Students determine which natural resource is most important to them, analyze evidence to determine why energy resources are renewable or nonrenewable and then build a model of groundwater to determine the effects of pollution. Then, they create a public service announcement to help protect the resource most important to them. Finally, students debate both the pros and cons of using nuclear energy!

Students determine how they use rocks and minerals everyday; hypothesize how sedimentary, igneous and metamorphic rocks form; and model intrusive and extrusive igneous rocks by making rock candy. Then, they turn the rock cycle into a story book complete with illustrations. Finally, students choose a project based on one of their multiple intelligences. They can write a rock rap, interview a geologist or create their own rock collection!

Students measure their personal water use, research where their local water comes from and build their own model of the water cycle in this mini unit. Then, they work through evaporation and condensation labs and investigate the effects of adding energy to ice cubes. Finally, students create a portable water filtering system for muddy water!