Students discuss agriculture. In this farming lesson, students compare farming practices from the past compared to when machines were introduced. They discuss this concept as a class and participate in multiple activities. This lesson...

Fourth graders complete a compare and contrast activity for American agriculture historical events. In this historical events in agriculture lesson, 4th graders review a timeline and complete research for agriculture in the 20th century,...

Students research one of the commercial crops grown in Saskatchewan. In this agriculture lesson, students discover locations, characteristics, common problems, and biotechnological developments related to the crops of Saskatchewan.

In this Westward Ho worksheet, students write a friendly letter and fill out a cause and effect chart for the story Westward Ho. Students complete 7 rows in the chart.

Learners simulate an agriculture project. In this sequencing lesson, students observe their classroom pumpkin patch, make journal entries, and predict how the pumpkins will grow. They discuss as a class how to keep their pumpkins safe...

Murals are used to represent the various ways we rely on water.

Students construct a model of the water cycle in action using two-liter pop bottles to build a terrarium. Locate examples of evaporation and condensation in the water cycle (e.g., water evaporates when heated and clouds or dew forms when...

Students undertake a series of experiments related to the water cycle. All experiments use John Dewey's experiential philosophy as their bases. Each lesson is clearly based on philosophy and attempts to be relevant.

Students successfully start a new plant by any means of vegetative propagation. They select a propagation method which is appropriate for the plant and keep a laboratory journal of the treatment and progress of the new plant.

Learners write the steps needed to germinate bean seeds, make predictions and observations and keep an experience journal and complete a chart.

Students locate Japan's absolute and relative location on a globe and various maps. They describe Japan's various regions and islands and their system of education, customs and religion. They assess Japan's impact on our society.

Learners examine the disparity of resources between developing and industrialized nations, and research the problem of water availability as world populations increase and natural resources are stressed.

Students list reasons why water is important and investigate and graph the freezing points of different solutions.

Learners list characteristics of wetland and describe the functions of a wetland.

Students define the hydrologic cycle, define transpiration, name the three parts of the hydrologic cycle, and record the amount of moisture given off by several green plants.

Fourth graders explain the characteristics of quadrilaterals and describe, identify and analyze characteristics and properties of geometric shapes.

Fourth graders use critical thinking, evaluation, and geography skills to find alternative locations that Brigham Young could have taken the Mormons to settle.

Students make their own pH indicator from red cabbage. Red cabbage contains a chemical that turns from its natural deep purple color to red in acids and blue in bases. Students boil the cabbage to get the pH indicator.

Young scholars explain that events in nature follow an orderly progression when they plant seeds and observe the development of the seeds. They count seeds and find the likenesses and the differences of many seeds.

Students investigate the earth's structural layers by participating in hands-on activities. They identify the earth's structure and investigate earthquakes.

Stduents create and color plaster landforms, and describe how weathering and erosion change the Earth's surface.

Fourth graders identify basic properties of minerals and rocks. They access websites and utilize worksheets imbedded in this lesson to further their understanding of rock classification.

Students examine the concepts of ecosystems and interdependence. They construct block pyramids to demonstrate interdependence, and map off an area to observe and identify animals. They create food chain mobiles and play a web of life game.

Students categorize questions they generate in preparation for pursuing answers that expand their existing knowledge. They create KWL charts and respond to journal questions to enable them to inquire to their fullest capacity.