Available Lessons
"NSI" (Nature Scene Investigation)
Taught by: Edric Lysne, M.S.
NATURE SCENE INVESTIGATION
What do we know about what is outside in "Nature?" This class focuses on the many ways that scientists and explorers learn about our world. The students will learn more about nature by to investigating a natural area such as a forest, a prairie or a wetland. Activities include: using nature guides, measuring tools (rulers, H2O kits), magnifying glasses, binoculars, identifying, collecting, etc.
A Drop in a Bucket
Taught by: Jessica Ritter
Students will calculate the percentage of fresh water available for human use, and explain why water is a limited resource. The activty will show the percentage of potable water available to humans with 1 liter of water. In the assessment, the studnets will determine the proportion of Earth's available fresh water and calcuate the volume of water available for human use.
A New Look at TV: Resource/Energy Saver
Taught by: Larry Johnson
A brief look at the history of television, and how the growing number of channels and need for advertised products to sell, inevitably moved us toward a throwaway society. Students will generate reuse ideas for throwaways, look at valuable concepts and services that can't be sold for money, and look at some inexpensive, energy-saving toys and devices that tend not to be advertised in the media. They will then pick one of these ideas and create an astounding TV ad for it -- performed and/or taped.
A Tree for Every Child
Taught by: Carol Mason-Sherrill
Students will plant their own trees to nurture until ready to plant either on school grounds or at home. Students will learn about the value of trees in the greater context of the whole environment.
A Walk in the Woods is a Health Club
Taught by: Larry Johnson
This is an experiential look at the personal and environmental health values of walking, biking, and mass transit use over personal automobile usage. Includes a short history of transportation, and because transportation energy is still measured in horsepower, students will have opportunity to calculate their own.
All About Water!
Taught by: Carol Mason-Sherrill
All about Bats
Taught by: Carol Mason-Sherrill
Students will learn about bats and their importance in the environment.
All about Leaves
Taught by: Jodi Nohrenberg
Where do leaf colors come from? Why do leaves change color? Do leaves change color because of weather? Why do leaves fall?
These answers will all be answered in the lesson of All about Leaves. Children will learn to identify different types of leaves and trees. They will learn the answer to the famous question of why some leaves change color and others don't. We will do matching, graphing and classification of leaves. Art projects will include leaf rubbings and students will make their own leaves for their trees. Children will discuss things we do with leaves and act out how the sun and weather affect the leaves.
All the Worlds a Web
Taught by: Jessica Ritter
The students will creat a "word web" that illustrates the interconnections in natrue.
The will be able to define biodiversity and create a word web that illustrates some of the complex connection in the web of life. As well as, discuss at least one way biodiversity affects people's lives
Amazing Journey of a Rain Drop
Taught by: Jill Paron
Students become a raindrop during this activity and discover the course they take through the watershed.
Animal Adaptations
Taught by: Marta Loman
Explore behavioral, physical and physiological adaptations animals use to live in different environments.
Animal Tracks
Taught by: Jessica Ritter
Students will be able to identify animal tracks. They will learn terms to describe different tracks, that tracks from the front feet are often different than tracks from the back feet, and they will measure different tracks and compare them to measurements in a field guide.
Aquatic Exotics!
Taught by: Jess Johnson
Grades: 5-8
Length: 1-1.5 hours
Location: Inside
Summary:
Students use reference materials to develop reports on and posters of Minnesota aquatic exotic species. Students map the location of point of origin and distribution in Minnesota of these species. Students discuss the pros and cons of species introductions.
Objectives:
1. Students will recognize some of the aquatic exotic species that are found in Minnesota.
2. Students will trace the origins of these species and describe their effects on native species
3. Students will evaluate the appropriateness of introducing new species.
4. Students will come up with at least 3 different reference materials that they find information from. (no more than 2 websites)
Aquatic Invaders! - A Food Chain Game
Taught by: Jess Johnson
Grade: 4-6
Length: 50 minutes
Location: Outside or Inside
Summary:
This lesson will introduce aquatic ecosystem threats posed by non-native and/or invasive species. Students will learn that humans are usually the way of transport for non-native and/or invasive species, which can quickly spread and overcome native species. By simulating an aquatic food web and observing how a few of the aquatic non-native invasive species effect native species found in Minnesota. students will learn some neat facts and ways to identify a few of these aquatic non-native invasive species.
Bat Metaphors
Taught by: Jessica Ritter
Students will be able to descrive the improtance of bats in the ecosystem, identify the threats to their survival, and classify bats as mammals. First, a picture of bats will be shown to the students and they will give thier first impression. For the acvitiy, various items related to bats will be shown and students will be asked to make an analogy of the item to bats. At the end of the lesson, another picture of bats will be shown, and again will state their first impression of this picture. The second picture will most likely have significantly different answers.
This activity can be done for different animals, too. Just let me know what animal you have in mind.
Bat-opoly
Taught by: Jessica Ritter
This lesson is a quiz about Minnesota bats. Students will "fly" like bats through the quiz. They will start at the first question and go where the answer leads.
This short lesson can easily be paired with Bat Metaphors and/or First Impressions.
Be a Tooth Sleuth
Taught by: Jessica Ritter
Students will look at a poster with pictures of skulls and be able to detertime what kind of food the animal eats based on the shape of their teeth. They will learn and understand the terms herbiore, carnivore, and omnivore. They will become Tooth Sleuths!
Beautiful Butterfly (life cycle lesson) -Grades 1-2
Taught by: Jess Johnson
In this lesson the students will learn about the life cycle of butterflies. Students will be able to identify the four different stages of a butterfly life cycle (from egg, caterpillar, pupa or cocoon, to a full-grown adult butterfly). As a reminder and fun project students will use different shapes of pasta and make their own butterfly life cycle plate.
Extension: The students will look over pictures of butterflies you find in Minnesota and learn how to identify them.
Beavers-Natures engineers
Taught by: Jodi Nohrenberg
How do beavers build dams and lodges that hold back water? How do beavers use sticks and mud to create these masterpieces?
Studens will learn all about beavers. The history, where they live, what their family structure is like, what they eat, how their teeth cut down trees, how they build their dams and lodges, and how their body is designed specifically to their needs.
We will learn all these through activities, worksheets, games and getting a chance to examine and touch a beaver pelt. If there is time we may be able to try our hand at creating our own dam.
Being the Giant in the Junkyard
Taught by: Larry Johnson
Lesson is based on Johnson's "Giant's Junkyard" story, about a giant whocollects and finds creative reuse for discarded tires. Johnson tells this story and others with similar theme. Children learn something of industrial recycling of tires and then work on their own creative reuse ideas, e.g. creating workable games using old tires.
