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TRANSCRIPT
B.U.G. Biodiversity in Urban Gardens
2010 by Southside Community Land Trust
Although the information in this document has been funded in part by the U.S. Environmental Protection Agency under assistance agreement NE – 96106201 to the Southside Community Land Trust, it may not
necessarily reflect the views of the Agency and no official endorsement should be inferred.
1
Less
on 1
: The
Cur
ious
Gar
den
Th
is le
sson
is d
esig
ned
to in
trod
uce
stud
ents
to th
e co
ncep
t and
impo
rtan
ce o
f bio
dive
rsity
in u
rban
are
as, t
he o
vera
rchi
ng th
eme
of
the
B.U
.G. c
urri
culu
m u
nit.
Usi
ng th
e ch
ildre
n’s
book
Th
e C
uri
ou
s G
ard
en, b
y Pe
ter
Brow
n, th
is le
sson
allo
ws
stud
ents
to c
onsi
der
how
urb
an g
arde
ns c
reat
e ha
bita
ts fo
r liv
ing
thin
gs in
a c
ity, a
nd c
an tr
ansf
orm
the
urba
n en
viro
nmen
t.
Mat
eria
ls fo
r th
e le
sson
: Th
e C
uri
ou
s G
ard
en, b
y Pe
ter B
row
n Ti
ps fo
r te
achi
ng t
he le
sson
: If
you
are
not u
sing
a s
choo
l or c
omm
unity
gar
den
for t
his
activ
ity, s
cout
out
an
area
in a
dvan
ce w
here
stu
dent
s ar
e lik
ely
to s
ucce
ed
in fi
ndin
g ex
ampl
es fr
om th
e w
orks
heet
. N
ame:
Urb
an G
arde
ns, U
rban
Hab
itats
Topi
c: In
trod
ucin
g bi
odiv
ersi
ty in
urb
an g
arde
ns
Subj
ect:
Sci
ence
Gra
de L
evel
: K-5
Obj
ecti
ve(s
): S
WBA
T s
tate
thre
e ad
vant
ages
of h
avin
g a
gard
en n
earb
y (e
xam
ples
: gro
win
g fo
od, i
ncre
asin
g th
e nu
mbe
r of
pla
nts
and
anim
als,
hav
ing
a cl
eane
r hom
e, h
avin
g a
pret
tier p
lace
to li
ve, e
tc).
Stat
e St
anda
rd(s
):
LS2
(K-4
) SA
E –6
Des
crib
e w
ays
plan
ts a
nd a
nim
als
depe
nd o
n ea
ch o
ther
(e.g
., sh
elte
r, n
estin
g, fo
od).
LS3
(K-4
) SA
E –7
Usi
ng in
form
atio
n (d
ata
or s
cena
rio)
, exp
lain
how
cha
nges
in th
e en
viro
nmen
t can
cau
se o
rgan
ism
s to
res
pond
(e
.g.,
surv
ive
ther
e an
d re
prod
uce,
mov
e aw
ay, d
ie).
Seco
ndar
y St
anda
rd(s
): R–
3–4
Dem
onst
rate
initi
al u
nder
stan
ding
of e
lem
ents
of l
itera
ry te
xts
by…
Iden
tifyi
ng o
r des
crib
ing
char
acte
r(s)
, set
ting,
pr
oble
m/s
olut
ion,
maj
or e
vent
s, o
r plo
t, a
s ap
prop
riat
e to
text
.
2
Tim
e A
ctio
n A
sses
smen
t M
ater
ials
5 m
inut
es
Intr
oduc
tion:
Wri
te th
e w
ord
gard
en o
n th
e bo
ard,
and
sho
w
SS th
e co
ver o
f boo
k.
Wha
t is
a ga
rden
? H
as a
nyon
e be
en to
a g
arde
n be
fore
? W
hat h
appe
ns in
a g
arde
n? (T
hing
s gr
ow) W
hat g
row
s in
a
kind
erga
rten
?
The
Cu
rio
us
Ga
rden
, by
Pet
er B
row
n.
15-2
0
min
utes
Read
boo
k to
cla
ss, s
how
Ss
the
pict
ures
. A
sses
s Ss
und
erst
andi
ng o
f pro
blem
(city
is g
rey)
and
sol
utio
n (L
iam
pla
nts
a ga
rden
)
p.
1 W
hat d
oes
the
city
look
like
? W
hat a
re th
ese
blac
k th
ings
? Is
sm
oke
good
for
you?
Doe
s th
e ci
ty lo
ok c
lean
? W
here
are
th
e pe
ople
?
p.
3 W
ho is
the
boy?
Wha
t did
he
find?
Wha
t will
hap
pen
to h
im?
p.
5 W
hat d
id L
iam
find
? H
ow w
ill h
e he
lp th
e pl
ants
?
p.
7 H
ow d
o th
e pl
ants
look
now
? W
hat d
o pl
ants
nee
d to
be
heal
thy?
(wat
er)
p.
9 W
hat i
s ha
ppen
ing
to th
e ga
rden
now
? If
ther
e is
em
pty
spac
e, w
hat h
appe
ns to
the
gard
en?
Wha
t wou
ld h
appe
n if
ther
e w
ere
no e
mpt
y sp
aces
? (g
arde
n w
ould
not
gro
w)
p.
11
Wha
t is
in th
e ga
rden
now
? (B
irds
, Lia
m, b
utte
rflie
s, g
rass
, m
oss,
flow
ers)
Did
Lia
m p
lant
the
bird
s an
d bu
tter
flies
? W
hy
are
the
bird
s an
d bu
tter
flies
in th
e ga
rden
?
p.
13
Look
at h
ow fa
r the
gar
den
has
grow
n.
p.15
W
here
is th
e ga
rden
now
? A
re th
e pl
ants
stil
l the
re, o
r not
?
p.
17
Why
is L
iam
rea
ding
(to
lear
n ab
out g
arde
ns)
3
p.
19
Wha
t doe
s th
e ga
rden
nee
d? (s
un, w
ater
, hel
p fr
om L
iam
, m
usic
)
p.
25 (f
lip b
ack
to b
egin
ning
, and
co
mpa
re)
How
is th
e ci
ty d
iffer
ent n
ow?
Whe
re d
id a
ll th
e pe
ople
com
e fr
om?
Are
the
peop
le th
ere
beca
use
of th
e ga
rden
? W
hat
abou
t the
end
of t
he s
tory
, how
doe
s it
look
now
?
10 m
inut
es
D
iscu
ss w
ith s
tude
nts
How
did
the
city
cha
nge,
aft
er L
iam
wor
ked
in th
e ga
rden
? (e
mph
asiz
e th
e be
nefit
s of
an
urba
n ga
rden
)
Wha
t liv
es in
the
gard
en?
Wha
t did
we
see?
Wha
t was
hi
ding
? (in
add
ition
to o
rgan
ism
s fr
om b
ook,
it's
like
ly th
ere
wer
e ot
her i
nsec
ts, a
nts,
bee
s, w
orm
s, a
nd s
mal
l mam
mal
s lik
e sq
uirr
els
and
mic
e)
Why
wer
en't
thos
e th
ings
ther
e in
the
begi
nnin
g? (A
ll or
gani
sms
need
a p
lace
to li
ve. W
ith a
gar
den,
ther
e's
a pl
ace
for
gard
ener
s, b
irds
, but
terf
lies,
and
all
sort
s of
pla
nts)
4
Less
on 2
(Ind
oor)
: Pla
nts
This
less
on is
des
igne
d to
intr
oduc
e st
uden
ts to
the
basi
c pa
rts
of p
lant
s: ro
ots,
ste
ms,
leav
es, f
low
ers,
frui
ts, a
nd s
eeds
. If
you
have
ac
cess
to s
eedl
ings
, thi
s le
sson
can
be
com
plem
ente
d by
allo
win
g st
uden
ts to
see
and
touc
h a
varie
ty o
f pla
nts.
