Archive for the ‘Educator Resources’ Category

Art & Science, A Great Combination

A charter school in Washington, D.C is doing something few schools are: integrating the arts into science and language arts classes.

While the concept of cross-disciplinary teaching is not a new one, most are not school-wide practices. For Two Rivers Public Charter School, it’s at the heart of their mission.

Incorporating body movement, music, and fine arts into classroom lessons reinforces the concepts in new ways, ones that may stick with children long after the lesson is over. This is something that informal, environmental educators have been using for a long time. It has been well shown that you remember information better if you can associate it with more than one of your five senses. It’s great to see this school taking it to this level. Well done!

Check out their video to see their learning in action.

Want to learn more? Here’s how they’re doing this.

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There’s Nothing Like a Good Book

Back to school is in full swing and classes are gearing up for another great year!

But just because you’re out of school it doesn’t mean you stop learning. No, now we get to read things because we’re genuinely interested in them! Imagine that. It can be a freeing feeling to expand your knowledge just because you want to.

And the world of nature education is full of fantastic books to satisfy your appetite. This is a great list from Children at Nature Play.

So find a good book, sit outside under a tree with a glass of apple cider and enjoy fall!

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It’s a Jungle Out There!: 52 Nature Adventures for City Kids by Jennifer Ward
http://amzn.to/2evzzQE

There’s No Such Thing as Bad Weather by Linda McGurk of Rain or Shine Mamma
http://amzn.to/2xHqv3a (pre-order)

Last Child in the Woods by Richard Louv
http://amzn.to/2wy1ZS5

A Natural Sense of Wonder by Rick Van Noy
http://amzn.to/2x2vJtp

Home Grown by Ben Hewitt
http://amzn.to/2vCPg3s

Sharing Nature by Joseph Cornell/Sharing Nature Worldwide
http://amzn.to/2ezTuRN

How to Raise a Wild Child by Dr. Scott Sampson
http://amzn.to/2iUrj1z

Whatever the Weather by Dawn Suzette Smith of Mud Puddles to Meteors
http://amzn.to/2wvGLWG

Companions in Wonder by Julie Dunlap and Stephen R. Keller
http://amzn.to/2xHTpAz

The Thunder Tree by Robert Michael Pyle
http://amzn.to/2vDdgU8

Wild Play by David Sobel
http://amzn.to/2wyMkSJ

Children & Nature: Making Connections by Orion Magazine/Myrin Institute

Balanced and Barefoot by Angela Hanscom of TimberNook
http://amzn.to/2vWbvfQ

Closer to the Ground by Dylan Tomine, Author
http://amzn.to/2vDbjHc

School Garden Grants Now Available!

If you’re looking to start a garden at your school, the Cornell Lab of Ornithology’s BirdSleuth program can help you!
The program will be awarding 20 grants across the United States to bring gardening to the classroom. In addition to food/veggie gardens, preference will be given to bird, pollinator, rain, and native habitat gardens.
Applications are now being accepted. The deadline is October 8, 2017.
Check out the information below to get started!

School Garden Grants

We’re awarding $25,000 in grants to grow healthy, happy, nature-connected kids!

School gardens provide an exciting context for cross-disciplinary learning and a wonderful opportunity to engage students in hands-on activities, project-based learning, and citizen science. Kids benefit from gardens in academic, physical, emotional, social, and behavioral ways. We are excited to support teachers’ efforts to engage kids in outdoor learning and all its benefits!

We will award 20 grants to teachers within the United States who strive to take the classroom outside, reconnect students with the natural world, and teach them valuable concepts and skills that integrate across all subjects. In partnership with our amazing sponsor, Alaska Fertilizer, we’re thrilled to support 20 teachers with a $500-$2,000 grant, gardening supplies, and BirdSleuth’s Habitat Connections kit. Funds can support a new garden or the revitalization of an existing one. In addition to funding food/veggie gardens, preference will be given to bird, pollinator, native habitat, rain, and other natural projects.

 

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Application Process & Eligibility

The application is open to all K-12 schools, public and private, within the United States. Homeschool families, daycare facilities, and informal education settings such as nature centers and museums are not eligible. We cannot support U.S. territories at this time. The online application process opens August 21, 2017 and will close October 8, 2017 at 11:59pm ET. Email birdsleuth@cornell.edu with any questions.

Grant Application Questions

For those of you looking to prepare for the application, below are the questions. Review our Spring 2016 Garden Grant Winners for inspiration!

