discovery program

teacher’s guide

wild me

ecology: grades k-2

2

Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Habitat Types . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Pre Visit Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Home Sweet Habitat: Part I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Animal and Plant Activity Cards . . . . . . . . . . . . . . . . . . . . . . . . . 9

Home Sweet Habitat: Part II . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Habitat, Animal and Plant Activity Cards . . . . . . . . . . . . . . 12

Field Trip Visit: Habitat Exploration . . . . . . . . . . . . . . . . . . . . 21

Part I: Cardboard Tube Binoculars or Handheld Magnifiers . . . 21

Part II: Trail Exploration and Sensory Awareness . . . . . . . . . 23

Post Visit Activity: Wild Me . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

contents table of

overview ecology

3

An introduction to the vocabulary terms and habitat types covered on the pages that follow will help your students to better understand the concepts of ecology and prepare them for their visit to the park.

ObjectivesUsing the provided information and activities to supplement your field trip to your local County Park will further enhance your students’ exploration and learning with regard to the following:

• Understandingtheconceptofecology

• Developinganawarenessofthediversityoflifefoundinasinglehabitatorbiome

• Usingtoolstoaidtheirexplorationofthenaturalworld,suchasnaturejournals,card-boardtubebinocularsandfieldguides

• Gainingabasicknowledgeofplants,animalsandhabitattypes

• ThisactivityisdesignedtomeetthefollowingNextGenerationScienceStandardsforCalifornia schools:

LS1.A Structure and Function Allorganismshaveexternalparts.Differentanimalsusetheirbodypartsindifferentwaystosee,hear,graspobjects,protectthemselves,movefromplacetoplace,andseek,find,andtakeinfood,waterandair.Plantsalsohavedifferentparts(roots,stems,leaves,flowers,fruits)thathelpthemsurviveandgrow.

LS1.C Organization for Matter and Energy Flow in Organisms Allanimalsneedfoodinordertoliveandgrow.Theyobtaintheirfoodfromplantsorfromotheranimals.Plantsneedwaterandlighttoliveandgrow.

LS4.D Biodiversity and Humans Therearemanydifferentkindsoflivingthingsinanyarea,andtheyexistindifferentplacesonlandandinwater.

ESS2.E Biogeology Plantsandanimalscanchangetheirenvironment.

overview ecology

4

Objectives (continued)

ESS3.A Natural Resources Livingthingsneedwater,air,andresourcesfromtheland,andtheyliveinplacesthathavethethingstheyneed.Humansusenaturalresourcesforeverythingtheydo.

ESS3.C Human Impacts on Earth Systems Thingsthatpeopledotolivecomfortablycanaffecttheworldaroundthem.

Buttheycanmakechoicesthatreducetheirimpactsontheland,water,air,andotherlivingthings.

ETS1.A Defining and Delimiting an Engineering Problem Askingquestions,makingobservations,andgatheringinformationarehelpfulinthinkingaboutproblems.

ContentsToguideandenhanceyourstudents’experientiallearningwhileexploringyourlocalCountyPark,thiskitcontainsthefollowingitems.Also,pleaserefertoeachindividualactivitysupplylistforitemsthatyourschoolorclassroomshouldplantosupply(i.e.paper,crayons,pencils)forpre-andpost-visitactivities.

• Markers(asetforeachgroupof4-5students)

• Stickers(asetforeachgroupof4-5students)

• Pre-assembledcardboardtubebinocularswithholespunchedatendforyarn (oneforeachstudent)

• Yarn(24”lengths,oneforeachstudent)

• Handheldmagnifiers(oneforeachstudent)

• Baggednaturalitems(feathers,leaves,seeds,insects,etc.)

• Laminateddiagrams(toaidinlabelingfeaturesofthenaturalitems)

Please note that items in bold printareapermanentpartofthekitandshouldbereturnedtothekitaftereachuse.Theseitemswillbeevaluatedforreplacementbyparkstaffperiodically.

