Bugs-a-Billion

OR

The Bugs-A-Billion program was a huge hit! Students learned about insects and pollinators. It was very hands-on and engaging. Your instructor did a fantastic job teaching, answering questions, getting the students up and moving, being active, and singing/dancing. We would love to have you return!

–Kindergarten teacher, Pleasant View Elementary

CONTENT STANDARDS

• S.K.GS.3 Students will use observations to describe patterns of what plants and animals (including humans) need to survive.
• S.K.GS.6 Students will communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
• ELA.K.1 With prompting and support, ask and answer questions about key details in a literary text.

Scientific Senses

OR

My students loved working with your instructor! He was very kind and knowledgeable. He made them feel knowledgeable while also teaching them more about the animals and senses we talked about. He incorporated a fun game to let them put their sense to work.

–Kindergarten Teacher, Back Creek Valley Elementary

CONTENT STANDARDS

• SC.PK.1 Ask questions that can be answered through active investigation.
• SC.PK.2 Explore and discuss similarities and differences among objects and materials. 
• SC.PK.5 Identify the five senses and use them to make observations. 
• SC.PK.6 Explore observational tools (e.g., magnifying glass, stethoscope) to extend the five senses. 
• SC.PK.7 Engage in scientific talk by utilizing words (e.g., observe, compare, contrast, measure, reflect, predict, plan).
• SC.PK.9 Explore and describe the natural environment verbally or through representation. SC.PK.10 Explore and describe changes in materials and relationships (e.g., cause/effect, seasons, life cycles, etc.).
• SC.PK.11 Communicates awareness that people can impact the environment in positive and negative ways.

Rockin’ Reptiles

Your instructors  were so friendly and patient with our kids during their visit today. They answered many questions and taught at  great age-appropriate levels. The kids loved every bit of the program, especially getting to see and touch the Animal Ambassadors!

-Teacher, Covenant Church Homeschool Co-op

CONTENT STANDARDS

• S.K.GS.3 Students will use observations to describe patterns of what plants and animals (including humans) need to survive.
• S.K.GS.6 Students will communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
• ELA.K.1 With prompting and support, ask and answer questions about key details in a literary text.

Bugs-a-Billion

OR

The Bugs-A-Billion program was a huge hit! Students learned about insects and pollinators. It was very hands-on and engaging. Your instructor did a fantastic job teaching, answering questions, getting the students up and moving, being active, and singing/dancing. We would love to have you return!

–Kindergarten teacher, Pleasant View Elementary

CONTENT STANDARDS

• S.K.GS.3 Students will use observations to describe patterns of what plants and animals (including humans) need to survive.
• S.K.GS.6 Students will communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
• ELA.K.1 With prompting and support, ask and answer questions about key details in a literary text.

Bird Beaks

OR

The hands on activities were terrific. I think the woodpecker and hummingbird beak activities were hands down my favorite and very inventive. Really great…Perfect amount of time spent sitting and listening/observing/offering answers and the hands on portion. Very well thought out.

–2nd Grade Teacher, Rosemont Elementary

CONTENT STANDARDS

• S.1.GS.5 Students will use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.
• S.1.GS.6 Students will read texts and use media to determine patterns in behavior of parents and offspring that will help offspring survive.
• S.1.GS.7 Students will make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.
• ELA.1.1 Ask and answer questions about key details in a literary text.

Nature’s FBI Agents

OR

The lesson was well-planned, age-appropriate, and engaging–my students loved it! The instructors were great with the students, keeping the group’s attention with various activities that included direct instruction, personal anecdotes, body movements, food-web roleplay, and, most importantly, hands-on learning. The students really loved being able to explore the worm habitat and it helped them understand the role worms play in the decomposition process….I’m excited to have them visit again!

–4th/5th Grade Teacher, Paw Paw Elementary

CONTENT STANDARDS

• S.K.GS.3 Students will use observations to describe patterns of what plants and animals (including humans) need to survive.
• S.K.GS.6 Students will communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
• ELA.K.1 With prompting and support, ask and answer questions about key details in a literary text.

Rockin’ Reptiles

Your instructors  were so friendly and patient with our kids during their visit today. They answered many questions and taught at  great age-appropriate levels. The kids loved every bit of the program, especially getting to see and touch the Animal Ambassadors!

-Teacher, Covenant Church Homeschool Co-op

CONTENT STANDARDS

• S.K.GS.3 Students will use observations to describe patterns of what plants and animals (including humans) need to survive.
• S.K.GS.6 Students will communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
• ELA.K.1 With prompting and support, ask and answer questions about key details in a literary text.