  1. Please tell us what you’d like to do to support the building or revitalization of your school garden. Describe in detail what you’d like to accomplish.
  2. Where is/will the garden be located? When do you anticipate beginning your project and over what time frame do you think you will implement it?
  3. Who will participate in the construction of your garden? Who will have access to the garden upon completion?
  4. How do you plan to integrate gardening for birds or habitat creation/improvements? Please give us some details about your plans.
  5. What learning/educational outcomes do you hope for?
  6. How much funding are you requesting and how will you use the funding (plants, supplies, curriculum, seed, professional development, etc.)? Your chances of receiving an award will be higher if you are specific with your budget. Grants range from $500-$2,000. You may not receive the amount you request. Grants will be based on need and impact.

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Grant Details & Timeline

Each school selected will receive a BirdSleuth Habitat Connections kit, gardening supplies from Alaska Fertilizer, and $500-$2,000 depending on the school’s needs and overall funding requests.

  • Application window: August 21-October 8, 2017.
  • All winners notified by October 20, 2017.
  • BirdSleuth Habitat Connections kit will be sent to winners immediately.
  • Selected winners must attend a 1.5 hour online training either November 1 at 7pm ET or November 2 at 8pm ET. After the training, 75% of the allocated funds will be provided.
  • Between November and June, the winning schools must implement their proposed garden plan and the kit lessons.
  • A final report is required no later than July 1, 2018 from each school. This final report will consist of a brief survey and sharing the school’s progress on the BirdSleuth Action Map. Upon submission of the final report, each school will receive the remaining 25% of the funds to support continuation of the project.

About Alaska Fertilizer

Alaska Fertilizer produces fish emulsion fertilizers, made from by-products of the fishing industry. High in organic matter, these fertilizers make use of otherwise wasted nutrients. These fertilizers are useful on all types of plants, easy to use, difficult to over-apply, harmless, and organic – making them ideal for school use!

Tips for Teaching Groups Outdoors

Teaching kids outside is a great time. It can be a fun day of exploring and learning about the natural world. But if leading a group outdoors gives you anxiety, here are a few helpful tips from the Cornell Lab of Ornithology BirdSleuth program that can help you out.

 

Outdoor Teaching Tips

What’s Keeping you Inside? Tips for Leading Groups Outdoors

By Barbara Jacobs-Smith K-12 Education Team Resident Teacher Advisor
This blog is the first in our series on Outdoor Education.

As teachers and leaders of young people, I think we have an obligation to take children outside to learn whenever it’s practical to do so, even if it takes us out of our comfort zone. Whether you’re a seasoned outdoor educator or new to taking groups outside, here are some general tips and techniques that can make leading a group in the great outdoors a positive, successful, and rewarding experience for everyone.

 

1. Plan ahead

As the leader, it is very important that you feel comfortable and confident. Before you go out with the kids, go out by yourself and scout the area. Walk the trail or explore the habitat. Consider where you’ll stop, how long you’ll spend, what features are noteworthy, and concepts that are applicable to the area. What questions can you pose to children, what activities lend themselves to the area, and how will you encourage structured interaction with nature? Make note of any potential hazards. Spending some quiet reflective time in the space you’ll be using can help make it feel like an extension of your own classroom and increase your comfort level teaching there.

2. Set clear expectations

Very young birders are

You no doubt have established expectations for student behavior in your classroom. It’s just as important to do this for the outdoors. Rather than a long list of rules, each starting with, “NO” (No talking, No running, No pushing, No interrupting), keep the list short and positive. “Stay on the trail. Remain with the group. Use materials responsibly.” Spell out the specific guidelines for the group when moving from one place to the next. This can be as simple as explaining that the group must travel as a sandwich. The leader is one slice of bread. Whoever is at the end of the line is designated as the other slice of bread. Everyone else is the yummy fixings that make up the sandwich. We must stay between the two slices of bread because we can’t have our sandwich falling apart!

3. Be a scientist

Third grade students making observations in the field.

When in the field, students should behave as the scientists they are, collecting data, making observations, whatever it is that you are expecting them to do, and doing so in a manner that is serious and focused on the task. It helps if students understand the purpose of their being outdoors. “You act differently when you’re outside for recess than you do when you’re outside for science.” Before you take the group outdoors, lead a discussion with students about specifically how it should look, feel, and sound differently.