Rem
embe
r, B
.U.G
. le
sson
s ov
erla
p, a
nd y
ou d
o no
t nee
d to
com
plet
e ev
ery
less
on to
teac
h yo
ur s
tude
nts
abou
t bio
dive
rsity
. M
ater
ials
for
the
less
on:
Pea
Plan
t Flip
Cha
rt
Tips
for
teac
hing
the
less
on:
Begi
n w
ith th
e Pe
a Pl
ant F
lip C
hart
to s
how
stu
dent
s pl
ant p
arts
and
how
they
dev
elop
, but
follo
w u
p by
hav
ing
stud
ents
look
at
seed
lings
or h
ouse
pla
nts
(and
a v
arie
ty o
f gar
den
seed
s) to
see
the
vari
ety
of ro
ot s
yste
ms,
leaf
sha
pes,
and
see
d sh
apes
. Bi
odiv
ersi
ty is
just
as
impo
rtan
t with
in th
e pl
ant k
ingd
om a
s it
is w
ithin
a g
arde
n ha
bita
t!
Nam
e: P
lant
Par
ts
Topi
c: P
lant
s Su
bjec
t: L
ife S
cien
ces
Gra
de L
evel
: K-5
O
bjec
tive
: SW
BAT
iden
tify
the
part
s of
pla
nts,
and
how
par
ts d
evel
op a
s a
plan
t gro
ws
from
a s
eed.
St
ate
Stan
dard
(s):
LS
1 (K
-4) I
NQ
+ P
OC-
1 So
rt/c
lass
ify d
iffer
ent l
ivin
g th
ings
usi
ng s
imila
r an
d di
ffer
ent c
hara
cter
istic
s. D
escr
ibe
why
org
anis
ms
belo
ng
to e
ach
grou
p or
cite
evi
denc
e ab
out h
ow th
ey a
re a
like
or n
ot a
like.
LS
1 (K
-4) P
OC-
3 Pr
edic
t, s
eque
nce
or c
ompa
re th
e lif
e st
ages
of o
rgan
ism
s –
plan
ts a
nd a
nim
als.
LS
1 (K
-4) F
AF
–4 Id
entif
y an
d ex
plai
n ho
w th
e ph
ysic
al s
truc
ture
s of
an
orga
nism
(pla
nts
or a
nim
als)
allo
w it
to s
urvi
ve in
its
habi
tat/
envi
ronm
ent (
e.g.
, roo
ts fo
r wat
er).
Nat
iona
l Sta
ndar
d(s)
: As
a re
sult
of a
ctiv
ities
in g
rade
s K-
4; a
ll st
uden
ts s
houl
d de
velo
p:
• un
ders
tand
ing
of o
rgan
ism
s an
d en
viro
nmen
ts
• ab
ilitie
s ne
cess
ary
to d
o sc
ient
ific
inqu
iry
5
Tim
e A
ctio
n A
sses
smen
t M
ater
ials
10 m
ins
Rem
ind
stud
ents
abo
ut C
uri
ou
s G
ard
en, a
nd
how
Lia
m’s
city
beg
an to
cha
nge.
Did
we
see
any
plan
ts in
the
Curi
ous
Gar
den
book
? W
ho p
lant
ed th
e pl
ants
? H
ow d
id th
e pl
ants
spr
ead
to
new
pla
ces?
Curi
ous
Gar
den
book
5 m
ins
Tell
stud
ents
that
they
are
goi
ng to
look
at
how
pla
nts
grow
, and
lear
n th
e na
mes
of t
he
part
s of
a p
lant
and
wha
t eac
h pl
ant p
art
does
for t
he p
lant
.
Pe
a Pl
ant F
lip C
hart
20 m
ins
Flip
pag
es o
f cha
rt, r
evie
win
g ea
ch p
art o
f the
pe
a pl
ant a
nd h
ow th
e pl
ant g
row
s, d
evel
ops,
an
d m
akes
new
pea
see
ds.
Ss w
ill b
e in
vite
d to
the
flip
char
t to
nam
e pl
ant p
arts
as
they
“gr
ow”
in
the
Pea
Plan
t Flip
Cha
rt, a
nd g
ive
an
idea
abo
ut th
eir f
unct
ion.
15 m
ins
Pass
aro
und
seed
lings
or h
ouse
plan
ts fo
r st
uden
ts to
obs
erve
and
nam
e pl
ant p
arts
. W
hat p
arts
of t
he p
lant
s co
uld
stud
ents
find
? A
re le
aves
on
diff
eren
t pla
nts
the
sam
e? D
o an
y pl
ants
hav
e di
ffer
ent p
arts
than
the
pea
plan
t in
the
flip
char
t?
A
ltern
ate
clos
ing
activ
ity: r
etur
n to
Cu
rio
us
Ga
rden
and
ask
stu
dent
s to
iden
tify
plan
t pa
rts
that
they
see
in th
e bo
ok.
6
Less
on 2
(Out
door
): P
lant
s
This
less
on is
des
igne
d to
allo
w y
our
stud
ents
to e
xam
ine
the
plan
ts in
you
r ar
ea. T
his
area
cou
ld b
e yo
ur s
choo
lyar
d, a
long
a n
earb
y st
reet
, or i
n a
near
by p
ark
or w
ild a
rea.
As
with
any
trip
out
side
the
clas
sroo
m, s
tude
nt s
afet
y co
mes
firs
t. U
se y
our j
udgm
ent a
s to
w
hat w
ill w
ork
best
for y
our
stud
ents
. Re
mem
ber,
B.U
.G. l
esso
ns o
verl
ap, a
nd y
ou d
o no
t nee
d to
com
plet
e ev
ery
less
on to
teac
h yo
ur s
tude
nts
abou
t bio
dive
rsity
. M
ater
ials
for
the
less
on:
Plan
t Par
ts O
utdo
or W
orks
heet
Ti
ps fo
r te
achi
ng t
he le
sson
: If
you
are
not u
sing
a s
choo
l or c
omm
unity
gar
den
for t
his
activ
ity, s
cout
out
an
area
in a
dvan
ce w
here
stu
dent
s ar
e lik
ely
to s
ucce
ed
in fi
ndin
g ex
ampl
es fr
om th
e w
orks
heet
.
7
Plan
t Par
ts
Look
at a
ll of
the
diff
eren
t pla
nts
arou
nd y
our
gard
en, y
ard,
or p
ark.
Wha
t can
you
find
? RO
OTS
D
o yo
u se
e an
y ro
ots?
Dra
w a
roo
t tha
t you
see
: ST
EMS
Can
you
find
plan
ts w
ith
stem
s? C
an y
ou fi
nd a
pla
nt
wit
h a
diff
eren
t ste
m, o
r no
ste
m?
Dra
w a
pic
ture
of a
pla
nt w
ith
a st
em th
at y
ou s
ee:
LEA
VES
Dra
w a
pic
ture
of 2
diff
eren
t lea
ves
that
you
see
: FL
OW
ERS,
FRU
IT, &
SEE
DS
Do
you
see
any
flow
ers,
frui
ts, o
r see
ds?
Dra
w o
ne
that
you
see
:
8
Nam
e: P
lant
Par
ts
Topi
c: P
lant
s Su
bjec
t: L
ife S
cien
ces
Gra
de L
evel
: K-5
O
bjec
tive
: SW
BAT
iden
tify
the
part
s of
pla
nts
base
d on
out
side
obs
erva
tions
of p
lant
s.
