Students examine how archaeologists establish and maintain the context of artifacts. They interpret a plan view of an archaeological site and explain the importance of the grid system.

Students explore Arctic animal life through use of electronic resources. They discover facts about various animals that share that ecosystem with wolves.

Students explore the importance of water. They discuss why water is important and students design an experiment that evaluates the water quality and methods of improving water quality. Students perform testing and report their findings.

Seventh graders investigate ways of telling the shape of the Earth and its position in the Universe both historically and today.

Students discover the principles of solubility and phase state and their influence on chemical phenomena observed around deep-sea volcanoes. They describe the effect of temperature and pressure on solubility of gasses and solid materials.

Learners determine some practical implications of the discovery of liquid carbon dioxide in deep-ocean ecosystems. They interpret phase diagrams and explain the meaning of "critical point" and "triple point."

Students describe chemical changes occurring in hydrothermal circulation systems. They make inferences about the significance of these systems to ocean chemical balance compared to terrestrial runoff.

Students examine the physical characteristics of the Connecticut River Valley. They view and analyze maps, identify common physical characteristics, and color in the Connecticut River on a map of New Hampshire and Vermont.

Students examine the physical characteristics of the Connecticut River Valley. They analyze maps and pictures, identify physical characteristics of the region, and color in the Connecticut River on a map.

Students examine how soils within a community may enhance or inhibit development. In small groups, they analyze county soils maps, and develop a prospectus for a construction company looking to construct a housing development site.

Students compare and contrast their community in the past and today. Using primary sources, they develop their own history of their community. Individually, they create maps of the local area and complete sketches of local gravestones.

Students use the internet to research an invention that was developed during the Industrial Age. Using a worksheet, they record all revelant information to their invention including the short term and long term affects of the product....

Students analyze why the Colonial Revival came as a response to cultural changes caused by technological development, industrial growth, and changing populations in Deerfield and the Connecticut River Valley.

Middle schoolers examine the four sectors of society. They identify each business in the community as either a nonprofit, for-profit or governmental business. They discuss the importance of each sector to the community.

Students examine and decide on a service-learning project to perform. They design and execute posters that advertise the project using geometric shapes.

High schoolers complete a service learning project. They interview non-profit organizations of their community and develop listing information for each organization. They also develop a list of career opportunities for the community.

Second graders participate in a variety of activities to explore the Solar System in this unit.

First graders use a thinking map to organize a paragraph. They write and edit their paragraph about popcorn and type the final copy on the computer.

Students listen to a poem that includes directions to use geometric figures to complete a creative task.

Young scholars use their books and the Internet to explore and find specific information about the Native Americans that were in Florida during the 1500's.

Students explore the basics of interpreting RUSS temperature and oxygen profile data. They are introduced to the Geographic Information Systems (GIS), particularly with respect to interpreting maps.

Students analyze how arhaeologists study the past. They define basic archaeological terms, make general inferences from observations, and explain the importance of context.

Students identify organisms that are typical a part of a hydrothermal vent. They examine why hydrothermal vents are short-lived.

Students explain hydrothermal vents and the process in which species and the hydrothermal vents become isolated.