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vocabularyadaptation afeatureorbehaviorthatallowsanorganismtosurviveinits

environment

brackish a mixture of salt and fresh water

camouflage adaptationthatallowsorganismstoblendinwithitsenvironment

carnivore an animal that hunts and eats other animals

compare toexamineinordertoobservesimilaritiesordifferences

conserve touseormanagethingswisely,preventingwasteorloss

deciduous whensomethingfallsofforisshedduringaspecificseasonorstageinalifecycle(i.e.deciduousleaves,antlers,teeth)

ecology thestudyoftherelationshipsbetweenlivingorganismsandtheirenvironment

elements abasicand/orimportantpartofawhole

environment alltheconditions,circumstances,andinfluencessurroundingandeffectingthedevelopment,growthandsurvivalofanorganismorgroup of organisms

habitat the place where a plant or animal naturally grows or lives and has the basicrequirementsoffood,water,shelter,andspaceforanorganism

herbivore an animal that eats plants

insectivore an animal that eats insects

journal arecordofhappenings,events,observationsand/orfeelings

native belongingtoalocalitybybirth,productionorgrowth

omnivore ananimalthateatsbothplantsandotheranimals

organism a living thing such as plant or animal; contains parts or structures neededtocarryonthebasicfunctionsoflife

predator an animal that hunts and eats other animals

prey ananimalcaughtorhuntedasfoodbyotheranimals

resource a place or thing that provides something useful

survive to remain alive

habitatstypes of

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SanDiegoCountyisthemostbiologicallydiversecountyinNorthAmericabylandmassandassuch,therearemanymorehabitattypeswithintheCountythancouldbecoveredhere.ThelistbelowhasbeensimplifiedtorepresentonesyouaremostlikelytoencounterwhilevisitingourCountyparks.AdditionallymanyofthesehabitattypesoverlapformingabeautifulpatchworkthroughouttheCountywithintermixedplantandanimalspecies.

Habitat Type Definition Indicator Plants Animals

Estuary

Where the fresh water mixes with saltwatercreating“brackishwater”;plantsandanimalsinthishabitatare adapted to tidal changes and changesinsalinity.

Saltgrass Pickleweed Cord grass

Greatblueheron Fiddlercrab California horned snail Saltmarshskipper

Coastal Sage Scrub

Mostly low-growing plants that are typicallyfragrant,deciduousandgray-green in color; plants in this habitatsurvivedrysummermonthsbylosingtheirleavesandgoingdormant.

Californiasagebrush Black sage Coyotebrush

Cottontailrabbit California towhee Western fence lizard Cicada

Chaparral

Mostlytall,denseevergreenshrubswith thick leaves; most common habitattypeinSanDiegoandalsomostpronetofire.

Toyon Lemonadeberry Ceanothus(wildlilac)

Bobcat Dusky-footedwoodrat Californiaquail Southernpacificrattlesnake

Grasslands

Made up of native and non-native grassesthattypicallyflowerinthespringanddiebackinearlysummermonths.

Purple needlegrass Deerweed Wildoat(non-native) Mustard(non-native)

Coyote California meadow mouse GoldeneagleBurrowing owl

Riparian

Foundatthebaseofcanyonsoralongvalleys,densethicketsareformed alongside a freshwater source suchasacreek,streamorriver.

Arroyowillow Mulefat Cottonwood Sycamore

Raccoon White-tailed kite Pacific tree frog Lorquin’sadmiral

Freshwater Marsh

Water is present for most or all of the yearandtypicallyisfedbyanaturalspring,creek,streamorriver.

Cattails Willows Bulrush Evening Primrose

Mule deer Red-wingedblackbird Two-stripedgartersnake Dragonfly(variousspecies)

Oak Woodland

Found along inland foothills and canyons,consistingofevergreenoaks intermixed with chaparral shrubs,wildflowersandgrasses.

Coast live oak Engelmann oak Elderberry Manzanita

Mule deer Red shouldered hawk Acornwoodpecker California kingsnake

Mixed Conifer Forest

Range from dense forests of ever-green trees to more open forests withoaksandchaparralspecies.

Coulter pine Jeffreypine Incense cedar Black oak

Mountain lion Greathornedowl Stellar’sjay California mountain kingsnake

Desert

Receives less rainfall than water evaporates each year and is second only to the rainforest in diversity of plantsandanimals.

Cactus(variousspecies)Agave Creosotebush Saltbush

Bighorn sheep Kit fox Roadrunner Rattlesnake(variousspecies)

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home sweet habitat

pre-visit activityhome sweet habitat

pre-visit activity

home sweet habitat

pre-visit activity

Part ISummary: By drawing the places where students themselves live and then drawing the

placeswhereaspecificplantand/oranimallives,studentswillcompareandcontrastthebasichabitatrequirementsofalllivingthings.