4. Stealth mode

There is a time and place for quiet discussion and conversation between scientists working in the field. There is also a time for silence. When you are traveling along a path or through an area, it is far more likely that you’ll observe animals there if everyone is as quiet as mice, owls, or ants. You can call it moving in “stealth mode.” If animals hear a large group of people lumbering along, they will clear out, reducing the chance of seeing the creatures that live in that habitat. Students should understand when they hear you announce, “We are now in stealth mode,” this means silence is in order. Use your vision now instead of your voice.

5. Send them off, but bring them back

Sometimes, an outdoor trip involves giving children instruction and then sending them off to explore or complete an activity. To do this, you must be sure that: a.) you have their attention as you give instruction, b.) when it’s time, you can get everyone to come back to you quickly and easily, and c.) you know that everyone is back. When you send children off to find or do something, in order to bring them back to you quickly and efficiently, establish a “signal word.” As soon as they hear the word, students must stop what they are doing and return to you as quickly as it is safely possible. The word “magnet” works well. You can tell them that when they hear you say “magnet” they magically turn into pieces of metal, and you become a magnet; they will immediately become strongly “attracted” and have to return to you as quickly as they can. Finally, count your group regularly. You can pair children up to help them keep track of each other. “Do you see your buddy?” Make sure you know how many kids you are meant to have and always have that many. No more. No less.

6. Have what you need and know what you don’t

The

Before you go outside, think carefully about what you are going to do and what you want to accomplish, so you know exactly what materials you are going to want to bring. When it’s time to leave the building, be sure you have everything you need gathered together and ready to go. The less materials and equipment students have to carry in their hands the better. If there are items children must have in order to do an activity, carry a backpack or, if the terrain allows, pull a wagon containing that equipment. If you plan to make trips into the field on a regular basis and there are certain pieces of equipment you want children to have each time they are outdoors, you may want to find a local business that has cloth bags with their logo on them. Ask for a donation of enough bags for every student (or groups of two or three), being sure to explain your desire to take students outside for science, and perhaps the compelling reasons for doing so. If you’re successful in getting the donation, be sure to follow up with a written thank you for the business to post. Are you short on clipboards for kids to use outside? Make clipboards out of a piece of cardboard or old personal-sized white boards with binder clips at the top and a rubber band at the bottom to secure paper to the “board.” Be sure to take plenty of extra pencils in case of loss or breakage. What you are unlikely to have when in the field is access to a bathroom. If that is the case, it is important to remind everyone (no matter what their age) to use the restroom. Making a stop at the bathrooms on your way out of the building can eliminate (no pun intended) emergencies that can bring you in from the field before you’ve accomplished your goals.

7. Bring along technology

Apps like Merlin are a great tool to help with identification of birds and other species

If you have a smartphone, you can turn it into a terrific resource with the use of one or more of the handy apps (some of which are available for free) that can help when trying to identifying unknown species and/or answering puzzling questions. (Free apps to ID: birds – Merlin; trees – VTree. Check the app store for free or Lite versions of field guides specific to your state or area.) A camera is an excellent tool to use when documenting what students are doing, capturing candid photos of them at work, “collecting” samples of what was observed, documenting unknown species for identification later, and video recording their “process.”

8. Know it’s good not to know all the answers

Nature journals can help give focus to a trip outdoors.

Don’t let a concern about not knowing the name of every plant or animal species you might see or the answers to all the possible questions kids might ask keep you inside. On the contrary, embrace the teachable moments that exist if you don’t know everything. These are priceless! Not knowing everything gives you authentic opportunities to

model for kids exactly how to find the answers. If someone asks a question to which you don’t know the answer, tell the group, “That’s a terrific question. Let’s write it down to research later.” This demonstrates to students that you’re a learner right along with them.   With some thought and careful planning, you can successfully lead groups of children outdoors safely and provide a positive and enriching experience for them and for yourself. You will be able to bring nature alive for students, and give them the authentic experiences that will start them questioning and wondering about the world around them! Happy trails! Barbara

This blog is Part 1 of a series around engaging and teaching students outside. Click here for Part 2: Creating an Outdoor Classroom and here for Part 3: Citizen Science in Your Outdoor Classroom . You can also watch our video “Nature Walks: Five Steps to Success” below. 

 

Gardening to Support Migrating Insects

The Monarch butterfly is famous for its cross-continental journey from the northern U.S. to Mexico. People have planted milkweed and other flowering plants to support them on their journey. Yet Monarchs aren’t the only insects to make such long trips. Several kinds of butterflies, moths, and dragonflies undertake seasonal migrations, some traveling hundreds of miles.

