Download File - Sturgeon City

Description: This week is all about nature. Campers will turn into investigators as they explore Sturgeon
City's outdoor surroundings and boardwalks. On Wednesday, campers will learn about survival, making
shelters and participate in an overnight camp out. As it begins to get dark astronomy will be the topic as
we learn about stars and the night sky and try to find the constellations.
Nature Investigators Lesson Plans - Monday
9 – 9:30am – Arrival/Check-in
Check-in students outside of the building. Please have parents check the authorized pickup list and
remind them that ID’s will be required at pick-up.
Once they have checked in, have them begin tie-dying their shirt on the picnic tables outside while
waiting on others to arrive.
9:30am – 10:30am – What is Nature/Nature Scavenger Hunt
Nature is everything in the world around us. It includes the plants and animals around us. It also
includes the earth itself such as the rocks, mountains, rivers, and oceans.
Scavenger Hunt
Students will be given a brown bag with a scavenger hunt pages stapled to it. Explain that they are going
on the scavenger hunt to find the items on the paper. There items must be placed in the bag and kept.
They will be using the items found for later crafts and activities. You can go all over Sturgeon City
including the boardwalks and around the wetlands and park.
Educators: Please collect items as well in case some students do not find an item or have enough.
10:30am – 11:00am – Snack Time
11:00am – 11:30pm – Paint Brushes/Leaf Painting
We will use some of the items we collected in our scavenger hunt to make paint brushes and do leaf
paintings.
Materials
 several twigs
 string, twine or a piece of raffia
 materials for bristles (pine needles, spruce needles, cypress foliage, even tree buds, etc)
 optional: a rubber band
 cardstock
Steps
1) Gather needles and leaves from trees of your choice - for bristles. Get several sticks that will become
paintbrush handles.
2) Distribute the bristle material nicely around the stick and start attaching it by wrapping raffia (or
twine) around.
3) Wrap raffia (or rubber band/twine) several times around the handle and the bristle material, then tie
it firmly and cut off any excessive string.
4) Give each student a piece of cardstock and tell them that they are going to make a leaf collage. Have
them paint their leaves and place them on the cardstock to create a leaf print.
11:30am – 12:00pm – Geology/Earth’s Crust
Geology is the study of our planet, how it was made, what it is made of and how it changes over time.
The word “geo” means Earth and the people who study geology are called geologists.
Structure of the Earth
There are huge landmasses on Earth. These land masses are made out of rock plats that float across the
surface. They are called tectonic plates. Those plates float on the mantle. The mantle is an area
between the core and the crust. The mantle is basically filled with molten rock. It is kept at a liquid state
because of the energy given off by the center (core) of the Earth.
Crust
The crust is a thin outer layer of the earth where
we live. It varies from 5k to 70km thick. The part
that we live on is the continental crust whereas the
part that is in the ocean is the oceanic crust
Mantle
The second layer is the mantle. The mantle is much
thicker than the crust.
Together they (crust and mantle) are combined to
form the tectonic plates. These plates move very
slowly. Where the plates touch is called a fault.
There are three main boundaries for tectonic
plates. A convergent boundary is where two plates collide into one another. This is there mountains and
volcanoes are formed. A divergent boundary is where two plates move away from one another. An
example of this is the Mid-Atlantic Ridge in the Atlantic Ocean. This is where new crust is formed. The
third type of boundary is a transform boundary. This is where 2 plates move horizontal to one another.
This causes earthquakes
Outer Core
The outer core is made up of iron and nickel and is extremely hot (4400 to 5000+ degrees C). This causes
the iron and nickel to remain in liquid form.
Inner Core
The inner core is made up of iron and nickel just like the outer core. However, since it is so deep within
the earth it is under immense pressure. Even though it is just as hot as the outer core, the pressure
causes the iron an nickel to remain solid. The inner core is the hottest part of the earth at over 5000
degrees C. That is about as hot as the surface of the sun.
Explain to the class that they are going to simulate the layers of the earth with different liquids. Explain
that due to different densities the liquid layers and the solid layers of the earth do not combine. So what
is density? The density of a material is its mass per unit volume. Things with less density will float and
things with a higher density will sink. So which do you think is more dense, the inner core or the outer
core? Inner because it sits underneath of the outer core. The inner core is the densest layer of the earth.
