The lesson is designed for fourth grade students using scientific investigation to identify and compare the basic parts of a plant and animal cells. This activity consists of several steps over a period of several days. It includes student use of microscopes for observations and journals to collect data to identify and classify the basic parts of plant and animal cells. The assessment has an individual component and uses student work.

The computer program's simulation of a Sonoran desert community should ultimately strengthen the student's comprehension of what is required for a natural ecosystem to sustain itself (remain in balance). This computer simulation program has great flexibility. It allows the student to manipulate the population numbers of five Sonoran Desert species. A species natural history attachment provides vital information for the students to familiarize themselves with each species' behaviors, its niche and food resource needs. The program includes two producers, the Saguaro cactus and the Ironwood Tree. It also includes 3 consumers, but their interactions both toward the producers and each other differ. The community's ability to remain in balance and sustain all five species so that none die out rests on the student's assessment skills enabling him to correctly identify these dependencies. The student learns by trial and error as he continues to fine tune the ecosystem that he maintains stewardship of.

Is the food chain shown above accurate? Does the first link depict a producer, the second link a herbivore, and the third link an omnivore / carnivore? Students must correctly determine whether a species is a producer or consumer, and what type of consumer; herbivore, omnivore, or carnivore. Students are provided with a list of Sonoran Desert species and asked to construct, within their groups, several food chains. These food chains are then be used to construct a food web. In order to complete this activity, students must first research the individual species to understand their feeding habits.

This lesson will focus on the dynamics and interactions surrounding coral! While exploring in Aurelia, you will have seen the different organisms that call coral reefs their home. This lesson will expand on coral, how they create such a uniquely diverse and productive environment, how organisms within this habitat support each other through symbiosis and how these natural interactions can be used to protect our coral reef
ecosystems.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Tablet or Smartphone.

This activity is a field investigation where students observe plants, animals, and insects that are common to Minnesota.

Learn how a cow eats and digests food in this video segment from Nature.

This activity is a field investigation of the biodiversity in a given area. The exercise will give students experience making scientific observations and creating a dichotomous key.

Short video from Curious in which Mark Davis is motivated to develop a new, less debilitating treatment for his wife's cancer. [4:49]

This article contains information on how DNA is repaired to prevent mutated damage from interrupting DNA processes.

The dark reactions of photosynthesis (Calvin Cycle) are presented in this learning experience to show where these processes take place in the plant as well as the specific reactions involved.

This is the Delaware Nature Society website who envisions a healthy and sustainable environment. Their mission is to connect people with the natural world to improve our environment through education, advocacy, and conservation.

This is an integration of science leaf observations with musical composition for early elementary students.

This activity is a lab where students will design an experiment dealing with one of the five senses. Students will collect data outside of class, write a formal lab write up as well as a group presentation on their findings.

What is a simple, effective, energy-efficient solution to transporting water from a source to a village in rural Africa? This activity is designed to start your students in recognizing themselves as scientists and thinking critically about problem-solving. The goal is to teach concepts through discovery and to encourage using scientific thought processes. As with all lessons provided, please feel free to adapt them according to your students’ abilities. You may find it more successful to lead activities and discussions as a whole group rather than using individual Research Plan sheets. Certain scientific vocabulary may or may not be appropriate for your students’ level of understanding. Take these ideas, make them your own and your students will have a greater chance at success.

The Challenge Question of the Legacy Cycle draws the student into considering the engineering ingenuity of nature. It will force him to analyze, appreciate and understand the wisdom of these designs as the student team focuses on meeting each of the challenge's requirements. The student is asked, with his team members, to envision a sustainable design for a future guest village within the Saguaro National Park, outside of Tucson, Arizona. What issues need to be addressed to support the comforts of park visitors without compromising the natural resources or endangering the endemic species of the area? A deeper scope of application will reveal extensions of this design in the incorporation of urban planning and systems design. It also strengthens the concept of manufacturing and building without producing waste or pollution.

This video from Nature offers a description of desirable traits in beef and dairy cattle.

This video from Nature offers a description of desirable traits in beef and dairy cattle. [2:55]

In this activity, students will investigate how much chlorophyll is in olive oil using a Varnier Spectrometer. Students will measure and analyze the visible light absorbance spectra of three standard olive oils obtained from any supermarket: extra virgin, regular, and light.

In this video segment from Nature, learn about six different breeds of cattle. [6:46]