In this activity, students will learn how to prepare deep well slides for observing two types of microorganisms called Paramecium (a group of protozoa, or single-celled organisms, which move with cilia, so they are called “ciliates”) and Euglena (microorganisms which move with flagella, so they are known as “flagellates”). Students will observe these microorganisms through a microscope, and compare and contrast the physical characteristics of each type of microorganism. Based on their observations and their understanding of flagella and cilia, students will be able to identify which microorganism is the flagellate and which is the ciliate.

In this activity, students will observe three “mystery” mammal skulls and compare and contrast the features of each skull. Students will learn the anatomical terms for skull features such as orbits, nasal passages, and foramen magnum. Students will learn how these features relate to physical characteristics or behaviors of each animal. Students will use their observations and recordings to attempt to identify each skull, and will discuss how these physical characteristics helped the animal survive in its environment.

In this activity, students will research general information about bettas and use that information to determine suitable habitat requirements and maintenance. Students will work collaboratively to perform weekly maintenance duties to keep their betta alive. Students also will observe physical characteristics of their betta and conduct investigations on the behavioral characteristics of their betta.

Minerals are naturally occurring, non-living compounds of elements. They are the building blocks of rocks. Geologists are greatly interested in minerals because they can reveal an enormous amount about the history of the geologic environment in which they are found. Geologists can classify and identify minerals by observing various properties such as streak, hardness, luster and, in some cases, fluorescence.

In this activity, students will examine 10 mineral specimens and explore the different properties that minerals exhibit.

In this activity, students will sort and classify interactions between pairs of organisms under the appropriate symbiotic relationship of commensalism, parasitism, and mutualism. Then students will observe mutualism in action, as they perform a termite dissection.

In this activity, students will discuss the differences between the Bear Creek Wind Park and Bergey Windpower turbines. Students will learn the basic parts of a wind turbine and then build their own model wind turbine out of recyclable materials. Students will test their model wind turbines using three different-sized blades to determine which size harnesses the most wind.

In this activity, students review how human physical traits, such as eye color, are determined by specific segments of genes. Students will use basic crafts materials to build a simplified model of a pair of chromosomes that represents some of their own physical traits. Then students will compare and contrast their models, to determine which traits are most frequently found among their classmates and therefore can be called high frequency traits.

In this activity, students will assemble a small saltwater aquarium to raise and observe brine shrimp. Then students will observe and record the growth of brine shrimp through various stages of their life cycle, and examine their various anatomical features.

In this activity, student will discuss and understand how cameras, telescopes, and their own eyes use light in similar ways. By building their own pinhole viewers, students will begin to make observations about the principles of light, and how design affects the quality of their observation tool.

In this activity, students will learn about the two main types of fossils, body and trace fossils. Students will observe and examine a set of fossils to classify them as body fossils and trace fossils. Students also will act as paleontologists and try to identify each fossil.