Just like migrating birds, insects need rest stops where they can find food and shelter before continuing on. What we choose to plant in our own backyards can have a huge impact on butterfly and dragonfly populations.

This article by the Cornell University YardMap program highlights some of our long-distance travelers and the plants that can help them. The original article has some additional tips not listed here.

Gardening to Support Seasonal Migrations of Insects

 

Dara Satterfield, April 25, 2017

Monarch butterflies are famous for traveling long distances each year, but they’re not the only insects that migrate. Many butterflies, moths, and dragonflies take to the air for seasonal migrations, and–although they’re pretty quiet about it–some travel hundreds or thousands of miles.(open_in_new)The success of their journey largely depends on the habitat they encounter along the way. Here, we look at some of these six-legged critters and discuss how even the smallest garden can add fuel to their journey.

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People were once skeptical that insects could migrate long distances. Historically, scientists assumed an organism so small and short-lived couldn’t move more than a few miles. As we now know, they can. Bogong moths (Agrotis infusa) in Australia can migrate over 1000 km every spring.(open_in_new) Danaid butterflies (cousins of monarchs) in Taiwan migrate over 300 km in the fall.(open_in_new) Wandering glider dragonflies (Pantala flavescens) cross the Indian Ocean (the image above depicts a beach in India where migrating dragonflies are coming ashore).(open_in_new) The brown planthopper (Nilaparvata lugens), a tiny insect only 4 millimeters long, migrates over 200 km in China.(open_in_new) These are just a few of the hundreds of insect species around the world that make incredible journeys.

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By the mid-1900’s scientists finally recognized that insects could move long distances; but still, they assumed insects were being haphazardly blown by the winds, unable to control their direction. In recent years migrating insects like the Silver Y moth (Autographa gamma) (open_in_new) provided evidence to contradict that theory, showing, instead, that insects selectively choose directional winds to maximize their speed, allowing some to fly up to 650 km a night. (open_in_new)

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Photo © pingked

Many insect populations have adapted to make round-trip migrations over the course of a year, with the help of multiple generations. Painted lady butterflies, for instance, fly north out of Mexico in the spring to travel to the northern U.S. and Canada; later, their grandchildren or great-grandchildren return south in the fall. Monarchs behave similarly. A handful of insect species engage in single-generation migrations, where the same individual moves during one season and returns a few months later.

 

 

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In eastern North America there are over 30 insect species that migrate north in the spring and south in the fall. Below we describe a few of these migrating dragonflies and butterflies and we also note the butterfly’s’ host plants (i.e. caterpillar food) to inspire your garden selections.

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Left: Nearly full grown caterpillar of the Buckeye Butterfly, Junonia coenia, on plantain in southern Greenville County, SC, USA Right: Common buckeye butterfly nectaring on a species of aster

Common buckeyes (Junonia coenia)
Large eyespots on all four wings make these butterflies easy to identify. In the spring, buckeyes migrate north from Mexico and the southern U.S. They reach the midwest and northeast by May and breed throughout the summer. Male buckeyes will defend territories with host plants to await the opportunity to mate with females. To keep their patch of land, males chase off anything that moves–even birds that enter their territory. In the fall, the next generation of buckeyes makes a massive migration south to avoid a harsh winter of low temperatures and lack of food. Common buckeye caterpillars survive on the leaves from snapdragons (Antirrhinum), false foxglove (Agalinis), American bluehearts (Buchnera americana), plantains (Plantago) and–my personal favorite–turkey tangle frog-fruit (Nodiflora), among other plants.

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Right: American Lady caterpillar – Vanessa virginiensis, Jones Preserve, Washington, Virginia, Left: An American Lady butterfly photographed at the Bob Jones Nature Center in Southlake, Texas in May ’09

American lady (Vanessa virginiensis)
These butterflies have an intricate cobweb-like pattern on the underside of their wings. American ladies live year-round in the southern U.S. and Mexico and migrate into the northern U.S. and Canada for the spring and summer each year. Larvae munch on leaves of pearly everlasting (Anaphalis), ironweed (Vernonia fasciculata), and asters (Asteraceae). American ladies are closely related to, and often confused with, painted ladies (Vanessa cardui), which migrate along a similar route in the U.S.