Stat
e St
anda
rd(s
): LS
1 (K
-4) I
NQ
+ P
OC-
1 So
rt/c
lass
ify d
iffer
ent l
ivin
g th
ings
usi
ng s
imila
r an
d di
ffer
ent c
hara
cter
istic
s. D
escr
ibe
why
org
anis
ms
belo
ng
to e
ach
grou
p or
cite
evi
denc
e ab
out h
ow th
ey a
re a
like
or n
ot a
like.
LS
1 (K
-4) P
OC-
3 Pr
edic
t, s
eque
nce
or c
ompa
re th
e lif
e st
ages
of o
rgan
ism
s –
plan
ts a
nd a
nim
als.
LS
1 (K
-4) F
AF
–4 Id
entif
y an
d ex
plai
n ho
w th
e ph
ysic
al s
truc
ture
s of
an
orga
nism
(pla
nts
or a
nim
als)
allo
w it
to s
urvi
ve in
its
habi
tat/
envi
ronm
ent (
e.g.
, roo
ts fo
r wat
er).
Nat
iona
l Sta
ndar
d(s)
: Cha
ract
eris
tics
of O
rgan
ism
s, th
eir
lifec
ycle
s, a
nd th
eir
rela
tion
to th
eir
envi
ronm
ents
. Life
Sci
ence
Sta
ndar
d C.
Ti
me
Act
ion
Ass
essm
ent
Mat
eria
ls
5 m
ins
Rem
ind
stud
ents
abo
ut C
uri
ou
s G
ard
en, a
nd
how
Lia
m’s
city
beg
an to
cha
nge.
Did
we
see
any
plan
ts in
the
Curi
ous
Gar
den
book
? W
ho p
lant
ed th
e pl
ants
? H
ow d
id th
e pl
ants
spr
ead
to
new
pla
ces?
Curi
ous
Gar
den
book
5 m
ins
Tell
stud
ents
that
they
are
goi
ng to
look
at
plan
ts in
thei
r gar
den
(or i
n a
near
by
park
/nat
ural
are
a). L
ike
real
sci
entis
ts, t
hey
are
goin
g to
rec
ord
wha
t the
y se
e.
Ss w
ill c
ompl
ete
plan
t par
ts
obse
rvat
ion
wor
kshe
et.
colo
red
penc
ils, w
orks
heet
s
15 m
ins
Stud
ents
obs
erve
pla
nts
15m
ins
Stud
ents
rec
ord
obse
rvat
ions
W
hat p
arts
of t
he p
lant
s co
uld
stud
ents
find
? H
ow m
any
diff
eren
t ty
pes
of le
aves
did
stu
dent
s fin
d? D
id
any
plan
ts h
ave
no s
tem
s? D
id a
ny
stud
ents
see
pla
nt ro
ots?
5 m
ins
Hav
e di
scus
sion
with
cla
ss
Emph
asiz
e bi
odiv
ersi
ty a
mon
g pl
ants
(a
ll di
ffer
ent s
izes
, sha
pes)
, and
how
9
this
var
iety
cre
ates
a d
iver
sity
of
habi
tats
for l
ivin
g th
ings
in a
gar
den.
A
ddit
iona
l Act
ivit
y: A
Pla
nt P
arts
Gar
den!
O
ne o
f the
Sou
thsi
de C
omm
unity
Lan
d Tr
ust’
s fa
vori
te c
urri
culu
m to
pics
is th
e di
ffer
ent p
lant
par
ts a
nd th
eir r
oles
in m
akin
g th
e pl
ant h
ealth
y. T
o be
gin
a se
ason
’s e
xplo
ratio
n of
a g
arde
n th
roug
h th
e di
ffer
ent p
arts
of t
he p
lant
how
eac
h pa
rt c
ontr
ibut
es to
the
over
all l
ife o
f the
pla
nt, y
ou c
an p
lant
a “
Plan
t Par
ts G
arde
n.”
At o
ur Y
outh
Gar
den
Club
s, th
is g
arde
n us
ually
take
s th
e sh
ape
of a
tw
o-di
men
sion
al p
lant
with
root
cro
ps p
lant
ed in
the
root
regi
on, c
eler
y in
the
stem
, let
tuce
s an
d le
afy
gree
ns in
the
leav
es, e
tc.
Usi
ng s
mal
l roc
ks o
r an
othe
r cr
eativ
e m
ater
ial t
o ou
tline
the
shap
es b
efor
e yo
u do
you
r see
ding
or t
rans
plan
ting
will
hel
p st
uden
ts
visu
aliz
e th
e pl
ant y
ou a
re c
reat
ing.
Thi
nk o
f it a
s dr
awin
g a
gian
t pla
nt o
n th
e gr
ound
and
filli
ng in
the
diff
eren
t pla
nt p
arts
with
the
appr
opri
ate
crop
s!
10
Less
on 3
(Ind
oor)
: Ins
ects
(A
dapt
ed fr
om T
exas
A&
M U
nive
rsity
, Dep
artm
ent o
f Ent
omol
ogy)
Pu
rpos
e: A
t the
end
of t
his
activ
ity th
e st
uden
t will
hav
e a
new
und
erst
andi
ng o
f how
inse
cts/
orga
nism
s ar
e im
pact
ed b
y fa
ctor
s th
at a
re e
ssen
tial t
o an
org
anis
m's
sur
viva
l in
a pa
rtic
ular
hab
itat.
The
stu
dent
s w
ill u
nder
stan
d ho
w la
ckin
g ju
st o
ne e
lem
ent o
f a
habi
tat (
food
, wat
er, s
helte
r, a
nd s
pace
) can
aff
ect a
n or
gani
sm's
cha
nce
for
surv
ival
. Thi
s ac
tivity
will
take
20-
30 m
inut
es to
co
mpl
ete.
St
anda
rds:
a.
iden
tify
and
desc
ribe
role
s of
org
anis
ms
in li
ving
sys
tem
s an
d pa
rts
in n
onliv
ing
obje
cts.
1.
pred
ict a
nd d
raw
con
clus
ions
whe
n pa
rt o
f a s
yste
m is
rem
oved
M
ater
ials
: •
Stri
ps o
f col
ored
pap
er- r
epre
sent
ing
the
diff
eren
t ele
men
ts o
f a h
abita
t M
otiv
ate!
: Th
e te
ache
r will
beg
in th
e cl
ass
by a
skin
g st
uden
ts w
hat w
ould
hap
pen
to th
em if
they
did
not
hav
e en
ough
wat
er to
dr
ink?
Wha
t wou
ld h
appe
n if
they
did
not
hav
e a
spac
e in
whi
ch to
live
? W
ould
thes
e fa
ctor
s m
ake
life
easy
or
hard
? W
hat w
ould
yo
u ha
ve to
do
to s
urvi
ve in
thes
e co
nditi
ons?
The
stu
dent
s w
ill th
en le
arn
that
a h
abita
t con
sist
s of
fact
ors
such
as
food
, wat
er,
spac
e, a
nd s
helte
r.
Act
ivit
y:
• Th
e st
uden
ts w
ill th
en b
e in
vite
d to
par
take
in a
hab
itat g
ame
in w
hich
they
are
to im
agin
e th
emse
lves
as
an in
sect
. •
In o
rder
to s
urvi
ve, t
he in
sect
mus
t col
lect
food
, fin
d w
ater
, fin
d a
plac
e to
sta
y fo
r sh
elte
r, a
nd a
n in
sect
mus
t fin
d a
plac
e to
liv
e w
here
ther
e is
spa
ce.