Below Zero
Taught by: Marta Loman
This lesson is devoted to all things winter! Students will learn about topics such as the anatomy of a snowflake, the magic of ice, winter animals and their adaptations, winter constellations, winter recreation, and winter camping.
Biomes of the World - Grades 1-2
Taught by: Jess Johnson
In this lesson students will learn about the 4 main biomes; tundra, rainforest, taiga, and desert. Each biome has specific kinds of plants and animals that live there. The same animals that live in a desert would not be able to survive in the tundra. After learning about each biome students will create some art projects based on 1 of the 4 biomes.
Birds
Taught by: Carol Mason-Sherrill
Students will learn basics about birds - anatomy, physiology, migration...Minnesota birds!
Bottleneck Genes
Taught by: Lauren Borer
Students will simulate the gene-pool analysis of a population of lynx in Minnesota using colored beads.
Branching Out!
Taught by: Lauren Borer
Students build a model landscape to investigate how water flows through and connects watersheds.
Build-A-Fish
Taught by: Jessica Ritter
Students will build a fish using felt pieces while learning the parts and funtions of a fish. After building the fish, the students will, using themselves, put together a humnan-fish and perform the functions they just learned.
Camouflage Hodge-podge
Taught by: Marta Loman
Students will learn all about animals and their adaptations to blend in with their surroundings.
Can We Keep the Lake Clean? - Grades K-2
Taught by: Jess Johnson
This lesson introduces students to the water cycle by having them help draw a picture of a lake ecosystem, adding human impacts that affect water quality. Students will help fill in the components of a drawing of a water system. They will conclude by creating their own illustrations of human-induced changes to the freshwater habitat of a lake ecosystem.
Canoe (Can You) Find Springtime?
Taught by: Rachel Maxwell
This lesson focuses on two main things: teaching youth how to canoe in a body of water (very useful for discovering the natural world as residents of this state of many lakes!) and teaching youth about the natural world and new life in springtime. It is a fun way for young people to get out after a long winter and enjoy the beauty around them, while learning a useful skill that they can take with them and also learning more about what's happening in the natural world.
This does require access to canoes and a body of water. Contact me for some suggestions about how to make something like this possible for your class/group if you do not have access to these materials on your own.
Chilly Critters
Taught by: Jenni Webster
How do small animals survive the big chill of Minnesota winters? Students discover the answers to how local wildlife stay warm through a story, games, and hands-on activities. The day will end with a design challenge, in which students create a mini-shelter to keep a special “Jello mouse” warm on a winter day. Students will explore this activity outside as weather allows, and choose from a variety of natural materials to pull their design together. At the end of our experiment, we’ll determine which materials are the best insulators for winter building.
Compost Made Easy
Taught by: Rachel Maxwell
Composting is an essential part of creating a healthy and sustainable ecosystem. It is often something that is both simple, fun and exciting for students once they actually learn about it and understand how to create healthy compost. This lesson will teach students about composting--what it is, why it is important, and about its alternative: throwing things in the garbage/landfills--as well as learning how to compost in a way that fits their lifestyles.
This is a fun, interesting and applicable lesson for any student, living in any location or type of housing, and is key for instilling an environmental and conservation ethic in our young (and not-so-young) people!
The following main points will be covered:
- Composting cuts down on the amount of garbage we contribute to landfills, which are growing larger and larger taking up space for animal, plant and human habitat just because of all the trash we have!
- Food waste has an actual purpose—if we compost it, it decomposes and can be used to grow more food! We are contributing to the natural soil cycle by returning our leftover food waste to the Earth.
- Compost makes a wonderful natural fertilizer in gardens, which is healthier for us and the Earth than chemical fertilizers.
- It’s easy…and free! You can do it at home by collecting your own leftover food scraps and making a pile in your yard. You simply add leaves or other brown, dry material to the food scraps and mix. Over time it will break down and become a nutrient-rich addition for your garden or yard.
Full Lesson:
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Goals/Learner Outcomes (what you want your audience to do, feel, or think as a result of
this lesson/activity) Participants will: ·
Understand that our activities on the land affect the
quality of the soil ·
Observe that soil is alive and must be fed to
maintain fertility ·
Understand that it is possible to increase the
quality and fertility of soil by adding organic material ·
Learn how to make compos
Stage 1 |
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Essential Questions (provocative,
to foster inquiry, understanding and transfer of learning) ·
How does using compost benefit the garden? ·
How does compost change an ecosystem? |
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Lesson/Activity Objectives (SMART) (what
participants will know, do, feel) By the end of this lesson, participants will be able to: ·
Name at least two components that contribute to soil
structure ·
Define what compost is ·
Explain at least four benefits of composting ·
Name at least three roles composting plays within an
ecosystem ·
Name at least three “ingredients” compost needs ·
Make and maintain a compost pile |
Graphic courtesy of University of Missouri Extension Service
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Learning Plan (Step-by-step): Remember both
Introduction (introduce theme, connect relevance to learners) and Conclusion
(wrap up, tie everything together).
Attach all activity plans
Stage 3 Activity 1 - Soil-It’s Alive! (10 minutes) • Review brainstorm of living component of soil. • The living component of the soil needs food to survive.