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Left: Cloudless Sulphur caterpillar, Phoebis sennae – eating a partridge pea plant, Right: Cloudless Sulfur butterfly on Zinnea

Cloudless sulphur (Phoebis sennae)
Each spring, these yellow butterflies with pink-edged silver spots migrate from Central America and the southern U.S. into the northern U.S. and Canada. Cloudless sulphurs reach the Great Plains by April and the Midwest by May and June. They can be seen gathering at mud puddles to sip water and salt. Cloudless sulphur caterpillars eat plants in the pea family (Fabaceae). Males relentlessly pursue potential mating partners, but uninterested females may reject males by raising their abdomens in the air, much like turning up your nose. In the fall, a later generation of butterflies returns south, sometimes traveling in enormous numbers.(open_in_new) Sadly, cloudless sulphurs have dropped in numbers since the 1980s in the eastern U.S. Reasons for population declines are not well understood, but habitat loss is a likely cause.

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Left: Question Mark larvae Polygonia interrogationis, Right: Question Mark – Polygonia interrogationis, Natchez Trace, Natchez, Mississippi

Question mark (Polygonia interrogationis)
Question mark butterflies, named for a quirky little “?” shape on the underside of their wings and known for their hooked forewing (a.k.a anglewing butterfly), migrate south in massive numbers in the fall along the east coast. Some of the same individuals are thought to return northward into the northeast in the spring where they reproduce, lay eggs, and start the next generation. Plants that support these caterpillars include elms (Ulmus), hackberries (Celtis), nettle (Urtica dioica), and false nettle (Boehmeria Jacq.), but interestingly the females often lay their eggs on non-host plants and when the larvae hatch, they are tasked with finding host plant species to eat. The question mark is commonly confused with the eastern comma butterfly (Polygonia comma), which also have hooked forewings (a.k.a., anglewings) but are currently not known to migrate.

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Left: Mourning Cloak, Inner Canyon, Bright Angel Trail, GRCA, AZ, Middle: Mourning cloak butterfly, Right: Mourning cloak butterfly – wings closed

Mourning cloak (Nymphalis antiopa)
The mourning cloak could just as well be from the wizarding world of Harry Potter as from anywhere. These butterflies look like Potter’s invisibility cloak – and when they close their wings, they “disappear” into a landscape of dried leaves. Mourning cloaks are globally distributed and thought to be the longest-lived of butterflies, frequently surviving 10-11 months. In the U.S., some of these butterflies will migrate into the southeast in the fall while others remain in the north, but little is known about what controls this behavior. The caterpillars consume willow (Salix), cottonwood (Populus), paper birch (Betula papyrifera), elm (Ulmus), and common hackberry (Celtis occidentalis L.).

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Left: Red admiral caterpillar, eating a stinging nettle, Right: Red admiral feeding on fallen plums

Red admiral (Vanessa atalanta)
Red admirals are recognizable from the orange-red bands on both forewings. They live all over the world. In North America, they undertake northward migrations in the spring, colonizing the northeast by April. In October, they appear in massive migratory groups of hundreds to thousands of individuals headed south to Texas and beyond to escape the cold. Males are aggressively territorial over important resources (nettle and false nettle) and will chase off potential competitors. Adult red admirals prefer to consume sap flows on trees, fermenting fruit, and can be found collecting salts and minerals from bird droppings. In a pinch, they can also nectar on flowers.

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Photo © Anne Reeves

Common green darner (Anax junius)
Green darners are one of at least nine species of dragonflies now thought to migrate each year in North America. Highly recognizable, the green darner has a pale-green face with a darker green thorax, blue abdomen, and clear wings. During August-October these large dragonflies migrate up to 2800 km from eastern North America to southern Texas, and beyond. During this migration, swarms can reach over 1 million individuals. Using small radio transmitters, scientists have tracked these movements and discovered that common green darners can cover up to 140 km per day.(open_in_new) Not all common green darners migrate; some, in northern locations, will delay pupation and overwinter in the water as nymphs, emerging as adults the following spring.

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Photo ©

Wandering glider (Pantala flavescens)
These dragonflies are regular annual migrants in North America, moving from Mexico and the southern U.S. in the summer and arriving into the northern U.S. later than common green darners. They cannot survive the winter in the chilly north, so they return southward in the fall, often traveling at night (presumably to avoid predators). Their pale-yellow face with darker yellow abdomen, dorsal brown stripe, and clear wings make this species of dragonfly easy to identify.