Materials
Rubbing alcohol
Vegetable oil
Water
Light corn syrup
Food coloring
Mason jars
1. Divide the class into 4 equal groups.
2. Give each group a mason jar, rubbing alcohol, vegetable oil, water, light corn syrup, and food
coloring.
3. Tell them that based on those 4 items (alcohol, oil water and corn syrup) they need to decided
what the order from most dense to less dense is. Do not mix anything together yet. They must
be approved by the teacher first.
a. Rubbing alcohol – crust
least dense
b. Vegetable oil – mantle
c. Water – outer core
d. Corn syrup – inner core
most dense
4. When they have the correct order from most to least
dense they may start combining their layers. Make
sure that the densest goes in first. Allow them to only
pour 2 inches per layer. Make sure to pour the layers
in slowly as to not mix with the layer underneath.
**Note: They may use food coloring to color the alcohol and
water. If coloring the alcohol, make sure they pour the
amount into a cup and mix the colors before adding it to the
mason jar.
When cleaning up pour the mixture in the sink while running
hot water. Rinse out the mason jars.
12:00pm – 1:00pm – Lunch/Recess
1:00pm – 2:00pm – Geodes/Egg Geodes
One part of geology is rocks. We are going to specifically talk about geodes. Ask: What is a geode?
Geodes are like the Tootsie Roll Pop of the geology world because underneath the hard exterior lies a
surprise center!
Hollow Rocks
So, let’s start at the beginning: how do you get a hollow rock with lots of sparkling crystals inside? First
you need a hollow rock. Geodes start their lives as a hollow bubble inside a layer of rock. The bubble
could be from air inside explosive volcanic rock or it could come from the hollow remains of animal
burrows or tree roots. When these rocks form from air bubbles inside of volcanic rock it is pretty easy to
picture. Think about the small air bubbles you see in pumice. Now, imagine just one of those bubbles
completely surrounded by black or red volcanic rock. As rain pelts down on the hot bubble, the
chemicals in the rock are slowly released into the water. Some of the water soaks through the hard,
rocky outside of the bubble and is trapped for a moment on the inside. As the mineral-rich water moves
on through the bubble, tiny crystals are left behind, clinging to the sides of the bubble. Millions of years
pass while this in and out flow of water gradually builds crystals inside the empty space. The crystal
formations might become large single crystals or tightly packed micro-crystals, so small that you can’t
even distinguish one from another.
For this activity we are going to break open some geodes that you can take home with you! We are also
going to make our own colorful crystal-filled geodes!
Breaking Geodes
1. Each student is going to get a geode that they are going to break open using a hammer. EYE
GOGGLES AND SUPERVISION IS REQUIRED!!
2. This will have to be done in small groups.
3. Take a few students out at a time and allow them to carefully break open their geodes. Place all
of their pieces in a Ziploc bag with their name on it.
Egg Geodes
Materials
 Egg shells (1 half per student)(extras in case some break)
 Glue
 Paint brush
 Alum Powder
 Pie pans
Steps
1. Generously drip some glue into the shell halves. A little on the outside is OK, too.
2. Use the paintbrush to spread the glue all over the inside of the shell. Completely cover the
interior surface with glue all the way up to, and including, the edges. Use more glue if needed.
3. Generously sprinkle lots of alum powder on the wet glue.
4. Turn the shell-half over and gently tap out any excess alum. Place it on a paper towel or paper
plate to dry overnight.
5. This will be continued in tomorrow’s camp first thing in the morning!
2:00pm – 2:45pm – Rock Candy
Materials
Steps
1. Give each student a glass mason jar, a skewer and 2 clothespins. The skewer must be cut to fit in
the jar so that it doesn’t touch the bottom but leave enough room that you can clip the
clothespins on to hold it in the jar. The skewer cannot touch the sides of the jar.
2. Pour about 3 cups of granulated cane sugar into the large glass container.
3. Heat water using the electric kettle
4. Add 1 cup (237 ml) of water to the sugar. Watch what happens as the water bubbles through all
that sugar. There’s a lot going on in the container already. Use the heavy spoon to thoroughly
stir the water (a solvent) and the sugar (a solute) together to make a solution. It will be very
viscous (thick) and heavy because there’s a lot more sugar than water in there. Stir it well!
5. Add 3-7 drops of any food coloring to the mixture and stir it in thoroughly.
6. Place a plate on the center of the table with some sugar on it. The students will need to coat
their skewer in the sugar before placing it in their solution.
7. Once their skewer is coated they will clip the clothespins to the top and place it in the jar being
careful not to touch the bottom of the jar.
