Years ago, students in rural elementary schools were exposed to very little scientific inquiry. One may ask why, but the answer is relatively simple. Because the students were usually farm children, they learned the principles of biology, meteorology and physics at home. For example, former Pioneer Sholes School students describe learning about the relationships of weather and crops from their earliest years, and of helping with planting before they were old enough to enter school. Others describe how a tire swing taught them about the period of the pendulum and--a pitchfork, the mechanical advantage of a first class lever.

All that has changed today as Illinois becomes increasingly urban and suburban. Therefore it is important for children attending a day at Sholes School to experience its rural character. Here are some simple activities teachers have provided for this purpose:

• Have the bus driver drop off the students at the barn so they can see the rural setting and walk back to school. Ask them observe sights and sounds enroute. Discuss these-and why the bell is louder outside than inside the school.
• Take a short field trip--literally into the field surrounding the schoolyard. If you come early in spring talk about why the field has been burned. Later, identify native prairie plants found there. Compass plant, Big Blue Stem, and coneflowers are easily located.
• Watch for wild life. Blue birds occupy the bird houses in spring and summer; bob-o'links (an Illinois rare species) frequent the pine trees in the school yard; red tail hawks hunt field mice and rabbits; and deer graze freely nearby. (Bring field guides.) What do you see? Where? Describe the identifying characteristics and behaviors.
• Watch the weather. Chart the temperature throughout the day. (Bring your own thermometers.) How does the temperature change? Why? What other weather phenomena does the class observe? Is it always windy at Sholes School? Why?
• During the lunch break, hike to one of the other eco-zones to observe different flora. Discuss how and why the oak grove is different from the prairie restoration, for example.
• Go across curriculum to discuss how different cultures have utilized plants and animals found at the forest preserve. For example, Native Americans processed acorns as a major food source, used moth mullein as a moccasin liner, and drank an herbal tea made from sumac berries.
• Record observations in the copybook.