Lawn Pollinator Challenge

About the Experiment

Pollinators, such as bees, birds, and butterflies, are essential components of our ecosystem. They help pollinate our food crops and support biodiversity. Pollinators also need food and water themselves to survive, and you may be surprised to learn that your lawn can provide essential nutrients for them. In this experiment, you’ll learn what types of pollinators hover around your lawn, what type of grasses/weeds they feed on, and how mowing your grass can affect pollinator activity in your lawn.

Details

Ages: 5-16 | Time: 10 Minutes a day for about a week | Difficulty: Easy

What You Will Need

• 4 yard stakes

• String

• Tape measure

• Pencil/paper

• Timer (phone or stop watch)

Safety Note: Some pollinators such as bees may sting when confronted or in their flight path. Be careful when observing all pollinators.

Let’s Do This!

• Measure out a 10 ft x 10 ft square in your lawn.

• Add yard stakes to the corners and add string around the stakes to mark the square you will be observing.

• Record when the lawn was last mowed, and measure the height of the grass. Write down all the plant species you see (grass, weeds, dandelions, etc.) If you are unsure of a grass species, take a picture and look it up on your phone.

• Set your timer to 10 minutes, and during that time observe from a safe distance insects/birds that visit your 10x10 area. Write down all insect/bird types and what they are doing (hovering around, landing on a flower, sitting on the grass, etc.)

• Wait a few days until the grass grows approximately 1/2 to 1 inch, and then observe for 10 minutes, recording what you see.

• Wait another few days until the grass grows another 1/2 to 1 inch, and observe again and record what you see.

• Wait until the lawn is freshly mowed, and then observe and notate your observations one last time.

• Make sure to remove the stakes and string when mowing, and then add them back after mowing. Remove the stakes and string at the end of the experiment.

Observations

• How many plant species did you find in your lawn? Do you think having more or less plant species is beneficial for pollinators?

• Which insects/birds frequented your 10x10 square? What did they appear to be doing? What do you think they were looking for?

• As the grass grew longer, did you see fewer or more visitors to your 10x10 square? Did you see more of a certain species (bird, bee, butterfly, etc.) as the grass grew longer?

• What happened after the lawn was mowed? Did you see more or fewer visitors to your 10x10 square?

• What does this experiment tell you about your lawn’s ability to attract pollinators? How does mowing affect pollinator activity in your lawn?

To learn more about ARS’s research on lawns and pollinators, watch this video.

Download the printable "Lawn Pollinator Challenge" project PDF:
https://www.ars.usda.gov/ARSUserFiles/oc/AgLab/projects/Pollinator-Challenge/Lawn-Pollinator-Challenge.pdf 

Keep Your Apples from Browning

About the Experiment

Apples are a tasty and nutritious treat. However, when sliced they can brown quickly, due to the breaking of the apple’s cell wall and its exposure to air. This chemical exposure produces brown pigment in the flesh of the apple. The apple slices are still safe to eat, but not very appealing looking and could have an off taste. The good news is there are several natural preservatives that can be used to prevent or delay browning when apples are sliced. But which natural preservatives are most effective, and do any affect their taste? Well, let’s find out!

Details

Ages: 5-12 | Time: 1 Hour | Difficulty: Easy

What You Will Need

• Apple slices from four apples (any apple variety will work)

• Water (control)

• 1-2 cups of lemon juice, orange juice, green tea (cold or room temperature) and a vitamin C solution

• 5 clear cups

• Measuring cups

• Paper towels

• Timer

Let’s Do This!

1. Fill each cup separately with 1-2 cups of tap water, lemon juice, orange juice, green tea, and a vitamin C solution.

2. Cut each apple into 4-6 slices (ask an adult for assistance with cutting).

3. Place 2-4 apple slices in each cup, making sure they are submerged into the liquids. Soak the slices for 2 minutes. Set aside 2-4 apple slices to see how they react to no solution.

4. Remove the apple slices from the liquids and place them on paper towels, keeping marks on which apples were in which solution. Do not dry them.

5. Observe any browning of the apple slices at 0, 10, 20, 30, and 40 minutes.

6. Mark the results down on a spreadsheet showing the solution (row) and the timeframe (column).

7. You can use a browning scale of 1-5, with 1 being no browning at all, 2 a little browning, 3 some browning, 4 significant browning, and 5 completely brown.