Background: Alllifeformshavebasicneedstosustainlife.Thesebasicneedsarefood,water,shelterandspace.Ifanareadoesnotcontainallfourelementsthenlifecannotbesustainedinthatarea.Justashumansliveincommunitiesthatmeetourbasicneeds,animalsandplantsliveincommunitiescalledhabitats.Also,somepeopleliveinlargecommunitieslikedowntownSanDiegoandsomeliveinsmallcommunitieslikeJulian;somehabitatsarelargelikethePacificOceanandsomearesmalllikeaduckpondatalocalpark.

Eventhoughallanimalsandplantshavethesamebasicneeds,notallanimalsandplantshavethesamespecificfood,water,shelterorspacerequirements.Thisallowsavarietyofplantsandanimalstoliveinthesamehabitatwithoutexcessivecompetitionforresources.

Time Needed:30-45minutes

Materials Needed:

•Crayons,markersorcoloredpencils

•Largesheetofblankpaperforeachgroup,foldedinhalf

•Animalandplantcards(seepagesthatfollow),printedinadvance and cut along dotted lines

Procedure:

1. Withpaperfoldedinhalf,haveeachgroupworkasateamtodrawtheirowncommunity(approx.10-15minutes).Remindthemthateachcommunityisalittledifferent(somearemoreruralandothersmoreurban);butthatmostcommunitieshavesomethingsincommon(i.e.mostcommunitieshaveagrocerystoreanddialoguingaboutwhatpurposeagrocerystoreserves).

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home sweet habitat

pre-visit activityhome sweet habitat

pre-visit activity

home sweet habitat

pre-visit activity

Part I (continued) 2. Usingtheirdrawings,brainstormthingsthattheircommunitiesprovide

(shelterintheformofahouse,apartment,etc.;foodfromthegrocerystoreorgarden;waterfromfaucet;spacetoplayandgrow).Iftheirdrawingsdidn’tincludetheseelements,youcanallotafewadditionalminutestoaddthem.

3. Discusshowalllivingorganismshavethesesamebasicneedsinordertosurviveandthoseneedsaremetbyitscommunityorhabitat.Plantsneedwater,soil,sunlightandspaceandanimalsneedwater,food,shelterandspace).Gothroughacoupleexamplestoensuretheyunderstandtheconceptofahabitatandintroducekeytermssuchascarnivore,prey,etc.

4. Usingthesamegroups,giveeachgroupaplantoranimalcardfromthepagesthatfollow.Ontheotherhalfofthepaper,havethestudentsbrainstormintheirgroupsanddrawthehabitatforthatplant/animal.Besuretheyincludeallthebasicrequirementsforlife.Haveeachgroupsharetheirdrawings.

5. Aftertheysharetheirdrawings,discussasaclasshowdifferentplantsandanimalshavethesamebasicneedsbutmeetthoseneedsdifferently(i.e.amousecomparedtoasnakecomparedtoaflower).Again,encouragingtheuseofkeyvocabularyterms.Thiswillhelpthemunderstandthateventhoughmanydifferentplantsandanimalsoccupythesamehabitattypethattheydon’tallcompeteforthesameresources,allowingfordiversitywithinahabitat.

6. Nowaskthestudentstoconsiderwhatimpactsitwouldhavetheanimalsandplantsifoneoftheresourcesinthehabitatwasnolongeravailable,suchascleanwater.Alsoaskstudentshowtheycanuselesswaterandhelpkeepwater clean to reinforce the concepts of resources and conservation as well as therelationshipourhumanactivitiescanhaveonplantsandanimals.

estuarine habitat

coastal sage scrub

chaparral habitat

grasslands habitat

riparian habitat

freshwater marsh

oak woodland

mixed conifer forest

desert habitatanimal and plant activity cards

9

Western Fence Lizard

Incense Cedar

Cattails

Bobcat

10

Burrowing Owl

Road Runner

WoodratSkunk

estuarine habitat

coastal sage scrub

chaparral habitat

grasslands habitat

riparian habitat

freshwater marsh

oak woodland

mixed conifer forest

desert habitatanimal and plant activity cards

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home sweet habitat

pre-visit activityhome sweet habitat

pre-visit activity

home sweet habitat

pre-visit activity

Part IISummary: StudentswilllearnaboutthedifferenthabitattypesfoundinSanDiego

Countyandwilltrytomatchanimalsandplantstotheappropriatehabitat.

