ingridscience

Smell molecules posting game
Spread pots around the site, each displaying a smelly molecule image. They should be placed near the plant that releases their smell molecule, or bring in plants to place next to each pot. I used these smell molecules and plants (molecules pictured in attached file "table of smell molecules and plants for posting game"):
A sprig of rosemary next to a pot displaying the eucalyptol molecule.
A sprig of lavender next to a pot displaying the linalool molecule.
A sprig of lilac (or any sweet-smelling flower such as rose or geranium) next to a pot displaying the geraniol molecule.
An apple (or banana or other ripe fruit) next to a pot displaying the isoamyl acetate molecule.
Next to some grass (or any green leaves that release the mown-grass smell), place the pot displaying the hexenal molecule.
Next to a cedar (or other evergreen tree), place the pot displaying the pinene molecule.
Other ideas for molecules and source match: https://www.thoughtco.com/aroma-compounds-4142268

Shuffle the molecule cards, then give one to each student, but ask them to wait until everyone has a card before starting. Instruct them to post their card into the pot with the same molecule on the top. Some of the molecules look similar, so they should check the match carefully. Ask them to also smell the plant next to the pot to see what the molecule smells like.
The students can start out all at once. As they each return from posting their molecule card, give them another card to post. Keep distributing the cards, one by one to the students that return, until all the cards are posted. (Or end earlier if needed.)

Discussion:
Bring all the pots back to the group, and ask students which molecules looked similar to them (e.g. eucalyptus and pinene, or linalool and geraniol). Although they look similar they have different smells. Our nose can distinguish between the smells by this mechanism: each smell molecule fits into a different molecule in our nose. Once the smell and receptor molecule dock with each other, they trigger a neuron to fire which sends a signal to our brains to sense a smell. (Actually it is a little more complicated as smells are usually made up of more than one smell molecule, and the combination of receptor molecules that are triggered induces the distinct smell sensation in our brain.)

Discussion on how plant smells are used to communicate with animals:
Sweet smells are given off by flowers to attract pollinators to them.
Smells like eucalyptus and pinene repel insects, to discourage insects from eating the plants that release them.
The ripe fruit smell (isoamyl acetate molecule) attracts animals to eat the fruit (and hence distribute the seeds in them).
The grass smell (hexenal) is made when green plants are crushed or damaged. It is thought to induce defence responses in neighbouring plants so that insect damage to them is limited.

Pollinators posting game
Short discussion/review on why flowers are different colours, smells and shapes - to attract different pollinators. The pollinators collect nectar and/or pollen from flowers for themselves. At the same time they brush against pollen and move it from one flower to another, so fertilizing the eggs, and making seeds.
Bees, butterflies, humming birds, moths, flies, beetles and bats all pollinate flowers. Some flowers are pollinated by only one kind of pollinator, and some are pollinated by many kinds. (Wind is also used by many plants to simply blow the pollen between them.)

Place pollinator pots, each displaying an image of a pollinator, next to a flower that the animal would visit (or bring in flowers to place next to the pots):
Bee - attracted to bright coloured flowers with a sweet smell. The flower can be any shape, including tubular as long as the bee can fit into it. (They also use nectar guides: visible or UV patterns that guide the insect to the nectar.) I used a bluebell.
Butterfly - attracted to bright coloured flower with an odour. The flowers are often wide, so the butterfly can land on it, but the butterfly can also fit its proboscis into a tubular flower. Butterflies use patterns or nectar guides to find the pollen. I used a marigold.
Fly - attracted to white/green/yellow/brown coloured flowers, often with funky/putrid odour (not sweet). Flies have a short tongue, so need a bowl-shaped flower. I used a buttercup (bees and beetles also pollinate buttercups).
Humming bird - red/yellow/orange coloured, odourless, tubes/funnels/cups. I used honeysuckle.
Beetle - white or green coloured, odour can be absent or strongly fruity, large bowl shape to crawl into. I used a dogwood flower.
Moth - dull red/purple/pink/white coloured, strong sweet smell emitted at night, various shapes.

Give students one image card with a pollinator image on it. Ask them to post it in the correct tub, before coming back for another one.
Students keep posting until the picture squares run out.

Water cycle posting game
Arrange the pots in a large circle, in the order of the water cycle events (evaporation - water vapour - condensation - clouds - precipitation - runoff).
If it is wet outdoors the water cycle words to post should be laminated.

Plant classification posting game
Place the pots next to the same plant as on the image.

Life cycle posting game
Pots display different kinds of animals, for example: fish, bird, reptile, amphibian, mammal, insect, crustacean.
Cards display different stages of life cycles, for example: egg, live birth, juvenile, larva, nymph, pupa, adult.
Students post a life cycle stage in a pot who's animal has that stage. There will be more than one pot in several cases. Challenge students to find a different pot if they get the same card again.
Once the cards are used, dump out each pot and arrange the (correct) cards in a circle (over images if possible) to show the life cycle of that animal, filling in any gaps with extra cards. Move the incorrect cards to the correct animal life cycle, without dwelling on the mistake.

Hand out magnifiers and practice using them by looking at fingerprints. Take time to make sure every student is using it correctly.

Tip the cocoons out of their box and place on students' desks, so that they can look at them closely.
Before half an hour is up, return the cocoons to their box, and take outside to place in the installed mason bee house. (If the cocoons warm up for too long, bees may start emerging!) Students might hear the bees moving around inside.

Explain how the bees will hatch within a couple of weeks (the males first). They feed on flower nectar near to where they hatch. Then they will mate, and the females will lay eggs in the tubes of the house. Over the following months, into the Fall, the eggs will hatch, a larva will grow, and eventually make a cocoon to protect it through the winter. The adult bees will hatch out next early Spring. (Cocoons that have been harvested and sold are kept at fridge temperature, so that the bees do not emerge until the cocoons are placed outside.)

Students work singly or in groups on the worksheet. Start different groups at different numbers.

Make a fresh cut across the stem of a celery stalk.
Add a little food dye to a glass contained (won't stain), then dip the cut celery stalk in it.
Leave an hour or more - the longer it is left, the further the dye will move up the celery stalk. Left long enough, it will move into the leaves.

Check there are blue spots across the stem where the dye has moved into the xylem vessels. Then wash extra dye off the end of the celery stalk.

Make thin-as-possible slices of celery across the stem, to include two or more blue spots per sample.
You can look closely at the stained xylem vessels with the naked eye, or a magnifier, but ideally put under a microscope:
Place one slice on a slide. Add a coverslip. Add drops of water to the edge of the coverslip so that water moves under the whole cover slip.

Under a microscope, look under the lowest magnification first, then increase the power to see the xylem vessels in detail.

Draw the cells.