1. Comparisons of the three river journeys
2. An advertisement for lumber company labor describing the type of work needed, a description of the forest biome, and the location of the company
3. Information about water quality testing such as types of organisms, water quality tests, desired outcomes, or procedural information.
4. A mural of one of the rivers that shows native populations, the original biome, related industries, development, health problems, typical animals and plants, and recreational activities. The mural could progress chronologically or be organized by topic.
5. A description or picture of a favorite milestone on one of the river journeys.
6. A poster of the prairie or forest biome based on the Ecosystems introductory segment.
7. A description of environmentally friendly agricultural methods.
8. Information based on the Journey of a Raindrop segment of the Minnehaha River. The purpose would be to help home owners protect the watershed by observing lawn practices that minimize the impact on run-off.

1. Examine your school site for sources of water contamination (grass clipping, car oil, road salt, paint, etc.). These could occur outdoors or inside the school building. Develop a plan for solving the problem. Make sure you consult the proper authorities before making changes.
2. Monitor water usage in your school. What suggestions could be made to encourage water conservation at your school? Make posters describing ways to conserve water and post them near sinks and bathrooms.
3. Participate in a reclamation project at your school or in the community. Prairie restoration, erosion control plantings, and reforestation are all interesting projects. Organize your own project or volunteer with a restoration group.
4. Develop a survey related to water conservation and non-point source pollution to give to neighbors. Analyze the data and use the information to create brochures that tell how to protect storm drains and/or conserve water. Distribute brochures to the neighbors who were initially surveyed.
5. Purchase a soil test kit. Have other students bring in samples from their yards and gardens. Test the soil. Send home the results along with information about phosphorus and how it affects the watershed. Have a sale of "phosphorus free" fertilizer at your school.
6. Maintain a compost pile on your school grounds for grass clippings and leaves. Explain its use to younger students. Provide incentives for students who start one at home.
7. Participate in or organize a garbage clean-up project along a river or stream. Make sure that everyone involved wears plastic gloves and that adult supervision is provided.
8. Develop a skit or play about water quality projects. Present it to younger students or at a parent night.

Oral History:
Pretend that you are one of the rivers that is explored on the CD ROM. Create your own history. Include information about the land through which you flow, the people that use you, how you've changed through time, your health, the animals and plants around you, and the effects of development. Make sure to include your feelings! Tell your history to classmates or younger students.

Drama:
Create a play that can be used to teach other students or adults about concepts taught through the CD ROM. Choose a milestone or introductory segment. Write down the important concepts covered in the milestone. Write a script that teaches or demonstrates those concepts. Practice it with your classmates and present it for an audience.

Maps:
Explore topographical maps. Complete the Modern Farming milestone on the Minnesota River journey. Find basic information on topographical maps at the USGS mapping website. Create a topographical map of your school grounds or an area near your school.

Journal:
Write a journal from the perspective of a real or imaginary person who used or explored the river. You could write from the perspective of one of the three river guides. (Grey Cloud Woman, J.R. Brown, or Henry Rowe Schoolcraft) Write 5 to 10 entries covering a period of time. Describe a trip your individual took on the river or show how they use it in their daily lives. Remember to write as if you were that person using personal pronouns such as "I" and "me".

Research Project:
Pick a topic from any of the milestones. Use this website and the Rivers of Life Rivers on the Web to find additional information on your topic. Write a report and share it with your classmates. Send it to cgee@hamline.edu so that we can post it on the site.

Here are some questions to guide you in your choice of a topic.

1. What are some of the ways that the Dakota people used the river?
2. What happened to the Bison? How did their demise affect the prairie eco-system and the people who depended on them for food and supplies?
3. What was the life of a soldier like at Fort Snelling?
4. What important archeological sites exist in Minnesota?
5. What sources of non-point pollution are the most harmful to the quality of rivers?
6. What environmental changes were caused by the early logging industry? How have Minnesota's forests changed.
7. What federal and state laws regulate the logging industry today? How do those laws affect the industry?
8. How has agriculture changed in the last 100 years, and what are the environmental effects of those changes?
9. What kinds of fishes can be found in Minnesota Rivers? Which fishes are considered rough fishes? Why aren't these fish usually valued for recreational fishing?
10. What climate changes has Minnesota experienced in the past? What are the causes of these changes? How are they reflected in Minnesota's current biomes?
11. How has the river influenced artists, poets, and musicians? Can you find evidence of the artistic value of rivers?

Dioramas:
Build a display of one of the three river journeys in a box. Include artifacts that might be found along the river. Create a background that shows the major biome through which the river travels. Include cutouts of various groups of people who live along the river and show them using it. How can you model how the river is affected by human populations and industries?