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  • Introducing Microbes as Decomposers

    Students propose how dead plants disappear over time, then examine mold, and talk about microbes as decomposers.

  • Introduction to Dissolved Oxygen

    Students will know how dissolved oxygen enters water and be able to explain at least two variables that affect the amount of dissolved oxygen in water.

  • Introduction to Invasive Species

    Students will know why we call some species invasive and be able to discuss several traits that are common among many invasive species and be able to explain the effects of at least one invasive species on ecosystems in the Hudson Valley. 

  • Introduction to Land Use Change

    Students will know the major changes that have taken place in the Hudson Valley and will be able to use aerial photos to describe major trends.

  • Introduction to Phenology

    Students will be able to explain phenology, and explore how the phenology of mayflies in local stream changes over time

  • Introduction to the Hudson: Journey down the river

    Students will know the components of the Hudson River ecosystem and be able to give several examples of ways that living and non-living things interact in the Hudson River.

  • Introduction to Zebra Mussels

    Students will know what lives in the Hudson River, and will be able to create a food web drawing to represent the organisms living in the river. They will also know that the Hudson River food web is changing in response to the zebra mussel invasion, and will be able to make predictions about how native organisms will be affected by this invasion.  

  • Introduction: Creating a Woodland Study Plot

    • Students will know what trees live in their schoolyard and will be able to identify at least four trees. 
    • Students will know how to describe the forest community in their schoolyard and will be able to explain differences between two species in terms of one of the following: general health, location, density, carbon storage, or basal area.  

  • Invasive Plant Survey

    Students will investigate whether there are more native or invasive plants and how herbivory affects both types of plants in their schoolyard.   

  • Invasive Species Independent Research Report

    Students will know that aquatic communities change composition based on vegetation types and be able to explain the differences.

  • Invasives and Macroinvertebrates

    Students will know that aquatic communities change composition based on vegetation types and be able to explain the differences.

  • Investigating a Hudson Freshwater Tidal Wetland

    Students will know how tides affect plant community distribution and nutrient uptake in a freshwater tidal wetland and will be able to investigate their ideas through a field trip to the wetland.

  • Investigating Land Use & Water Quality

    Students will know how land use affects water quality and be able to compare water quality in two different aquatic ecosystems.

  • Investigating local sources of salt pollution

    Students will know how the application of road salt impacts water quality and be able to discover the different sources of salt as well as the amount of time that salt stays in the aquatic ecosystem.

  • Is it safe to swim in the Hudson River?

    Students will know how the sewage levels in the Hudson River have changed over time, and be able to explain the consequences of these changes.

  • Is it too cloudy?

    Students will know how to test for turbidity in their local stream and will be able to explain whether their stream is contaminated by turbidity. 

  • Is it too salty? Measuring conductivity

    Students will know how to test for salt pollution in their local stream and will be able to explain whether their stream is contaminated by salt. 

  • Is it too salty? Collecting Samples

     Students will know how to test for salt pollution in their local stream and will be able to explain whether their stream is contaminated by salt through first-hand investigations.

  • Is it too salty? Hydrofracking

    Students will know how to test for salt pollution in a water sample and will be able to explain whether their sample is contaminated by salt. 

  • Is Our Water Healthy?

    Students will decide whether their local stream or the larger Hudson River are healthy, using chemical and physical characteristics, and be able to collect data to support or negate their hypotheses.