prinnr420.wikispaces.comprinnr420.wikispaces.com/file/view/nr+400+final+w… · web vieweach...

Welcome Staff and Volunteers of the

Fort Collins Boys and Girls Club

We are excited to work with the Fort Collins Boys and Girls Club in their initiative of connecting the youth members with nature. The … program was created by a group of students from the Warner College of Natural Resources at Colorado State University. We hope that with this program we can reach out to members, advance their knowledge of their natural surroundings, and through awareness form an enduring relationship with nature.

In the pages following you will find a 12 week program that includes a mixture of games, field trips, and opportunities for professionals in natural resources to come visit the Boys and Girls Club. The plan focuses on the fundamentals of learning about trees, plants/shrubs, wildlife, hydrology, and weather. Each section was carefully planned with the main goal of the members having fun while learning about the natural world of Fort Collins in which they live.

The program takes advantage of the North Shields Pond Natural Area located within walking distance to the north of Lincoln Middle School and the Fort Collins Boys and Girls Club. As facilitators of the … program we would like you to keep in mind that FUN is the key to the success of this program. Every lesson should be accompanied by free time to explore. Allow the members to run up and down the trails, take the time to inspect the algae growing in the creek between the ponds, let them reach into the ponds and pick up rocks to inspect for insects. Knowledge and awareness are key elements in establishing a relationship with nature, but having fun keeps them wanting to learn.

To help your staff in presenting the material to the members of the Boys and Girls Club additional information has been provided within this program workbook. Use this information throughout the program, but remember that a child’s imagination is useful too. Let them do the exploring, wondering, and imagining. And this supplementary information along with their imagination will make this a successful program that will form a long lasting bond with nature.

The program should at least have 10 members, but depending on available staff the maximum is up to you. If the interest in the program is high, it can be split into different days or time periods. Again, this part is left up to your staff members, as you are more aware of your capabilities.

Our group hopes that with the enthusiastic staff at the Fort Collins Boys and Girls and a little guidance found in this workbook that the … program is a success. Thank You for your time and assistance in reaching the goals of the Boys and Girls Club in developing a whole, happy, and healthy child that has the capability and support to reach their full potential.

Sincerely,

Alia Bereznak Tim Moos

Nathaniel Budd Kristy Muskopf

Peter Helmuth Jennie Williams

Table of Contents1st steps for the Program

Introduction to Wildlife Section

Wildlife Lesson Plan #1 Wildlife Lesson Plan # 2 Printable Wildlife Fact Sheets

Introduction to Its All about the Trees

Trees Field Trip to the Arboretum Trees Field Trip to USFS Printable Trees Fact Sheet Printable Information Brochure

Introduction to Aquatic Life

Aquatic Lesson # 1 Aquatic Lesson #2 Printable Aquatic Species Pamphlet Printable Aquatic Fact Sheet

Introduction to Grasses and Forbs

Grass Lesson #1 Forbs Lesson # 2 Grass Diagrams Forb Diagrams Grass Fact Sheet Forb Grass Sheet

Introduction to Solid Waste

Lesson Plan # 1 Lesson Plan # 2 Printable Fact Sheet Printable Pamphlet

1st STEPThe first step in this program is to create a basic understanding of the natural processes that occur at the North Shields Pond Natural Area. To help introduce the program a Master Naturalist will come to the club and give a guided tour to the staff and members of the Boys and Girls Club. Take this time to familiarize yourselves with the natural area and encourage the members and staff to ask as many questions as they want.

To schedule a guest visit from Fort Collins Master naturalist contact:

• The Master Naturalist Program at 970-416-2480 or email [email protected] The Master Naturalist Program offers free educational programs at North Shields Pond or Sterling Natural Area and is available for groups by request.

The City of Fort Collins also offers a free naturalist program that would be a great addition to the … Program and can bring a more in-depth look at the nature found in Fort Collins.

The Master Naturalist program volunteers are trained in ecology and may be helpful when trying to involve the older members of the Boys and Girls Club who may want to take part in something different than joining the … program with the younger kids. The Master Naturalists Program has volunteers available to give presentations, lead nature hikes in natural areas, and more. Master Naturalists can help members of the Boys and Girls Club discover secrets on nature walks, lead field trips, and present entertaining and educational slide shows. The Master Naturalist Program can help the members of the Boys and Girls Club to understand and appreciate Fort Collins Natural Areas.

All materials and equipment are supplied and even have funding for buses needed for field trips. The program can be custom designed to fit the need of the Boys and Girls Club with lessons that focus on biology, nature awareness, and stewardship. Classes and activities are offered May – October. In June the City of Fort Collins will release a summer activity guide called “Tracks and Trails” and contains details the programs that will be available to the members at the Fort Collins Boys and Girls Club.

The Requests for the Master Naturalist-led field trips and presentations must be made three weeks in advance. Contact Susan Schafer, [email protected] or call 970-416-2480.

Section 1

Wild Fort Collins

The Wild Fort Collins section includes 2 games and 2 recommended filed trips that teach advance the members of the Boys and Girls Club about the wildlife that call Fort Collins and surrounding areas their home. To assist the staff of the Boys and Girls Club our group included some basic information on the predators and prey in the area. The following pages on wildlife could be printed out and handed to the members or verbally given (save some trees) by the staff to the members.

Fort Collins and its natural areas provide habitat for over 30 different species of birds including golden eagles, great blue herons, red winged blackbirds, and snow geese. Fort Collins also provides habitat for foxes, coyotes, mule deer, rabbits, and prairie dogs. The Cache La Poudre River provides habitat for brown and rainbow trout while the natural area ponds in Fort Collins provide habitat for largemouth bass, bluegill, channel catfish, and black crappie to name a few.

