Life Science, Earth Science

• To develop a natural observation site, or an "outdoor classroom".
• To create a trail accessing the existing natural area.
• To involve the school community in the construction of the natural area.
• To integrate use of the trail into the existing curriculumat each grade level.

Grade Levels: K-3

Botanical Science

Students will germinate seeds free of mold on a simple gelatin culture media using a modified sterile technique and observe the growth of plants under varying conditions.

Grade Levels: K-6

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Life Science, Ecology

To recycle discarded automobile tires and create gardening sites for limited space areas.

Grade Levels: K-8

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Mycology, Hygiene, Food

Upon completion of this lesson, the students will:

• Be introduced to terms associated with fungi.
• Apply the Scientific Method to problem solving.
• Recognize the importance of a control in an experiment.
• Develop data collection methods and observation skills.
• Discuss and develop safe laboratory procedures.

Grade Levels: K-12

Life Sciences (Mycology)

• To introduce students to terms associated with fungi
• Observe and conduct experiments with fungi
• Discuss the role of fungi and yeasts in nature and their use
• Provide a historical background of fungi and plant diseases
• Discuss the scientific method and safe laboratory practices

Grade Levels: 1-4

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General Science - Plant Biology and Chemistry

• Students will observe the growth of a seed.
• Students will predict what will happen when seeds are planted without soil.
• Students will conduct an experiment using a hydroponic system.
• Students will compare/contrast seedlings planted in a fertilizer component with a control system of plain water.
• Students will draw conclusions about plant growth using hydroponics and nutrient components.

Grade Levels: 3-5

Entomology

The students will raise tobacco hornworms

Grade Levels: 4

Life Science

• Simulating blood coagulation
• Simulating blood separation

Grade Levels: 4 - 6

Life Science, Earth Science, Environmental Science, Chemistry,

• To develop the working skills of the scientific method by:
1. formulating and testing a hypothesis
2. predicting an outcome
3. identifying and observing similarities and differences
4. constructing a simple chart, table, or graph
5. using test results to form a conclusion
• To develop good safety practices in everyday classroom procedures.
• To use cooperative attitudes in developing our scientific activities.

Grade Levels: 4 - 6

General Science

• Understanding basic color theory and color separation/chromatography.
• Preparing colored dyes from plant materials.
• Compare and contrast various fabrics in these dyes.
• Investigating effects of acid and base on color.

Grade Levels: 4 - 6

Biochemistry

• To have students measure by mls. and ozs., teaspoons, tablespoons, and drops.
• To have students make solutions using cornstarch, tincture of iodine, saliva, vinegar, baking soda (sodium bicarbonate) and sugar.
• To have students use an indicator to test chemical reactions.
• To have students use variables to change results.
• To have students compare results with their lab partners.
• To show students that chemical reactions occur in their bodies.

Grade Levels: 5-8

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Environmental Science/Biology

This project provides students with an understanding of what the term "biodegradable" means and provides them with the awareness that man-made products just don't go away when they discard them. Students will also develop an understanding of the difference between synthetic (man-made) and natural materials. They should be able to reason that man tries to imitate nature in terms of what is produced but that imitation fails in terms of degradation.

Grade Levels: 5-8

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Earth Science

Upon completion of these activities the student will be able to:
1. simulate ocean water.
2. demonstrate that fresh water floats on top of salt water because it is less dense.
3. recognize that wind helps create surface currents.
4. understand that deep cool ocean currents regulate surface temperature.
5. see that cold deep water currents can rise above warmer currents because of wind action.
6. learn that El Nino is characterized by lack of winds on the ocean's surface.
7. see that weather patterns are the result of ocean temperatures.

Grade Levels: 5 - 8

Biology, Ecology, Environmental Science

• To understand what a habitat is.
• To understand why a habitat is important to our environment no matter where it is located.
• To be able to observe and recognize natural habitats in one's surroundings.
• To be able to establish a natural habitat in a desired area if one wishes to do this.
• To understand the interrelationship of the living and non-living in a natural habitat.
• To understand the ecological significance that a habitat has on our natural resources.

Grade Levels: 5-12

Environmental Science

• Apply the scientific method to problem solving.
• Develop and construct a filtration system for polluted water.
• Determine the turbidity of water.
• Maintain written journal of procedures, observations, and conclusions in a scientific format.
• Use team rules and assigned tasks to work cooperatively as a scientific team.
• Identify and demonstrate the best way to obtain clean water from heavily polluted water.

