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lgates@fcoe.org

(559) 265-3065 - office

Instagram/X: @LGates_science

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This website has links to all sessions from the past 3 years of virtual conferences.

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Science and Teaching for Field Instructors

Beetles provides three types of resources for teaching science outdoors: Student activity guides, videos, and additional instructor support materials. Sign up on our mailing list to find out when we post new stuff!

BEETLES Student Activities engage students directly with nature, encourage a scientific mindset, ignite wonder and curiosity, and help students "fall in love" with nature. Our activities are student-centered (not instructor-centered), include student discussion of science ideas, help instructors to be "guides on the side," and empower students to continue exploring and wondering about nature after they leave an outdoor science program. BEETLES activities create opportunities for students to make and share connections to their lives. This makes instruction relevant for students and helps instructors better understand students' lived experiences and cultural identities. BEETLES student activities are learning cycle-based-structured to facilitate students flowing through phases of learning. The activities are written to be "educative" for instructors. That's why, along with clear step-by-step instructions, there's information about pedagogy, science background, adjusting for different students, and connections to the Next Generation Science Standards (NGSS). BEETLES materials are aligned with the vision of NGSS to provide students with "3-dimensional" instruction (combining science practices, crosscutting concepts, and disciplinary core ideas) in science learning experiences in the outdoors.

Discussions and Discussion Routines

Activities and Routines that facilitate discussion with students in pairs, small groups and/or whole groups.

Routines that offer students skills for engaging with and exploring nature, and can be used repeatedly to explore different phenomena throughout a learning experience.

Activities that lead students through an experience studying one phenomenon or type of organism in-depth.

Activities that support students to better understand and participate in scientific investigations.

Activities that help students and instructors reflect on student learning.

Activities that support students in developing an understanding of concepts related to adaptations.

Ecosystems, Matter, & Energy

Activities that support students in developing an understanding of concepts related to energy and matter in ecosystems.

Activities related to the night.

A sequence of focused activities.

Student Activity How-to Videos

Get a sense of each of the below activities before leading them with students.

Discussion Strategy Videos

Dive into these important facets of leading discussions.

In Support for Instructors, you'll find handouts and reading materials to increase your understanding of teaching and learning science outdoors.

FAQs for Field Instructors

I like all of this BEETLES stuff, but I don't know where to start. How should I start incorporating BEETLES ideas into my teaching?

It can be challenging to change any part of your teaching practice, but it's even more challenging to change every part of your teaching practice at once. Take baby steps, and don't change everything you're doing right away. The skills required for leading student-centered, nature-centered, discussion-based, and learning cycle-designed experiences are important, but complex. One approach is to pick one skill to focus on at a time and experiment with it in your instruction. During instruction, pay attention to your actions and the engagement and response of your students. After instruction, reflect by yourself, talk to other instructors about your experiences, and make adjustments in your instruction. If possible, get feedback from a program leader, coach, or fellow instructor.

For some thoughts about developing and shifting a few aspects of instruction, read on:

Incorporating student discussion: Leading a whole group discussion is complex, and something to work up to. Pair talk is an easy way to begin to incorporate discussion into your instruction. Walk & Talk is a discussion routine that gets students talking in pairs and can also flow into whole group discussions. Read the BEETLES materials on Integrating Discussion into Instruction (including the Discussion Routines sheet) and the Talk Science Primer for more information on incorporating discussion into instruction.

Engaging students directly with nature: A good routine to start out with is I Notice, I Wonder, It Reminds Me Of. It's a simple but potentially transformative strategy for providing students with tools to directly engage with nature. NSI: Nature Scene Investigators is an activity rich in science exploration and discussion practices, but it can be challenging to lead effectively if you're new to this stuff because it requires some skill in leading discussions and coaching.

Learning Cycle-based Instruction: To develop your understanding of learning cycle-based instruction, lead BEETLES activities and pay attention to what happens at each phase of the learning cycle. Focused Explorations, such as Lichen Exploration, Case of the Disappearing Log, Bark Beetle Exploration or Spider Exploration (coming soon!) are great activities to lead to get a feel for learning cycle-based instruction. Discovery Swap is a flexible, learning cycle-based routine which can be used to engage students in the exploration of different organisms or natural phenomena. But to develop your understanding of learning-cycle based instruction, it's important to lead the lessons without changing the order of the sections.

I tried leading a discussion and it totally flopped...what now?