The following pages contain a few of the predators and prey that can be found at the North Shields Pond Natural Area and throughout Fort Collins. Use these descriptions to guide the children through the games and help them to understand what these animals eat as predators and how they protect themselves from being the prey. During these games have children look around for signs of these animals such as nests, burrows, scat (animal droppings), and remains left from the previous night’s dinner.

Wildlife Lesson Plan #1

Facilitator: Staff of the Boys and Girls Club

Activity: Predator vs. Prey Game

By the end of the lesson, each student will be able to:

a. Have an understanding of the different wildlife that live in Fort Collinsb. Understand the predator-prey roles of wildlifec. Identify what different wildlife eat and where they might live

Required Materials:

1 Handkerchief or any material that will make a good blindfold

1 bell that can be attached to clothing

Time Frame for this activity:

Preparations for Game: 15 minutes to go over the supplied wildlife information with the children

Walking Time: 15 minutes should be allowed for walking the children over to the ponds and having them form a circle

Running the Activity: The time needed for the game will depend on how many kids are participating. For 20 kids the game should take 25 minutes. Then provide an additional 20 minutes for exploration.

Behavior Expectations and Safety Guidelines The game will take place outside at the North Shields Pond Natural Area. The children will need to form a circle large enough for 2 children to be inside so adequate space will be needed. One child at a time will be blindfolded so assistance will be needed to keep them safe. During the game the children will be expected to stay with the group, pay attention to the animals used during the game, and to help come up with ideas for predators and preys.

Rules: 1.) 2 children will be picked; one will play the prey and the other the predator. The rest of the group will need to form a circle around them.

2.) Ask the chosen “predator” to pick an animal that lives in Fort Collins. Then have the “prey” pick what animal they think this “predator” would eat.

3.) Place a blindfold over the “predator’s” eyes to where they cannot see their prey.

4.) Attach the bell onto the “prey’s” clothing.

5.) Have these 2 children imitate the animals that they chose by making sounds and movements like those animals.

6.) Tell the “predator” that if they want to eat they will need to capture their “prey” by tagging them. Do not let any children forming the circle let the predator or prey out of the circle.

7.) After the prey is caught their turn will be over. Repeat the game until every child has had a chance to either be the predator or they prey.

Objective:

The objectives of this game are to have the kids be creative while understanding the predator-prey role of local wildlife.

Closure:

For closure let the children discuss their favorite animals, then walk around the ponds to see if there is any evidence of animals in the area such as burrows or scat. Then ask the children the following questions while exploring the natural area:

WHAT? (Review what happened during the activity)

We went to the North Shields Pond Natural Area and played as predators and prey. We learned about the different foods that predators search for and we learned how prey may try to get away to stop from being eaten.

SO WHAT? (What does this game mean? What did I learn?)

After playing this game I know what animals live in Fort Collins and what they eat. I also know how some animals can stop themselves from being eaten.

NOW WHAT? (How can I use what I learned in this game in other parts of my life?)

Now that we have played this game taking a walk will be more fun. I used my imagination to act like different local animals and can tell other people about all of the interesting wildlife facts that I learned.

Wildlife Lesson Plan #2

Facilitator: Staff at the Boys and Girls Club

Activity: Game What Animal Am I?

By the end of the Lesson each Child Will Be Able To:

a.) Identify local animals by their different characteristics

b.) Understand the different habitats of local animals and what they need to survive

c.) Be able to identify the homes of local animals

Materials Needed:

Printed pictures of local Animals (provided with workbook) there should be at least 1 picture for each member

Safety pin to attach animals to children’s clothing


Preparations for Game: 15 minutes to go over the supplied wildlife information with the children

Walking Time: 15 minutes to walk the children over to the ponds

Running the Activity: The time needed for the game will depend on how many kids are playing. For 20 kids the game should take 25 minutes. Then provide an additional 20 minutes for exploration.

Behavior Expectations and Safety Guidelines The game will take place outside at the North Shields Pond Natural Area. During the game the children will be expected to stay with the group, pay attention to the animals used during the game, and to help come up with ideas for wildlife habitat and characteristics. Go over the supplied material with the children before going outside to play so the children have a good idea of how local wildlife behave and what they need to survive (food/ habitat).

Rules of the Game:

1.) Choose a child to volunteer to come up in front of the group. Have the child turn around while you pin or tape a picture of an animal to them; make sure that the chosen child does not see the picture. Do let all the other children see the animal and tell them to not give the animal away by saying what it is.

2.) The chosen “animal” child will then ask “yes” and “no” questions that will help them to guess what animal they are. Make sure that the other children only answer “yes”, “no”, or “maybe”. The game will continue until the chosen “animal” can correctly guess what animal they are. The game can be repeated until all the children are able to play the role of the “animal”.

Objective:

The objectives of this game are to have the kids be creative while trying to identify the different characteristics of local wildlife.

Closure:

For closure let the children discuss their favorite animals and see if they can share other ideas about the characteristics of local wildlife. Then take a walk around the ponds to see if there is any evidence of animals in the area such as burrows or scat. During the walk ask the children the following questions while exploring the natural area:


We went to the North Shields Pond Natural Area and played “What animal am I?” We learned about the different characteristics of wildlife and can identify a couple of their homes.


After playing this game I know what animals live in Fort Collins, where they might live, and what they might eat.


Now that I have played this game I know more about local wildlife and can teach others about their different characteristics. Taking walks will be more fun now that I can identify signs of wildlife.

PREDATORS of the North Shields Pond Natural Area and Fort Collins

Golden Eagle

Habitat: The golden eagle depends on wide open spaces that have grass and shrub communities for hunting, and requires cliffs and large trees for nesting. Golden eagles nests’ are easily recognizable, the nests are very large and are built in the in the very top 1/3 of trees. Some nests are also found on top of power lines and phone poles. The golden eagle can be found from Alaska all the way down to Mexico. Eagles usually do not migrate, commonly becoming permanent residents of the place that they were born.