Grade Levels: 6-8

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Ecology, Environmental Science, Microbiology, Applied Technology

• To identify a simple paper making process.
• To identify materials used in paper making process.
• To discuss some of the ecological implications of recycling paper.
• To discuss some of the industrial implications of recycling paper.
• To carry out step by step the procedure to find out if microorganisms are present in different solutions as used in industry today.
• To compare and contrast effects of biocides on a pulp solution.

Grade Levels: 6-10

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Biology & Environmental Science

• Recognize the possible dangers of household pollutants.
• Use the scientific method to design an experiment to test chemical pollutants.
• Measure the effect of various toxic materials on brine shrimp.
• Measure using scientific units.
• Operate scientific equipment.
• Practice basic laboratory safety.
• Conduct a scientific investigation as a team.
• Learn about the basic biology of brine shrimp.

Grade Levels: 6-10

Life Science

• To teach students how scientists use TLC separations to identify substances.
• To use TLC to separate the various pigments found in plants.

Grade Levels: 6-8

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Life Science

• To teach students how scientists use Thin Layer Chromatography (TLC) separations to identify substances.
• To use TLC to separate the pigments found in flower petals.

Grade Levels: 6-8

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Biology, Ecology, Physical Science

To simulate the fate of foreign chemicals in our soil, food and water supply.

Grade Levels: 6-9

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Life Science

• To introduce the concept of sterile technique.
• To utilize sterile techniques to isolate and identify plant pathogens.

Grade Levels: 7

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Biology, Biochemistry

Upon completion of this unit, the student will be able to:
1. Differentiate between protease and amylase enzymes in terms of function and target molecules.
2. Understand the role of enzymes during the germination of common seed plants.
3. Interpret quantitative and qualitative results.
4. Gather and analyze data from various enzymatic reactions and use this data to make conclusions.
5. Explain how temperature, concentration, and pH affect the activity of enzymes.

Grade Levels: 7-9

Environmental Science, Chemistry, Physical Science

The students will be able to explore the concept of degradability and biodegradability and study its effects on the environment.

Grade Levels: 7-12

Biology, Ecology, Environmental Science

To isolate and identify a dye, which represents a synthetic pesticide, from plants.

Grade Levels: 7-12

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Environmental Science

• To heighten student awareness of the impact of having high levels of lead in the home.
• To introduce students to a safe and simple method of testing for the presence of lead.

Grade Levels: 7-12

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Biology, Ecology, Environmental Science

To show that insecticides occur in nature.

Grade Levels: 7-12

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Biology, Chemistry, Physics, Environmental Science, and Physical Science

Upon completion of these activities the student will be able to:
1. Conduct a controlled scientific experiment.
2. Test the tensile strength of the fibers of biomass in comparison to the tensile strengths of polypropylene and tuffal.
3. Test the degradability of the fibers of biomass.
4. Find a best method for preparing paper using biomass.
5. Make a Nitrocellulose using the chosen biomass.

Grade Levels: 9 - 12

Analytical Chemistry, Pollution

• Find out how scientist measure pollutants in the food we eat and the environment around us.
• Find out what physical properties are and how scientist use them to pull out one material that they are interested in and leave everything else behind.
• Find out how to figure out how much of a pollutant is present after you have identified the pollutant.

Grade Levels: 9-12

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Biochemistry

• To synthesize Indole-3-Acetic Acid (IAA).
• To determine the effect of different concentrations of IAA on root initiation of lima beans.
• To determine the effect of different concentrations of IAA with fertilizer solution on root initiation of lima beans.

Grade Levels: 9-12

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Using the Synoptic Code for the Prediction of Weather

Upon completion of these activities the student will be able to:
1. Interpret the synoptic code.
2. Construct a thermoscreen, with anemometer.
3. Identify different types of clouds.
4. Understand and read the barometric pressure.
5. Construct a psychrometer to measure relative humidity.
6. Understand what causes different types of weather.
7. Coordinate their work with three different sites.
8. Decode synoptic weather data via information sent by E-mail.
9. Predict weather patterns as they apply to fronts, precipitation, etc.

Grade Levels: 9 - 12, College