8. Place all of the mason jars on a side table to sit allowing the rock candy to grow. They CANNOT
be moved or it will not grow.
When you mixed the sugar with the water and then heated and stirred the solution repeatedly, you
created a supersaturated solution. This means there are far more dissolved particles of solute (the
sugar) than the solvent (the water) can normally dissolve and hold at a given temperature. By
stirring the sugar in hot water instead of room temperature or cold water, the sugar is dissolved
faster in the fast moving (heated) water molecules. As the water cools, the huge amount of sugar
particles remains in solution (a supersaturated solution) and it contains more sugar than can stay in
the liquid. The sugar falls out of the solution as a precipitate (particles). These connect with other
sugar particles, and a crystal begins to grow.
You gave the suspended sugar particles a great place to begin crystallizing when you dried some
crystals onto the string ahead of time. These are “seed” crystals. As sugar particles begin to settle
(the precipitate), they join and form crystals quickly with other sugar molecules. You see this
crystallization on both the bottom and sides of the jar as well as on the string. Sugar molecules
continue to settle and crystalize on the string and on top of other sugar molecules until you pull it
out of the solution and enjoy the candy.
2:45pm – 3:00pm – Clean-up/Dismissal
Nature Investigators Lesson Plans – Tuesday
8:30am – 9:00am - Start prepping the water mixture for finishing the geodes.
6. Bring two cups of water almost to a boil and pour it into a bowl. Add several drops of food color
to the water and stir. Dissolve ¾-cup alum powder into the water. Stir well and let the mixture
sit for 30 minutes. This needs to be done for EVERY color you intend to use.
9 – 9:30am – Arrival/Check-in
Check-in students outside of the building.
9:30am – 10:00pm – Finish Geodes
7. Students will be allowed to choose one color that they would like their geodes. Place the
solution in a pie pan.
8. Place the shells into the solution alum-side up. Gently push the shells to the bottom of the
solution with the spoon and allow them to sit there overnight. Multiple shells can go in the same
pie pan.
9. After 12-15 hours, alum crystals have grown! Carefully remove the shells and place them on a
paper towel to dry and finish the geode-creation process. Perhaps you can leave them in the
bowl longer and see if they grow bigger.
Your eggshell geode is formed through a process called sedimentation. While a geological geode is a
mass of minerals within a rock that can take thousands, even millions, of years to form, your
Incredible Egg Geode only takes a couple of days. The heated alum solution contains suspended
particles of alum powder in it and as the solution cools, these particles of alum begin falling to the
bottom. When the alum particles settle on the bottom, they begin crystallizing. Coating the shell
with alum powder beforehand gives the suspended alum particles a surface to which they can more
readily attach themselves. The particles that settle onto the interior surface of the shell crystallize
quickly but you will also see evidence of crystallization on other parts of the shell as well as on the
bottom and sides of the bowl.
10:30am – 11:00am – Snack Time
11:00am – 11:30pm – Basic Needs of plants
Food: Plants, like animals, need food to survive. Plants get nutrients from soil, just like you get nutrients
from the food you eat. Plants are also special because they can make their own food, through a process
called photosynthesis! Plants have a special pigment called chlorophyll, which captures sunlight. Using
sunlight and water, plants make their own food. In photosynthesis, when plants take in carbon dioxide,
they let out oxygen, which is what we breathe. This is how we always have fresh air.
Water: Plants, like animals, are made mostly of water. What happens to a plant on a hot day, or when it
doesn’t have enough water? It wilts! Plants can actually close the openings on their leaves to keep water
inside. Plants also use water to make their own food!
Air: Plants “breathe” in CO2 and “breathe” out oxygen through openings in their leaves. Their roots
breathe the way we do—they take in oxygen for respiration, which is the break down of sugars into
energy. At night when there is no light, plants stop photosynthesizing (making sugars from light) and
their leaves start respiration; or using up the sugars they stored during the sunny part of the day. In
lakes and oceans, plants generally get plenty of CO2, which they use to make oxygen.
Sunlight: Plants use sunlight to make their food source. This helps them to grow and to make more
plants.
Space: All plants need soil, but not all plants need soil to survive—although many plants get nutrients
from the soil, they can survive if they get nutrients elsewhere. They just need some medium to deliver
water and nutrients and provide stability. Different plants need different amounts of space (tree vs.
dandelion).