Prey: The golden eagle sits on top of trees or other high perches to gain an eagle’s eye view of the world below. Then when prey is in sight the eagle will use its very powerful talons to swoop down and snatch prey from the ground. In Fort Collins the eagles prey upon rabbits, squirrels, young deer, foxes, and sometimes even a house cat.

Coyote

Habitat: The coyote can survive almost anywhere. The coyote prefers heavy forested or dense shrub areas for denning and enjoy the ease of finding prey in farming communities. They adapt very easy to their surroundings and will eat just about anything found.

Prey: The coyote primarily will eat small animals such as prairie dogs, rabbits, and squirrels. Although birds that nest on the ground are not exempt from becoming a snack for a coyote. The coyote balances his diet with fruits and vegetables, human trash, and house pets. Coyote droppings (scat) are commonly found along trails in Fort Collins natural areas and are easily identifiable by one rounded end and one pointy end with visual remains of dinner containing hair, fur, and bones.

Red Fox

Habitat: Red foxes are adapted to live almost anywhere. From deserts, to mountains, to residential neighborhoods red foxes have no problem living among humans. It is not uncommon to have a fox cross your path here in Fort Collins. They will take over groundhog dens and make them bigger to

live in during the winter. You know you found a fox den by their very musky-skunky urine smell.

Prey: Red foxes prey upon rodents, rabbits, birds and have been known to eat a few house cats found wandering the streets of Fort Collins.

PREY of the North Shields Pond Natural Areas and Fort Collins

Rabbits

Habitat: Rabbits create a shallow bowl in the ground, called a form, and line it with leaves, grass, and fur that they pluck from their bellies. These forms are usually located

near brushy field edges and brush piles which provide cover and protection from golden eagles, coyotes, and red foxes. If the food

supply is abundant rabbits will congregate together and form complex burrow systems called warrens.

Food for the Prey: A rabbit’s diet consists of grass, clover, wildflowers, and weeds in the spring. During the winter, the rabbit has less food choices and can be found eating twigs, bark, conifer needles, and if lucky any remaining green plant. Rabbits eat the same food twice in a process called coprophagy. The rabbit will re- ingest their scat (droppings) to further digest their food.

Mule deer

http://wdfw.wa.gov/living/species/graphics/rabbit2.jpg

Habitat: The mule deer’s preferred habitat can vary depending on the region in which it lives. In Colorado mule deer prefer the cover of shrubs and forests. The deer’s that live closer to the mountains

will retreat to the mountains to escape the summer heat and enjoy the nutritional forage, then when the temperatures drop in the fall the deer will come back down to escape the snow. Mule deer that call the city of Fort Collins their home will remain in the city for the extent of their life.

Food for the Prey: The mule deer likes to browse for forbs (non woody, broad leaf plants), and the leaves and twigs of shrubs and trees. The deer is a picky eater and will not eat large quantities of low nutrition grass, instead the mule deer will hold out for the most nutritious plants and plant parts.

Prairie Dogs

Habitat: Prairie dogs live in underground tunnel systems called warrens that are similar to the rabbits. The warrens of prairie dogs are a bit more elaborate including special places for nurseries, sleeping

quarters, and even toilets. To help protect the prairie dog from predation they also create listening posts so they can hear predators that may be stalking the area.

The prairie dog spends a lot of its time creating the warrens and allows other animals to enjoy the fruits of their labor. It is not uncommon to find snakes, burrowing owls, or black footed ferrets sharing their

warren. Texas has reported the largest community of prairie dogs with a population of 400 million prairie dogs that covered 25,000 square miles of land. The prairie dog has the ability to drastically alter the landscape and in response farming communities have exterminated around 98% of the total Great

Plains population.

Section 2It’s All about the Trees

Photo Courtesy of Maddy Haines 2011

The “It’s all about the trees” section includes 2 field trips. The first one is to CSU’s Arboretum/Woody Plant Research Area and the 2nd field trip is to the United States Forest Service Rocky Mountain Research Station both located in Fort Collins. Both field trips will have an employee take the children on the tour of the facilities and will teach the children about the characteristics of different trees, tree beetle-kill issues, forest fires, and the role of the Forest Service.

Our group supplied additional information that can be printed and handed out to the children before the field trips. The information includes some common trees that live in Fort Collins, details on how to identify them, and teaches the children about the needs of these trees and common places to find them. The bus ride is a great opportunity to discuss this information with the children while driving to and from the field trips. Each field trip will take a maximum of 1 1/2 hours including drive time and activities.

Did you know…Fort Collins was originally a short-grass steppe prior to human settlement? The only trees that lived here were cottonwoods and willows that would grow next to rivers and streams. Most of the trees that we see in Fort Collins today were planted by humans and now there are hundreds of different types of trees that call Fort Collins their home.

It’s All About the Trees Lesson Plan #1

Facilitator: Fort Collins Boys and Girls Clubs

Activity: Fieldtrip to CSU Arboretum/Woody Plant Research Area (970) 491-6198 Located at 630 W. Lake Street Fort Collins, CO.


a. Identify some of the basic characteristics of local trees in the Fort Collins area

b. Differentiate between the different tree species based on their characteristics (bark type, leaves, etc.)

c. Present to the group about their specific trees that the kids completed their tree rubbings on.