Wherever there is food for bacteria to eat, they multiply. In the soil, the
food for bacteria is dead plant and animal matter, or “organic matter.” So if
the soil has a lot of organic matter, there should be a lot of bacteria,
because there is a lot of food for the bacteria to eat. • One way we can test for the presence of bacteria without
a microscope is with hydrogen peroxide. Discuss what happens when you pour
Hydrogen Peroxide on a cut- it foams as bacteria are killed. Hydrogen
peroxide foams whenever it comes into contact with bacteria and kills them. • Place a little sand in 1 cup, clay in a second, compost
in a third, and soil in a fourth cup. • Pour a little hydrogen peroxide in each cup and observe
what happens. Which material foams the most? What does this mean? Why does
soil and sand have the most bacteria? Activity 2 - Soil Structure (15 minutes) • Why do farmers care if their soil is alive? What does
the living component do for soil? Because it is the living component that
gives the soil structure. • Think of soil like bread. Bread is a mixture of raw
ingredients (flour, sugar/honey, salt, water) that then has living
microorganisms (yeast) added to it. The microorganisms eat the sugars and
make “air” bubbles (actually CO2) that give the bread structure. (Show
bread). Soil is similar- it is made up of raw ingredients (sand, silt, clay,
decayed/ decaying living material, water) and is filled with living things
that eat it and give it structure. • Fill 2 buckets with water. • Place “wild” and cultivated soil lumps in the hardwire
mesh baskets. • Gently lower the soil-filled baskets in the buckets of water. • Observe what happens. • Why does soil from the heavily cultivated field fall
apart and drop to the bottom of the jar while the other one holds its shape
and clings together? The answer is largely the difference in the amount of
organic matter and the effect it has on the soil. • How does soil structure effect erosion and drainage? Activity 3 - Building Soil Structure (30 minutes) • From the previous experiment, it is obvious that
cultivation practices disrupt soil structure. Therefore, farmers constantly
need to work to rebuild the structure and fertility of farm soils. They can
do this by allowing soils to rest and by adding organic matter to soils using
the following methods: cover cropping with green manures, no-till
agriculture, add compost, put land into pasture (with animals) or let the
land lie fallow. • Cover Cropping – This is the method we use most often on
the farm to add organic matter to the soil. Although it doesn’t have as great
an impact as adding a large amount of compost, it is fairly easy to do over a
large area. It has several other advantages: it can reduce soil erosion, add
nitrogen to the soil, and smother weeds depending on the type of cover crop
that you chose. Cover crops to use include: sorghum, oats, peas, vetch, rye,
buckwheat, and clover as cover crops. The choice of cover crop depends on the
season and the needs of the soils that are being cover cropped (i.e. they are
very weedy or the cover crop needs to prevent soil loss over the winter).
What characteristics might we care about when choosing cover crops? (Strong
root structure, quick growing, a legume to fix nitrogen, spreading to smother
weeds). • Compost –
Composting is the natural decomposition of plant or animal waste materials
into humus, the organic component of soil. Basically, this happens because
soil microorganisms, earthworms and other invertebrates eat up the waste,
digest it and poop it out as rich, dark humus. The use of compost is one
primary way to build and maintain soil structure, especially on smaller
gardens or farm sites. On larger scale farms this does not work as well. o
The natural composting process adds the organic
matter to the mineral component (silt, sand and clay) in soil. This happens
slowly on the forest floor, in wetlands, in meadows and in gardens. Ask for
examples of natural composting that they have seen. (E.g.: moldy bread or
rotting fruit) o
People can speed up the natural composting process.
They do this because composting: ü
Reduces yard and kitchen waste ü
Produces compost that benefits farm and garden soils
because it: § Contains
macro and micro nutrients needed by plants §
Releases nutrients at the rate at which they are most
beneficial to plants (less in spring, more as weather
warms) §
Binds with soil particles to form aggregates that
hold water, add spaces to soil
for aeration and drainage § Adds
beneficial microorganisms, earthworms and insects to soil § Neutralizes
soil toxins and metals § Buffers
low and high pH o
In order to speed up the composting process, a few
key elements must be KEPT IN BALANCE: ü
Carbon/Brown Stuff – Dried leaves, straw, sawdust,
cornstalks. This is the food (energy source) for the soil fauna to eat. ü
Nitrogen/Green Stuff – Grass clippings, food scraps,
manure, blood meal, green vegetation. This provides the activators that get
the microorganisms working. Must
be balanced with the carbon; if there is too much nitrogen the pile will be
smelly. ü
**Ratio of carbon to nitrogen should be roughly 30 to
1 ü
Oxygen – Most decomposers can’t live or decompose
without this. Without it decomposition slows down. ü
Moisture – Needs water to keep soil fauna alive, but
too much water will force the air out of the pile. ü
Temperature – Microbial action (bacteria digesting
the food) causes the temperature in the pile to rise. Ideally the pile should
reach 160 degrees for 3-5 days. A hot pile is desirable because it breaks
down faster and deactivates weeds and toxins. o
Once you have given some background information on
compost, ask participants to investigate the pile. What types of organic matter
do they see? Is it carbon or nitrogen? Use a compost thermometer to test the
temperature of various piles.
Which ones are hottest? Why? What is happening? How could you increase
the heat in other piles? Have them turn over a cool pile and watch what happens
to the temperature over the next few days. Record the temperature daily. Activity 4 - Drainage Revisited – How Compost Helps • Review the results of the drainage experiment that
participants did in Activity #1. They are now going to repeat that experiment
and add compost to the soils to see what happens. • Set up four mason jars with filters in the mouth. In one
put in sand, and in one put in clay. Then ask two volunteers to mix compost
with sand and compost with clay. Put these two mixtures into the other two
filters. • Pour equal amounts of water into the four filters and
observe what happens. How does the addition of compost affect the
drainage/water retention properties of the two soils? Why? How can it have
the opposite effect on both soils? (It should increase the drainage of the
clay and increase the water retention of the sand). Activity 6-Making Compost! ·
Divide students up into groups of 3-4, depending on
class size and available materials ·
Have a space pre-arranged where students can build
their own compost piles. It is
wise to pick a spot that is shaded so as to prevent the pile from drying out
in the sun ·
Each group will build its own compost pile ·
Ask some review questions from the previous
activities ü
What is needed to make an effective compost pile? ü
Ratio of carbon (browns) to nitrogen (greens)=30:1 ·
Step-by-Step Compost-Making Recipe: ü
First create a base layer of 3”-4” of woody, brushy
material to promote aeration (remember, compost needs oxygen-flow!). This will rest directly on the ground
and not be mixed into the compost.
View this layer as a “floor” ü
Next, alternate layers of green and brown materials,
each layer being around 2”-4” deep ü
The first layer after the base layer of woody
materials can be greens (nitrogen), such as kitchen/food scraps ü
The next layer added on top of the kitchen waste
should be browns (carbon), such as leaves or straw. It is wise to slightly wet the carbon layers first so that
it is not too dry when added to the pile ü
After this layer, add soil from a previous batch of
compost or from any nearby source of soil ü
Animal manure can also be added as a layer of rich
nitrogen ü
Remember to keep layers loose to promote airflow; do
not pack them down ü
To act as natural “walls” to the pile, adding straw
around the sides in loosened chunks is very effective. Eventually this straw will decompose
and will not leach anything harmful into the pile as some plastic bins can
do. ü
The piles should be turned after about 6 weeks. This will both aerate the heap and
provide a chance to check the moisture content. Waiting a number of weeks in between turning gives the
pile a chance to heat up again ·
In a number of months (depending on winters and when
the pile is started), the pile should be ready. Around 4 months in warmer temperatures is expected. ·
The pile(s) should be monitored and watered regularly ·
These piles do not need to be permanent, but are a
good way for students to really get involved and learn the specifics of how
to build and maintain a compost pile! |
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Materials/supplies required: ·
Activity 1-It’s Alive!: several bottles of Hydrogen
peroxide, sand, soil, clay, compost, small cups, clean water to rinse ·
Soil structure: Several lumps of soil (not sandy)
from under uncultivated sod and from a heavily cultivated field. ·
(2) 1/4” Hardwire mesh baskets (9” square bottom w/ a
3” rim) for each crew. ·
(2) 5 gallon buckets for each crew ·
Drainage revisited: 24 coffee filters; 4 mason jars;
rubber bands; sand; clay; compost ·
Compost piles in various states of decomposition (at
different temperatures) ·
Compost thermometers, shovels, forks for exploring
and turning compost · Activity 5-Making Compost: a
compost bin with a lid, old plant waste, kitchen waste, soil , straw |
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Background information (synopsis from sources, cite
sources, expand this section as necessary): •
Soil is alive and can be improved by “feeding” it organic
material •
Care must be taken to build and preserve soil structure •
Compost is an effective way to increase soil structure and
fertility •
Compost happens naturally, and people can speed up the
process •
The best gardeners know that gardening is not the art of
cultivating plants, so much as it is the art of cultivating good soil •
There are
more micro-organisms in a teaspoonful of soil than there are humans alive on
the planet •
Finished compost will no longer heat up, even after mixing.