• Th
e cl
ass
will
sim
ulat
e th
e co
llect
ion
proc
ess
by h
avin
g st
rips
of v
ario
us c
olor
s of
pap
er, (
with
eac
h co
lor
repr
esen
ting
an
elem
ent o
f hab
itat)
dis
trib
uted
aro
und
the
room
. o
The
colo
r st
rips
will
be
code
d as
follo
ws
§
Red
= sh
elte
r
11
§ G
reen
= fo
od
§ Bl
ue =
wat
er
§ Br
own
= sp
ace
•
In o
rder
to s
urvi
ve th
e ac
tivity
, eac
h st
uden
t mus
t col
lect
1 r
ed p
aper
, 3 g
reen
slip
s of
pap
er, 2
blu
e st
rips
of p
aper
, and
1
brow
n st
rip
of p
aper
with
in 3
0 se
cond
s of
the
inst
ruct
or te
lling
the
stud
ents
to g
o on
thei
r su
rviv
al tr
ek.
• A
t diff
eren
t int
erva
ls, t
he te
ache
r ca
n si
mul
ate
diff
eren
t con
ditio
ns s
uch
as s
easo
n, w
eath
er, a
nd c
limat
e ch
ange
s.
• A
s st
uden
ts c
olle
ct th
e co
lore
d st
rips,
the
teac
her
will
rem
ind
them
that
thos
e in
sect
s w
ho d
o no
t col
lect
the
need
ed a
mou
nt
of fo
od, s
helte
r, w
ater
, and
spa
ce: c
an b
ecom
e si
ck a
nd/o
r die
. •
This
act
ivity
can
take
as
long
as
the
teac
her f
eels
nec
essa
ry a
nd a
s lo
ng a
s th
e ch
ildre
n ar
e in
tere
sted
and
lear
ning
. Sa
fety
Tip
s:
• If
this
gam
e is
pla
yed
indo
ors,
it s
houl
d be
don
e in
an
area
whe
re s
tude
nts
can
man
euve
r aro
und
furn
iture
saf
ely.
•
Stud
ents
sho
uld
also
be
rem
inde
d th
at if
they
are
in a
cla
ssro
om, t
hat o
nly
wal
king
is p
erm
itted
. •
The
teac
her n
eeds
to b
e w
eary
in a
skin
g qu
estio
ns s
uch
as "
Wha
t wou
ld h
appe
n if
you
did
not h
ave
food
? W
hat w
ould
ha
ppen
if y
ou d
id n
ot h
ave
a ho
me?
" In
som
e ca
ses
stud
ents
in th
e cl
assr
oom
may
hav
e ex
peri
ence
d th
ese
even
ts.
Conc
ept
Dis
cove
ry: A
fter
the
clas
s ha
s pl
ayed
sev
eral
rou
nds
of th
e ga
me,
the
clas
s w
ill c
ome
toge
ther
for d
iscu
ssio
n. W
hat h
ave
the
stud
ents
lear
ned?
Did
any
of t
he c
hild
ren
not m
eet t
he n
eeds
for s
urvi
val?
If th
e st
uden
ts w
ere
real
inse
cts
and
they
did
not
mee
t th
eir n
eeds
, wha
t wou
ld h
appe
n? H
ow is
hab
itat i
mpo
rtan
t? W
hat i
s ha
ppen
ing
to in
sect
s th
at a
re li
ving
in a
fore
st th
at is
bei
ng to
rn
dow
n? D
o th
ey d
ie fr
om lo
ss o
f hab
itat,
or
do th
ey s
urvi
ve a
nd a
dapt
to th
eir
chan
ging
env
iron
men
t?
Goi
ng F
urth
er: T
he s
tude
nts
can
anal
yze
thei
r ow
n ha
bita
t bas
ed o
n w
hat t
hey
have
lear
ned
in th
e ac
tivity
. Stu
dent
s ca
n go
hom
e af
ter t
he a
ctiv
ity a
nd th
ink
abou
t wha
t the
ir o
wn
habi
tat i
s? H
ow a
re th
e st
uden
t's n
eeds
with
in th
eir o
wn
habi
tat m
et?
Wha
t ha
ppen
s if
a ne
ed is
not
met
? St
uden
ts c
an th
en re
turn
to c
lass
pre
pare
d to
sha
re w
hat t
hey
have
lear
ned
abou
t the
ir ow
n su
rviv
al.
Clos
ure:
Thi
s ac
tivity
will
clo
se w
ith h
avin
g th
e ch
ildre
n th
ink
abou
t diff
eren
t typ
es o
f ins
ects
. Do
diff
eren
t ins
ects
hav
e di
ffer
ent
need
s? A
re s
ome
inse
ct's
nee
ds h
arde
r to
mee
t tha
n ot
her
inse
ct's
nee
ds?
Thro
ugh
this
act
ivity
the
stud
ents
hav
e le
arne
d th
e im
port
ance
of h
abita
t, a
nd h
ow if
one
ele
men
t of h
abita
t wer
e m
issi
ng, a
n or
gani
sm w
ould
nee
d to
str
uggl
e in
ord
er to
sur
vive
.
12
Conn
ecti
ons:
•
In m
athe
mat
ics
the
stud
ents
can
mak
e gr
aphs
that
sho
w th
e nu
mbe
r of i
nsec
ts th
at s
urvi
ve a
nd th
e nu
mbe
r of i
nsec
ts th
at
die.
•
In li
tera
ture
, stu
dent
s m
ay w
rite
a s
tory
abo
ut a
par
ticul
ar h
abita
t and
how
its
inha
bita
nts
are
affe
cted
by
vary
ing
circ
umst
ance
s.
• In
his
tory
, stu
dent
s ca
n lo
ok a
t diff
eren
t his
tori
cal e
vent
s th
at h
ave
alte
red
habi
tats
per
man
ently
.
13
Less
on 3
(Out
door
): In
sect
s Th
is le
sson
is d
esig
ned
to a
llow
you
r st
uden
ts to
see
the
diff
eren
t typ
es o
f ins
ects
and
oth
er in
vert
ebra
tes
that
live
in y
our a
rea.
Thi
s ar
ea c
ould
be
your
sch
ooly
ard,
alo
ng a
nea
rby
stre
et, o
r in
a n
earb
y pa
rk. A
s w
ith a
ny tr
ip o
utsi
de th
e cl
assr
oom
, stu
dent
saf
ety
com
es fi
rst.
Use
you
r ju
dgm
ent a
s to
wha
t will
wor
k be
st fo
r you
r stu
dent
s.
Mat
eria
ls fo
r th
e le
sson
: In
sect
Col
lect
ion
How
-To
Vide
os (R
hode
Isla
nd N
atur
al H
isto
ry S
urve
y); I
nsec
t Key
(K-5
) or
Inse
ct K
ey
(Adv
ance
d)
Tips
for
teac
hing
the
less
on:
SAFE
TY N
OTE
: Whi
le b
eing
stu
ng b
y in
sect
s is
nev
er p
leas
ant,
it c
an b
e lif
e th
reat
enin
g to
stu
dent
s w
ith
alle
rgie
s. F
ind
out i
f thi
s is
tr
ue o
f you
r st
uden
ts, a
nd h
ave
an a
ctio
n pl
an in
cas
e of
em
erge
ncy.
You
nger
stu
dent
s m
ay n
ot k
now
or
unde
rsta
nd t
hat
they
ha
ve a
n al
lerg
ic r
eact
ion,
it is
you
r job
to k
eep
your
stu
dent
s sa
fe.
Als
o, it
is im
port
ant t
hat s
tude
nts
look
whe
re th
ey a
re g
oing
w
ith
aeri
al n
ets,
and
that
the
y ha
ve p
lent
y of
spa
ce in
whi
ch to
wor
k.
