Fourth graders examine different items to see if they can recognize fossils. This be an introduction to the different fossils they be studying later and help them make inferences about past environments of Utah.

Students examine the relationships between particular landmarks and their home cities. They create posters illustrating the various connections and write scripts that could be used by tour guides.

Students research carnivorous plants and how they trap insects. They role play as botanists to write a research field guide about a newly discovered imaginary carnivorous plant.

Students read an article about radon and its properties. They examine a periodic table and identify the numbers surrounding an element. They discuss the harmful and helpful effects of radiation.

Learners examine what radon is and which isotope it belongs. They discuss the characteristics of isotopes in general and the atomic number. They complete a worksheet to complete the lesson.

Students identify the use and misuse of radiation. They examine human activities that add to the exposure of radiation. They also discover how it can be useful in saving lives.

Primary paleontologists discover the information they can gather from examining fossils. They place pictures in the correct sequence showing how an animal becomes a fossil. They discuss which sediments would preserve fossils better as well.

Students will discuss the de Brogile Hypothesis and state the circumstances under which the wave nature of matter is observed. They will also calculate the wavelengths of matter waves.

Students explore how coal is formed. They then discuss the information and answer any questions that they may have on the formation of coal. Students then answer questions in reference to the coal discussion and reading.

In this energy source worksheet, 3rd graders read a short passage about the history of natural gas. Students must then answer several multiple choice questions about the passage.

Students identify biodegradable items. In this environmental lesson, students participate in a game of tag. A student's name is called out along with a biodegradable item and the student is tossed a ball.

Young scholars figure the number of half-lives since the sample solidified, and therefore the "age" of the sample rocks.

Students identify a key line from a Shakespearean play and create a poem based on the imagery evoked by the dialogue.

Students discuss the latex balloon release controversy and review suggested alternatives to the latex balloon.

Students observe the effect of heat and pressure on materials representing those involved in the formation of coal.

Third graders research ecosystems, the work of ecologists, John Muir's contribution to the environment and an endangered species of their choice. They read books, participate in discussions, and write reports.

Pupils select a stone and polish it. Throughout the process they demonstrate an understanding of rocks and fossil formation.

Young scholars study remotely sensed images and topographic maps to classify land cover types in their watershed area. They take samples in the watershed area to interpret the images.

Students examine the difference between recyclables, biodegradables, and the leftover that must be disposed of. They collect the trash which accumulated in the classroom after one day and separate it into three categories.

Students work in teams to identify and sort types of packaging used in food production. They consider ways to reduce the environmental impact of packaging and reflect how consumer choices play a role in trash production.

Students discover how underground rock formations grow. They perform various activities based on grade level.

Students investigate how long dinosaurs lived on Earth and how that compare to how long man has been on Earth. They discover how scientists excavate fossils.

Learners compare drip rates at several different locations throughout a cave. They observe, first hand, the heterogeneity in flow paths present in karst aquifers such as the Edwards aquifer.

Fourth graders use local materials such as leaves and other plant matter; sand and pebbles to make soil. They plant seeds in the manufactured soil and in natural soil and then observe and record the results.