National Geographic has really useful interactives in many areas of science, but one in particular I love to use is "Forces of Nature." This is useful for Earth or weather science. This online "lab" takes a close look at tornados, earthquakes, hurricanes and volcanoes.
1. Science Standard -- Good for grades K-8. Standard E -- Earth and Space Science.
4.5 Describe the weather commonly found in Wisconsin in terms of clouds, temperature, humidity, and forms of precipitation, and the changes that occur over time, including seasonal changes
E.8.3 Using the science themes during the process of investigation, describe climate, weather, ocean currents, soil movements and changes in the forces acting on the earth
2. Integration -- Use in conjuction with a current event surrounding weather or earth activity. Case studies section on the website shows facts and information about actual natural disasters in history.
3. This interactive is easily adaptable to any age group or audience. Higher level students may maneuver through the site independently while younger students or non-readers can watch as the teacher or another student sets off an earthquake. The only drawback is that there is no audio.
This resource supports all areas of science and environmental education. ECB is a state agency that supports technology in the classroom. Staff, mostly former teachers, put together "Surf Reports" which are collections of effective web sites on different subject areas. Climate Wisconsin is a new project with short (4 min) videos sharing stories of life in Wisconsin tied to our natural resources. It allows middle and high school students to stop and think "what would happen if the climate changed?" WiStem.org provides a link to another ECB web site that supports Science, Technology, Engineering and Mathematics.
Academic Standards that I think would be useful for lessons related to this site and that could easily be applied to various age groups for differentiation include:
Core Science Content and Performance Standards
Standard B: Nature of Science
B. 4.1 Use encyclopedias, source books, texts, computers, teachers, parents, other adults, journals, popular press, and various other sources, to help answer science-related questions and plan investigations.
Standard H: Science in Personal and Social Perspectives
H. 4.4 Develop a list of issues citizens must make decisions about and describe a strategy for becoming informed about the science around these issues.
H. 8.2 Present a scientific solution to a problem involving the earth and space, life and environment, or physical sciences and participate in a consensus-building discussion to arrive at a group decision.
Environmental Education Standards
Standard B: Knowledge of Environmental Processes and Systems
B. 8.10 Explain and cite examples of how humans shape the environment.
Standard D: Decision and Action Skills
D. 4.3 Identify 2 or more ways to take positive environmental action.
D. 4.6 Develop a plan, either individually or in a group, to preserve the local environment.
Standard E: Personal and Civic Responsibility
E. 4.2 Understand how their personal actions impact their civic responsibilities toward the environment.
E. 8.1 Formulate a personal plan for environmental stewardship.
There are various levels and interdisciplinary options for curriculum on this website.
Recommended videos include but are not limited to: High Line History (4:19) & High Line Design Video (4:45)
Lesson plans are available for grades 2-7 on topics such as: forces, community activism, park design, and machine aesthetic.
Curriculum areas include: science, social studies, English language arts, math and arts.
To access lesson plans: click on "Schools Program" listed under the main heading "About" and then click on links to download free lessons.
Additionally, the picture book The Curious Garden is a great resource about the High Line for younger students in Kindergarten through second grade.
I would use this website for a unit of study on stewardship and local environmental activism. The New York High Line project is an inspiring example of urban planning and could be used to encourage students to get involved in land use issues in their own communities. Comparisons could be made to local community gardens or prairie restoration projects and students could be challenged to design or preserve a green space. For example, it could be a yearly class activity to contribute to the design and function of the school yard or another community space. Students could be required to evaluate community needs, research environmental issues and plants specific to the area, locate reusable resources, and participate in class discussions to make democratic decisions. Schools could get all grades involved in brainstorming and voting on sustainable ways to contribute to their community.
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