First off, don't be too hard on yourself, and don't stop leading discussions! It's challenging to lead a good discussion, and sometimes even instructors very experienced in discussion lead one that "flops." It takes time to develop the skills to lead productive discussions- but it's worth the effort! If you're trying to figure out what made a specific discussion "flop," think back to what you said and what students did in response. Were there questions you asked that did get students talking a lot? What questions didn't? Pay attention to what worked and what didn't work, and use that to inform what you do in your next discussion.

Generally, developing your ability to lead productive, meaning-making discussions is a complex process. In addition to honing skills like asking broad questions that elicit student responses or following up on students' ideas, it's necessary to nurture a culture of respectful discourse within each group of students. For more information, read the BEETLES materials on Integrating Discussion into Instruction (including Discussion Routines sheet) and the Talk Science Primer.

Most of your activities say they're for 3rd-8th graders, but I'm teaching high schoolers (or preschoolers) next week. Will BEETLES activities work for those age groups?

It depends on the activity. Routines can pretty easily be expanded up or down in ages. Focused exploration activities are also pretty flexible. Because this curriculum is student-centered, what gets discussed during each activity largely depends on what students discover and what they bring up- so activities can work for multiple age groups. For example, in a routine, such as I Notice, I Wonder, It Reminds Me Of, the prompts are accessible to younger and older students, but the observations, questions, and connections students make during the activity will depend on the students. Younger students will likely make more simple observations and engage with more simple ideas, while older students will likely make more complex and detailed statements. An activity such as Lichen Exploration is also flexible because very young students can explore lichen and notice whatever they notice- so can older students. But you'd probably want to focus on introducing fewer concepts if you're doing the activity with younger students. Activities that are more focused on concept development, such as Structures & Behaviors or Related & Different (coming soon!), are still somewhat flexible, but not as much. Look closely at the concepts being introduced in each activity, think about your audience, and decide whether some adjustments could make the activity work for younger or older students, or if it's too much of a leap.

This activity looks pretty good, but I want to make some changes; is that ok?

Making thoughtful decisions when leading activities is an important part of being a good instructor. But, we recommend that the first few times through, you lead the activity as written, especially if you're new to this style of instruction. These activities have been thoughtfully planned and written, and the specific questions, statements, and sequence of steps have been rigorously tested by field instructors. Leading the activity as written will help you get a sense of what the activity is all about. Once you've led the activity a few times, it's fine- and even desirable- to make small, thoughtful changes in how you present the activity to best meet the needs of your students.

Of course, there are minor adjustments to an activity you may need to make to, for example, accommodate for your site, time constraints, or weather conditions. When making such changes, be sure to read the Teaching Notes included in the sidebars throughout the write-up and in the Instructor Support section- many activities have notes that explain the rationale behind certain steps or language, or notes on changes to the activities that have been found to be particularly effective or ineffective in field testing.

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Berkeley, CA 94720-5200
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Science and Teaching for Field Instructors Beetles provides three types of resources for teaching science outdoors: Student activity guides, videos, and additional instructor support materials. Sign up on our mailing list to find out when we post new stuff!

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Seeds to Solutions is a FREE, open education resource designed to empower K-12 students to be environmentally literate, engaged community members prepared to act for the well-being of their family, broader community, and environment.

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Seeds to Solutions™ is a set of free, solutions-oriented instructional resources for grades K–12 on California environmental issues. Developed in response to teacher and community demand, the lessons empower students to address real-world environmental issues, from food waste to water use to wildfire management. Age-appropriate, solutions-focused, and trauma-informed, Seeds to Solutions prepares students to be environmentally literate, engaged community members.

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CA Education and the Environment Initiative (EEI) 

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CA Education and the Environment Initiative (EEI) 

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EEI Curriculum (K-12) consists of 85 engaging units that address core academic standards in science, history–social science, and English language arts.

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The EEI Curriculum includes 40 science units that were created prior to the adoption of the California Next Generation Science Standards (NGSS).

Although these units were written for California's science standards prior to NGSS, they contain engaging resources (including visual aids, readings, activities, and maps) that are still relevant and, if thoughtfully integrated, can help support lessons and units of study focused on California's NGSS.

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The EEI Curriculum includes 40 science units that were created prior to the adoption of the California Next Generation Science Standards (NGSS). Although these units were written for California's science standards prior to NGSS, they contain engaging resources (including visual aids, readings, activities, and maps) that are still relevant and, if thoughtfully integrated, can help support lessons and units of study focused on California's NGSS.