We
HIG
HLY
rec
omm
end
that
you
try
thes
e te
chni
ques
you
rsel
f in
adva
nce.
You
wan
t an
area
that
has
som
e va
riety
, so
that
stu
dent
s ge
t diff
eren
t ans
wer
s. T
his
allo
ws
each
gro
up to
be
prou
d of
thei
r ow
n w
ork.
Som
e st
uden
ts m
ay h
ave
diff
icul
ty c
olle
ctin
g th
ings
, an
d w
ith v
ery
youn
g st
uden
ts (K
-2) t
he m
otor
ski
lls to
col
lect
inse
cts
may
not
be
deve
lope
d en
ough
to a
llow
all
tech
niqu
es to
su
ccee
d.
You
may
hav
e to
hel
p st
uden
ts to
col
lect
inse
cts,
and
som
e st
uden
ts m
ay b
e sq
ueam
ish.
Tea
cher
s ar
e al
way
s br
ave
enou
gh to
col
lect
in
sect
s! If
pre
ssed
for
mat
eria
ls, i
t is
not n
eces
sary
to te
ach
the
tech
niqu
es o
ne a
t a ti
me.
Stu
dent
s ca
n ro
tate
from
sta
tion
to
stat
ion,
but
it r
eally
hel
ps to
hav
e so
meo
ne a
t eac
h st
atio
n to
exp
lain
the
new
tech
niqu
e.
Ther
e ar
e a
LOT
of d
iffer
ent s
peci
es o
f ins
ect,
and
man
y ot
her
inve
rteb
rate
s lik
e sp
ider
s an
d w
orm
s, w
hich
are
not
inse
cts
at a
ll. It
is
not i
mpo
rtan
t tha
t stu
dent
s ha
ve 1
00%
acc
urac
y di
stin
guis
hing
bet
wee
n ty
pes
of b
eetle
s. It
is e
noug
h to
see
that
ther
e ar
e fa
r mor
e in
sect
s th
an o
ne m
ight
thin
k, a
nd th
at th
e nu
mbe
rs a
re g
reat
er s
till w
here
ther
e is
a d
iver
sity
of p
lant
life
(lik
e in
Lia
m's
Cur
ious
G
arde
n).
14
Nam
e: In
sect
Col
lect
ion
and
Iden
tific
atio
n To
pic:
Inse
cts
Subj
ect:
Life
Sci
ence
s G
rade
Lev
el: K
-5
Obj
ecti
ve S
WBA
T co
llect
inse
cts
with
2 o
f the
met
hods
dem
onst
rate
d by
the
teac
her,
and
cla
ssify
wha
t the
y fin
d.
Stat
e St
anda
rd(s
): LS
1 (K
-4) I
NQ
+ P
OC-
1 So
rt/c
lass
ify d
iffer
ent l
ivin
g th
ings
usi
ng s
imila
r an
d di
ffer
ent c
hara
cter
istic
s. D
escr
ibe
why
org
anis
ms
belo
ng
to e
ach
grou
p or
cite
evi
denc
e ab
out h
ow th
ey a
re a
like
or n
ot a
like.
N
atio
nal S
tand
ard(
s):
Char
acte
rist
ics
of O
rgan
ism
s, th
eir
lifec
ycle
s, a
nd th
eir r
elat
ion
to th
eir e
nvir
ons.
Life
Sci
ence
Sta
ndar
d C.
Ti
me
Act
ion
Ass
essm
ent
Mat
eria
ls
5 m
ins
Rem
ind
stud
ents
abo
ut C
uri
ou
s G
ard
en, a
nd th
e in
sect
s th
at li
ve th
ere.
Did
we
see
anyt
hing
in th
e bo
ok th
at
was
n't a
pla
nt?
Did
we
see
butt
erfli
es?
Did
we
see
bird
s? W
hat
do th
e bi
rds
eat?
Cou
ld th
ere
be
inse
cts
we
don'
t see
in th
e pi
ctur
e?
Curi
ous
Gar
den
book
2 m
ins
Ove
rvie
w, f
ive
way
s to
look
for i
nsec
ts
Stud
ents
can
nam
e th
e fiv
e m
etho
ds:
swee
p ne
t, a
eria
l net
, han
d pi
ck,
beat
ing,
sift
ing
petr
i dis
hes,
han
d le
nses
, w
hite
clo
th fo
r bea
ting
met
hod,
sw
eep
net,
aer
ial
net,
scr
een
sift
er
2
min
s
Dem
onst
rate
sw
eep
net
5 m
ins
Stud
ents
use
sw
eep
net
are
stud
ents
saf
e?
2
min
s D
emon
stra
te a
eria
l net
ar
e st
uden
ts c
olle
ctin
g in
sect
s?
5
min
s St
uden
ts u
se a
eria
l net
2
min
s D
emon
stra
te h
and
pick
5
min
s St
uden
ts u
se h
and
pick
2
min
s D
emon
stra
te b
eatin
g
5
min
s St
uden
ts u
se b
eatin
g
15
2 m
ins
Dem
onst
rate
sift
ing
5 m
ins
Stud
ents
use
sift
ing
2 m
ins
Gat
her t
he s
tude
nts
(whi
stle
) W
hat d
id y
ou fi
nd?
Did
you
col
lect
an
inse
ct?
Wha
t doe
s it
look
like
? W
here
di
d yo
u fin
d it?
Wha
t kin
d of
inse
ct is
it?
Whi
stle
or o
ther
sig
nal t
o ga
ther
stu
dent
s
6
min
s
Go
back
insi
de, c
olle
ct m
ater
ials
, col
lect
inse
cts
and
disc
uss.
Wha
t did
we
find?
Are
they
all
the
sam
e, o
r all
diff
eren
t? D
oes
anyo
ne
know
the
nam
es o
f the
se in
sect
s? Is
th
is a
bee
tle?
is th
is a
spi
der?
is th
is
an a
nt?
See
less
on c
ontin
uatio
n fo
r ID
.
petr
i dis
hes,
ove
rhea
d pr
ojec
tor
(Pet
ri d
ishe
s ar
e cl
ear,
just
set
them
on
the
over
head
pro
ject
or)
Inse
ct K
ey (K
-5) o
r Ins
ect K
ey
(Adv
ance
d)
Inse
ct C
olle
ctio
n an
d Id
enti
ficat
ion
cont
inue
d:
5 m
ins
Rem
ind
stud
ents
of w
hat t
hey
foun
d D
id a
nyon
e se
e an
inse
ct li
ke th
is
one?
pe
tri d
ishe
s, o
verh
ead
proj
ecto
r (P
etri
dis
hes
are
clea
r, ju
st s
et th
em o
n th
e ov
erhe
ad p
roje
ctor
)
5 m
ins
Teac
h st
uden
ts h
ow to
use
the
key.
W
e ca
n us
e th
is k
ey to
find
out
the
nam
e of
our
inse
ct.
Inse
ct K
ey (K
-5) o
r Ins
ect K
ey
(Adv
ance
d)
5 m
ins
Teac
her g
ives
exa
mpl
e of
iden
tifyi
ng in
sect
Wha
t sho
uld
I do
first
? W
hat s
houl
d I d
o se
cond
? W
hat d
o w
e ha
ve?
10
min
s Te
ache
r let
s st
uden
ts id
entif
y an
inse
ct a
s a
clas
s.
W
hat s
houl
d I d
o fir
st?
Wha
t sho
uld
I do
seco
nd?
Wha
t do
we
have
?
10
min
s Ea
ch g
roup
giv
en a
n in
sect
to id
entif
y
Wha
t do
you
have
? H
ow m
any
legs
do
es it
hav
e? D
oes
it ha
ve a
mou
th?