The initial ingredients are no longer recognizable, and what is left is an
earthy-smelling substance similar to a rich organic soil •
Some interesting stats and facts about food waste/compost: ü Yard
trimmings and food scraps accounted for 25% of all municipal solid waste
created nationally. ü Organic
material is bulky, takes up space in landfills, and produce methane gas that
must be recovered or burned and produce liquids that contribute to leachate. ü Disposing
of food waste in a landfill contributes to global warming. Every metric dry
ton of food that goes to a landfill may generate .25 metric tons of methane
in the first 120 days. Thus, composting this food waste would reduce
emissions by the equivalent of up to 6 metric tons of CO2. ü Compost-enriched
soil can also reduce erosion, alleviate soil compaction, and help control
disease and pest infestation in plants. ü 52%
of metro single-family households engage in home composting or some other
form of onsite organics management. ü Grass
clippings contain valuable nutrients that can generate up to 25% of your
lawn’s total fertilizer needs when left on the lawn. ü Compost
can be used as mulch. In this form, it suppresses the growth of weeds, and
reduces the required irrigation for plants ü Use
of compost helps you save money, because it reduces the plants’ requirement
for chemical pesticides and fertilizers. •
Carbon: Nitrogen Ratios: (Example: Food Scraps has
a Carbon:Nitrogen Ratio of 17:1,
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Resources (books, websites, activity guides, suggested follow
up reading, etc.): http://thefoodproject.org/sustainable-agriculture-curriculum http://www.biodynamics.in/compost.htm |
Cranes, Wetlands, and Your Water
Taught by: Larry Johnson
Students look at some crane stories, fact and fiction, make a paper crane, and
explore the values of wetlands as habitat, flood control, and water filtration.
They then create a personal plan for care of water at home and/or at school.
Earth Day-Water
Taught by: Jodi Nohrenberg
Every day should be earth day!
Students will learn about the history of Earth Day, learn about some water problems we are facing and some things that children can do to help lessen these problems. Students will learn that everyone and everything we do does make a difference.
Ethics Game
Taught by: Rita Hussman
This lesson focuses on Outdoor Ethics in general. It challenges students to consider how human activities impact water, soil, vegetation, wildlife and other people. It involves an introduction to the concept of ethics, exploration of favorite outdoor activities and explanation that the principles of Leave No Trace are not rules, but ideas or guidelines to help us make decisions about how to behave outdoors. The hands-on activity involves students making a choice between several situations involving environmental impacts.
Every Tree for Itself
Taught by: Jessica Ritter
Studenst will simulate how trees compete for their essential nees and will dexcribe how varying amounts of light, water, and nutriends affect a tree's growth.
Students will get their own tree cookie (paper plate) and will compete over light, water, and nutrients by standing on their tree cookie and grabbing poker chips that are within reach. After several rounds, "trees" that have not been able to collect all their essential needs my be "cut down" or "die."
I can make this lesson more complicated for older students and, also, simplify it for younger students.
Fish Families! Grades K-6
Taught by: Jess Johnson
Minnesota has 160 fish species (141 native) grouped into 27 fish families (25 native). Scientists classify fish into families depending on physical characteristics, physiology, genetics and evolutionary history. In this activity students learn how fish are classified and about the number of fish families in Minnesota. In a group exercise, students learn the key physical characteristics of five important Minnesota game fish families.
Fish: To Eat or Not to Eat?
Taught by: Jill Paron
Students will learn how acid rain and soil types result in the bioaccumulation of mercury in some fish
Forest Wildlife and Recreation (Grade 5)
Taught by: Jess Johnson
Students will:
• describe at least three examples of the interdependence
of forests and animal wildlife;
• identify at least 10 kinds of wildlife common in
Minnesota forests;
• name and describe the general location of at
least three Minnesota state forests;
• tell ways forests are used for recreation and
well-being.
Places in a Forest
Students participate by drawing and painting a
forest including forest edges. As part of the background
scenery, include a corn or soybean field and
water. After the painting is finished, students draw
and paint animals to fit in the scene in the appropriate
places on the mural. Include at least 12 animals.
Some animals may appear in more than one place.
Tree-Mendous Crossword Puzzle and other fun worksheets for math and other subjects that involve trees and wildlife.
Task Statement
Students replicate, on their own, a forest relationship
cycle similar to the squirrel-nut-tree relationship
cycle on page 60. They may choose another
animal for a different plant-animal-soil, etc., example,
but must show at least three steps of interrelationship
between forest elements.
Grade 5 Standards
Identify the interdependence of forests and
animal wildlife.
Evaluate the recreational contributions forests
make to Minnesota.
Get the Ground Water Picture
Taught by: Lauren Borer
Students will "get the ground water picture" and learn about basic ground water principles as they create their own geologic cross section or earth window.
Getting to Know Trees
Taught by: Jess Johnson
Students will:
• tell what a tree is (the worlds largest plant);
• describe in simple terms the value and beauty
of trees;
• observe trees and identify roots, crowns, trunks,
and bark;
• describe seasonal changes in trees.
There are several activties that involve trees and knowing what a tree is. For more information please e-mail me.
Girl Scouts, Cub Scouts, Boy Scouts
Taught by: Jill Paron
I am a registered leader for the Boy Scouts of America. I am available Saturday mornings to lead indoor or outdoor activities for scout groups.