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Central Region CAEP: Salmonids in the Classroom

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The Department of Fish and Wildlife manages California’s diverse fish, wildlife, and plant resources, and the habitats upon which they depend, for their ecological values and for their use and enjoyment by the public.

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California Regional Environmental Education Community (CREEC) Network: promotes environmental education by providing teachers with access to high-quality professional learning opportunities and education resources.

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Project WET - Water Education Foundation

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California Project WET is a program of the Water Education Foundation that works with partners throughout the state to…

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Blueprint for Environmental Literacy in CA

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Blueprint for Environmental Literacy in CA

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Blueprint for Environmental Literacy - Ten Strands

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On September 15, 2015, Superintendent of Public Instruction Tom Torlakson released the much anticipated A Blueprint for Environmental Literacy: Educating Every California Student In, About and For the Environment at a press conference at Abraham Lincoln High School in San Francisco. The Blueprint was created by a forty-seven member Environmental Literacy Task Force appointed by […]

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California Environmental Literacy Initiative (CAELI): searchable directory for community-based partners (CBPs) that offer field trips and other environmental education opportunities in Fresno County.

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CAELI Partner Portal - Increasing access to impactful environment-based learning for all of California’s K-12 students

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Scout Island (Fresno County Superintendent of Schools) offers teachers and students high-quality multi-grade level environmental education opportunities through engaging field trips

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Scout Island Outdoor Education Center is conveniently located within Fresno City Limits on the San Joaquin River and provides eighty-five acres of invaluable habitat for native wildlife and for riverside vegetation. Scout Island offers teachers and students high-quality multi-grade level environmental education opportunities that expose participants to our many valuable resources of our preserved natural area. Year-round field trips are offered to explore the San Joaquin River Watershed, local geology, flora, fauna, and the cultural history in the riparian corridor of our river. At Scout Island, learners experience nature through hands-on activities specifically designed to meet California Education Standards and to enhance your school's curriculum. Scout Island is under the direction of the Fresno County Superintendent of Schools.

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Boats and boating--Equipment and supplies

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Scout Island Outdoor Education Center is conveniently located within Fresno City Limits on the San Joaquin River and provides eighty-five acres of invaluable habitat for native wildlife and for riverside vegetation. Scout Island offers teachers and students high-quality multi-grade level environmental education opportunities that expose participants to our many valuable resources of our preserved natural area.

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California's Environmental Principles and Concepts (EP&Cs) highlight the deep relationship between humans and the natural world.

Students and teachers need not memorize the five environmental principles and fifteen supporting concepts. Rather, they are "big ideas" intended to inform standards-based instruction and fuel student inquiry. Teachers can support environmental literacy by helping students to understand and apply the EP&Cs across academic disciplines and in the real world.

By law, the EP&Cs must be addressed in future California textbooks and instructional materials adopted by the state. In 2016, the EP&Cs were integrated into the revised California History-Social Science and the new California Science framework. As a result, subsequent state textbook adoptions will incorporate the EP&Cs.

Principle 1 - People Depend on Natural Systems

The continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services.

Concept A. The goods produced by natural systems are essential to human life and to the functioning of our economies and cultures.
Concept B. The ecosystem services provided by natural systems are essential to human life and to the functioning of our economies and cultures.
Concept C. That the quality, quantity, and reliability of the goods and ecosystem services provided by natural systems are directly affected by the health of those systems.

Principle 2 - People Influence Natural Systems

The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies.

Concept A. Direct and indirect changes to natural systems due to the growth of human populations and their consumption rates influence the geographic extent, composition, biological diversity, and viability of natural systems.
Concept B. Methods used to extract, harvest, transport, and consume natural resources influence the geographic extent, composition, biological diversity, and viability of natural systems.
Concept C. The expansion and operation of human communities influences the geographic extent, composition, biological diversity, and viability of natural systems.
Concept D. The legal, economic, and political systems that govern the use and management of natural systems directly influence the geographic extent, composition, biological diversity, and viability of natural systems.

Principle 3 - Natural Systems Change in Ways that People Benefit From and Can Influence

Natural systems proceed through cycles that humans depend upon, benefit from, and can alter.