Providing habitat in gardens can go a long way towards protecting these insects and their migrations. Here’s how to make your yard a stopover or breeding site for insect migrants:(1) Plant host plants for the caterpillars and nectar plants for the adult butterflies.
Visit our Explore tab, type in your zip code under “Local Resources”, and a Pollinator Planting Guide for your region can be downloaded. Use this guide for choosing plants for pollinators. A quick summary of those species highlighted above are summarized below.Screen Shot 2017-04-23 at 2.02.18 PM

(2) Plant native rather than exotic host plants.
Recent scientific studies suggest native plants provide the best support for butterflies. For monarchs, for instance, the natural seasonality of native milkweeds helps to maintain butterfly migration and health. In contrast, tropical milkweed (Asclepias curassavica), an exotic plant not native to the U.S., can grow year-round in some places and has been linked to high infectious disease risk for monarchs. We suggest planting native milkweed like swamp milkweed (Asclepias incarnata) or butterfly weed (Asclepias tuberosa) whose blooms are more seasonally aligned with monarch lifecycles.

(3) Avoid insecticides.
Synthetic pesticides, including neonicotinoids, can kill butterfly caterpillars. Alternatives to synthetic pesticides include insecticidal soaps (such as those from potassium salts of fatty acids), which can be sprayed on plants when no caterpillars are present and rinsed off with water.

(4) Contribute to citizen science.
Much of what we know about butterfly migration is thanks to the help of citizen scientists. Want to help and contribute to these citizen-science projects? Check out Monarch Joint Venture’s Monarch project list.

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Photo ©

Scientists have a lot more to learn about insects (including ~5.5 million estimated species(open_in_new)) and their migrations. In some cases, insect migrations provide ecological services, like nutrient cycling and pollination, which we are only beginning to understand. As we learn more,we can support these insect migrants through gardening in the spring and fall. If you want to pledge to support pollinators and dragonflies, check out our Planning Tool and let us know about your best intentions.

 

 

 

 

 

 

Upcoming Workshops: Project Learning Tree

Do you want to bring the outdoors to your classroom but don’t know where to start? How about getting certified to teach an outdoor curriculum?

Workshops are held across the state for programs like Project WET, Project WILD (which also has the programs Flying WILD and WILD Aquatic), and Project Learning Tree. Many times these workshops are sponsored or hosted by an organization able to lower the cost to educators. These are interactive workshops and will take you through the curriculum as well as give you pointers on how to run the activities. Learn from others in the environmental education field and network with other Michigan teachers. These programs link environmental education to Michigan’s education standards, making these lessons relevant in a classroom setting while also providing a different way to present information to students. Your students will be learning and may not even realize it!

Interested?

There are a couple of workshops coming up in January and February for Project Learning Tree and Project WILD listed below. Contact the coordinators directly if you would like to register.

Here is a workshop for Project Learning Tree (PLT) in Kalamazoo on January 28, 2017.

pltflier

 

The second workshop doesn’t have a fancy flyer, but here is their information:

Project Learning Tree & Project WILD Training – Early Learning

When: Saturday, February 11, 2017; 9am – 4pm

Where: Sterling Heights Nature Center, 42700 Utica Road, Sterling Heights, 48314

Cost: $60 (covers cost of books, money due day of workshop)

Description: In cooperation with the Michigan DNR, the Nature Center will be hosting, “PLT & Project WILD-Growing Up WILD” Early Childhood curriculum seminars. Please bring your “brown bag” lunch. Healthy snacks will be provided throughout the day. Please call the Nature Center to register at 586-446-2710.

 

We will make sure to keep the blog up to date with any others we learn of. Heard of a workshop that you want to share? Feel free to post it in the comments.

 

Kids Science: Time for Me to Leaf

chromatography

You don’t have to have a fancy lab setup to do this science experiment. On top of that, this is a great one to get kids excited about science!

Chromatography is a technique scientists use to break down a substance into its individual parts so that they can be studied. While this sounds super complicated, it doesn’t have to be.

Leaves are perfect to demonstrate this process. Leaves contain several different pigments that make up their color. Just because you see green, red or yellow that doesn’t mean that’s all there is to see. Fall is a great time to experiment with this since leaves are turning such vibrant colors.

This simple experiment lets you play detective and uncover the hidden pigments in leaves. Let these amusing MIT students show you how.

And the best part? All you need are common household items you probably already have. Now go find some leaves and start experimenting! 🙂