Time frame for this activity:

Bus Ride to Arboretum: 15 minutes

Introduction: 5 min

Running the Activity: tour – 15min, free time - 10 min

Closure: presentations -15 min

Bus Ride Back to the Boys and Girls Club: 15 minutes

4. What equipment is needed? Where will you set-up? When will you set-up?

Pre-trip planning with the Arboretum to set up an appropriate date and time. Permission slips from the kids’ parents allowing them to go on the trip Transportation to and from the CSU Arboretum: 630 W. Lake St, Fort Collins CO Blank white paper Crayons Candy bars for rewards

Behavior Expectations and Safety Guidelines This lesson consists of a field trip to the CSU Arboretum/Woody Plant Research Area, located at 630 W. Lake Street, Fort Collins CO. It is important that a manageable number of students be taken, because there will be an employee from the Arboretum who will be conducting a short tour emphasizing the unique characteristics of the individual species of trees.

After the tour, the kids will be given some ‘free time’ to go out and find a tree to make a bark and leaf rubbing from.

Before the group returns to the Club, the students will be asked to stand up in front of the group and say something about the trees that their rubbings came from. Completion of this section of the field trip will be rewarded with some kind of treat (i.e. candy bar).

During the tour the kids will be expected to listen to the guide and pay attention to what he/she is saying. Questions will be encouraged to be asked, as they bring a more personalized type of learning into the situation. During the free time, the kids will be free to go where they please, but running/goofing/rough housing all should all be discouraged and monitored for. After the free time, the kids should sit and listen to their peers give their individual presentations, as they would want others to listen to them when they present.

Closure:


We went on a tour of the CSU Arboretum (does anyone know what an arboretum is? – It is really just a fancy word for a group of trees! Do you know any other places that could be considered an arboretum?) We learned about the different kinds of trees that are in Fort Collins. We were able to make bark and leaf rubbings of our favorite trees and present the cool facts we learned back to the rest of the group.

SO WHAT? (What did I learn during this field trip?)

So now, after this field trip, you can point out what type of trees are around our club, or trees that you see when you are with your parents, and can even describe some of the interesting facts about that tree.

NOW WHAT? (How can I use what I learned from this field trip in other parts of my life?)

Now that you have learned a bit about these trees, the next time you are playing outside, you can explain to all your friends about the specific types of tree that are surrounding you.

It’s All About the Trees Lesson Plan #2

Facilitator: Fort Collins Boys and Girls Club

Activity: Field Trip to the USFS Rocky Mountain Research Station (970) 498-1100


a. Identify a tree that has been affected by the bark beetle

b. Explain what the main functions of the USFS and understands the agency’s importance

c. Explain why forest fires are different from wild fires and list some of the benefits of forest fires

Materials and Needed Preparations

Pre-trip planning to set up a date and time that will be appropriate to go and visit the United States Forest Service’s Rocky Mountain Research Station: 240 West Prospect, Fort Collins CO.

Permission Slips for parents to sign Transportation to and from the USFS RMRS


Bus ride to Forest Service: 20 minutes

Introduction: 5 min

Running the Activity: tour – 20 min, questions – 10 min

Closure: 20 min

Bus Ride Back to the Boys and Girls Club: 20 minutes

Behavior Expectations and Safety Guidelines This lesson also consists of a field trip to another location, in this case to the Rocky Mountain Research Station for the United States Forest Service. While they are there a USFS representative will give the students a tour of the property. The discussion of the tour should focus on things like; the beetle-kill issue, the USFS agency (and jobs that are available within the agency for future generations), and forest fires.

After the tour is done, back at the Boys and Girls Club, the kids will be asked to sit down and remember about the tour. Then they will be asked to name their favorite thing that they learned, or the most interesting fact that they heard, to the rest of the group.

The kids are expected to be respectful and listen to the USFS representative, ask questions in an appropriate manner, show respect for being in a government building.

This field trip is intended to introduce the kids to one of the major land management agencies in the United States, and bring the idea of a large agency down to a local, conceptual scale for the kids to understand.

Closure:


We went on a tour of the United State Forest Service’s Rocky Mountain Research Station. We spoke with one of the USFS rangers who are working right here in Fort Collins. He/She talked all about some of the problems they are having the forests right now! Like beetle kill and fires. We learned what the

difference between wild fires and forest fires was, and why one of them is good and one of them is bad (can you tell me which is which? What are some good things that forest fires can do? Why are wild fires bad?)

SO WHAT? (What did I learn during this field trip?)

The ranger at the research station talked to you about things that are happening right here in Colorado in our forests, things like beetle kill trees and forest fires. You also learned how big the USFS agency is, but also how it works in little places just like Fort Collins. And they also told you what kind of people work in the agency and what some of the exciting jobs are (does anyone think that they would like to work for the USFS?).

NOW WHAT? (How can I use what I learned during this field trip in other parts of my life?)

Now when you hear people talking on the news about the trees that are dying from the beetle infestation, or the wildfires that happen often in Colorado, you will know some of the interesting facts behind what they are saying. You may even be able to teach your parents something about these topics that they didn’t know!

Aila’s Printable Pamphlet here

Section 3

Water Day’s

Photo Courtesy of Sonoma County Gazette

The water time section of the program uses 2 games to help the children learn about the movement of water and the different animals and fish that rely on water for survival. The children will have fun getting wet together, learning to teamwork, and learning about all of the different types of animals in Fort Collins that live in or around water sources. Fact sheets are provided to be printed out and handed to the kids that will give them specific information about insects, fish, wildlife, and the water cycle. These games will need to be played behind the Boys and Girls Club where there is access to a water hose or the water from the North Shields Pond Natural Area can be used. We recommend that on water days that the children are wearing clothing that they can get wet in.

