for important fish species and other aquatic life. This activity instructs for the construction of a student-modeled river, that becomes polluted with items over time, as instructed by a corresponding story. Throughout the activity, students will be able to identify how pollutants, such as plastics, end up in their waterways and how their actions may have enabled this to happen.
educational standards met:
4-LS2-2: Develop models of terrestrial and aquatic food chains to describe the movement of energy among producers, herbivores, carnivores, omnivores, and decomposers.
4.LS2: Ecosystems: Interactions, Energy, and Dynamics: 2) Develop models of terrestrial and aquatic food chains to describe the movement of energy among producers, herbivores, carnivores, omnivores, and decomposers.