Plants also need space so they can pollinate to make more seeds, and thus more plants. Pollinators (like
bees and butterflies) and seed dispersers (like birds) can help plants make more plants.
Make seed necklaces
1. To begin, gather an unbleached cotton ball, a piece of ribbon or string, a small sealable plastic
bag, and a bean for growing in the garden.
2. Wet your wool or cotton, place your bean in the center, and wrap the wool/cotton tightly
around it.
3. Place it into the plastic bag, remove the air and seal. Punch a hole in the top of the bag, and tie it
around the students’ necks. In about two days, the bean will sprout and can be planted in the
garden.
11:30am – 12:00pm – Plant Parts/Flower Dissection
Roots
Basic parts of most all plants are roots, stems, leaves, flowers, fruits, and seeds.
The roots help provide support by anchoring the plant and absorbing water and
nutrients needed for growth. They can also store sugars and carbohydrates that the
plant uses to carry out other functions. Plants can have either a taproot system (such
as carrots) or a fibrous root system (such as turf grass). In both cases, the roots are
what carry the water and nutrients needed for plants to grow.
Stems
Stems carry water and nutrients taken up by the roots to the leaves. Then the food
produced by the leaves moves to other parts of the plant. The cells that do this
work are called the xylem cells. They move water. The phloem cells move the food.
Stems also provide support for the plant allowing the leaves to reach the sunlight
that they need to produce food. Where the leaves join the stem is called the node.
The space between the leaves and the stem is called the internode. You'll find out
why this is so important as the mystery develops.
Leaves
Leaves are the food making factories of green plants. Leaves come in many
different shapes and sizes. Leaves can be simple. They are made of a single leaf
blade connected by a petiole to the stem. An oak leaf or a maple leaf are
examples. A compound leaf is a leaf made up of separate leaflets attached by a
petiole to the stem like an ash or a locust.
Leaves are made to catch light and have openings to allow water and air to come and go. The outer
surface of the leaf has a waxy coating called a cuticle which protects the leaf. Veins carry water and
nutrients within the leaf.
Leaves are the site of the food making process called photosynthesis.
In this process, carbon dioxide and water in the presence of
chlorophyll (the green pigment) and light energy are changed into
glucose (a sugar). This energy rich sugar is the source of food used by
most plants.
Photosynthesis is unique to green plants! Photosynthesis supplies
food for the plant and oxygen for other forms of life.
A green plant helped make the oxygen you are breathing today.
Flowers
Flowers not only look pretty but, in fact, are important in making seeds. Flowers
have some basic parts. Today we are going to dissect a flower and look at those
parts.
1. Have students divide into groups of 2-3 people. Pass out a white tray and a
flower to each group. Explain that as you talk about each part of the flower we
are going to dissect the flower and find that particular part.
2. Petals are also important parts of the flower, because they help attract pollinators such as bees,
butterflies and bats. You can also see tiny green leaf-like parts called sepals at the base of the flower.
They help to protect the developing bud.
Have students carefully pull off the petals and
lay them aside. Be careful not to pull apart the
pieces that are attached to the stem on the
inside.
3. The female part is the pistil. The pistil usually
is located in the center of the flower and is
made up of three parts: the stigma, style, and
ovary. The stigma is the sticky knob at the top
of the pistil. It is attached to the long, tube like
structure called the style. The style leads to the
ovary that contains the female egg cells called ovules.
4. The male parts are called stamens and usually surround the pistil. The stamen is made up of two
parts: the anther and filament. The anther produces pollen (male reproductive cells). The filament holds
the anther up.
During the process of fertilization, pollen lands on the stigma, a tube grows down the style and enters
the ovary. Male reproductive cells travel down the tube and join with the ovule, fertilizing it. The
fertilized ovule becomes the seed, and the ovary becomes the fruit.
Fruit
The fruit is the ripened ovary of a plant containing the seeds. After fertilization, the ovary swells and
becomes either fleshy or hard and dry to protect the developing seeds. Many fruits help seeds spread
(maple seeds). Many things we call vegetables are really fruits such as tomatoes, cucumbers, and beans.
12:00pm – 1:00pm – Lunch/Recess
1:00pm – 1:45pm – Animal/Bird Watching
Take the binoculars/bug nets and go on an animal scavenger hunt to see how many different animals
and signs of animal life that can be found around Sturgeon City.
1:45pm -2:45pm – Prep for Thursday Solar System Activity
Explain that we are going to start a solar system activity that will be continued on Thursday.
