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Students write predictions of how a proposed change to their study site would affect the organisms that live there.
Students will know the difference between a pulse and a press event with regards to eutrophication and be able to graph the growth of algae over time.
Students will know the history of nutrient loading in the Hudson River, the consequences, and be able to recommend ways to reduce the levels of nitrogen and phosphorous in the future.
Students will know how the zebra mussel has changed the Hudson River ecosystem and be able to explain how a biotic change affects the abiotic conditions in the Hudson River.
Students will know how to answer the question, “How likely is it that a striped bass caught near where the students live on the Hudson River will be above the FDA supermarket standard of 2 ppm?” and be able to provide evidence to support their answer.
Students will know how to answer the question, “How likely is it that a striped bass caught near where the students live on the Hudson River will be above the FDA supermarket standard of 2 ppm?” and be able to provide evidence to support their answer.
Students will know how the water cycle has been altered by humans using local data.
Students prepare for and do an outdoor investigation of soil in areas where plants and other landscape feature differ, then use their findings to think about plant and soil connections.
Students will know how the zebra mussel invasion affected the food web of the Hudson River and be able to explain at least two connections within the food web that were affected using evidence from provided graphs.
Students will be able to discuss the life cycles of common macroinvertebrates and use data to compare macroinvertebrate larval abundance to adult numbers and make inferences.
Students design and carry out indoor or outdoor investigations to learn more about animals' feeding interactions.
Students will know that having different types of trees affects forest ecosystem function, and will be able to explain the impacts of changing species composition on function.
Students sort items into food and non-food categories, then play a game to get enough food - nutrients and energy - to support six ecosystem organisms.
Through a game and outdoor investigation, students compare the behavior of animals in different areas of the schoolyard and experience an authentic ecological research method. The collect and display their data in appropriate graphs in order to examine the factors that influence an animal's ability to survive.
Students will interpret geological maps, identify the permeability rates in different glacial deposits, and be able to infer which local townships can best benefit from residential wells.
Students will know how the zebra mussel invasion has changed the Hudson River and be able to use graphed data to explain the history of these changes.
Students complete their work for GROW by working in groups to create advertisements that teach the public about nutrient cycling, and GROW's research and products
- Students will know the products and reactants of photosynthesis and be able to explain how the process of photosynthesis affects leaf structure.
- Students will know where light is more and less available and be able to measure the differences in leaf area and stomata density between leaves in the sun and in the shade.
- Students will know what herbivory is and will be able to identify different forms of herbivory.
- Students will know how plants defend themselves and will be able to identify different forms of plant defense mechanisms.
Students recommend who GROW should hire as a scientist after reviewing three job applications.