Great Groundhog Day Get Together
Taught by: Larry Johnson
Larry tells THE GREAT GROUNDHOG DAY GET TOGETHER, about some children who use science to make sure the groundhog doesn't see it's shadow. Children are then involved in games and exercises, exploring how and why animals hibernate, the change of seasons, and the science of light and shadows.
HOW DO WE USE WATER?
Taught by: Jess Johnson
SKILLS: Analysis, application, classification, discussion,
evaluation, generalization, inference, problem solving
DURATION: 30 minutes
GROUP SIZE: Any
SETTING: Indoors
KEY VOCABULARY: point source pollution, nonpoint
pollution, groundwater
Description
Students will find pictures that illustrate facts about how
people use water.
Learner Objective
Students will be able to determine ways in which water is
affected by human actions.
Habitat Rummy
Taught by: Lauren Borer
Students play a card game using the biomes and wildlife of Minnesota.
Habitats
Taught by: Jodi Nohrenberg
Hazardous Links, Possible Solutions
Taught by: Lauren Borer
Students become hawks, shrews and grasshoppers in a physical activity to demonstrate biomagnification.
History of Land Use in Minnesota
Taught by: Jill Paron
Students will use a variety of maps to learn about land use in Minnesota over the centuries
How Can We All Conserve Water? Grade 4-5
Taught by: Jess Johnson
Students analyze their data and use math skills to consider how they interact with and influence the limited amount of freshwater available on Earth.
By learning about personal water usage, students can see which activities use the most water and consider where water can be conserved. Changing small daily habits can make a big difference over time - and working together, children can make a big difference.
How Long Does it Last?
Taught by: Rita Hussman
This lesson focuses on the Leave No Trace principle "Dispose of Trash Properly" or "Trash Your Trash." It involves a hands-on demonstration of how long it takes for specific items to decompose. One 45-55 minute class optimal, however the hands-on activity can be done in in a 30 minute window. As with most Leave No Trace learning activities, the Project WET “Drop in the Bucket” demonstration is often used to engage student volunteers and grab the attention of the rest of the class.
How Much Fresh Water Does the Earth Contain? Grade 4-5
Taught by: Jess Johnson
Students will use a model and their math skill sot learn that the amount of freshwater available for human use is very limited.
Scientists often use models to investigate or to explain difficult concepts. In this activity students will use small objects such as paper clips or milliliters of water to represent amounts of water contained in oceans, frozen in glaciers or icebergs, trapped underground and flowing as fresh surface water.
(this lesson can be used in a series with; The Water Cycle Connects Us All, How Much Water is Used to Wash Your Hands at School, How Much Water Do You Use Every Day and How Can We Conserve Water)
How Much Water is Used to Wash Your Hands at School? Grade 4-5
Taught by: Jess Johnson
Use of appropriate tools to measure the volume of water used in hand washing. Determination of the class mean, median and range. Reflection on how water use has an impact on water supply.
Students will work in teams, using containers to catch and measure the volume of water flowing from a faucet as hand washing is simulated by singing the Happy Birthday song. Students will average the data collected by each team to achieve a mean to use for estimation of amount of water used in hand washing at the school.
Indoor Track Casting
Taught by: Jessica Ritter
Students will create their own track casts of common animals in the area.
This lesson can be paired with Animal Tracks lesson.
Into the Ocean - Grades 1-2
Taught by: Jess Johnson
Students are familiar with fish and perhaps some other underwater animals, but have they ever thought about where in the ocean these animals live? In this lesson, students will be encouraged to learn more about the special adaptations of animals with which they are already familiar. It will introduce students to different ocean depths and to the ways in which animals have adapted to live at different depths. In the process, they will look at the photographs of sea creatures and think about how photography can help save the oceans.
Invasion of the Earthworm! Grades 4-6
Taught by: Jess Johnson
With a roll of the die, students simulate the movement of nutrients in a forest ecosystem both before and after earthworms invade to see how & why change can occur in ecosystems as a result of exotic species invasion.
Invasion of the Earthworm! Grades K-3
Taught by: Jess Johnson
With a roll of the die, students simulate the movement of nutrients in a forest ecosystem both before and after earthworms invade to see how & why change can occur in ecosystems as a result of exotic species invasion.
Invasive Species in Minnesota
Taught by: Carol Mason-Sherrill
Invasive aquatic plants and animals and invasive terrestrial plants and animals--Invasive species are having a tremendous impact on native species in Minnesota. Plants, insects, and fish with no natural predators are eating, crowding out, and killing our natives.
Invasive Speices - Trouble With Tails!
Taught by: Jess Johnson
Summary
In this fun trivia based activity students will work in groups to uncover the correct answer(s) to Round Goby trivia questions presented in a technological format or using trivia cards. During the educational game students will learn about the affects the Ruffe and goby fishes have on Minnesota lake ecosystems, including food chains and native fishes’ fertility.
Student Objectives
The students will:
1 Communicate effectively and use correct terms when discussing and answering.
2 Examine the relationships in an aquatic system and how an invasive species affects the native species of fishes.
3 Examine the roles in a food chain.
4 Define invasive species.
5 Determine the necessary regulatory actions to eradicate the invasive species or perform population control.
6 Explain how organisms in an aquatic ecosystem work together to form a symbiotic relationship.
Leave No Trace Awareness Workshop
Taught by: Rita Hussman
A Leave No Trace Outdoor Ethics Awareness Workshop is an introductory training in the skills and ethics of Leave No Trace. An awareness workshop can be as short as 45 minutes or as long as all day. Short workshops are also listed seperately as individual lessons. A workshop can take place indoors or out, or involve a little of both.
Educational materials used include learning activities from the "PEAK," Promoting Environmental Awareness in Kids, program, Teen Packs and other Leave No Trace resources, as well as lessons from Project WET, Project WILD & Project Learning Tree. Each student will also receive a plastic hang tag listing each of the seven principles of Leave No Trace to keep for future reference.
Grade level, time available and weather are all factors to consider when choosing specific learning activities for a Leave No Trace Awareness Workshop.
Lesson plans for one class period are also considered "awareness workshops," and involve a specific activities of a limited number that focus on Leave No Trace Outdoor Ethics in general, or one or more of the seven Leave No Trace principles.
Leave No Trace Memory
Taught by: Rita Hussman
This lesson focuses on the principle "Leave What You Find." The objective is to explore the concept of leaving natural or cultural objects where they are found. 30-45 minutes is ideal. Most appropriate for students 12 years and older.
Life Cycles
Taught by: Jodi Nohrenberg
Students will learn about different life cycles. The different life cycles may include butterfly, frog, tree or flower.