16
Whe
re is
the
mou
th?
5 m
ins
Clea
n up
5 m
ins
Dis
cuss
W
ere
all t
he in
sect
s th
e sa
me?
How
m
any
kind
s of
inse
cts
wer
e th
ere?
D
o yo
u th
ink
we
have
eve
ry k
ind
of
inse
ct?
Why
are
ther
e so
man
y ki
nds
of in
sect
s? Is
the
gard
en a
goo
d pl
ace
for
inse
cts
to li
ve?
Is th
e ga
rden
hel
pful
to p
eopl
e?
17
Less
on 4
(Ind
oor)
: Bir
ds
Th
is le
sson
is d
esig
ned
to a
llow
you
r st
uden
ts to
lear
n ab
out t
he v
arie
ty a
nd d
iver
sity
of b
irds.
Ti
ps fo
r te
achi
ng th
e le
sson
: Th
e m
ost d
iffic
ult c
onne
ctio
n is
bet
wee
n th
e ac
tiviti
es a
nd th
e bi
rds.
We
need
mor
e th
an a
fun
activ
ity, w
e ne
ed s
tude
nts
to s
ee th
e co
nnec
tions
bet
wee
n th
e m
odel
bir
ds (t
hem
selv
es) a
nd th
e re
al b
irds
. Tr
y th
e te
chno
logy
in a
dvan
ce. M
inim
izin
g th
e tr
ansi
tion
time
betw
een
activ
ities
will
pre
vent
cla
ssro
om m
anag
emen
t fro
m b
eing
a p
robl
em.
You
can
eith
er m
ake
all o
f the
bird
'foo
d' a
ctua
l foo
d, li
ke s
pagh
etti
and
gum
my
wor
ms,
or
you
can
avoi
d th
at e
ntire
ly a
nd u
se
toot
hpic
ks a
nd p
ipe
clea
ners
. Mak
e su
re to
acc
ount
for f
ood
alle
rgie
s if
you
take
the
first
app
roac
h.
You'
ll ne
ed fo
od o
f the
follo
win
g ty
pes:
Pl
ants
in w
ater
: U
se th
e pa
n of
wat
er, a
dd le
ttuc
e bi
ts
Ani
mal
s in
wat
er:
Use
ver
y lig
ht th
ings
, lik
e su
nflo
wer
see
ds, i
n a
pan
of w
ater
. W
orm
s:
U
se g
umm
y w
orm
s, a
nd a
dd th
em to
san
d or
dir
t Se
eds:
Use
som
e ki
nd o
f har
d ca
ndy,
like
jelly
bean
s, in
san
d or
dir
t Ev
ery
stud
ent w
ill n
eed
a pl
astic
cup
as
a 's
tom
ach'
, and
a w
ay to
col
lect
food
(one
of t
he m
etho
ds).
If yo
u ha
ve ti
me,
you
can
hav
e ev
ery
stud
ent t
ry e
very
met
hod,
or h
ave
stud
ents
rep
ort t
o th
e cl
ass
on h
ow w
ell t
heir
food
-col
lect
ing
met
hod
wor
ked.
18
Nam
e: B
ird
Beak
Lab
To
pic:
Bird
s Su
bjec
t: L
ife S
cien
ces
Gra
de L
evel
: K-5
O
bjec
tive
SW
BAT
dem
onst
rate
how
diff
eren
t bird
s ea
t, a
nd c
lass
ify b
irds
base
d on
thei
r eat
ing
met
hods
. St
ate
Stan
dard
(s):
LS1
(K-4
)-IN
Q +
PO
C-1
Sort
/Cla
ssify
diff
eren
t liv
ing
thin
gs u
sing
sim
ilar
and
diff
eren
t cha
ract
eris
tics.
Des
crib
e w
hy o
rgan
ism
s be
long
to e
ach
grou
p or
cite
ev
iden
ce a
bout
how
they
are
alik
e or
not
alik
e.
Nat
iona
l Sta
ndar
d(s)
: Ch
arac
teri
stic
s of
Org
anis
ms,
thei
r lif
ecyc
les,
and
thei
r rel
atio
n to
thei
r env
iron
men
ts. L
ife S
cien
ce S
tand
ard
C.
Tim
e A
ctio
n A
sses
smen
t M
ater
ials
5 m
ins
Rem
ind
stud
ents
abo
ut C
uri
ou
s G
ard
en, a
nd th
e bi
rds
that
live
ther
e.
Did
we
see
any
bird
s in
the
Curio
us
Gar
den
book
? W
ould
bird
s go
to th
e ga
rden
? W
here
do
bird
s liv
e?
Curi
ous
Gar
den
book
, st
opw
atch
.
3 m
ins
Intr
oduc
e bi
rd b
eak
lab.
Stu
dent
s w
ill b
e bi
rds,
an
d ha
ve to
find
food
to s
urvi
ve.
cu
ps, s
poon
s, c
hops
ticks
, tw
eeze
rs/c
loth
espi
ns, r
ound
to
othp
icks
, ¼ w
ashe
rs, s
mal
l ro
cks,
pan
of w
ater
, let
tuce
. 5
min
/ st
atio
n St
uden
ts tr
y to
gat
her f
ood
at e
ach
stat
ion
(hav
e m
ore
stat
ions
than
gro
ups,
just
in c
ase)
Is
that
eas
y, o
r har
d? H
ow is
it
wor
king
?
clip
boar
ds a
nd w
orks
heet
s,
or c
olle
ct d
ata
on w
hite
boar
d
Colle
ct d
ata
as a
cla
ss,
Whi
ch m
etho
ds w
orke
d w
ell f
or th
e le
ttuc
e? W
hat a
bout
for t
he s
eeds
? W
hich
wor
ked
wel
l for
the
spoo
ns?
5 m
ins
W
here
do
you
thin
k th
is b
ird
lives
? W
hat d
o yo
u th
ink
it ea
ts?
imag
es o
f bird
s, w
ith n
ames
5 m
ins
clos
ing
disc
ussi
on
Wha
t kin
ds o
f bir
ds m
ight
live
in th
e Cu
riou
s G
arde
n? A
re th
ere
thin
gs to
ea
t in
the
gard
en?
Why
doe
s th
at
mat
ter
to th
e bi
rds?
19
Less
on 4
(Out
door
): B
irds
This
less
on is
des
igne
d to
allo
w y
our
stud
ents
to le
arn
abou
t the
var
iety
and
div
ersi
ty o
f bird
s.
Mat
eria
ls fo
r th
e le
sson
(opt
iona
l): R
hode
Isla
nd N
atur
al H
isto
ry S
urve
y Bi
rd Id
entif
icat
ion
Gui
de
Tips
for
teac
hing
the
less
on:
Chec
k ou
t the
se id
eas
from
the
Corn
ell L
ab o
f Orn
ithol
ogy
abou
t typ
es o
f bir
d fe
eder
s, w
here
to p
lace
them
, and
wha
t to
put i
nsid
e:
http
://w
ww
.alla
bout
bird
s.or
g/N
etCo
mm
unity
/Pag
e.as
px?p
id=1
178.
Bir
ds d
o no
t nec
essa
rily
wor
k on
the
scho
ol s
ched
ule,
so
you
may
hav
e to
pre
pare
this
less
on, a
nd th
en w
ait t
o te
ach
it w
hen
bird
s ar
e av
aila
ble.
A b
ird fe
eder
will
ass
ist b
y at
trac
ting
bird
s to
a
view
able
loca
tion.
Id
entif
ying
bird
s is
a s
kill
that
is e
asy
to le
arn.