Observations

1. At what time increment did you first start seeing browning on any apple slices? Which solution(s) were they in?

2. Which solution(s) offered the best protection against browning? Which offered the least?

3. Did any solution(s) provide complete protection against browning after 40 minutes?

4. Sample the apples with the least amount of browning. Did any taste different? Did any taste like the liquid they were soaked in?

5. What results surprised you the most, and why?

6. What does this experiment tell you about oxidation and preservation?

7. Do you think natural soaking methods like this are effective in keeping apple slices from browning and still tasting good?

To learn more about ARS’s research on apples, click here.

Download the printable "Keep Your Apples from Browning" project PDF:
https://www.ars.usda.gov/ARSUserFiles/oc/AgLab/projects/Apples/Keep-Your-Apples-from-Browning.pdf 

The Power of Enzymes

About the Experiment

Enzymes are proteins that speed up specific chemical reactions in our bodies. They spur digestion, energy production, and cell function. Starch is a complex storage carbohydrate found in many foods (grains, potatoes, fruits) and is an integral part of our diet. Amylase is an enzyme that breaks down the starch into the simple sugar glucose.

Humans produce amylase in our saliva to jump start deconstruction of the starch molecules we eat, even before the food reaches our stomachs. In this experiment, we demonstrate the break down of starch to glucose using the amylase enzyme found in ginger root. This is a showcase for the power of enzymes.

Details

Ages: 5-15 | Time: 10 Minutes | Difficulty: Easy

What you Will Need

Let’s Do This!

• Safety Note: Have an adult help with this experiment, including cutting ginger root and applying the iodine solution.

• Make a 1% solution of iodine (dilute 10% over-the-counter solution 10x) by adding 1ml to 9ml of tap water in the spray bottle (any
  volume used is fine, just make a 1% solution that fits in the spray bottle).

• Cut a standard 8.5x11” paper into quarters.

• Select which stamps you want to use.

• Ask an adult to cut slices of fresh ginger root. Rub the ginger juice on the stamp. This will be the invisible “ink”.

• While still damp, stamp a design onto each paper quarter. Each stamp impression should have a fresh coat of the ginger juice “ink”.

• Wait 10-15 seconds. Over a spot that can get messy have the adult “mist” the paper with the 1% iodine solution. Be sure not to spray too heavy a coating.

• The stamp print will remain white (whitish) while the rest of the paper should develop a deep purple color, revealing the art created by the student.

Observations

• The copier paper used for this experiment uses a starch coating to help the paper slip through the copier.

• Ginger root is a good source of amylase and is relatively transparent, so it makes a good invisible ink.

• Iodine (brown/yellow in solution) forms a complex with starch and turns purple. This has been a starch indicator dye for many years. Glucose does not complex with iodine, thus does not form a color.

• The artwork formed is a negative print of the stamp and demonstrates that actions happening in our own bodies are sometimes invisible to the eye until we reveal them with scientific methods and measurement.

• Where do you think enzymes are located in your body, besides your saliva?

• How do enzymes affect your gut health (microbiome)?

• Why is ginger root a good food substance for this experiment?

To learn more about ARS’s research on human health click here.

Download the printable "The Power of Enzymes" project PDF:
https://www.ars.usda.gov/ARSUserFiles/oc/AgLab/projects/PowerofEnzymes/The-Power-of-Enzymes.pdf 
 

A New Light Against Crop Disease

Scientists at USDA’s Agricultural Research Service have developed a real‑world “ray gun” that uses UV‑C light to stop powdery mildew and other damaging crop diseases—without chemicals. By applying short bursts of UV‑C at night, researchers found they could kill harmful fungi and pests while keeping strawberry plants healthy, opening the door to a safer, more sustainable way to protect crops. With autonomous UV‑C robots already field‑tested for months, this breakthrough is poised to reach growers nationwide. Click here to learn more.

Seeing Rangelands Like Never Before

Healthy rangelands support livestock, protect wildlife, and help reduce wildfire and erosion risks. The Rangeland Analysis Platform (RAP) uses AI and satellite imagery to monitor these landscapes, offering vegetation data dating back to 1984. Now managed by ARS, RAP has been upgraded with high‑resolution Sentinel‑2 imagery, providing sharper mapping of invasive species, woody encroachment, and bare ground. These enhancements give ranchers and land managers the precision they need to detect risks, guide grazing, and keep rangelands productive and resilient. Click here to learn more.

Extracting DNA From Strawberries

About the Experiment

Deoxyribonucleic acid (DNA) is the molecule that carries genetic instructions in all living organisms. It is found inside cells and is protected by membranes. In other words, DNA tells cells how to grow and work.