Life in a Logging Camp
Taught by: Jenni Webster
Ever heard of a river pig? How about a bank beaver? Students will float back in time to the logging era as they role-play several of these key jobs in a lumberjack camp. Through pictures and writings, we will discover what day to day life was like for these men over a hundred years ago. Students will learn how to estimate the board feet in a tree, design their own lumber stamp, and write a tall tale. The importance of this industry to the local area and the role of the river for transportation will be highlighted during this programming.
Marsh Madness
Taught by: Rachel Maxwell
This lesson introduces students to the marsh ecosystem, a very important and prevalent one in this part of the country. This can either be done nearby/within a marsh, or adapted for use in a classroom or outdoors away from an actual marsh ecosystem.
Students will learn the following:
- The importance of a marsh for humans and animals--as food for animals, flood prevention, a birthplace for animals, second most bio-diverse ecosystem in the world (after rainforests), critical habitat for many species, including migrating birds
- Factors that have contributed to the decline of marsh ecosystems in the US--agriculture, pollution, human building projects (homes, offices, etc)
- What life is present within a marsh--by looking at macroinvertebrates either in real life if able to be present at a marsh for this activity, or through examples provided by teacher
Microtrek Treasure Hunt
Taught by: Lauren Borer
Students go outside on a treasure hunt for evidence of wildlife.
Minnesota’s Forests (Grade 6-8)
Taught by: Jess Johnson
Students will:
• name and locate the three biomes of Minnesota
and forest cover associated with each;
• describe shelterbelts, windbreaks, and living
snow fences and their purposes;
• describe urban forests and their special needs;
• describe the importance of the forest industry
to the state’s economy.
Task Statement
Students create and play a new Tree Bingo game
using questions and answers on the following:
Minnesota biomes, history of Minnesota forests, the
importance of trees to our economy, careers in forest
industry, urban forests, and windbreaks and
shelterbelts. (See samples in Resources, pages 92-95.)
Grades 6-8 Standards
Identify the three Minnesota biomes, their
general locations, and their types of forests.
Evaluate the values of windbreaks and
shelterbelts.
Research local community forests and how they
are used.
Now you see me, now you don't
Taught by: Jodi Nohrenberg
Hiding in plain site.
Students will learn the different types of camouflage and how animals use them for survival.
Oh Deer!
Taught by: Jessica Ritter
Students will be able to identify and describe food, water, and shelter as three essential components of habitat; describe factors that influence carrying capacity; define "limiting factors" and give examples; and recognize that some fluctuations in wildlife populations are natural as ecological systems undergo constant change. Students will learn these concepts by playing a game that simualates natural population fluctions depending on the availability of food, water, and shelter, assuming that plenty of space and suitable habitat are available. At each round, the number of deer will be recorded. At the end of the game, the students will make a graph of the data and analyze the results.
This activity can also be done with aquatic species (salmon, frog, manatee) where water is available but space is needed.
Oh Deer!
Taught by: Lauren Borer
Students willportray deer and habitat components in Minnesota in a physical activity and graph the results.
Organic Gardening 101
Taught by: Rachel Maxwell
This le sson is all about gardening (organically, meaning without added chemicals). It begins with providing some background as to what the term "organic" means, and essentially leading participants to the conclusion that "organic" is nothing fancy; it is simply the natural way of growing food and crops that existed for years and years before we began using chemicals in our modern industrialized system.
The teacher addresses the following known benefits of gardening:
- Physical activity/exercise
- Stress reduction
- Exposure to outdoors
- Better flavored and fresher food
- Cost-effective
- ...it's FUN!
This lesson is really meant to get students outside, their hands dirty, and their minds thinking about where food really comes from--the ground! Students will learn applicable (and fun!) ways of gardening/growing plants through methods like lasagna gardening, making decomposable pots out of newspaper and planting seeds in them, growing potatoes in a bag, and more!
Orienteering! (Grades 5 - 8)
Taught by: Brad Snyder
Orienteering (O') is the skill of finding your way (navigating) through unfamiliar terrain using a map and compass. Orienteering is a fantastic hands-on educational activity! It can be used as a tool for teaching geography/social studies, math, science, and physical/outdoor education. Students will learn the basics of map, compass, and O', and participate in an O' course.
Skills learned include: map reading/interpretation, how to use a compass and how a compass works, navigation/orienteering techniques, spatial reasoning, problem solving skills, appreciation of nature, global perspective, understanding of scientific principles, and personal development (creative thinking, decision making, action planning, cardiovascular fitness, leadership and team building skills). Intelligencies: visual/spatial, logical/mathematical, bodily/kinesthetic, and naturalist.
I have extensive experience in orienteering! Besides participating in O' events for decades across the United States and Canada I've also taught orienteering, basic map and compass, and wilderness navigation, and I've written two books. My book on orienteering has been used as the textbook for the O' classes at the University of Minnesota.
Owl Pellet Dissection
Taught by: Jessica Ritter
Students will learn that owls are a quaternary consumer, what owl pellets are, why owls form owl pellets, and other basic and interesing natural history facts about owls. They will get to dissect owl pellets and reconstuct a skeleton from the bones they find.
Note: Give me some notice for this lesson, so I can make the order and ensure I have all the material for this lesson. Also, the owl pellets are steralized so there is no risk with this activity.
This lesson is great as a follow-up for the food web lessons.
Parts of a Tree and More (grade 1)
Taught by: Jess Johnson
Students will:
• identify the main parts of trees and the function
of each;
• describe some of the ways trees and wood
are used;
• tell why it is important to protect and respect
trees.
Performance Assessment
Task Statement
Students will demonstrate their understanding
of the main parts of a tree by illustrating and labeling
eight of these parts. (See “Rodney the Root Says”
Activity Sheet, page 21.)
Grade 1 Standard
Demonstrate an understanding of the main
parts of a tree: crown, trunk, roots, branches, bark,
leaves, sap, fruit, flowers, nuts.
*There are many lessons involving trees and Arbor Day activities. Please e-mail for more information!
Plant Propagation
Taught by: Carol Mason-Sherrill
Students will learn plant parts and how seeds grow and create flowers and/or food.
Poster Exploration of Food Webs
Taught by: Jessica Ritter
Students will look at a poster to learn about food web interaction. They will learn the terms "producer" and "consumer."
This lesson can be paired with Student Investigations of Food Webs.
Prairies and Woodlands
Taught by: Carol Mason-Sherrill
Students learn about the different ecosystems and the plants and animals that inhabit them.
Project Learning Tree
Taught by: Jodi Nohrenberg
I will use Project Learning Tree book to support and create lessons that involve trees.
