Science as Inquiry

Growing BIG in the Great Outdoors

Submitted by cynthiad on Tue, 02/28/2012 - 10:12

By:

Cynthia Domenghini, NGA Staff

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Bonnie Plants’ Third Grade Cabbage Program is a free program offered to third grade classrooms nationwide. The purpose is to support youth to eat healthy and be garden advocates. To support this purpose, Bonnie Plants offers resources online to help students grow their cabbage. In addition, lesson ideas and recipes are provided along with help for teachers and parents. Visit the Bonnie Plants Cabbage Program website for more details about registration.

You can also view a complete list of the Third Grade Cabbage Program scholarship winners for 2011 for each state.

Being outside has so much to offer; whether you are a gardener or not, there is a place for you in the Great Outdoors. Each year, thousands of third graders nationwide find a special place outside by participating in a program which challenges them to grow an oversized cabbage.

The Beginning of a Library Garden

By:

Cynthia Domenghini, NGA Staff

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NGA's Own LibraryGardens.org

Libraries have a unique opportunity to provide a visual connection between literature and nature. Grants are available to support library gardens, but often require someone with a vision. National Gardening Association offers assistance in this area. Whether you’re interested in developing a particular theme garden or a garden that encompasses a variety of books, our professional staff of landscape architects, horticulturists and educators can help you develop your vision. Visit Library Gardens for more information about how we can design your library garden which will in turn help you as your seek support for funding the installation of this space.

The Village of Plain City Garden features several animal topiaries named after classic authors.In an effort to preserve the historic Village of Plain City, Ohio, local gardeners and members of the county Master Gardener program pulled their resources to establish a landmark for the town.

Books in Bloom-Our New Garden Feature

By:

Cynthia Domenghini, NGA Staff

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Meet the Creators of Books in Bloom

Books in Bloom authors Mark Lubkowitz and Valerie Bang-Jensen (photo taken by dariabishop.com)Dr. Mark Lubkowitz earned his Ph.D. in Microbiology from The University of Tennessee and followed up with a post-doctoral fellowship in plant development genetics at The University of California at Berkeley. Dr. Valerie Bang-Jensen earned her Ed.D. from Teachers College, Columbia University studying children’s literature, reading, curriculum and teaching.

Mark is now an associate professor of biology, while Valerie serves as an associate professor of education. These two educators are currently working at St. Michael’s College in Colchester, Vermont where they have joined forces and expertise to bring an interdisciplinary garden to life.

Download 3rd-5th grade lesson integrating reading, writing, and gardening (PDF) »

Download 7th-12th grade lesson on the value of gardening and cause and effect relationships (PDF) »

The Teaching Gardens at St. Michael's College in Colchester, Vermont and home to the inspiration for Books in BloomWe have an exciting new article that we will be incorporating onto our website titled, Books in Bloom.

Maple Syrup, Step-by-Step

Submitted by sarahp on Fri, 01/14/2011 - 20:52

Materials:
- Maple Syrup
- Sugarbush Spring by Marsha Wilson Chall. A girl and her grandfather tap sugar maple trees and tell the story of making maple syrup. ISBN: 978-0688149079

Exploration

1. Hold up a bottle of maple syrup and ask the students if they know how syrup is produced?

2. Tell the students that syrup comes from trees, but do not tell them how it is extracted.

Introduction to Plant Breeding

The following activity is from the Harvest of History, an online fourth grade curriculum that introduces students to agriculture of the past and present, emphasizing its importance in our lives.

Chill Out!

Submitted by sarahp on Tue, 07/20/2010 - 02:58

Objectives

Students will participate in a science experiment to learn the cold requirements of spring-flowering bulbs.

Engaging Students through Citizen Science

Submitted by sarahp on Sun, 07/18/2010 - 13:37

In schoolyards, backyards, and classrooms throughout North America – and beyond – students of all ages scan the skies for monarchs, monitor milkweed, document hummingbird arrivals, snap ladybug photos, notice nests, interview gardeners, report on bursting buds, and observe the color of firefly flashes. And that’s just for starters. In most cases, their next step is to go online and send their observations and measurements to a project website.

Learning Takes Flight: A Passionate Pursuit of Monarchs

Submitted by sarahp on Sun, 07/18/2010 - 09:52

“I always look for interesting and relevant themes to hook students,” says fourth grade teacher Ruth Pinson from Armuchee Elementary School. But, she admits, she never imagined she’d cast her lot with insects, much less have their young crawling all over the classroom! Inspired by a workshop on raising monarchs, Ruth became hooked. “The idea of working with monarchs gave me such a shot of enthusiasm that I figured it would surely do the same for my students.”

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Join the Journey!

Learn more about Journey North and register to participate in one of its exciting migration studies or other seasonal adventures.

Ladybugs Lost and Found

A Tale of Schoolyard Citizen Science

Noelle Kramer hadn’t planned to delve into citizen science, but her students were rather persuasive. As her third and fourth graders in Dixon, California read aloud from Time for Kids, something sparked their interest. “An article on a citizen science program called The Lost Ladybug Project asked kids to become ladybug spotters in order to help scientists find a native species that had nearly disappeared,” says Noelle.

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The Tale of the Lost Ladybugs

Once the state insect of New York, the nine-spotted ladybug population diminished until it all but disappeared from the radar. In fact when some youngsters spotted one of them near their Virginia home in 2006, it was the first of that species seen in the Eastern United States in 14 years! John Losey and other scientists at Cornell University figured that if lots of eyes scoured the country, they might help find more of them along with some other native lady beetles that were also disappearing. And so, the Lost Ladybug Project was born. But it wasn’t just about documenting locals. Scientists – and many homeowners – noticed that populations of other ladybugs were exploding. This included the orangey Asian lady beetle, which was introduced in this country to control pests. Have these imports excluded the native species from their habitats? This is one of the questions that scientists are exploring, thanks to a growing team of citizen scientists.

How to Find a Ladybug

Submitted by sarahp on Sun, 07/18/2010 - 09:32

Right Side Box:

The Tale of the Lost Ladybugs

Once the state insect of New York, the nine-spotted ladybug population diminished until it all but disappeared from the radar. In fact when some youngsters spotted one of them near their Virginia home in 2006, it was the first of that species seen in the Eastern United States in 14 years! John Losey and other scientists at Cornell University figured that if lots of eyes scoured the country, they might help find more of them along with some other native lady beetles that were also disappearing. And so, The Lost Ladybug Project was born. But it wasn’t just about documenting locals. Scientists – and many homeowners – noticed that populations of other ladybugs were exploding. This included the orangey Asian lady beetle, which was introduced in this country to control pests. Have these imports excluded the native species from their habitats? This is one of the questions that scientists are exploring, thanks to a growing team of citizen scientists.

When Lila Higgins, an educator from the Natural History Museum of Los Angeles County, first takes her teenage summer camp students out in search of lost ladybugs, they look a bit lost themselves. “I start by talking about ladybugs and other insects and asking students to notice what they see,” says Lila. She instructs them to put their “nature eyes” on. After all, scientists need to hone their observation skills. In many cases, they don’t see much.