Concept A. Natural systems proceed through cycles and processes that are required for their functioning.
Concept B. Human practices depend upon and benefit from the cycles and processes that operate within natural systems.
Concept C. Human practices can alter the cycles and processes that operate within natural systems.

Principle 4 - There are no Permanent or Impermeable Boundaries that Prevent Matter from Flowing Between Systems

The exchange of matter between natural systems and human societies affects the long-term functioning of both.

Concept A. The effects of human activities on natural systems are directly related to the quantities of resources consumed and to the quantity and characteristics of the resulting byproducts.
Concept B. The byproducts of human activity are not readily prevented from entering natural systems and may be beneficial, neutral, or detrimental in their effect.
Concept C. The capacity of natural systems to adjust to human-caused alterations depends on the nature of the system as well as the scope, scale, and duration of the activity and the nature of its byproducts.

Principle 5 - Decisions Affecting Resources and Natural Systems are Complex and Involve Many Factors

Decisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes.

Concept A. There is a spectrum of what is considered in making decisions about resources and natural systems and how those factors influence decisions.
Concept B. The process of making decisions about resources and natural systems, and how the assessment of social, economic, political, and environmental factors has changed over time.

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Environmental Principles & Concepts - California Education and the Environment Initiative (EEI)

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California's Environmental Principles and Concepts (EP&Cs) highlight the deep relationship between humans and the natural world. Students and teachers need not memorize the five environmental principles and fifteen supporting concepts. Rather, they are "big ideas" intended to inform standards-based instruction and fuel student inquiry.

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Environmental Literacy is woven into ALL CA frameworks (science, history-social studies, health, art, and math). Discover where you can find out more on this website!

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Environmental Literacy Resources, Standards, & Frameworks - Ten Strands

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Environmental Literacy in California Science Instruction The Science Framework for California Public Schools has integrated California’s Environmental Principles and Concepts (EP&Cs), and calls on teachers to center their instruction on investigations that are relevant to students’ interests and the communities where they live. Appendix 2 presents diverse examples of the connections that can be made […]

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COMING SOON

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Ten Strand's mission is to strengthen the partnerships and strategies that will bring environmental literacy to all of California’s TK–12 students.

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Ten Strands: Environmental Literacy for All California Students

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We believe every student in California can achieve environmental literacy.

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CA Association for Environmental & Outdoor Education 

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CA Association for Environmental & Outdoor Education 

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AEOE strengthens environmental education in California by connecting providers, building professional expertise, and championing environmental literacy and outdoor learning.

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Environmental Action Civics is an educational approach where youth work in partnership with adults to identify a local environmental issue and engage with community members to take action by advocating for systemic changes to policies or practices.

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Welcome to Earth Force Home of Environmental Action Civics Do you recycle? Do you avoid littering? Way to go! But . . . we need to talk. Each person “doing their part” for the environment will not be enough to address the challenges we face. Let’s face it, we are all more comfortable deciding to […]

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A nonprofit organization dedicated to the transformation of public education by using organic school gardens, kitchens, and cafeterias to teach both academic subjects and the values of nourishment, stewardship, and community. (Free lesson plans available)

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Copyright 2020 The Edible Schoolyard Project. All rights reserved.

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School Gardens

Ag in the Classroom is proud to support school garden programs. Check out our garden-related resources for garden lesson ideas, a guide to starting your school garden, and more! Be sure to also explore the opportunities on our Grants & Scholarships page.

Prolific Pollinators

How does your food get pollinated? Pollinators are essential to agriculture and the environment. Students will learn about the various categories of pollinators and their contribution to producing California agriculture commodities. Includes three activities, a math exercise and ideas for Service Learning and Citizen Science. This resource is aligned to California Common Core and Next Generation Science Standards.

WE Garden Lesson Packet

These one-page lessons have great ideas for hands-on, garden-based learning that can be used within or outside the classroom walls.
Subjects: Science, Mathematics, English Language Arts, Health/Nutrition

School Garden Links and Resources

Gardens for Learning Book

Download the guidebook developed through a collaboration with the Collective School Garden Network.

CROP Circles

CROP (California Regions of Optimal Planting) Circles

This easy-to-use diagram illustrates proper planting and harvesting times for 18 crops commonly found in California school gardens.

California's Fruit & Vegetable Crop Seasons

Check out the chart of California's fruit and vegetable crop seasons, created by the California Department of Food and Agriculture.