Background: Itisimportantforstudentstobeabletoidentifybasichabitattypesandthecommonplantsandanimalsfoundinthosehabitats.Somehabitattypesareeasytodistinguishbasedstrictlyonvisualcues(desertvs.ocean)whileothersmaybeharderforstudentstodistinguish.Inbeingabletorecognizehowplantsandanimalsareadaptedtoeachhabitattype,studentswillbeabletobetterdistinguishbetweenthem.Additionally,someplantsandanimalshaveadaptedtosurviveinavarietyofhabitats(generalists)whileothersfillaveryspecialnichewithintheirhabitat(specialists).Manytimes,specialistsarethemosthelpfulinidentifyinghabitattypes.

Time Needed:30minutes

Materials Needed:

•Animal,plantandhabitatcards(seepagesthatfollow),printedinadvanceand cut along dotted lines

Procedure:

1. Beginbydiscussingsomeofthebasichabitattypesdescribedonpage6,usingtheprovidedhabitatcardsasavisualaidwhentalkingabouttheanimalsandtypesofplants.Askthestudentsquestionsabouthowthedifferentplantsandanimalshaveadaptedtosurviveintheirhabitats(i.e.whyisithelpfulforthegreatblueherontohavelonglegsorwhydoesacactushavesuchthickpads).

2. Breakthestudentsintothreelargegroups:habitats,animalsandplants.Eachstudentinthehabitatgroupwillgetahabitatcard,eachstudentintheanimalgroupwillgetananimalcard,etc.

3. Explainthateachanimalandplantcardmatchesuptoahabitatcard.Showthemanexample.Havethemfindtheirhabitatpartnersandthenhavethosehabitatpartnerssharetheirfindingswiththeclass.

4. Somestudentsmayalsohavefoundthattheirassignedplantoranimalmighthavefitintomorethanonehabitattype.Thisisagoodopportunitytotalkabouthowsomeplantsandanimalsaregeneralistswhileothersarespecialists.

estuarine habitat

coastal sage scrub

chaparral habitat

grasslands habitat

riparian habitat

freshwater marsh

oak woodland

mixed conifer forest

desert habitatanimal and plant activity cards

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Pickleweed Great Blue Heron

estuarine habitat

coastal sage scrub

chaparral habitat

grasslands habitat

riparian habitat

freshwater marsh

oak woodland

mixed conifer forest

desert habitatanimal and plant activity cards

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Black Sage Western Fence Lizard

estuarine habitat

coastal sage scrub

chaparral habitat

grasslands habitat

riparian habitat

freshwater marsh

oak woodland

mixed conifer forest

desert habitatanimal and plant activity cards14

Woodrat

Lemonade Berry

estuarine habitat

coastal sage scrub

chaparral habitat

grasslands habitat

riparian habitat

freshwater marsh

oak woodland

mixed conifer forest

desert habitatanimal and plant activity cards

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Burrowing Owl Shooting Star

estuarine habitat

coastal sage scrub

chaparral habitat

grasslands habitat

riparian habitat

freshwater marsh

oak woodland

mixed conifer forest

desert habitatanimal and plant activity cards

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California Sycamore

Pacific Tree Frog

estuarine habitat

coastal sage scrub

chaparral habitat

grasslands habitat

riparian habitat

freshwater marsh

oak woodland

mixed conifer forest

desert habitatanimal and plant activity cards

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Cattails

Dragonfly

estuarine habitat

coastal sage scrub

chaparral habitat

grasslands habitat

riparian habitat

freshwater marsh

oak woodland

mixed conifer forest

desert habitatanimal and plant activity cards

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Poison Oak

Skunk

estuarine habitat

coastal sage scrub

chaparral habitat

grasslands habitat

riparian habitat

freshwater marsh

oak woodland

mixed conifer forest

desert habitatanimal and plant activity cards

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Incense Cedar

California Mountain King Snake

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Barrel CactusRoadrunner

estuarine habitat

coastal sage scrub

chaparral habitat

grasslands habitat

riparian habitat

freshwater marsh

oak woodland

mixed conifer forest

desert habitatanimal and plant activity cards

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habitat exploration

field trip visit

habitat exploration

field trip visit

habitat exploration

field trip visit

Part I: Cardboard Tube Binoculars or Handheld Magnifiers

Summary: Insmallgroups,studentswillbeencouragedtoexploreasmallportionoftheparkusingtoolssuchasmagnifiersorcardboardtubebinocularstoheightentheirawarenessandobservationofthenaturalworld.Theywillthenbeencouragedtodrawand/orwriteabouttheirexperience.