Supplies needed:
A round balloon
Lots of newspaper
Flour and water glue (instructions below)
A container for mixing the glue (old plastic containers work well)
A spoon or stick to stir the glue
1. Make a simple, thin glue from flour and water. Mix 1 cup of flour into 1 cup of water until the
mixture is thin and runny. Stir into 4 cups of boiling water (the heating gives the glue a nice
consistency, but is not necessary). Simmer for about 3 minutes, then cool.
2. Tear a lot of strips of newspaper. Strips should be about 1 inch wide; the length doesn't really
matter.
3. Blow up and tie a round balloon for each student.
4. Papier-Mâché: Dip each strip of paper in the flour glue, wipe off excess, and wrap the strip
around the balloon. Make sure to cover the entire balloon. Allow it to dry indoors until Thursday
afternoon when we will paint them.
2:45pm – 3:00pm – Clean-up/Dismissal
Nature Investigators Lesson Plans – Wednesday
9 – 9:30am – Arrival/Check-in
Check-in students outside of the building.
9:30am – 10:00am - Directions and Compass
In two parts, teach your students about the cardinal directions and how to use a compass and maps. The
lesson includes outdoor activities.
Follow these steps:
Part 1: Directions
1. Sit in a circle outside. Ask students
 Where's the Sun?
 What direction is the Sun?
 Which way is north?
2. Use an object, such as a branch, to depict north. Explain the other cardinal directions and use a
mnemonic device to aid students' memory, such as the sentence "Never eat soggy Wheaties."
3. Ask students to use materials in the area to mark the other directions.
4. Explain what a compass is and how it functions.
A compass is a device that is used in navigation. No matter where you stand on Earth, you can hold a
compass in your hand and it will point toward the North Pole. What an unbelievably neat and amazing
thing! Imagine that you are in the middle of the ocean, and you are looking all around you in every
direction and all you can see is water, and it is overcast so you cannot see the sun... How in the world
would you know which way to go unless you had a compass to tell you which way is "up"? Long
before satellites and other high-tech navigational aids, the compass gave humans an easy and
inexpensive way to orient themselves. A compass is an extremely simple device. A magnetic compass
consists of a small, lightweight magnet balanced on a nearly frictionless pivot point. The magnet is
generally called a needle. One end of the needle is often marked "N," for north, or colored in some way
to indicate that it points toward north. On the surface, that's all there is to a compass.
5. Use a compass to test the accuracy of where students placed objects to mark directions in step 3.
Make any needed corrections.
6. Say the different directions out loud, and ask students to point where the direction is with a compass.
7. Go inside and ask students to find north and other directions in the classroom
10:00a – 10:30am - Navigation with Compass
Tell students that they are going to learn how to navigate using a compass. Explain to them that they
need to hold it in their hand keeping their hand flat. The arrow on the clear plastic holder should be
pointing away from their body. As they turn the needle will turn with them showing their direction.
Give different degrees and directions to students and try to get them to follow that direction to a certain
point. For example, tell one group to go 75 degrees N for 20 steps. They will have to turn their bodies
until their needle is point to 75 degrees N and then walk 20 steps.
10:30am – 11:00am – Snack time
11:00am – 12:00pm - Latitude and Longitude
The grid of intersecting lines on a globe enables us to identify every location on earth with a set of
numbers or letters. The ancient Babylonians divided any circle or sphere into 360 degrees. The symbol
for degree is ° (draw this). Ptolemy was a Greek thinker who borrowed the Babylonians’ ideas as he
wrote one of the first books on geography. Ptolemy wrote that the furthest point at the right or left side
of a circle or a sphere is 90 degrees from the top. There are 180 degrees between any two sides of a
circle or sphere. This means that the north and south poles are 180 degrees apart from one another,
and both are 90 degrees from the equator. Geographers use Ptolemy’s calculations to create Lines of
Latitude and Lines of Longitude.
Lines of Latitude are imaginary lines that circle the globe from east to west. Lines of Latitude are called
parallels because the lines parallel, or run in the same direction as the equator. The equator is the
imaginary line that is as far away from the North Pole as it is from the South Pole. Lines of Longitude
intersect the equator at right angles but end at the North and the South Poles. Lines of Longitude are
also called meridians. Meridian comes from a Latin word that means midday. The sun crosses each
meridian in the middle point between sunrise and sunset.
