Here you will find resources to help educators and their students to construct a model of a mineral deposit and map the relative positions of the deposits; Understand how geologists explore for mineral resources by conducting a survey to locate ore deposits in another group’s model; Use your survey results to drill for the ore; Understand the necessity and benefits of exploratory surveys in locating minerals.

Here you will find resources to help educators and their students to identify the mineral resources and commodities of the United States; Identify the mineral resources and commodities within your community and state; Understand how different minerals are formed and which minerals are best suited for particular tasks; Describe the uses of your state’s major mineral resources.

Here you will find resources to help educators and their students to define the term “mineral” in your own words; Evaluate the usefulness of various physical properties for describing and identifying different minerals; Explore how mineral crystals are constructed and how the external form of a crystal reflects its ionic structure; Identify a variety of mineral specimens according to their physical properties.

Here you will find resources to help educators and their students to investigate the kinds of beverage containers found in your community; Determine what materials are commonly used to make beverage containers, specifically those found in your community; Determine why certain materials are used to make the beverage containers.

Here you will find resources to help educators and their students to model and explain key processes and stages in water treatment and filtration; Understand how and why water is treated prior to human consumption; Research and describe the water treatment process used by your community.

Here you will find resources to help educators and their students to construct and analyze a physical model of the movement of pollutants in ground water and determine how the pumping of water from wells influences this movement; Measure the level of nitrates in a stream within your community; Conduct a mathematical analysis (case study) of pollution of surface waters by road salt based upon a map, quantitative data, and initial assumptions; Identify and describe ways that human activity affects surface water and ground water quality in your community.

Here you will find resources to help educators and their students to construct a water budget of your community from data sets; Explain the influence of local climate on the water budget within your community; Use an understanding of the water budget of your community to identify times of year when both supply and demand are greatest and lowest; Describe key controls on the quantity and availability of surface and ground water in your community; Construct and analyze a box model of an irrigation water budget; Explain how ground water development affects the ground water system.

Here you will find resources to help educators and their students to design a method for determining how much fresh water your school uses every day; Analyze water usage statistics for your county and an adjacent county and explain any differences in per-person water usage between your county and an adjacent county; Differentiate between uses of freshwater in the United States and identify these uses as consumptive or nonconsumptive.

Here you will find resources to help educators and their students to create and manipulate physicals models of surface-water and ground-water supply systems; Explain how a change in one part of the water supply system creates changes in other parts of the system; Understand the main ways that a community can increase its water supply; Compare and contrast surface-water systems and ground-water systems; Analyze the water supply system in your community.

Here you will find resources to help educators and their students to identify and analyze the various sources and distribution of salt water and fresh water on Earth; Interpret data and a topographic map to determine the water sources that your community uses for drinking water; Generate a graphical model of the transport of water between reservoirs within the water cycle; Develop a method of determining the amount of fresh water that could be collected from your school roof and on the entire area of your community in one year.