Background: Thisactivitywillhelpstudentsfocustheirobservationsofthenaturalworlddowntoanarrowerframeofview,allowingthemtoobservefinerdetails.Thiswillallowstudentstocompareandcontrastdifferentplantsoranimals (i.e.asycamoretreehasalarge,fuzzytoothedleafwhileawillowhasanarrow,smoothleaf ).

Time Needed:15-20minutes

Materials Provided: Note:Itemsinboldprintshouldbereturnedtothekitaftereachuse.

•Markers(asetforeachgroupof4-5students)

•Stickers(asetforeachgroupof4-5students)

•Pre-assembledcardboardtubebinocularswithholespunchedatendforyarn(oneforeachstudent)

•Yarn(24”lengths,oneforeachstudent)

Materials Provided(continued):

•Handheldmagnifiers(oneforeachstudent)

•NatureJournal(oneforeachstudent)

•Pencils(forjournaling;oneforeachstudent)

•Baggednaturalitems(feathers,leaves,seeds,insects,etc.)

•Laminateddiagrams(toaidinlabelingfeaturesofthenaturalitems)

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habitat exploration

field trip visit

habitat exploration

field trip visit

habitat exploration

field trip visit

Part I: (continued)Procedure:

1. Breakstudentsintosmallergroupsof4-5studentswith1-2chaperonespergroup.Thegroupwillsharesuppliesbuteachstudentwilldecoratetheirownsetofbinoculars.Haveeachstudentpersonalizetheirbinocularswithstickersandmarkersandtieyarnloopontotheendwiththeholepunches.(skipthisstepifusingmagnifiers)

2. Haveeachgroupexploreasmallportionoftheparkareaaroundthem,payingcloseattentiontothedetailstheycannowseewiththeirbinocularsormagnifiersinhand.Usethepromptsbelowtohelpthemfocustheirattentiontosmalldetailsaroundthem.

•Lookcloselyattheground.Dotheyseeants,acornshells,etc?

•Iftherearecloudsintheskyorlargetreesabovethem,havethemlieontheirbacksonthegroundandlookupusingtheirbinoculars,explainingwhattheysee.

•Havethemexamineleavescloselyandlookattheirstructure,fromthestemstotheveinstothemargins.Arethereanyblemishesontheleaves,maybealeafgallorsignsofaleafbeingeatenawaybyacaterpillar?

•Theboxshouldalsocontainsomeadditionalitemstoexamineclosely(feathers,leaves,pinnedinsects,etc.).Encouragestudentstoexploretheseitemswiththeirbinocularsormagnifiersaswell.

3. Haveeachstudentpickonethingtheyobservedtodrawindetailintheirnaturejournal.Encouragethemtolabelparts,makenotesabouttexture,patterns,etc.Theycouldalsousecoloredpencils/markerstoadddetailswithregardtocolor.

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habitat exploration

field trip visit

habitat exploration

field trip visit

habitat exploration

field trip visit

Part II: Trail Exploration and Sensory Awareness

Summary: Parkstaffand/orvolunteerswillleadstudentsandtheirchaperonesonashortnaturewalk,whileengagingthestudentstousealltheirsensestoheightentheirexperiencewhilehiking.Theywillthenbeencouragedtodrawand/orwriteabouttheirexperience.

Objectives: ThisactivityisdesignedtomeetthefollowingNextGenerationScienceStandardsforCaliforniaschools.

Background: Everytrailexperiencewillbedifferentdependingontheweather,timeofday,attentivenessofthegroup,plantsandanimalspresent,etc.Tostrengthentheirpowersofobservationandmakethetrailexperiencemorememorable,weencouragetheuseofthecuesbelowtoheightentheirsenseofsight,hearing,touch,smellandmostimportantly,theirsenseofwonder.

Time Needed:30-45minutes

Materials:

•Naturejournals(oneforeachstudent)

•Pencils(oneforeachstudent)

Procedure:

1.Insmallergroupswithoneparkstafforvolunteerand2-3chaperonespergroup,hikedifferentsectionsoftrail(orstaggerstarttimesby5minutessothatthegroupsarewellspaced).

2.Asappropriateduringthehike,encouragechildrentousetheirdifferentsensesasjournalingstartingpointswhenthehikeiscomplete.Usetheoneortwoofthecuesfromeachsectionbelowtoheightentheirpowersofobservation.