Info
rmat
ion
abou
t fie
ld m
arki
ngs,
and
the
kind
s of
bird
s th
at li
ve in
you
r ne
ighb
orho
od, c
an b
e fo
und
on th
e A
udub
on S
ocie
ty o
f RI w
ebsi
te: w
ww
.asr
i.org
or h
ere:
ht
tp:/
/ww
w.a
llabo
utbi
rds.
org/
Net
Com
mun
ity/P
age.
aspx
?pid
=105
8. M
ore
in-d
epth
bir
d ac
tiviti
es a
re a
lso
avai
labl
e in
the
Aud
ubon
’s te
ache
r’s
kit.
Yo
u ca
n fin
d pi
ctur
es o
f the
bir
ds y
ou m
ight
find
onl
ine.
Thi
s is
mos
t hel
pful
for s
tude
nts
who
are
hav
ing
trou
ble
focu
sing
on
a m
ovin
g bi
rd, o
r on
days
whe
re b
irds
cann
ot b
e se
en. R
esou
rces
are
ava
ilabl
e on
the
Corn
ell L
ab o
f Orn
ithol
ogy
web
site
: w
ww
.bir
ds.c
orne
ll.ed
u .
For
olde
r st
uden
ts, m
ore
wri
ting
shou
ld b
e do
ne. H
ave
them
des
crib
e th
e bi
rd, a
nd ta
lk a
bout
the
diff
eren
t par
ts o
f the
bird
's b
ody.
20
Look
ing
for
Bird
s
Find
a s
pot w
here
you
can
sit
sti
ll an
d be
qui
et fo
r 10
min
utes
. Lo
ok a
ll ar
ound
you
. D
o yo
u se
e an
y bi
rds?
If
you
do…
. W
hat c
olor
is y
our
bird
? __
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
W
hat i
s yo
ur b
ird
doin
g?__
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
D
raw
a p
ictu
re o
f you
r bi
rd h
ere:
21
Nam
e: B
ird
Obs
erva
tion
Topi
c: B
irds
in U
rban
Gar
dens
Su
bjec
t: L
ife S
cien
ces
Gra
de L
evel
: K-5
O
bjec
tive
SW
BAT
obse
rve
a bi
rd, a
nd d
escr
ibe
wha
t the
y se
e.
Stat
e St
anda
rd(s
):
LS1
(K-4
) SA
E -2
Iden
tify
the
basi
c ne
eds
of p
lant
s an
d an
imal
s in
ord
er to
sta
y al
ive
(wat
er, a
ir, f
ood,
spa
ce)
LS2
(K-4
) SA
E -6
Des
crib
e w
ays
plan
ts a
nd a
nim
als
depe
nd o
n ea
ch o
ther
(she
lter,
nes
ting,
food
) N
atio
nal S
tand
ard(
s):
Char
acte
rist
ics
of O
rgan
ism
s, th
eir
lifec
ycle
s, a
nd th
eir r
elat
ion
to th
eir e
nvir
ons.
Life
Sci
ence
Sta
ndar
d C.
Ti
me
Act
ion
Ass
essm
ent
Mat
eria
ls
5 m
ins
Rem
ind
stud
ents
abo
ut C
uri
ou
s G
ard
en, a
nd th
e bi
rds
that
live
ther
e.
Did
we
see
any
bird
s in
the
Curio
us
Gar
den
book
? W
ould
bird
s go
to th
e ga
rden
? W
here
do
bird
s liv
e?
Curi
ous
Gar
den
book
5 m
ins
Tell
stud
ents
that
they
are
goi
ng to
look
for
bird
s th
at li
ve n
ear t
heir
clas
sroo
m. L
ike
real
sc
ient
ists
, the
y ar
e go
ing
to r
ecor
d w
hat t
hey
see.
Ss w
ill c
ompl
ete
bird
obs
erva
tion.
co
lore
d pe
ncils
, wor
kshe
ets
15 m
ins
stud
ents
obs
erve
bir
ds
15m
ins
stud
ents
rec
ord
obse
rvat
ions
W
hat d
id th
e bi
rds
look
like
? W
hat
colo
r w
as y
our b
ird?
Wha
t siz
e w
as
your
bird
? W
hat w
ere
the
bird
s do
ing?
Do
you
thin
k bi
rds
wou
ld
com
e to
the
Curi
ous
Gar
den?
RIN
HS
Bird
Iden
tific
atio
n G
uide
5 m
ins
Hav
e di
scus
sion
with
cla
ss
-em
phas
ize
conn
ectio
n be
twee
n ha
bita
t and
bio
dive
rsity
-
22
Less
on 5
(Ind
oor/
Out
door
): S
mal
l Mam
mal
s
This
less
on is
des
igne
d to
allo
w y
our
stud
ents
to lo
ok fo
r sm
all a
nim
als
in y
our
area
. Man
y sm
all a
nim
als
are,
wel
l, sm
all,
and
tend
to
avoi
d ch
ildre
n w
hen
they
are
exc
ited
and
nois
y! S
ince
ani
mal
s ar
e al
so m
ost a
ctiv
e at
daw
n an
d du
sk, w
hen
scho
ol is
nor
mal
ly
clos
ed, t
his
less
on fo
cuse
s on
gat
heri
ng e
vide
nce
that
sm
all a
nim
als
live
in/n
ear u
rban
gar
dens
. Whi
le th
ere
are
mul
tiple
met
hods
, fo
otpr
int '
trap
s' w
ork
wel
l for
this
by
prov
idin
g an
exc
iting
way
for
citiz
ens
to u
se o
bser
vatio
nal e
vide
nce
and
mak
e sc
ient
ific
dedu
ctio
ns.
The
area
you
use
cou
ld b
e yo
ur s
choo
lyar
d, o
r in
a ne
arby
par
k or
wild
are
a. K
eep
in m
ind
that
the
trap
s w
ill n
eed
to b
e le
ft
over
nigh
t, s
o pu
blic
are
as m
ay n
ot b
e ap
prop
riat
e fo
r th
is a
ctiv
ity. U
se y
our
judg
men
t as
to w
hat w
ill w
ork
best
for y
our s
tude
nts.
To
set
up
the
flour
tra
p, y
ou w
ill n
eed
the
follo
win
g:Pl
ywoo
d bo
ard
(2’ x
2’ o
r lar
ger)
flo
ur
cann
ed d
og o
r cat
food
sc
rew
s/na
ils
scre
wdr
iver
/ham
mer
Th
e da
y be
fore
you
inte
nd to
giv
e th
e le
sson
, pok
e ho
les
in th
e ca
n of
cat
or
dog
food
, but
leav
e it
unop
ened
. Att
ach
the
can
secu
rely
to th
e ce
nter
of t
he b
oard
with
nai
ls o
r sc
rew
s. S
prin
kle
a th
in la
yer
of fl
our o
n th
e pl
ywoo
d, a
nd le
ave
the
trap
ove
rnig
ht
to s
ee w
hich
vis
itors
you
may
hav
e go
tten
to y
our s
choo
l gar
den
or g
roun
ds. A
s sm
all a
nim
als
(qua
drup
eds)
inve
stig
ate
the
food
, th
ey w
ill le
ave
trac
ks in
the
flour
. The
trac
ks w
ill a
llow
us
to s
ee w
hat l
ives
in th
e ar
ea. H
ave
the
stud
ents
iden
tify
the
foot
prin
ts
usin
g th
e fo
otpr
int g
uide
. Ti
ps fo
r te
achi
ng th
e le
sson
: Se
t up
the
trap
the
day
befo
re. I
t is
usef
ul to
mar
k of
f the
are
a to
be
obse
rved
bef
ore
brin
g yo
ur s
tude
nts.