Students will learn that most of the products we use daily come from or part of it comes from trees, the different parts of a tree, what each part of the tree is for, the importance of trees and forests, pollution, logging, animals that live in the forest, and the geography of Minnesota and how the forested areas have changed through time.
If you have any lessons that are about trees or have anything to do with trees let me know and I will create a lesson plan to introduce or support your lesson plan or topic.
Project WET Lessons
Taught by: Jess Johnson
Incorporating a variety of formats, such as large and small group learning, whole-body activities, laboratory investigations, discussion of local and global topics, and involvement in community service projects.
A short list is included in the description. *There are many more lessons so if you need something for a particular subject or grade, please feel free to contact me.*
Topics of lessons within curriculum lessons:
water as a resource
watersheds
lakes, ponds and wetlands
water games
water animals
Project WILD Lessons
Taught by: Jodi Nohrenberg
I will use the Project Wild Lesson book for various activities. Project Wild covers almost anything that deals with different types of wildlife and their habitats.
If there is a specific animal, animal group, habitat or environmental concerns let me know and I can prepare a lesson for your class that intorduces or supports your lesson or topic.
Project WILD Lessons
Taught by: Jess Johnson
Incorporating a variety of formats, such as large and small group learning, whole-body activities, laboratory investigations, discussion of local and global topics, and hands-on activities that encourage problem-solving and decision-making skills about the environment they share with wildlife.
A short list is included in the description. *There are many more lessons so if you need something for a particular subject or grade, please feel free to contact me.*
Project Wet, Project Wild, Project Learning Tree
Taught by: Carol Mason-Sherrill
Any of the lessons listed in these curricula can be adapted, amended, or expanded to meet the needs and/or requirements of the classroom teacher and current environmental topics being taught.
Raingardens
Taught by: Carol Mason-Sherrill
Students will learn about raingardens and how to design and construct one.
Recycling - 1
Taught by: Carol Mason-Sherrill
Students will learn about the volume of trash we generate every day. What are we going to do about it?
Recycling - 2
Taught by: Carol Mason-Sherrill
Students will look at packaging and how much excess material/trash is generated -- is it really necessary?
Resource to Recycling Bin
Taught by: Jenni Webster
Jump into the journey from raw resource to finished product through engaging games and group activities. We'll define the term resource, match raw resources with the products they turn into, and "work" in a mock recycling facility. We'll also culminate with an in-classroom "smart shopping challenge" as students think critically to determine which products and packaging are most environmentally friendly.
Rock to Rock
Taught by: Jess Johnson
Activity: Listen to a story and imagine that you are becoming different kinds of rocks over a long period of time. Look at the three major kinds of rocks and discuss the rock cycle.
SPEAK OUT FOR WATER
Taught by: Larry Johnson
On or around March 20, 2012, there are storytelling events happening around the world, focussed on WATER, the theme of this year's WORLD STORYTELLING DAY at www.worldstorytellingday.webs.com. In this lesson, students will have opportunity to look at some stories on the significance of trees, practice some effective storytelling techniques, and use story to teach and speak out for the trees.
Shelter Building
Taught by: Rachel Maxwell
Sing Along With Your Compost Pile
Taught by: Larry Johnson
Participating in stories and songs, reflecting the importance and how-to
of natural re-use of resources, students learn in a fun way how the natural
world composts all the time, and how they can keep themselves and the
world healthy by composting right along. Sing along songs convey composting
and gardening messages, or are played on vegetables and various items that
won't compost.
Spring Fling
Taught by: Jenni Webster
What sights and sounds tell us it is spring? Students will investigate this question through hands-on activities and outdoor exploration. They will discover which birds are returning to Minnesota, create a frog chorus, search for signs of new plant growth, and much more. Students will also excercise matching and observation skills and their five senses during these activities.
Step On It - The Feud!
Taught by: Rita Hussman
This lesson focuses on the Leave No Trace principle "Travel & Camp on Durable Surfaces" or "Choose the Right Path." It involves playing an interactive game similar to the television game show Family Feud. 45 minutes is optimal. Most appropriate for 6-12 year olds. Students LOVE this game!
Student Investigations of Food Webs
Taught by: Jessica Ritter
Students will create their own food web out of yarn. They will walk through a scenario that will destroy the food web. They will discuss why and how this happens, and how this affects ecosystems.
This can be paired with Poster Exploration of Food Webs and Eco-llapse.
Sum of the Parts
Taught by: Lauren Borer
Students deomnstrate how everyone contributes to the pollution of a river as it flows through a watershed and recognize that everyone's contribution can be reduced.
Symphonic Aquatics
Taught by: Jess Johnson
Grades: 4-6
Length : 50 minutes to 1 hour
Location: Inside or Outside
Summary
This activity is a version of musical chairs and introduces the topic of invasive aquatic plants. Rounds 1 & 2 focus on the concepts of native vs. invasive plants in lakes, plant ID, and are appropriate for older students. Rounds 3 & 4 show how humans use and affect lakes and are appropriate for younger students.
Objectives
1. Students will play musical chairs to help them become familiar with the invasive aquatic plant Milfoil. 2. Students will learn the differences between native and non-native species
3. Learn how Milfoil spreads, and discuss how humans affect lakes by transporting plant material.
4. Students will also understand how Milfoil affects lakes on a wide scale in a very short time period.
The Function of Aquatic Plants - Grades 3-5
Taught by: Jess Johnson
Time: Part 1 – 60 minutes, Part 2 – 30 minutes and 7-14 days of observation by students, Part 3 – 45 minutes
Summary: Students conduct experiments to explore the value of aquatic vegetation to lakes and streams. In Part 1, students learn that aquatic vegetation provides food and shelter for fish and other wildlife. They will also learn about the types of aquatic vegetation living in the littoral zone. In Part 2, students learn how algae blooms can occur in nutrient-rich conditions. In Part 3, students learn that aquatic plants absorb nutrients and some polluting chemicals.
The Garden in Fall
Taught by: Carol Mason-Sherrill
Students will learn what happens to a garden (vegetable and flower) in the fall.
The Garden in Spring
Taught by: Carol Mason-Sherrill
Longer and warmer days bring about some amazing changes in the garden.
The Garden in Summer
Taught by: Carol Mason-Sherrill
Wow! Look at those flowers. Look at those vegetables.
The Garden in Winter
Taught by: Carol Mason-Sherrill
What is happening in the garden under all of that snow?
The Incredible Journey
Taught by: Lauren Borer
With the roll of the die, students simulate hte movement of water within the water cycle.
