Learn about many ways to combine art and science as we observe the world around us. We often think of scientists as methodical and precise, and artists as free-willed, impulsive creators. But did you know that some art has science packed right into it? And that artists throughout history have helped scientists conduct their work? Learn about the photography of Berenice Abbott who documented the changing New York skyline with photographs of architecture and urban design of the 1930s, and science interpretation in the 1940s to 1960s. Learn how to use the sun to air dry your salt dough creations and explore papier-mâché. 

Step outside and discover the diversity of insect life in your neighborhood. Insects are the world’s most diverse group of living things, with over 950,000 identified species and counting. You might think that you’d need to travel to the Amazon to study insects, but they can be found practically everywhere—including right where you happen to be.

This 9-minute video lesson discusses what a species is and isn't. It considers ligers, tiglons, mule, hinnies, and dogs. [Biology playlist: Lesson 61 of 71].

After learning about and observing the differences between flowering and nonflowering plants, students go outside and search for plants in schoolyard, keeping notes and drawings of their observations.

Students apply their understanding of physical characteristics and biological classification of different organisms through a game of classification "Go Fish!"

This activity is a field investigation where students observe plants, animals, and insects that are common to Minnesota.

Students synthesize their understanding of energy flow and trophic relationships through “Food Chains Rummy,” a modified version of the classic card game using Species Cards.

Species extinction is happening at an alarming rate according to scientists. In this lesson, students are asked to consider why extinction is a problem that we should concern us. They are taught that destruction of habitat is the main reason many species are threatened. The lesson explores ways that engineers can help save endangered species.

In these life science activities, students will participate in field observations of living things & do research of animals they observe to create a food chain & present it to the class. Students will participate in a food web simulation game.

This activity is a project in which students research keystone species and report on specific species to the class.

This activity is a field investigation where students will observe, discuss, and gather evidence on how environmental changes affect animals that live in that habitat.

This activity is an interactive game that helps students learn that vertebrates are classified into five groups and that each group has common characteristics that distinguish the animal group from other respective groups.

This activity illustrates the interrelationship between science and engineering in the context of extinction prevention. There are two parts to the activity. The first part challenges students to think like scientists as they generate reports on endangered species and give presentations worthy of a news channel or radio broadcast. The second part puts students in the shoes of engineers, designing ways to help the endangered species.

This classroom activity introduces the yearlong topic of phenology and how to use the Weatherguide calendar.

This student activity engages the students' thinking by listening to a story, brainstorming ideas in small groups about how human activity or natural disasters could possibly impact an animal's environment, and then reinforcing that thinking using a board game called Save an Animal.

Students explore biodiversity statistics by hypothesizing the number of animal species and comparing to scientific estimates.

Educators Guide for this unit:
http://education.eol.org/lesson_plans/2-5_ScienceSkills_BioblitzSkillbuilderOverview.pdf

Lessons in this unit:
Biodiversity Skillbuilder 1: Meet a Creature
Biodiversity Skillbuilder 2: ID That Bird!
Biodiversity Skillbuilder 3: How Diverse is Biodiversity?
Biodiversity Skillbuilder 4: Modeling Classification
Biodiversity Skillbuilder 5: ID Using a Dichotomous Key

Students classify themselves into different groups based on observable characteristics of clothing and accessories, then apply to biological classification systems.

Educators Guide for this unit:
http://education.eol.org/lesson_plans/2-5_ScienceSkills_BioblitzSkillbuilderOverview.pdf

Lessons in this unit:
Biodiversity Skillbuilder 1: Meet a Creature
Biodiversity Skillbuilder 2: ID That Bird!
Biodiversity Skillbuilder 3: How Diverse is Biodiversity?
Biodiversity Skillbuilder 4: Modeling Classification
Biodiversity Skillbuilder 5: ID Using a Dichotomous Key

This activity is a teacher-guided inquiry activity of the sorting or grouping of Minnesota critters according to student driven criteria or purpose of their groupings. Teacher/student questions and discussion should be encouraged after this activity to emphasize that awareness of the criteria or purpose of certain groupings may be important before beginning an investigation.

This lesson helps grade 3 students understand the difference between Vertebrates and Invertebrates.

Students experience civil and environmental engineering by planning a housing development in an existing biome, while also protecting the native species that live there. They conduct research, draw plans, make brochures and give presentations, with each team having a member serving as a project manager, civil engineer, environmental engineer and graphic designer. The best designs creatively balance the needs and resources necessary to support both the native species and human infrastructure.