To schedule programs or for more information, please call (203) 734-2513 or email a request for dates and times.

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These interdisciplinary school programs utilize the resources of the Kellogg Environmental Center, the Osborne Homestead Museum and Osbornedale State Park. Beneath the school program description, we list the grade level correlations to the State of Connecticut's Science Frameworks.

GRADES 3 THROUGH 5

Conserving Earth’s Resources

Students become "garbage archaeologists" to learn about a fictitious family and their conservation habits. They sort through a variety of objects and focus on the use of plastic. Students learn what can be recycled and why. These fun, hands-on activities emphasize reasons and methods for conserving earth materials through reusing, recycling and reducing the consumption of natural resources.

4.4 - Earth materials provide resources for all living things, but these resources are limited and should be conserved. Decisions made by individuals can impact the global supply of many resources. Describe how earth materials can be conserved by reducing the quantities used, and by reusing and recycling materials rather than discarding them.

How Animals Survive the Seasons – and Human Activities

While exploring outdoor habitats, students learn how Connecticut animals survive the seasons. They conduct hands-on field investigations to compare and contrast animals that live in various Connecticut habitats. Engaging activities highlight the pressures animals face when their habitats change.

4.2 - All organisms depend on the living and non-living features of the environment for survival. When the environment changes, some organisms survive and reproduce, and others die or move to new locations. Describe how natural phenomena and some human activities may cause changes to habitats and their inhabitants.

Watershed Investigation

Students learn their "watershed address" and the roles that they have in protecting the health and safety of water. Through interesting hands-on activities, students understand how water moves through the water cycle and through watersheds.

4.3 - Water has a major role in shaping the Earth’s surface. Water circulates through the Earth’s crust, oceans and atmosphere. Describe how the sun’s energy impacts the water cycle. Describe the role of water in erosion and river formation

GRADES 6 THROUGH 8

Testing the Waters

By creating models of communities living along waterways, students see how human activities can positively and negatively affect water quality. They perform water quality tests to investigate common water pollutants and are challenged to clean a water sample by using simplified techniques employed by water treatment plants.

6.4 - Water moving across and through earth materials carries with it the products of human activities. Explain the role of septic and sewage systems on the quality of surface and ground water. Explain how human activity may impact water resources in Connecticut, such as ponds, rivers and the Long Island Sound ecosystem.

Connecticut Ecosystems

By conducting their own field investigation, students determine the biotic and abiotic factors affecting the plants and animals within our local ecosystem. Students explore the many interactions occurring within an ecosystem as they participate in predator-prey and food chain simulations.

6.2 - An ecosystem is composed of all the populations that are living in a certain space and the physical factors with which they interact. Populations in ecosystems are affected by biotic factors, such as other populations, and abiotic factors, such as soil and water supply. Populations in ecosystems can be categorized as producers, consumers and decomposers of organic matter. Explain how populations are affected by predator-prey relationships. Describe common food webs in different Connecticut ecosystems.

Food Production and Technology

Food, water and shelter are the basic needs all animals have for survival in their environment. As our population grows and our life styles change, so does our ability to ensure food security. What are the issues facing the future of food, land and environmental health? After viewing an informative Powerpoint presentation, students participate in classroom activities focusing on issues related to the future of food production.

7.4 - Technology allows us to improve food production and preservation, thus improving our ability to meet the nutritional needs of growing populations.

Geology

How was Connecticut formed? Students examine a set of Connecticut rocks and learn about glaciation, weathering and rock formation. An informative Powerpoint presentation teaches students how our Connecticut landscape was formed as the result of geological processes.

7.3 - Landforms are the result of the interaction of constructive and destructive forces over time. Volcanic activity and the folding and faulting of rock layers during the shifting of the Earth’s crust affect the formation of mountains, ridges and valleys. Glaciation, weathering and erosion change the Earth’s surface by moving earth materials from place to place.

GRADES 9 THROUGH 12

Testing the Waters

By creating models of communities living along waterways, students see how pollution travels into water environments. Students identify point and nonpoint pollution sources and perform water quality tests to investigate common water pollutants.

9.8 - The use of resources by human populations may affect the quality of the environment. Accumulation of metal and non-metal ions used to increase agricultural productivity is a major source of water pollution. Explain how the accumulation of mercury, phosphates and nitrates affects the quality of water and the organisms that live in rivers, lakes and oceans.

Populations and Our Environmental Footprint

Students investigate the impact humans have on the planet by calculating their own "environmental footprint," thereby showing them the amount of land and water they need to support their life style. Students compare their environmental footprint to footprints from people from around the world. To further illustrate human’s carrying capacity, students participate in an interactive simulation to demonstrate how much the environment can support different human activities.

10.6 - Living organisms have the capability of producing populations of unlimited size, but the environment can support only a limited number of individuals from each species. Humans modify ecosystems as a result of rapid population growth, use of technology and consumption of resources. Describe the factors that affect the carrying capacity of the environment.

Educational Resource

Careers in the Curriculum
Students are invited to use this publication to see the many opportunities available and to help make their career choices in environmental protection. 
School to Career: Planning for the Future - A Guide to Careers at the Department of Environmental Protection  (PDF, 140K)

Content Last Updated September 2009