The Value of Trees
Taught by: Carol Mason-Sherrill
Why Trees are important to us
The Water Cycle Connects Us All:Where does it come from? Where does it go? Grade 4-5
Taught by: Jess Johnson
Earth's plants and animals are all a part of the water cycle. Waters of the Earth are continually recycled as states of matter change. The Sun powers the water cycle through the processes of evaporation, transpiration, condensation and precipitation.
Students will work in groups to set up demonstrations and observe changes of state within the water cycle: evaporation and condensation, and transpiration in plants.
Tree Enemies (Grade 3)
Taught by: Jess Johnson
Students will:
• identify some of the causes of damage to trees
and what they can do to help prevent harm to
trees.
There are some fun worksheets and games associated with the different things that harm trees (humans, bugs, fungus, etc.)
Tree Life (Grade 2)
Taught by: Jess Johnson
Students will:
• explain in simple terms how a tree grows from
seed through maturity and finally decays and
returns to the soil;
• identify and count annual rings;
• describe seasonal changes in wildlife and in
broadleaf trees.
Task Statement
Go on a walk and have students differentiate
between the different stages of a tree’s growth. After
returning to the classroom, have students diagram
and label these stages (seed, seedling, sapling, mature
tree, dead tree, decaying tree).
Alternate: If a walking tour won’t yield these
differences, use photographs or the “Cycle of Life”
pictures on page 34.
Grade 2 Standard
Differentiate between the different stages of a
tree’s growth.
*There are many fun activities that focus around trees and tree growth for more specifics, please e-mail. =)
Tree Lifecycle
Taught by: Jessica Ritter
Students will diagram the lifecycle of a tree to show their understanding of that lifecycle and the tree's rol in the ecosystem throughout its life.
Trees and People: Depending on Each Other (Grade 4)
Taught by: Jess Johnson
Students will:
• list ways in which humans depend on forest
products and forests depend on wise human
decisions;
• describe how trees are a renewable resource.
Trees: A Renewable Resource
What does it mean to be a “renewable resource”?
To renew means to begin again, to restore or revive.
A resource is something that is a source of help or of
value. Resources can give us things we need, or they
can be sold to bring us money.
Trees are a renewable resource because we can
use them and yet grow new ones to get more trees in
the future. This is different than some of our other
natural resources. Silver and gold, oil and gas, for
example, are mined out of the ground. When they’re
gone, they’re gone for good.
Renewable resources depend on people. We
need to conserve and protect the trees we have now
and plant a lot of new ones to keep the cycle going.
*There are many fun activities that talk about the connection between people and trees, please e-mail if you are interested! =)
Tricky Tracks
Taught by: Jenni Webster
Who left that track behind? We'll find out as we explore how animals move and the evidence that they leave behind. We'll investigate the words that match different motions, search for animal signs outdoors (if weather allows), solve a few animal mysteries, and create our own plaster tracks to take home. This lesson is best suited for 1st and 2nd grades.
Urban Nature Search
Taught by: Lauren Borer
Students go outside to observe an environment and use a questionnaire to gather data.
WATER: WHERE IT COMES FROM, WHERE IT’S GOING (Grades 5 & 6)
Taught by: Jess Johnson
SKILLS: Mapping
DURATION: 1 hour
GROUP SIZE: Large group and/or small group
Learner Objective
Students will be able to identify local watersheds and
drainage areas by using maps.
Watch Your Step
Taught by: Rita Hussman
This lesson focuses on the Leave No Trace principle "Choose the Rght Path" or "Travel and Camp on Durable Surfaces." It is very similar to, and combines aspects of, the Project Learning Tree activity, "Schoolyard Safari."
45-55 minutes required.
Water
Taught by: Edric Lysne, M.S.
We do activities that look at:
1.Water in the world
2.Water as a resource
3.Water as habitat
Water Investigators: How much water do You use every day? Grade 4-5
Taught by: Jess Johnson
In this two day series of lessons, students will measure the amount of water they use in various activities during a 24-hour period and record their data on a spreadsheet.
The first step in problem solving in collecting data for analysis. By learning about personal water usage, students can see which activities use the most water and then they can consider where water can be conserved.
Web of Life
Taught by: Jodi Nohrenberg
Students will understand that ecosystems are made up of interdependent organisms and other components.
Studens will learn and create food chains. Students will create their own "web of life" with their classmates and understand how everything is related.
What Lies Beneath? Science and Discovery in Minnesota’s Caves
Taught by: Dean Porter
Lesson will provide a basic introduction to cave science, or speleology, and students will learn how hundreds of caves in Southeastern Minnesota were formed over thousands of years.
Who Will Survive?
Taught by: Rita Hussman
The object of this lesson is to discuss and list ways that human activities impact the natural world both positively and negatively. 30-45 minutes is recommended.
Wild Minnesota!
Taught by: Marta Loman
Those of us who follow hockey love cheering on the Minnesota Wild, but what about wild Minnesota? Students will learn about the different types of animals that reside in our state, as well as how to classify those animals.
Winter Surival
Taught by: Edric Lysne, M.S.
How do we survive in the winter? How do animals and plants survive freezing cold, snow, and wind?
Wolves
Taught by: Jodi Nohrenberg
What animal makes that spine tingling howl at night?
In this lesson children will learn all about wolves. We will learn about their history of being abundant to almost being extinct in Minnesota, wolf family, how wolves interact, the life of a wolf pup, what wolves eat, where they live, how far they travel and how fast they can run.
And of course answer the question "do wolves really howl at the moon?"
Woodland Babies
Taught by: Jenni Webster
Do baby animals have different names than adults? Discover what a baby turtle is called, how a fawn hides itself from danger, and how some babies look like miniature adults and others do not. We will explore through a story, activities, and matching games.
Would You Drink This Water?
Taught by: Jess Johnson
Time: 30 minutes.
Summary: A demonstration illustrates the amount of the Earth’s freshwater available for use. Using their senses of sight, smell and taste, small groups of students will examine six water samples (five of them “polluted”) and decide which samples they would drink based on their observations. Students will discuss the ways in which water can be polluted and how to reduce water pollution.
“Hey polliwog!” – The Life Cycle of the Frog - Grades K-3
Taught by: Jess Johnson
In this lessons students will learn about frogs and their life cycle. Frogs are important to us because they eat many insect pests. They catch them by shooting out their tongues. The insects stick to its sticky surface and the frog quickly swallows them. He couldn’t chew them even if he wanted to, because he only has teeth in his upper jaw! As you can see, the frog is an interesting animal. However, the most interesting thing is that a frog’s babies don’t look like frogs at all!
After learning about frogs and their life cycle each student will make their own paper frog and color a frog life cycle diagram to keep.
