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Students collect data about the "seed rain" in the their schoolyard, while also learning to identify trees and seeds in their schoolyard. This data can be collected over months or year to analyze and compare data on seed production over time.
Students learn that there may be a range of land use activities in any given watershed and we can use aerial photographs to determine the relative proportion of different land use practices in a large area.
Students make food chains for their study site organisms, and learn food chain terminology.
Students make food webs of their study site, then trace how a change in one population could affect other populations within the web.
Students will know how their schoolyard is used by different people throughout the day, and will be able to create a map showing these patterns.
Students will understand how variation in data and sample size help us to make a claim. Students will learn to use "hedging language" in discussing results.
Students will know that environmental changes act as a selection filter and be able to explain these processes using the example of cadmium resistance in Foundry Cove mud worms.
Students will understand the effect of "nature preserve" size on the diversity and abundance of organisms protected within the preserve.
Students will know where nitrogen exists and in which forms, and will be able to draw a diagram showing the movement of nitrogen in ecosystems.
Student collect data about their schoolyard, neighborhood and town to estimate the amount of water that runs off these places into a nearby stream.
Students visit thier study site to look for animals and clues about their food resources. The next day they process their findings.
Students create stations with interpretive labels that teach others about signs of animals and what they eat.
Students will know how the climate of the Hudson Valley has changed over the last glaciation and be able to explain these changes.
Students will know how soil compaction affects water infiltration and will be able to design and carry out a simple experiment to test their ideas.
Students work in groups to design a fair test that will yield information for GROW, then review each others plans and decide on a final design.
Students will evaluate available resources in order to create and maintain a native species environment.
Students work in groups to rank four sites according to their suitability for planting shrubs, then independently complete a diagram showing a nutrient cycle for the preferred site.
Students will know how Hudson River tomcod evolved resistance to PCBs and be able to critically compare the way different news outlets choose to tell a scientific story.
Students will gain data indicating how frequently the different areas of the schoolyard are used.
Students become familiar with what animals and animal signs to look for outdoors, then practice field research skills and methods.