Garden-Related Acrostic Poems

An acrostic is a structured poem in which the first letter of each line forms a word or phrase, vertically. The poem can describe the subject or tell a brief story about it. Use this download for students to create their own garden-related acrostics.

Agricultural Fact and Activity Sheets

The fact sheets include one page of information related to an agricultural commodity and one page of lesson plan ideas for using that information. The set includes everything from almonds to table grapes, as well as plant nutrients: Nitrogen, Phosphorus, and Potasium.

The Invasive Species Fact Sheet Set introduces six invasive species, the damage they cause to California crops and how to stop their spread.

Lesson Plans

Our lesson plan collection includes some great resources for garden learning.

What's Growin' On?

Your Link to California Agriculture

This edition of our hands-on student newspaper is focused on gardens. You can also explore the entire collection, as each issue can easily be used to complement a garden-based education.

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ca foundation for agriculture in the classroom

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Judy Culbertson, Administrator and Yasuko Mitsuoka Grow, Designer

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School Gardens | California Agriculture in the Classroom

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Agriculture in the Classroom website provides a network and resources for educators that seek to engage K-12 audiences and improve agricultural literacy.

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CREATING OUTDOOR LEARNING LABORATORIES

Gardens in the schoolyard are effective outdoor learning spaces for students to engage in inquiry-driven, project-based learning across all disciplines. Project Learning Garden™ is a holistic program that provides schools with the essential elements to establish and support their garden-based learning programs.

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Project Learning Garden - Captain Planet Foundation

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Gardens in the schoolyard are effective outdoor learning spaces for students to engage in inquiry-driven, project-based learning across all disciplines. Project Learning Garden™ is a holistic program that provides schools with the essential elements to establish and support their garden-based learning programs.

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Project Hero is a free online platform that offers a standards-oriented project-based learning experience for empowering and engaging students to take action for their local endangered species and ecosystems.

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Project Hero – Captain Planet Foundation

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All the information you need to start a garden program at your school!

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Why plant a school garden? School gardens have entered the national spotlight as an effective way to promote life-long healthy eating habits and connect students to the natural world. Gardening provides educators with opportunities to enhance student education through practical, reality-based learning. Goals of school garden programs often include:

Providing opportunities for hands-on learning, inquiry, observation and experimentation across the curriculum.
Although science and nutrition are the focus of many garden programs, curriculum ties can also be made to the subjects of language arts, math, science, social studies and art. Additionally, the garden is an excellent location to model sustainable practices and present environmental education lessons.

Motivating kids to eat and love fruits and vegetables.
Gardens help get students excited about fruits and vegetables and provide countless opportunities to experience and try the foods that are often the hardest to get kids to eat.

Promoting physical activity and quality outdoor experiences.
Many schools are searching for opportunities and space to offer movement to students. Gardening offers students ample opportunities to walk, lift, carry, dig, plant, and rake, as well as practice balance and dexterity, all while participating in an enjoyable and engaging activity

Supplying local produce to the students.
The nation-wide growth of Farm to School programs and increasing USDA support of local and regional food systems have made serving local, sustainable produce in school meals a reality. Although school garden produce may not account for a large portion of the produce served in the café, there may be enough of a harvest to hold sampling events.

Educators and researchers have noted many benefits to students participating in school garden programs including:

Increased consumption of fruits and vegetables

Improvement in attitudes towards fruits and vegetables

Improvement in science achievement scores

Improvement in social skills and behaviors

Improvement in environmental attitudes and instillation of respect for nature

Positive impact on student achievement and behavior

The school garden offers a place to enrich teaching efforts with powerful hands-on experiences that make learning come alive. Each school or youth garden is as unique as the school or community that plants it. Gardens may come in many configurations, ranging from a collection of container gardens or a grouping of raised beds to a half-acre of plowed land. Garden programs can also be conducted using indoor light gardens or greenhouse plantings to accommodate the challenge weather poses in many areas during the school year. Successful garden programs do have certain features in common, however - they are designed to meet local program needs, to be sustainable, and to use the physical site and available resources to their fullest.

