Please click HERE for a pdf of our Annual Report
WILD ABOUT WORMS – (K.LS.2)
Students will explore a worm bin to
learn about worms and their unique
features that help them survive
underground.
WATER WONDERS – (K.LS.1)
Students will learn about water and
the unique characteristics of aquatic
animals.
WILD ANIMAL OR PET? – (K.LS.2)
Students will learn to differentiate
between wild and domesticated
animals and their traits that help
them survive in their homes.
WILD ABOUT WORMS – (1.LS.1; 1.LS.2)
Students will explore a worm bin to
learn about worms and their unique
features that help them survive
underground.
WATER WONDERS – (1.LS.1; 1.PS.1)
Students will learn about the
different states of water and the
unique characteristics of aquatic
animals.
THE 3RS- (1.PS.1)
Students will learn the importance of
the 3Rs (reduce, reuse, recycle) and
explore what happens to our recycling.
WILD ABOUT WORMS – (2.LS.1)
Students will explore a worm bin to
learn how worms use their bodies to
change their environment.
THE INCREDIBLE JOURNEY –
(2.ESS.2)
Students will describe the movement
of water throughout the water cycle.
WASTE NOT- (2.LS.1)
Students will learn how our waste
system impacts both human and non-human animals
SOIL BUILDERS – (3.ESS.1)
Students will describe the physical
characteristics of soil and
investigate the organisms that live
there.
WATER SAFARI – (3.ESS.3)
Students will learn to identify sources
of water and find signs of animals
that rely on it for survival.
WASTE NOT- (2.LS.1)
Students will learn about our limited
resources and how they can
repurpose waste to become more
sustainable.
SILT: A DIRTY WORD- (4.ESS.3; 4.LS.1)
Students will observe erosion and
deposition in action and its impacts
on wildlife.
SUM OF THE PARTS – (4.LS.1)
Students will demonstrate how
people contribute to polluting a
watershed and its impacts on
wildlife.
PLASTIC VOYAGES – (4.LS.1)
Students will learn how plastic
pollution moves through our water
systems and the impacts it has on
organisms
ECO-ENRICHERS – (5.LS.1)
Students will identify the role of
plants and animals in the creation of
soil.
WHAT’S IN A WETLAND? – (5.LS.1)
Students will identify the role of
plants and animals in the health and
survival of wetlands.
WATER CANARIES – (5.LS.1)
Students will identify different
aquatic organisms and how they can
be used to assess water quality.
WHAT’S IN OUR SOIL? – (6.ESS.4)
Students will work together to
identify soil types and assess the
pros and cons of working with
different soils.
SURVIVOR: AQUATIC VS. TERRESTRIAL
– (6.LS.4)
Students will compare aquatic and
terrestrial animal adaptations and
analyze how their environment
shaped them.
THOUGHTFUL CONSUMERS-
(6.ESS.5)
Students will examine how our
geologic resources are used in
modern day manufacturing.
STORM WATER MANAGEMENT –
(7.ESS.1)
Students will work together to
address a local storm water
management issue.
MIGRATION HEADACHE – (7.LS.2)
Students will learn about limiting
factors affecting habitats and
populations of birds.
WHAT’S IN THE WATER?- (7.LS.2)
Students will identify major sources
of aquatic pollution and its impacts on wildlife.
LOCAL ISSUES: SOIL – (8.ESS.3)
Students will investigate the impacts
of erosion and sedimentation using a
case study from Clermont County.
LOCAL ISSUES: WATER – (8.ESS.3)
Students will investigate the impacts
of flooding using a case study from
Clermont County.
LOCAL ISSUES: CLIMATE CHANGE-
(8.ESS.3)
Students will investigate the impacts
of climate change using a case study
from Clermont County
Biology
BIODIVERSITY IN FARMING – (B.D1.1)
Students will investigate the impacts
that different agricultural practices
have had on local biodiversity and
the issues this may cause.
INVADERS! – (B.D1.2)
Students will learn about local
invasive aquatic species and their
competition with native species.
WHAT WATER QUALITY?- (B.D1.3)
Students will use a local case study
to examine the impacts of a
pollution event on an ecosystem.
Environmental Science
COMMUNITY GARDEN PLANNING –
(ENV.ER.4)
Students will work together to assess
a site to determine the best location
to build a community garden.
WHERE DOES WATER RUN? –
(ENV.ER.3)
Students will research local
precipitation rates and assess runoff
issues at their school.
COMPOSTING ASSESSMENT –
(ENV.GP.9)
Students will conduct a feasibility
study to assess if composting can be
used to divert food waste from the
landfill.
The following programs are typically booked across multiple one-hour blocks and will cover: background information, field study, and project presentation. However, adjustments to the timeline can be made as necessary to best fit your schedule. The program content will be scaled to an age appropriate level for your class. Please reach out with any questions.
