K-12 In-Class Field Trips
From plant parts to mini hydroponic systems, I will bring the garden to your K-12 classroom or your existing school garden. Students will participate in age appropriate hands-on learning about environmental literacy, sustainability, and life sciences written for STEELS standards with no bus cost.
I will circulate through a grade level through the day to teach the same lesson to the whole grade. At the middle and high school levels, I can work with your class schedule to teach different sections of a course the same content.
Available Field Trips
Reach out for pricing and scheduling using the contact button below. If you have a request for a specific topic or standard that needs to be taught, I am happy to work with you to tailor an experience to fit your students' needs.
Kindergarten
PLANT PARTS AND WHAT THEY DO
Discuss what plants need to survive, and how the function of their parts achieves survival. Investigate seedlings’ roots, stems, and leaves, and plant some to take home.
STEELS 3.1.K.A Use observations to describe patterns of what plants and animals (including humans) need to survive.
Grade 1
ARE PLANTS RELATED TO EACH OTHER LIKE ANIMALS ARE?
How can we propagate a plant to make another one? How are seeds formed, and where are they located in the plant? What is the difference between propagation and pollination?
Students will find seeds in dried flower heads and make plant cuttings to root and grow.
STEELS 3.1.1.C Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.
Grade 2
DO PLANTS REALLY NEED WATER AND SUNLIGHT TO GROW?
Discuss what plants need to survive. Using the Scientific Method, set up an experiment to see what happens if plants don’t have enough sunlight or water. The experiment set up stays in your classroom so kids can track the results over time.
STEELS 3.1.2.A Plan and conduct an investigation to determine if plants need sunlight and water to grow.
Grade 3
WHAT DOES ENVIRONMENT HAVE TO DO WITH IT?
Compare and contrast different environments. Determine what organisms will be most successful in each habitat. Identify why plants are so well suited for their habitat and what happens if the environment changes since plants can’t get up and walk away. Challenge yourselves with a game of “Guess That Environment!”
STEELS 3.1.3.G 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.
Grade 4
CAN PLANTS GROW UPSIDE DOWN?
What makes a plant grow the way it does? Is it just luck that it doesn’t grow upside down? Learn how plant structures work to ensure the plant’s survival. Observe phototropism at work.
STEELS 3.1.4.A Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
Grade 5
CAN ENERGY FROM THE SUN MAKE ME HEALTHIER?
How does our body stay healthy, keep growing, and heal itself? What is a food chain? Learn how the energy our bodies use to live and thrive really comes from the sun and construct a model showing how this is true for different nutrients and vitamins we need to stay healthy.
STEELS 3.2.5.G Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun
Grades 6-8
IMPORTANCE OF DECOMPOSERS
What are decomposers and why are they important? What role do they play in our nutrient cycles and the flow of energy within an ecosystem? Take a close look at composting with worms and learn how to do it at home!
STEELS 3.1.6-8.K Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
Grades 6-8
HAVE YOU EVER SEEN A CLONE?
Why can one sunflower have yellow petals and another one have orange petals? Discuss genetic variation that comes from sexual reproduction. Compare it to the results from asexual reproduction. Practice making plant cuttings and plant some clones to take home.
STEELS 3.1.6-8.N Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation
Grades 9-12
INVESTIGATING HYDROPONICS
Discuss why hydroponics is a solution that uses less resources. Build a simple capillary action hydroponic system to bring home. Evaluate if we think our system is worth it.
STEELS 3.3.9-12.R Evaluate or refine a technological solution that reduces the impact of human activities on natural systems.
Gardening Tips & News
FALL VEGETABLES ON SALE NOW * K-12 FIELD TRIPS AVAILABLE * BOOK YOUR ADULT WORKSHOP TODAY * HOME GARDEN MAINTENANCE SERVICES *