Busy Beavers

Your team was great. They were knowledgable and friendly. My students loved every part of the program. Thanks so much for a great trip.

-Teacher, Marlowe Elementary

CONTENT STANDARDS

• S.2.GS.2 Students will analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.
• S.2.GS.3 Students will make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object.
• S.K2.ETS.2 Students will develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

Bird Beaks

OR

The hands on activities were terrific. I think the woodpecker and hummingbird beak activities were hands down my favorite and very inventive. Really great…Perfect amount of time spent sitting and listening/observing/offering answers and the hands on portion. Very well thought out.

–2nd Grade Teacher, Rosemont Elementary

CONTENT STANDARDS

• S.1.GS.5 Students will use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.
• S.1.GS.6 Students will read texts and use media to determine patterns in behavior of parents and offspring that will help offspring survive.
• S.1.GS.7 Students will make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.
• ELA.1.1 Ask and answer questions about key details in a literary text.

Friends of the Forest

OR

Your team was great. They were knowledgable and friendly. My students loved every part of the program. Thanks so much for a great trip.

-Teacher, Marlowe Elementary

CONTENT STANDARDS

• S.3.GS.7 Students will construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
• S.3.GS.8 Students will make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.
• S.3.GS.10 Students will analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.
• S.3.GS.11 Students will use evidence to support the explanation that traits can be influenced by the environment.

Busy Beavers

Your team was great. They were knowledgable and friendly. My students loved every part of the program. Thanks so much for a great trip.

-Teacher, Marlowe Elementary

CONTENT STANDARDS

• S.2.GS.2 Students will analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.
• S.2.GS.3 Students will make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object.
• S.K2.ETS.2 Students will develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

Nature’s FBI Agents

OR

The lesson was well-planned, age-appropriate, and engaging–my students loved it! The instructors were great with the students, keeping the group’s attention with various activities that included direct instruction, personal anecdotes, body movements, food-web roleplay, and, most importantly, hands-on learning. The students really loved being able to explore the worm habitat and it helped them understand the role worms play in the decomposition process….I’m excited to have them visit again!

–4th/5th Grade Teacher, Paw Paw Elementary

CONTENT STANDARDS

• S.K.GS.3 Students will use observations to describe patterns of what plants and animals (including humans) need to survive.
• S.K.GS.6 Students will communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
• ELA.K.1 With prompting and support, ask and answer questions about key details in a literary text.

Watershed

Watershed is an absolutely wonderful program! It is a hands-on, learner-centered, educational program that focuses on students actively discovering local environments. Aligned with West Virginia State Science Standards for Fourth Grade, students put what they have learned in the classroom into practice through investigations at Poor House Farm. Accordingly, students gain the knowledge, tools, and local connections they need to advocate for stronger, sustainable, benefits of a healthy environment. Without Watershed, students would be missing the knowledge imperative to understanding the footprints we leave behind and how they can protect nature and vital waterways.

-Bryan Hott, Mill Creek Intermediate

 

CONTENT STANDARDS

• S.4.GS.9 Students will construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
• S.4.GS.12 Students will make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.
• S.4.GS.13 Students will analyze and interpret data from maps to describe patterns of Earth’s features.
• S.4.GS.14 Students will generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
• S.3-5.ETS.1 Students will define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
• S.3-5.ETS.2 Students will generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
• S.3-5.ETS.3 Students will plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
• ELA.4.22 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
• ELA.4.30 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on a grade 4 topics and texts, building on others’ ideas and expressing ideas clearly.
• ELA.4.41 Acquire and accurately use grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., wildlife, conservation, and endangered when discussing animal preservation).
• M.4.19 Know relative sizes of measurement units within a system of units, including the metric system (km, m, cm; kg, g; l, ml), the standard system (lb, oz), and time (hr, min, sec).
• SS.4.4 Demonstrate patriotism by creating and implementing school/community service projects (e.g., litter cleanup, fundraisers for community groups, participation in community holiday parades, celebrations, services, etc.).
• SS.4.8 Describe and locate examples of the major physical features of the United States (e.g., bodies of water, mountains, rivers, grasslands, oases, etc.) using references and technology (e.g., atlas, globe, geographic information system, etc.)

Become a Biologist

CONTENT STANDARDS

• S.6.1 Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
• S.6.2 Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
• S.6.6 Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.

Become a Biologist

CONTENT STANDARDS

• S.6.1 Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
• S.6.2 Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
• S.6.6 Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.