Researchers extract DNA from strawberries to determine which cells carry the most promising traits, such as size, color, taste, and disease resistance. Using common household items like dish soap, salt, and rubbing alcohol, we can break open the cells and see what DNA looks like with our own eyes! This experiment is easy to do at home or in school. Parental or teacher supervision is recommended.

Details

Age: 8-12 | Time: 30 Minutes | Difficulty: Easy

What You Will Need

• 3-4 fresh strawberries

• 1 sealable plastic bag

• A few drops of dish soap

• ½ teaspoon of table salt

• ½ cup of water

• 1 coffee filter or cheesecloth

• 1 clear glass or cup

• 2-3 tablespoons of rubbing alcohol (must be chilled in freezer for at least 30 minutes). Chilled alcohol helps the DNA clump together and become visible faster.

• 1 spoon or stir stick

Safety Note: Rubbing alcohol is flammable. Please have an adult assist in handling rubbing alcohol carefully and keep it away from flames.

Let's Do This

Prepare the Strawberry:

• Remove the green leaves from the strawberries and put the strawberries in the sealable plastic bag. Mash the strawberries well until they become a pulp (or soupy).

Make the Extraction Solution:

• Mix ½ cup of water, a few drops of dish soap, and ½ teaspoon of salt in a cup.

• What’s happening here? The soap breaks open the cell walls, and the salt helps release the DNA.

Combine the Strawberry Pulp and Extraction Solution:

• Pour the extraction solution into the bag with the mashed strawberries.

• Seal the bag and gently mix the strawberries and extraction solution for 1 to 2 minutes.

Filter the Strawberry Mixture:

• Place a coffee filter over a clear glass or cup and pour the strawberry mixture through it.

• Let the liquid drip into the glass or cup. This is the DNA-containing solution.

Add Alcohol to the Strawberry Liquid:

• Slowly pour the chilled rubbing alcohol down the side of the glass so it forms a layer on top of the strawberry liquid.

• Tip: Do not mix the liquid. The DNA will appear at the boundary!

Let’s Look At The Results!

• White, stringy clumps will appear in the glass or cup. This is strawberry DNA! Use a spoon or stick to lift it out.

• Make sure to wash your hands after the experiment.

Observations

• Each ingredient has a role in breaking down cells and making DNA visible to the human eye. Dish soap breaks cells open. Salt helps DNA stick together. DNA does not dissolve in alcohol, so it becomes visible.

• Did you know that strawberries have more DNA than humans? Strawberries are octoploid which means their cells contain eight (octo) sets of chromosomes (ploid) in each cell. Humans are diploid with only two (di) sets of chromosomes (one set from each parent). Because of this, it is easier to extract DNA from strawberries.

• Scientists use similar methods to extract DNA for genetic research, forensics, and agriculture.

• This experiment shows how chemistry and biology work together.

• You can do this experiment with other fruits like bananas, kiwis, peas, mangos, and papayas.

To learn more about ARS’s research on strawberries, click here.

Download the printable "Extracting DNA From Strawberries" project PDF:
https://www.ars.usda.gov/ARSUserFiles/oc/AgLab/projects/StrawberryDNA/Extracting-DNA-From-Strawberries.pdf 

Putting Topsoil Back Where It Belongs

Hilly farms lose topsoil from upper slopes and accumulate it downslope, causing big yield differences. Researchers at Integrated Cropping Systems Research Unit in Brookings, SD, tested moving 6–8 inches of rich soil from lower slopes back to eroded upper areas. The added soil greatly improved nutrients, water availability, and boosted corn and soybean yield by up to roughly 50%. Removing soil from lower slopes had smaller effects but reduced yields in wet years. The study suggests targeted soil‑landscape restoration can help farmers recover productivity on severely eroded land. Click here to learn more.

Refilling America’s Thirsty Aquifers

Farm irrigation in the U.S. relies heavily on groundwater, but many aquifers are being depleted faster than they can naturally refill. Researchers with the Agricultural Research Service’s (ARS) Watershed Physical Processes Research (WPPR) unit, part of the National Sedimentation Laboratory in Oxford, MS, have demonstrated a rapid, safe way to recharge the Mississippi River Valley Alluvial Aquifer by pumping naturally filtered river water into it through the Groundwater Transfer and Injection Pilot project. In tests, aquifer levels rose 1–7 feet within a mile of injection wells. This managed aquifer recharge approach, long used elsewhere, could help counter severe groundwater declines in the Mississippi Delta, protect ecosystems, and secure water for agriculture and communities. Click here to learn more.