Water Days Lesson Plan #1


Activity: Water Movement


a.) Have some understanding of the movement of water

b.) Have an understanding of how materials may float in water

c.) Develop stronger team working skills

Materials Needed:

4 inch around PVC pipe that is 5 feet tall with a cap on one end and holes drilled around the sides of the pipe

Bucket for water Water hose to supply water or use water from ponds Ping pong ball

Time Frame for This Activity:

Preparing the Game: 15 minutes to introduce the game and tell the members the story provided

Running the Activity: The time length for the game will depend on how many members participate, but 20 players should take about 30 minutes.

Behavior Expectations and Safety Guidelines: This game is played outside using water. The children will need to have on appropriate clothing to get wet in. The children will be expected to stay together and pay attention. The game focuses on teamwork and this should be emphasized to the members.

Story to the Game:

You are up in the mountains and you have just had a great day of kayaking in the Cache la Poudre River. Then you realize that there is a problem. You left your keys at the trailhead and they fell into the sign post (PVC pipe) you must find a way to get your keys out of the sign post so you can get home. You remember that there is a floater (ping pong ball) on you key ring. Desperate to get home your mind thinks really hard on how you are going to get your keys. Alas…you realize if you fill the tube up with water and plug the hole your keys will be able to float up to the top and out of the tube.

Rules of the Game: 1.) The pipe will need to be placed on the ground and held upright by 1 member

2.) Place the ping pong ball (keys) into the PVC pipe

3.) Ask 2 members to be in charge of filling up the bucket with water and carrying the bucket over to the pipe (make sure the water source is at least 10 feet away from the PVC pipe to make the game more challenging)

4.) Ask the rest of the members to find gravel, sticks, or even their fingers to plug the holes

5.) When the members feel that they have plugged every hole, then it is time to pour the water in

6.) Continue filling the tube until the ping pong ball floats to the top and once the ball (keys) can be retrieved the game is over

7.) This game can be repeated so that every member has a chance to play different roles

8.) At the end of each round of the game ask the members what any of the problems could have been in getting the ping pong ball (keys) out and what finally worked on retrieving the keys.

Closure:

After the game is played pass out the hydrologic cycle diagram and ask them if they can identify the water sources used in the game, where there was evaporation (where water was lost during the game), and precipitation (where water was added to the PVC pipe). Ask them if they know what run-off is and how the water acted like run-off in the game.

Tell the members that the bucket used to fill the water is like a pond or lake which is a water source, when the members transport the water they lose some which is like the evaporation. Then the water gets poured into the pipe like precipitation (can be either rain or snow), and the PVC pipe is like plants that use the water for food and nutrients. The water that leaked out of the pipe is like the run-off part of the water cycle.


We played a water game where all of us had to help retrieve keys that were lost in a sign post. We all worked together to get the keys to float to the top.


After playing this game, I am able to recognize the different ways water can move around the earth and can identify this movement in the hydrologic cycle.


Now that I have played this game I can look at water and understand how it got there and where it might be going.

Water Days Lesson Plan #2


Activity: Stepping stones


a.) Be able to identify insects, fish, and animals that live around water (lakes, streams, rivers)

b.) Identify different characteristics of these animals and what they need to survive

Materials Needed:

Fact/question sheet for facilitator (provided)

Pamphlets for the participants (provided)

Carpet squares or even small collected flat rocks (stepping stones)

Cones /flags to make the River area (10 foot by 20 foot)


Preparing the game:

15 minutes to walk to the ponds to play game

10 minutes to hand the pamphlets out to the members and for the staff to arrange the cones into a 10 foot by 20 foot rectangle border which will act as the river

Running the Activity: The game will take close to an hour to play

Rules of the Game:

1.) Hand out the provided pamphlets to the children with the 12 water animals on them. Have them read these pamphlets while the staff is setting up the game and let them know that they will need to answer questions about the pamphlet to win the game

2.) Have the staff look at their fact sheet and ask the questions that are provided on the sheet, the first member to answer the question correctly will receive a stepping stone (carpet square or flat rock whichever material is used). These stones will be used to cross the river when enough of them are awarded.

3.) When any member has at least 5 stones allow them to drop the stones into the “river” and see if they can cross while only stepping on the stones. If they are not able to cross then they must sit back down and answer another question or two to get enough stones to cross

4.) If the member falls into the “river” by not stepping on one of their stones they will lose all of their stones and must sit down to answer more questions and receive new stones

5.) Keep asking questions until every member has successfully made it across the “river”

Closure:

To close the game, take the members for a walk around the North Shields Pond Natural Area and have them shout out the name of their favorite animals used in the game and see if they can identify any signs of these animals.


During the game we had to collect stones to cross the river and could only get the stones by answering questions about local animals that live in or around water correctly.


I learned about all of the local animals, insects, and fish that depend on water for survival. I know interesting facts about what they eat, what they look like, and where I might be able to find them.


Now that I have played this game taking walks around water will be a lot more fun. I can teach other people about the insects and animals that live here and I might be able to even find them when they are hiding in the water.

Tims Pamphlet to Print 2 pages

Section #4

Grasses and Forbs

The grasses and forbs (flowers) section of the program will take part in the grassy fields that are located on the way over to the ponds. The lesson plan is designed to let the children explore on their own while learning about the different parts of grasses and forbs and how these differences can help to tell each plant apart. The children will be provided diagrams that they can take with them while exploring that will help them to identify a few common grasses and forbs that live in Fort Collins. The children will enjoy the freedom of exploring while learning about plant characteristics and will gain self esteem from being able to identify grasses and forbs all by themselves.

