Short history of fossils and dig locations of the Morrison Formation in Western Colorado with text, photos, timelines and diagrams.

Students learn that when one part of a food web changes, it impacts other parts of the web. Students learn that stewardship decisions impact the different components of food webs in different ways.

Frosty Fun. This is the Lesson 2 Understanding Colorado Agriculture activity from Unit 4 Agriculture and the Seasons, from the DIGS (Developing Individuals, Growing Stewards) AmeriCorps Curriculum from CSU. The curriculum focuses on introducing students in grades 3-5 to Colorado agriculture, industry and environmental issues. The curriculum upon request. Visit: https://engagement.colostate.edu/programs-old/developing-individuals-growing-stewards/

Students begin to learn what being a steward is in Wyoming. Throughout the course of the unit, students will develop this idea of stewardship.

Students make the connection between the geography/climate and success of agriculture in Wyoming.

Students will understand that Wyoming is unique because we have space available for our livestock.

Technology stewardship is a leadership role that almost any practitioner can assume. In this role, a technology steward is someone who works with a community of practice (COP) to encourage the adoption and use of digital technologies for communications, training, and knowledge transfer.

Technology Stewards need to know how to engage their community members to identify opportunities and challenges; they need to be able to acquire and configure appropriate digital information and communication technologies (ICT) platforms to support innovative practices; and they need to be able to evaluate and report the outcome of their efforts back to the community and to organizational sponsors. Technology stewardship is not the same as ‘IT support’. It is a leadership role intended to help members of a community of practice to better understand and make informed choices when incorporating ICT for communication and knowledge sharing.

This course is designed to introduce you to a leadership strategy that will help you understand and assume the role of a technology steward with your COP. The course sessions will present a process and set of activities that will equip you with the means necessary to analyze the communication challenges facing a COP, identify and assess a range of technology choices to address those challenges, and undertake an exploratory campaign to respond to those challenges using low-cost ICTs.

The medium-range goal of implementing a Technology Stewardship program is to promote experimentation with digital ICTs and to build capacity for innovation within a community of practice. Technology Stewards should aim to cultivate a culture of innovative thinking among their community members with the long term objective of enhancing the range of real choices available to practitioners when it comes to sharing information and mobilizing knowledge with digital ICTs.

This article includes lessons that elementary teachers can use to build the foundations of climate literacy while meeting elementary science standards. Lessons are paired with literacy activities as well.

Let's Design a Farmer's Market. This is the Lesson 3 Digging Deeper activity, from Unit 5 Agriculture and Business, from the DIGS (Developing Individuals, Growing Stewards) AmeriCorps Curriculum from CSU. The curriculum focuses on introducing students in grades 3-5 to Colorado agriculture, industry and environmental issues. The curriculum upon request. Visit: https://engagement.colostate.edu/programs-old/developing-individuals-growing-stewards/

Let's Go to Market. This is the Lesson 1 Exposure Activity, from Unit 6 Food Products and Processing, from the DIGS (Developing Individuals, Growing Stewards) AmeriCorps Curriculum from CSU. The curriculum focuses on introducing students in grades 3-5 to Colorado agriculture, industry and environmental issues. The curriculum is matched to State Standards 2021. The curriculum upon request. Visit: https://engagement.colostate.edu/programs-old/developing-individuals-growing-stewards/

Life in a Bottle. This is the Lesson 1 Exposure Activity, from Unit 7 Plant Systems, from the DIGS (Developing Individuals, Growing Stewards) AmeriCorps Curriculum from CSU. The curriculum focuses on introducing students in grades 3-5 to Colorado agriculture, industry and environmental issues. The curriculum is matched to State Standards 2021. The curriculum upon request. Visit: https://engagement.colostate.edu/programs-old/developing-individuals-growing-stewards/

Linking Value Chains. This is the Lesson 2 Understanding Colorado Agriculture activity from Unit 6 Food Products and Processing, from the DIGS (Developing Individuals, Growing Stewards) AmeriCorps Curriculum from CSU. The curriculum focuses on introducing students in grades 3-5 to Colorado agriculture, industry and environmental issues. The curriculum is matched to State Standards 2021. The curriculum upon request. Visit: https://engagement.colostate.edu/programs-old/developing-individuals-growing-stewards/

Making Butter. This is the Lesson 3 Digging Deeper activity, from Unit 6 Food Products and Processing, from the DIGS (Developing Individuals, Growing Stewards) AmeriCorps Curriculum from CSU. The curriculum focuses on introducing students in grades 3-5 to Colorado agriculture, industry and environmental issues. The curriculum upon request. Visit: https://engagement.colostate.edu/programs-old/developing-individuals-growing-stewards/

Marble Cattle. This is the Lesson 3 Digging Deeper activity, from Unit 2 Power, Structure and Technology, from the DIGS (Developing Individuals, Growing Stewards) AmeriCorps Curriculum from CSU. The curriculum focuses on introducing students in grades 3-5 to Colorado agriculture, industry and environmental issues. The curriculum is matched to State Standards 2021. The curriculum upon request. Visit: https://engagement.colostate.edu/programs-old/developing-individuals-growing-stewards/

Marshmallow Pig. This is the Lesson 3 Digging Deeper activity, from Unit 8 Animal Systems, from the DIGS (Developing Individuals, Growing Stewards) AmeriCorps Curriculum from CSU. The curriculum focuses on introducing students in grades 3-5 to Colorado agriculture, industry and environmental issues.The curriculum is matched to State Standards 2021. The curriculum upon request. Visit: https://engagement.colostate.edu/programs-old/developing-individuals-growing-stewards/

Students utilize their understanding of ecosystems, economic cost, and culture to make a stewardship decision.

This kit covers a historical overview of American representations of endangered species from the slaughter of the American buffalo to Palm plantations in Sumatra. It compares conflicting constructions about human/animal relations, rainforest biodiversity, the Northern Rockies gray wolf, frogs and Atrazine. Students decode how the relationship of animals and humans has been portrayed and passed on from generation to generation.

Museums of Western Colorado allow education kits for check out in District 51. The kits come with a curriculum, teacher training materials and artifacts. Some of which are genuine from the Grand Junction BLM Field Office. Kits local to the Grand Junction/Western Colorado area.

Natural Resources Superheroes. This is the Lesson 2 Understanding Colorado Agriculture activity from Unit 3 Natural Resources, from the DIGS (Developing Individuals, Growing Stewards) AmeriCorps Curriculum from CSU. The curriculum focuses on introducing students in grades 3-5 to Colorado agriculture, industry and environmental issues. The curriculum is matched to State Standards 2021. The curriculum upon request. Visit: https://engagement.colostate.edu/programs-old/developing-individuals-growing-stewards/

Students apply their understanding of the natural water cycle and the urban "stormwater" water cycle, as well as the processes involved in both cycles to hypothesize how the flow of water is affected by altering precipitation. Student groups consider different precipitation scenarios based on both intensity and duration. Once hypotheses and specific experimental steps are developed, students use both a natural water cycle model and an urban water cycle model to test their hypotheses. To conclude, students explain their results, tapping their knowledge of both cycles and the importance of using models to predict water flow in civil and environmental engineering designs. The natural water cycle model is made in advance by the teacher, using simple supplies; a minor adjustment to the model easily turns it into the urban water cycle model.