Although the physical appearance of school gardens varies greatly, there are a few common steps all garden leaders must take to create a successful and sustainable program. Developing a school garden program comes down to planning and building in three main areas: people, place, and plant care. The basic steps to building a successful school garden program include:

Taking goals and potential benefits into account, it is easy to see why interest is high in installing school gardens and implementing gardening programs to serve as teaching tools. These articles on our website will introduce you to all the steps necessary for launching and sustaining a successful school garden program. We hope it will empower you to begin your journey and excite you about the possibilities.
Although following through on each of these steps may seem cumbersome, taking time to properly plan leads to a stronger program. Planning is the systematic process of working through each of these areas to develop a strategy for making your own school garden program function successfully.

Defining the functional goals of your garden is simply stating what you want to teach, but within the garden setting instead of the classroom. School gardens are not just places for plant science and ecology; they are places for art, music, math and creative writing. In the garden you can teach about sharing and teamwork, as well as the interconnected web of life.

Keep in mind that it is best to plan big, but start small. A large project can exhaust the enthusiasm of your students and volunteers. Let them get excited about the success of a bountiful, enjoyable, but small garden; then expand as your confidence and experience increases.

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Starting a School Garden Program: Overview

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School gardens promote healthy eating habits and connect students to the natural world. Learn how to build a successful school garden program with these goals and steps.

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Kids for Saving Earth provides TK-12 educational materials, posters, a highly acclaimed website featuring printable environmental education curriculum and empowering activities for instructors to use in their classrooms.

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The mission of Kids for Saving Earth is to educate, inspire, and empower children to protect Earth's environment. Kids for Saving Earth provides educational materials, posters, Earth music and a highly acclaimed web site featuring printable environmental education curriculum and empowering activities for instructors to use in their classrooms. Through our Kids for Saving Earth's Green Shop you can order educational posters, certificates, guidebooks, CD's, "green" gifts, buttons and much more. We have activities for kids ages 3 to 18.
Help keep Clinton's dream alive, donate today!

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Help KSE Protect Earth - Kids for Saving Earth

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The mission of Kids for Saving Earth is to educate, inspire, and empower children to protect Earth's environment. Kids for Saving Earth provides educational materials, posters, Earth music and a highly acclaimed web site featuring printable environmental education curriculum and empowering activities for instructors to use in their classrooms. Through our Kids for Saving Earth's Green Shop you can order educational posters, certificates, guidebooks, CD's, "green" gifts, buttons and much more.

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A variety of topics, grade levels, and genres of children's books to use in the classroom.

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Top Children's Books on the Environment - Best Of

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A selection of our favorite children's books on the environment featuring Mighty Girls -- perfect for Earth Day and every day! For our environmental movie recommendations, visit our section on

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An international event, motivating people around the world to find and document wildlife in their own cities - happens at the end of April each year.

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K-12 education resources including units, book guides, and videos

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From free curricula to all-inclusive kits, the Cornell Lab of Ornithology has a wide variety of lessons and activities to captivate learners of all grade levels. The Cornell Lab of Ornithology K-12 team engages educators around the nation to assist in content development that is user friendly, meets NGSS standards, and inspires students.

Educators can attest to the success of the lessons and activities in their classroom.
"All the BirdSleuth activities are easy to mix and match according to your needs. As an educator I really appreciate the flexibility" (5th-8th grade Informal Educator)
"Studying birds is an easy way to get kids to notice animals in nature when they are outside. My students have a better appreciation for bird habitats and the need for trees and seeds" (3rd grade classroom teacher of 20+ years)

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Lessons & Activities - K-12 Education NGSS Curricula and Kits

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From free curricula to all-inclusive kits, the Cornell Lab of Ornithology has a wide variety of lessons and activities to captivate learners of all grade levels. The Cornell Lab of Ornithology K-12 team engages educators around the nation to assist in content development that is user friendly, meets NGSS standards, and inspires students.

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The Global Learning and Observations to Benefit the Environment (GLOBE) Program is an international science and education program that provides students and the public worldwide with the opportunity to participate in data collection and the scientific process, and contribute meaningfully to our understanding of the Earth system and global environment.

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The Global Learning and Observation to Benefit the Environment (GLOBE) program is a worldwide hands-on, primary and secondary school-based science and education program.

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Largest citizen science project focused on pollinators!

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I don't usually send two emails in a week. However, we are partnering with SciStarter to put materials for the Great Sunflower Project in public libraries in Arizona and they developed this great coloring page for kids. I thought it might help those of you who are parents or grandparents!

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This is a project for people to explore the wildlife, flora, and fauna in their backyard. Take a picture and add a name. We want to know the diversity in your backyard!