Grasses and Forbs of Colorado Lesson Plan #1

Facilitator: Staff of the Boys and Girls Club

Activity: Grass Exploration and Identification


a.) Name and Identify the Colorado State Grass

b.) Be able to Identify 2 common grasses in the Fort Collins area

c.) Be able to Identify simple grass structures

Materials Needed:

Grass/Forbs Fact Sheet (provided)

Grass structure Diagram (provided)

Blank sheet of paper

Colored pencils


Introduction: 5 minutes to call the members into a group and pass out the fact sheet that outlines the likely grasses to be found in the area and the structures we wish them to be able to identify at the end of the lesson. 10 minutes to let the members review the fact sheets.

Running the Activity: 30 minutes to lead the members into the field and to let them explore on their own. A staff member will be close by to watch the kids as well as provide help when they deem necessary. We want them to not feel like a supervisor is there with them every step of the way, giving them their freedom and letting their creativity teach the kids through their own exploration.

Lesson Guidelines

The members will be led on a tour of the grassy fields behind the Boys & Girls Club. However, before this tour will take place the kids will be handed one part of the Grass Structure Identification Sheet. In this fact sheet there will be information provided about the most basic Grass Structures in the form of a diagram as well as written forms. The diagram will include the structures of the: Roots, Leaves, Nodes and Flower of a grass. There will also be a diagram that outlines the basic structure of the spikelet, or seed, of a grass. The purpose for this is to show the kids what an “awn” is as this will help them single out one of the grasses we will have them Identify. Another diagram will explain and show the 3 types of inflorescences that will be associated with the grasses to be identified. This will give the kids the most basic knowledge about grasses yet still be useful when trying to identify a grass.

After the introduction is given, which will take 10 minutes, the students will be led into the field and asked to identify 2 types of grasses we went over and be asked to identify the Colorado State Grass, blue grama.

Once in the field the students will be on their own, a staff member should be present to answer questions about types of grasses and assist in identifying species if the children wish. Giving them the option of involvement will give the children a sense of independence and they can learn about grasses on their own, without us being hovering over their shoulders the entire time. The students will be encouraged to take a sample of a grass and inspect it closely. The opportunity will also be provided if the student wishes to take the grass home and show their parents and friends what they have learned that day.

Closure:

After 30 minutes in the field the students will be called back into a group and will be asked questions. What is the Colorado State Grass? What does it look like? What are 2 other grasses that you found and what do they look like? Then the students will be given another handout with a diagram of a grass and a spikelet on it and asked to fill in the names of the desired grass structures. A word bank will be provided to insure comprehensibility. The students will also be asked to draw their favorite grass using colored pencils or crayons and a blank sheet of printer paper.


By reviewing with the children what they learned through open-ended questions (How can you tell that this grass is blue grama, the state grass of Colorado?) (How can you tell these two grasses apart based on their structure?) We hope to stimulate thought about what they have just experienced and hopefully instill a sense of pride for the surrounding environment within them that was once previously absent.

SO WHAT? (What did I learn during this lesson?)

During the grass day I learned about the different parts of grasses, what makes them different from each other, and how to tell them apart from each other.

NOW WHAT? (How can I use what I learned in other parts of my life?)

The members just got a crash course in plant identification, but the little that they do know will make them more aware of other types of grasses. Knowing how and why certain grasses are different from others is the first step to becoming aware of the natural world around us.

Grasses and Forbs of Colorado Lesson Plan #2


Activity: Forbs Exploration and Identification


a.) Name and Identify the Colorado State Flower

b.) Be able to Identify 2 common Forbs in the Fort Collins area

c.) Be able to Identify simple Forb structures

Materials Needed:

Forb/Grass Fact Sheet (provided) Forb Structure Diagram (provided)Colored Pencils or Crayons Blank Paper Pencil


Introduction: 5 minutes to call the members into a group and pass out the fact sheet that outlines the likely forbs to be found in the area and the structures we wish them to be able to identify at the end of the lesson. In this fact sheet there will be information provided about the most basic Forb Structures in the form of a diagram as well as written forms. The diagram will include the structures of the: Sepal, Petals, Ovary, and Stamen of a Forb. There will also be diagrams that outline 3 basic flower types: Stellate (star shaped) Cruciform (cross shaped) and Bell-shaped. Provide 10 minutes to let the members review the fact sheets.

Running the Activity: 30 minutes to lead the members into the field and to let them explore on their own. A staff member will be close by to watch the kids as well as provide help when they deem necessary. We want them to not feel like a supervisor is there with them every step of the way, giving them their freedom and letting their creativity teach the kids through their own exploration.The activity will be set up in the field behind the B&G Club.

Lesson Guidelines:

The purpose for this is to introduce simple flower types to the children to give them basic knowledge about some different shapes of flowers in the area around Fort Collins.

After the introduction is given, which will take 10-15 minutes, the students will be led into the field and asked to identify 2 types of Forbs we went over and be asked to identify the Colorado State Flower, Columbine. If it is present, which it may not be and in that case we just want the kids to be familiar with this flower if they see it on a hike with their parents or friends.

Once in the field the students will be on their own, a staff member should be present to answer questions about types of Forbs and assist in identifying species if the children wish. Giving them the option of staff involvement will give the children a sense of independence and they can learn about forbs on their own, without the feeling of the staff hovering over their shoulders the entire time.

After 30 minutes in the field the students will be called back into a group and will be asked questions. What is the Colorado State Flower? What does it look like? What are 2 other Forbs that you found and what do they look like? Then the students will be given another handout with a diagram of a Forb on it and asked to fill in the names of the desired Forb structures. A word bank will be provided to insure comprehensibility. The students will also be asked to draw their favorite Forb using colored pencils or crayons and a blank sheet of printer paper.

Closure:

The kids will be called back into a group. Asked 3 questions about what they have learned and given a blank diagram on Forb structure to fill out to test them and see if they have retained any information.