◊ Sight:

•Evidenceofchangeinnature (i.e.newbudsontreesorheavyleaflitterontheground)

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habitat exploration

field trip visit

habitat exploration

field trip visit

habitat exploration

field trip visit

Part II: (continued)Procedure(cont.): •Patternsofcolor,textures,shapes,etcinnature(i.e.whichthingsare

green,howdoesafencelizardspatternhelpitblendinwith/rocksitmightbaskupon)

•Geometricshapesinnature,suchascircles,squares,triangles,spirals,branching,meandering,etc.

•Takeapicturewithyoureyes:lookatadefinedspaceforafewsecondsandthencloseyoureyesandtrytorememberthedetailsofthatspace

◊ Hearing:Closeyoureyesandlistenfor….

•Soundsnearbyandfaraway

•Soundsoftheseason

•Soundsyoulikeanddislike

•Soundsfromlivingthings (i.e.animalsandtrees)andnon-livingthings(i.e.machines)

•Soundsthatmakeyoufeelhappy,sad,afraid

•Focusonarepeatingsoundandthentrytofinditwithyoureyes(i.e.grassrustlingorbirdcalling)

◊ Touch:

•Examinetexturesofnaturalsurfaces:driedmud,rocks,treebark,leaves,etc.

•Feelanunknownobjectinsideapaperbag;focusondescribingwhatitfeelslikeinsteadoftryingtofigureoutwhattheobjectis

•Witheyesclosed,haveafriendleadyoutooneortwonearbyobjectsand explore them using your sense of touch

◊ Smell:

•Inhaledeeplywhenstandingindifferenthabitatsinthepark(i.e.grasssoccerfieldvs.trail).Howdotheysmelldifferentlyoralike?

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habitat exploration

field trip visit

habitat exploration

field trip visit

habitat exploration

field trip visit

Part II: (continued)

◊ Smell(cont.):

•Withpermissionoftheparkstaff,rubdifferentplantleavesbetweenyourfingersandtrytodescribehowthesmellsaredifferentandalike

◊ Wonder:

•Findanobjectandgivefivereasonswhyitisbeautiful

•Writeapoemaparkanimalmightcomposeaboutpeople

•Pretendyouareoneinchtallandliveinthepark.Describetheworldfromyourperspective.Whatisyourgreatestfearandgreatestjoy?Whatdoyouneedtolive?

•Drawzanypicturesofanimalsinthepark(i.e.woodpecker,grasshopper,ant)

•Onestudentdescribesanobjectthattheotherscan’tseeandtheotherstudentstrytodrawitbasedonthedescription.

wild me

post visit activity

wild me

post visit activity

26

Summary: Usingtheirnaturejournals,studentswillworkindependentlytoimaginetheyareawildplantoranimalthattheyobservedduringtheirrecentfieldtriptothepark.Thisactivityshouldbeusedtoreinforcekeyconceptsandvocabularythroughdrawingand/orwriting.

Background: In this activity students will explain how an animal or plant survives in its chosenhabitat,reinforcingtheconceptsandvocabularystudentslearnedinboththepre-visitactivitiesandfieldtrip.Inhavingchildren“become”theanimalthattheyarestudying,theythinkinverypersonaltermsabouthowananimalsurviveslifeeverydayinthewild.

Time Needed:30minutes(inclassorashomeworkandthensharedinclass)

Materials Needed:

•NatureJournals(oneperstudent)

•Pencils(oneperstudent)

•Markers/ColoredPencils(onesetforevery4-5students)

Procedure:

1.Studentswillselectananimalorplantspeciesfromthefieldtripvisittotheparkandthroughartworkand/orcompositionimaginewhatitwouldbeliketobethatanimalorplantforashortperiodoftime.

◊Studentsshouldbeencouragedtochooseananimalorplantbasedonitsadaptationsandhabitatversusbecauseitis“cute”or“furry”or“dangerous”.Sometimesanexampleoftheselectioncriteriaishelpful.Forexample,acoyoteisagoodclimberandfromtherockyoutcroppingsatthetopofthetrail,theycanseeagooddistancetosearchfortheelementsitneedstosurvive.Ormaybetheywouldchoosetobeanacornwoodpeckerbecausetheycouldspendtheirdaysamongstthelargebranchesintheshadeofmightyoaks.

2.Haveeachstudentjournalthroughartwork,labeling,etcwhytheirspecieswouldchooseaparticularareafortheirhome.Haveeachstudentsharetheirjournalentry,identifyingtheiranimal/plantandhowitshabitatmeetsitsneeds.