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An Introduction to Comparative Zoology

Science & Nature

Life Scientists: Let's Explore Botany, Entomology, Ecology, and Genetics

We will explore a 4 different branches of Life Science in 4 weeks. Students will develop an understanding of how the plant life cycle works, parts of an ecosystem and how they interact, what makes a bug an insect, and about their own genes.
Long Island Science Center
189 total reviews for this teacher
7 reviews for this class
Completed by 26 learners
  There are no upcoming classes.
60 minutes
per class
Once per week
over 4 weeks
year olds
learners per class
per learner - per class

How does a "Multi-Day" course work?

Meets multiple times at scheduled times
Live video chats, recorded and monitored for safety and quality
Discussions via classroom forum and private messages with the teacher
Great for engaging projects and interacting with diverse classmates from other states and countries

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Class Experience

This course was designed to be delivered in a classroom setting and provides information that supports the following New York State Next Generation Science Learning Standards.
P-LS1-1. Observe familiar plants and animals (including humans) and describe what they need to survive.
P-LS1-2. Plan and conduct an investigation to determine how familiar plants and/or animals use their external parts to help them survive in the environment. 
P-LS3-1. Develop a model to describe that some young plants and animals are similar to, but not exactly like, their parents. 
K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive.
K-ESS3-1. Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.
1-LS3-1. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents.
2-LS2-1. Plan and conduct an investigation to determine if plants need sunlight and water to grow. 
2-LS2-2. Develop a simple model that illustrates how plants and animals depend on each other for survival.
2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats
3-LS1-1. Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
3-LS3-1. Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.
3-LS3-2. Use evidence to support the explanation that traits can be influenced by the environment.
3-LS4-2. Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. 
3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. 
3-LS4-4. Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.
3-ESS2-2. Obtain and combine information to describe climates in different regions of the world.
4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
4-LS1-2. Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
5-LS1-1. Support an argument that plants get the materials they need for growth chiefly from air and water.
5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect Earth’s resources and environment.
MS-LS2-1. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. 
MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and protecting ecosystem stability.
MS-LS3-1. Develop and use a model to explain why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. 
MS-LS4-5. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
MS-LS4-6. . Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. 
MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.
The Long Island Science Center has been providing STEM enrichment programs for more than 25 years.  Our programs are developed and delivered with Next Generation Science Standards in mind. Our Program Director, who has taught with us for more than 10 years, will be conducting the classes for this program.  She is excited to share her knowledge and inspire your students to ask questions and answer them with confidence.
 5 files available upon enrollment
Week 1 - Your Genetic Traits: Salt, Sugar, Lemon, Tonic water/plain seltzer, Water, Small cups for each flavor, Cotton swabs, a mirror (optional), Yardstick or a stick with measuring tape. Week 2 - Botany: A leaf (any leaf will work), Dried Beans (recommended Lima, Kidney, or Pinto Beans, 3-5 soaked overnight or quick soak by pouring boiling water over 30 minutes before class), Seeds (chia, seeds from a pepper, or seeds from citrus), Planting medium (if you are using chia seeds, you can use a square piece of sponge, other seeds you will need a small container and soil). Week 3 - Entomology: Paper, Construction paper (optional), Card stock, Crayons or markers, Pencil, Glue, Aluminum foil, Plastic bags, Glitter and sequins, Tape. Week 4 - Ecology: 2 liter bottle, clear is best so you can see through it (Top cut, just below where the straight sides begin on the bottle both pieces needed), 2 coffee filters, string, a plant, water. Alternative project if you don't have these items: 2 plastic cups, soil, seeds (can be left over from a pepper or a lemon), tape, water.
1 hour per week in class, and maybe some time outside of class.

Offered by

Long Island Science CenterBringing STEM to Life!
189 total reviews
174 completed classes

About Us

The Long Island Science Center is a 501(c)3 STEAM (Science, Technology, Engineering, Arts, Mathematics) Learning Museum. We have been providing hands-on STEAM programming in schools and libraries since 1995 with our enriching educational programs... 
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