WHAT.? (Review what happened during the activity)

By reviewing with the children what they learned through open-ended questions (How can you tell that this Forb is a Hairygold Aster?) (How can you tell these two forbs apart based on their structure?) We hope to stimulate thought about what they have just experienced and hopefully instill a sense of pride for the surrounding environment within them that was once previously absent.

SO WHAT? (What did I learn in this lesson?)

I learned about the different parts of forbs, what makes them different from each other, and how I can tell them apart.

NOW WHAT? (How can I use what I learned in other parts of my life?)

These kids just got a crash course in plant identification, but the little that they do know will make them more aware of other types of forbs that can be found in Fort Collins. Knowing how and why certain one maybe different from another is the first step to them becoming more aware of the natural world around them.

Insert Peters Diagrams and Fact Sheets

Section 5

Solid Waste

Photo Courtesy of Fort Collins

The solid waste portion of the program was developed to raise awareness among the younger children of the Fort Collins Boys and Girls Club of solid waste issues, namely packaging as natural or man-made. This portion will help the members to understand that manufactured packaging uses resources and to lay the groundwork for further discussion of recycling and recyclable packaging material. The solid waste portion will also help develop organization skills, encourages critical thinking, and may influence the members to be good stewards to the environment.

Solid Waste Lesson Plan #1

Facilitator: Staff at the Boys and Girls ClubActivity: Natural vs. Man-Made

By the end of this lesson each child will be able to:a.)Know the difference between naturally made and man-made productsb.) Know what resources it takes to make certain types of packagingc.) Understand the differences between biodegradable, recyclable, and compostable

Materials Needed: Chalkboard or flipchart Writing materials for childrenSnacks in PackagesAluminum, steel, and bimetal cans Plastic soft drink bottle Glass jar Cereal box Candy bar in wrapper Packages of candy or cookies Foam fast-food containers Examples of "natural" packaging such as bananas, peanuts or hard-boiled eggs Fruits or vegetables packaged in shrink-wrapped foam tray or paper carton Time Frame for this Activity:5 minutes to set up the supplies 15 minutes to let the children find their own products30 minutes for discussion

Background information to discuss with the children:Packaging is the container or combination of materials used to wrap a product and protect it from damage, theft and/or decay. Packaging can enhance product appeal or create desire for the product being sold. Containers, labels, boxes, insulation materials and incentives such as coupons and toys are all part of packaging. Packaging is defined as excessive when the wrapping is not necessary for product sale, such as when tomatoes are sold in shrink-wrapped foam containers. Estimates of solid waste produced per person per year vary.

The average Colorado resident in 2009 generated roughly 7lbs of solid waste per day. That is over 2500 lbs per person every year! Much of that solid waste once was the packaging material we used.

Recycling packaging can reduce waste, conserve natural resources, and prevent air and water pollution that results from manufacturing and disposal. Packaging such as soft drink and milk bottles made from certain plastics can be recycled to make other products. Aluminum cans are also able to be recycled into

other aluminum products, such as ice cube trays and lawn furniture. In fact, almost all aluminum products contain some recycled aluminum. Aluminum cans themselves contain an average of 54 percent recycled aluminum.

Today, many manufacturers make packaging from materials that can be recycled. By purchasing products made of these materials, consumers conserve resources, increase the market demand for recycled materials, create jobs in manufacturing recycled products, save landfill space and reduce pollution.

There are positive and negative environmental impacts associated with each type of packaging material, and manufacturers make trade-offs in design based on some of these considerations. Consumers can also affect the environment negatively or positively by the purchasing decisions they make with regard to product packaging.

Procedures for the Lesson Plan:

1.) Have children go around the Boys and Girls Club to see who can pick up the most trash for an activity later. The goal is to find various types of packaging. This can be done within the Boys and Girls Club or as a part of a clean-up project in the areas surrounding the B & G Club. If you want to ensure certain materials are there you may want to bring them yourself, these could be item like Snacks to incentivize the children to participate in the activity.

2.) Group the children into teams of 3. Have them come to the front of the class to share the packaging samples that they collected (or supplement with the materials you've collected or brought in). Ask children to think about how the foods/beverages inside the packages were "wrapped." Write the word "packaging" on the board and ask children to help you develop a definition. Have children discuss which definition is best. Then leave this discussion open by asking children to copy the definition they like best on a piece of paper (They will re-evaluate the definition at lesson's end).

3.) Tell children that today they're going to explore packaging materials. Ask children why they think there are so many different kinds of packaging. (They may suggest the following about the purposes for packaging: reduces spoilage or breakage, provides convenient individual servings, keeps products fresh, keeps food warm or cold, displays the product attractively, prevents contamination, keeps the "fizz" in carbonated beverages, or helps stack products in an organized way for display or shipping.)

4.) Ask children to work with their teams to sort the packages in any way that makes sense to them. Discuss their classifications and the reasons for them.

5.) Ask children to think about what each packaging material is made of (what resources were used). Explain resources that "grow back" are called renewable and those that don't are called "nonrenewable." (You could let children know that some materials that can grow back, such as oil, are considered nonrenewable because it takes so many years to replace them.) Have children give examples

of renewable and nonrenewable resources, then have them sort the packaging again into "renewable and nonrenewable" categories. Discuss their choices.

6.) Hold up examples of "natural" packaging and show how nature provides a "package" for its food resources. Ask children what happens to natural packaging after food is eaten. Tell children that nature's food will decay (rot) and renew the soil to grow new food; when this happens, we call the material "compostable." Tell children that some manufactured packaging (such as paper) can also decay and return to the soil. These materials are called "biodegradable." However, when a material goes to a landfill, it doesn't matter if it is biodegradable or not. Explain to them that in the absence of air, such as huge piles of garbage, virtually nothing decays will decay like what happens in a landfill. You may want to have children explore the idea of biodegradability by having them bury a few items to discover how they change, or by visiting a landfill to discover how little garbage changes once it is buried.

