Students are introduced to the concept of engineering biological organisms and studying their growth to be able to identify periods of fast and slow growth. They learn that bacteria are found everywhere, including on the surfaces of our hands. Student groups study three different conditions under which bacteria are found and compare the growth of the individual bacteria from each source. In addition to monitoring the quantity of bacteria from differ conditions, they record the growth of bacteria over time, which is an excellent tool to study binary fission and the reproduction of unicellular organisms.

In this inquiry activity, students generate investigable questions to explore the link between hygiene/cleanliness and bacteria growth/population. The students will present their conclusions, and video clips containing additional information will be discussed.

Students explore the biosphere's environments and ecosystems, learning along the way about the plants, animals, resources and natural cycles of our planet. Over the course of lessons 2-6, students use their growing understanding of various environments and the engineering design process to design and create their own model biodome ecosystems - exploring energy and nutrient flows, basic needs of plants and animals, and decomposers. Students learn about food chains and food webs. They are introduced to the roles of the water, carbon and nitrogen cycles. They test the effects of photosynthesis and transpiration. Students are introduced to animal classifications and interactions, including carnivore, herbivore, omnivore, predator and prey. They learn about biomimicry and how engineers often imitate nature in the design of new products. As everyday applications are interwoven into the lessons, students consider why a solid understanding of one's environment and the interdependence within ecosystems can inform the choices we make and the way we engineer our communities.

Students learn about biomimicry and how engineers often imitate nature in the design of innovative new products. They demonstrate their knowledge of biomimicry by practicing brainstorming and designing a new product based on what they know about animals and nature.

This activity is an introduction to the study of birds. Students will gain observation and classification skills.

This activity is a field investigation of the bird population in the schoolyard and how the students will plan to attract more birds.

This activity is a field investigation where students gather data on physical characteristics of the ecosystem surrounding their school.

This activity is a field investigation where students gather data on physical changes of the ecosystem surrounding their school habitat.

This activity is a biology lab investigation where students create habitats to observe decomposers in a controlled setting.

This activity will include the students observing the monarch life cycle inside the classroom, a field experience observing monarch life on a milkweed plant and drawing it, and back in the classroom students will make a pop-up book of the monarch's life cycle with a short description on each page.

In this field investigation, students compare various soil samples taken from specific locations. Students compare samples, record data, create a chart or graph, and journal.

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.

In this activity, you will read the book "Diary of a Worm" and then your students will create their own diary.

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

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

In a multi-week experiment, student teams gather biogas data from the mini-anaerobic digesters that they build to break down different types of food waste with microbes. Using plastic soda bottles for the mini-anaerobic digesters and gas measurement devices, they compare methane gas production from decomposing hot dogs, diced vs. whole. They monitor and measure the gas production, then graph and analyze the collected data. Students learn how anaerobic digestion can be used to biorecycle waste (food, poop or yard waste) into valuable resources (nutrients, biogas, energy).

In this unit, students make regular journal entries about a plant/animal/insect community in the natural area around our school and use this to create a Non-fiction Class Book. They also interview family/resources to discover, record and present stories about human relationships with nature from their culture(s).

This activity is a field investigation where students find out what makes up soil.

This activity is a field investigation where students find out what makes up soil.

This field investigation allows students to collect and observe earthworms using liquid extraction to help develop background knowledge at the start of a new earthworm unit.