They called the line at 0° longitude the prime meridian. Meridians are counted east and west
from the prime meridian. St. Louis, Missouri is 90° west of the prime meridian, so it is one-fourth of the
way around the earth from the prime meridian. The International Date Line is 180°--as far away as
possible--from the prime meridian. When it is noon along the prime meridian, it is midnight along the
International Date Line.
Latitude and Longitude Activity
This activity will test the student’s knowledge on latitude and longitude. The classroom will be turned
into a “map” with an equator and prime meridian. There will also be latitude and longitude lines. Each
student will be given a card with a Latitude and Longitude written on it. They will need to find that point
in the room and stand on their point. (Have students work in pairs)
1. Explain to students where the equator and prime meridian is on a map. Have them draw in the
Equator and Prime Meridian on their maps (make sure they use a different color for each) and
show them their locations on the classroom “map.” Explain that 0 degrees East and West is the
Equator and 0 degrees North and South is the Prime Meridian.
2. Each group will receive a card with coordinates on it and each person will start at the 0 degrees
mark (the center of the classroom)
(You can have each group do the next two steps one at a time while every one watches or you
can have one person from each group start at the same time.)
3. Their numbers will have the Latitude first for example one group will have 25 degrees N so one
of the students in the group will stand up and go to the equator and walk in the direction of N
until they reach their latitude line and stand there.
4. The second number will be Longitude. The remaining partner will stand up and go to the prime
meridian line and walk until they find there longitude line. For example 25 degrees W.
5. Once all students are in place have them turn to face the direction that their partner walked. So
if their card reads 25 degrees N, 25 degrees E the person who walked N will face E and the
person who walked E will face N. (you will have to help them with this).
6. Once they are all facing their directions, have them slowly walk until they reach each other. This
spot that they are standing on is their location that is written on their piece of paper, their
latitude and longitude.
Explain to students that this is how explorers find locations on maps. They use latitude and
longitude lines to form coordinates and then use these coordinates to find locations on a map. For
example, the coordinates for Jacksonville, North Carolina are 34.8 degrees N, 77.4 degrees W.
12:00pm – 1:00pm – Lunch/Recess
1:00pm – 2:45pm
Make a shelter outside, have students use branches, duct tape and get creative!
Make fire
2:45pm – 3:00pm – Clean-up/Dismissal
Nature Investigators Lesson Plans – Thursday
9 – 9:30am – Arrival/Check-in
FIELD TRIP DAY and CAMP-OUT
We will be leaving around 9:15. We must be packed and ready to go. Everything will be taken with us on
the bus.
2:30pm – 3:00pm – Snack Time
3:00pm – 4:00pm – The solar System
Using the balloons that we made with Papier-Mâché, assign each student a planet, the sun, or
moons and have them paint their balloon. Allow to dry. We will hang these later.
4:00pm – 5:00pm – Galaxies in a Jar
What is a Galaxy? According to the dictionary a galaxy is a gravitationally bound system of stars, stellar
remnants, interstellar gas and dust, and dark matter. A nebula (Latin for “cloud”) is an interstellar cloud
of dust, hydrogen, helium and other ionized gases. Originally, nebula was a name for any diffuse
astronomical object, including galaxies beyond the Milky Way. We are going to make a Nebula in a jar
that students will be able to take home with them.
Materials
Mason jar
Glitter
Tempura paint (blue, purple, and pink)
Lots of cotton balls
Steps:
1. Fill 1/3 of the jar with water.
2. Add several drops of paint to the water, put the lid on and shake to mix the paint and water.
3. Add a bit of glitter
4. Stretch cotton balls and add them to the water until the bottom is filled with cotton, pressing
them down into the water with a stick or butter knife.
5. Fill another 1/3 of the jar with water and add several drops of contrasting paint and repeat steps
2-4
6. Fill the final 1/3 of the jar with water and repeat steps 2-4
5:00pm – 6:00pm – Pizza Party
6:00pm – 7:00pm – Constellation Circuits
Will need to make ahead of time to write down accurate directions
8:00pm – 9:00pm – Star Gazing
9:00pm – Get ready for bed
Nature Investigators Lesson Plans – Friday
8:00am – 9:00am – Breakfast/packing/getting ready for the day
9 – 10:30am – Crabbing
Can also do the fossil pit if you want to break up activities
11:00am – 11:30am – Snack Time
11:30am- 12:00pm – Graduation Ceremony/Dismissal