7.) Ask children to think about the packages and speculate which materials are biodegradable and which are not. Have the children once more sort the packaging, this time into biodegradable and non-biodegradable categories? Ask children to discuss their choices.

Optional

7.) What happens to packaging after we're finished with it? (Throw it away or recycle it) Ask children where packaging goes. (Waste basket, garbage can, dumpster, landfill, incinerator, recycling bin) Ask them what happens to resources used to make packaging when the packaging is thrown away (the resources are also thrown away). What does that mean for renewable resources? What about nonrenewable resources? Talk about how nature provides a limited number of resources; when they're thrown away by burying or burning them, they can't be used again. You can also explain that other resources are used to make packaging, such as water and energy. When we throw away packaging, we've also "thrown away" the energy used to make them.

8.) Have children name reasons people would throw away resources. (Maybe they don't know that resources are limited, trade-offs such as time or convenience) How can we solve the problem of throwing away resources? (Use again, buy products with less packaging, recycle)

9.) Ask children which packaging materials can be recycled. Build on what they already know about recycling, such as, when we give resources back to recycling companies they make new items and the resources are used again rather than thrown away. Are there ways to know which packaging materials can be recycled?

Solid Waste Lesson Plan #2Facilitator: Staff at the Boys and Girls ClubActivity: What can this product do?

Materials Needed: (same materials found and used during solid waste lesson plan #1)Chalkboard or flipchart Writing materials for childrenSnacks in PackagesAluminum, steel, and bimetal cans Plastic soft drink bottle Glass jar Cereal box Candy bar in wrapper Packages of candy or cookies Foam fast-food containers Examples of "natural" packaging such as bananas, peanuts or hard-boiled eggs Fruits or vegetables packaged in shrink-wrapped foam tray or paper cartonTime Frame for this Activity:5 minutes to set up the supplies 15 minutes to let the children find their own products30 minutes for discussion

Procedures for the Lesson Plan:

1.) Explain to children that all matter has properties. Properties can help us identify objects and give us ideas about the object's use. For example, rubber floats, so rubber would make a suitable life raft. It wouldn't make a good anchor. Have children choose five types of packaging to examine in terms of their properties.

Take suggestions about which criteria to evaluate, such as strength, ability to hold food, ability to hold beverage, whether it's recyclable, how well it fits on a grocery shelf (stack ability), how little or how much space it takes to ship from manufacturer to retailer (ease of transport), or how heavy or light it is. Ask how they would test these properties. (e.g., strength could be tested by seeing how many books the package can hold, or whether it could be cut with scissors)

2.) If they were manufacturers, how would they make decisions about the packages they'd use? Have them write down some suggestions that they can share.

3.) Ask the class to think about all they've learned about packaging. Ask them to review the definitions they developed. Which definition do they now think is best? Or would they revise it? Have children copy or revise the definition they now think is best.

4.) Have the children choose one of the following activities to finish up this portion of the program.1. Draw three examples of natural packaging, three examples of manufactured packaging that

come from renewable resources, and three that come from nonrenewable resources. Or, cut pictures from magazines to make a poster featuring these types of packaging.

2. An acrostic is a "poem" in which each line starts with the letter in a particular word. All the lines in the poem say something about the poem's subject. Make an acrostic using one of the following words: packaging, resources or compost. For an extra challenge, try these: biodegradable, non-biodegradable, renewable resource or nonrenewable resource. Example for the word "compost:"

Cherry pitsOrange peelsMashed egg shellsPut them in the earthOn a pile in your gardenSoon they'll decay and Turn into new soil.

Closure: Solid waste issues are complex; there are no right and wrong answers. However, we can make conscious choices about the packaging we use and the resources we consume. We do this by thinking about the purposes behind product packaging, learning about some of the properties of matter with respect to how well it achieves those purposes, and then making decisions about purchase with regard to the information we have learned.

What? (Review what happened during this activity)Is the packaging necessary? Is it Reusable? Is it Recyclable? What advantages or disadvantages does one packaging material have over another? What kinds of resources were used to create the package? Are these resources renewable? Can they be recovered through reuse or recycling?

So What? (What does this lesson mean to me? What did I learn?)I learned how to tell what different types of products are made from, and where that product will end up. I also learned that I can make choices to help stop most of the products that I use from going into the landfill. Now What? (How can I use what I learned in other parts of my life?)I can help my parents to buy products that we can recycle or even teach my family about the benefits of composting. I know what products are made from and also if that product is renewable or non-renewable. I can make better decisions when buying and disposing products.

For children who would like to explore further:

1. Ask your family to help you investigate the kind of packaging it buys by counting the packages in your own pantry or cupboard. Count the number of products in plastic-wrapped packages, boxes, paper,

cans, and bottles or jars. Make a bar graph showing types of packaging and how many of each type. Discuss what you find with your family. What type of packaging is most common in your home? Alternate (advanced) activity: Visit the supermarket and count the number of aisles devoted to each type of packaged product. Compare the relative use of packaging types. Manufacturers consider shipping, storage, and display space when they decide how to package products. Can you guess why some package types are more common than others? Are there any examples of unnecessary packaging? If so, how could manufacturers use less packaging and fewer resources? Interview a grocery store manager and ask how store managers decide which packages to stock and sell.

2. Based on what you've learned about packaging and renewable/nonrenewable resources, will you or your family make any different choices the next time you go grocery shopping? Give some examples of what you'll do differently.

Insert Nathaniels Pamphlet/brochure stuff here

prinnr420.wikispaces.comprinnr420.wikispaces.com/file/view/nr+400+final+w… · web vieweach...

Documents