Can You Grow Plants in Water?

About the Experiment

Hydroponics is the technique of growing plants using a water-based nutrient solution rather than soil. Hydroponic production systems are typically used by small farmers and commercial enterprises, but they are also being increasingly used in urban areas like cities where there may not be enough fertile land to grow crops.

Hydroponics allows farmers to grow their fruits and vegetables in a controlled environment, but it also entails using more energy and possibly more water. How does hydroponics affect the growing process, and how do the fruits and vegetables taste? Let’s find out by comparing hydroponics with traditional growing in soil outdoors.

Details

Age: 7-8 | Time: 3-4 Weeks | Difficulty: Moderate

What You Will Need

For the Hydroponics

• 6-12 small cups

• Styrofoam board (about 1” thick)

• Sponges or rinsed clay pebbles

• Hydroponic nutrient solution (premixed,
  kid safe)

• Plastic container (not clear)

For the Soil

• 6-12 small pots or cups with
  drainage holes

• Potting mix with slow releasing
  fertilizers (not gardening soil)

• Watering can or squeeze bottle

For Both

• Seeds of leafy green vegetables
  or herbs, such as leaf lettuce,
  basil, arugula, or microgreens

• Water

• Ruler, labels, tape, marker 

Let’s Do This!

Prepare the Hydroponics

1. Fill the container with water.

2. Cut the Styrofoam board to fit the container and cut holes in the board to fit the plant cups. Add a few more small holes inside each cup place holder to give the plant roots room to grow.

3. Ask an adult to drill or cut a small hole in each cup.

4. Ask an adult to cut the sponges into a small square to place inside the cups. Form a hole in the sponges for seed germination. Or place the pebbles on the bottom of the cup.

5. Ask a parent to help dilute the nutrient solution per instructions on the label and volume of water in the container.

Prepare the Soil

6. Fill the pots 4-6” with moist potting mix (pre-wet so it’s evenly damp).

7. Make a small hole and plant the seeds at label depth (about 1/4 inch).

8. Water gently so soil is evenly moist, not soggy.

Planting and Care

9. Use the same seed variety for the hydroponics and soil.

10. Plant 1-2 seeds per cup/pot and then cover them from light for 3-4 days under room temperature. You can cover with aluminum foil if you like. Thin to 1 plant after germination.

11. Once seedlings are germinated, place the hydroponic cups close to a window with some hours of available sunlight (or you can use an LED light bulb). Place the soil cups outside in available full sunlight. If there is a chance of frost, bring the soil cups in at night.

12. For the hydroponics, add more nutrient solution and water if the water drops too low. For the soil, water just a little every day; avoid soaking the cups.

13. Observe all plants for 3-4 weeks. Use a spreadsheet to track results, such as plant height, fresh weight, and food taste between plants in the hydroponic and soil experiments.

Observations

1. Which plants grew faster and fuller using the hydroponics technique?

2. Which plants grew faster and fuller using the soil technique?

3. Which technique produced the best results overall?

4. Which technique was easier to follow throughout the process?

5. What aspect of the experiment surprised you?

6. Do you think you can grow your own fruits and vegetables using hydroponics?

Want to learn more about hydroponics research? Check out this page: https://www.ars.usda.gov/research/project/?accnNo=443702 

Download the printable "Can You Grow Plants in Water?" project PDF: https://www.ars.usda.gov/ARSUserFiles/oc/AgLab/projects/GrowPlantsInWater/Can-you-Grown-Plants-in-Water.pdf 

The Beans About Yellow Beans

Iron deficiency is one of the leading nutritional deficiencies worldwide, affecting a third of the global population. In the United States, 40% of females ages 12-21 could be iron deficient, up from previous estimates of about 16%.  

Beans are an important staple crop, providing essential nutrients to hundreds of millions of people globally. Naturally rich in iron, beans also contain a class of compounds known as polyphenols that inhibit the absorption of iron during digestion.

As part of efforts to improve nutritional benefits of dry beans, ARS researchers and their partners developed “Manteca” yellow bean varieties that contain high levels of the promoting (good) polyphenols and low levels of inhibitory (bad) polyphenols. The results are new yellow beans that contain more absorbable iron. In addition to helping alleviate iron deficiency, the “Manteca” bean boils in less than 20 minutes, tastes great, and has superior milling properties for processing into pasta and other food products.  

Watch this video to learn more. https://www.youtube.com/watch?v=NKk8v_agpYc