Thi
s he
lps
prev
ent a
st
uden
t fro
m s
tepp
ing
in th
e flo
ur a
nd ru
inin
g th
e flo
ur p
rint
s!
23
Nam
e: F
lour
Tra
ps a
nd A
nim
al T
rack
s To
pic:
Sm
all A
nim
als
(qua
drup
eds)
Su
bjec
t: L
ife S
cien
ces
Gra
de L
evel
: K-5
O
bjec
tive
SW
BAT
clas
sify
livi
ng th
ings
bas
ed o
n th
eir t
rack
s an
d ot
her
evid
ence
. St
ate
Stan
dard
(s):
LS1
(K-4
) IN
Q +
PO
C-1
Sort
/cla
ssify
diff
eren
t liv
ing
thin
gs u
sing
sim
ilar
and
diff
eren
t cha
ract
eris
tics.
Des
crib
e w
hy o
rgan
ism
s be
long
to e
ach
grou
p or
cite
ev
iden
ce a
bout
how
they
are
alik
e or
not
alik
e.
Nat
iona
l Sta
ndar
d(s)
: As
a re
sult
of a
ctiv
ities
in g
rade
s K-
4; a
ll st
uden
ts s
houl
d de
velo
p:
• un
ders
tand
ing
of o
rgan
ism
s an
d en
viro
nmen
ts
• ab
ilitie
s ne
cess
ary
to d
o sc
ient
ific
inqu
iry
Tim
e A
ctio
n A
sses
smen
t M
ater
ials
5 m
in.
Intr
o- r
elat
e ba
ck to
Cur
ious
Gar
den.
W
hat l
ived
in L
iam
's g
arde
n? W
ere
ther
e an
imal
s th
ere?
Did
we
see
anim
als?
Wer
e th
e an
imal
s hi
ding
? H
ow c
ould
we
see
them
? (r
heto
rica
l)
Flou
r tra
p fr
om
yest
erda
y
5 m
in.
T sh
ows
Ss h
ow to
ID fr
om fo
otpr
ints
D
oes
anyo
ne k
now
wha
t a fo
otpr
int i
s? W
hat d
o fo
otpr
ints
look
s lik
e?
Ani
mal
Tra
cks
10
min
. Ss
pra
ctic
e ID
from
foot
prin
ts
Wha
t mak
es th
e ra
bbit
trac
k di
ffer
ent f
rom
the
othe
rs?
Wha
t mak
es th
e ra
t diff
eren
t tha
n th
e ot
hers
? W
hat d
o sa
lam
ande
r tra
cks
look
like
? W
hat d
o do
g tr
acks
look
like
?
10 m
in.
Ss
pred
ict w
hat h
appe
ned,
then
leav
e cl
assr
oom
, loo
k at
flou
r tra
p Re
cord
the
stud
ent r
espo
nses
bef
ore
and
afte
r, s
o yo
u ca
n co
mpa
re.
5 m
in.
Look
for o
ther
sig
ns, h
air,
dro
ppin
gs, e
tc.
10 m
in.
T sh
ows
Ss tr
ap r
esul
ts, v
erify
res
ults
. H
ead
back
to c
lass
, com
pare
res
ults
to
pred
ictio
ns.
Wha
t did
we
see?
Wha
t did
we
pred
ict?
Are
thos
e th
e sa
me,
or d
iffer
ent?
Doe
s an
yone
wan
t to
chan
ge th
e pr
edic
tion?
Wou
ld s
cien
tists
eve
r do
th
at?
(Sci
entis
ts c
hang
e th
eir
idea
s al
l the
tim
e, s
o th
at
the
idea
s fit
the
resu
lts.)
24
Less
on 6
(Ind
oor/
Out
door
): S
oil
Th
is le
sson
is d
esig
ned
to a
llow
you
r st
uden
ts to
exa
min
e th
e so
il in
you
r are
a. T
his
area
cou
ld b
e yo
ur s
choo
lyar
d, a
long
a n
earb
y st
reet
, or i
n a
near
by p
ark
or w
ild a
rea.
As
with
any
trip
out
side
the
clas
sroo
m, s
tude
nt s
afet
y co
mes
firs
t. U
se y
our j
udgm
ent a
s to
w
hat w
ill w
ork
best
for y
our
stud
ents
. M
ater
ials
for
the
less
on:
You
will
nee
d so
me
equi
pmen
t for
this
lab,
whi
ch c
an b
e ea
sily
foun
d in
mos
t sci
ence
labs
or
kitc
hens
: Cl
ipbo
ards
and
pen
s Tr
owel
or s
mal
l sho
vel
Plas
tic b
ucke
t for
soi
l sam
ples
Ti
mer
or
stop
wat
ch
Clea
r pl
astic
cup
s A
gal
lon
of w
ater
A g
radu
ated
cyl
inde
r or m
easu
ring
cup
Fu
nnel
s Em
pty
two-
liter
bot
tles
Ring
sta
nd
Des
k la
mp
or li
ght b
ulb
Cond
ucti
ng t
he te
sts:
• O
bser
vati
on t
est:
Stu
dent
s w
ill c
ompa
re th
eir
soil
sam
ple
to s
ampl
es o
f pur
e cl
ay, a
nd p
ure
sand
. Whi
ch s
ampl
e is
mos
t lik
e th
eir s
oil?
Wha
t is
thei
r soi
l mad
e of
?
• W
ater
tes
t: S
tude
nts
will
put
thei
r so
il in
to a
funn
el. T
hen,
they
will
pou
r wat
er th
roug
h th
eir
soil
sam
ple.
How
long
doe
s it
take
the
wat
er to
com
e ou
t the
bot
tom
?
• Si
nkin
g/flo
atin
g te
st: S
tude
nts
will
put
som
e of
thei
r so
il in
to a
gra
duat
ed c
ylin
der,
and
then
fill
the
cylin
der w
ith w
ater
. Doe
s th
eir s
oil s
ink,
or f
loat
? D
oes
it do
bot
h?
•
Sque
eze
test
: St
uden
ts w
ill g
rab
a ha
ndfu
l of t
heir
soi
l, an
d sq
ueez
e it
toge
ther
. Doe
s it
stic
k to
geth
er li
ke c
lay,
or d
oes
it fa
ll ap
art i
mm
edia
tely
, lik
e sa
nd?
25
• Li
ving
thi
ng t
est:
Stu
dent
s w
ill n
eed
a rin
g st
and
and
a tw
o-lit
er b
ottle
, cut
in h
alf.
Put t
he to
p of
the
bott
le in
the
ring
stan
d,
like
a la
rge
funn
el, a
nd p
ut th
e re
st o
f the
bot
tom
und
erne
ath.
Add
soi
l to
the
upsi
de-d
own
top
of th
e tw
o-lit
er b
ottle
. The
n,
put t
he li
ght d
irect
ly o
ver
the
soil.
As
the
soil
gets
war
mer
and
dri
er, l
ivin
g th
ings
will
mov
e aw
ay fr
om th
e he
at. T
hey
will
fall
into
the
othe
r par
t of t
he b
ottle
ove
r tim
e. T
his
test
take
s ab
out 2
0-30
min
utes
. St
uden
ts a
re li
kely
to fi
nd m
any
livin
g th
ings
insi
de s
oil.
At th
is a
ge, g
ener
al d
escr
iptio
ns o
f org
anis
ms
are
appr
opri
ate
(wor
m,
ant,
spi
der,
mite
, bee
tle).
Les
son
3 m
ay a
lso
be h
elpf
ul in
iden
tifyi
ng s
ome
inse
cts.
Em
phas
ize
that
soi
l is
impo
rtan
t, b
ecau
se
it is
the
hom
e fo
r the
se c
reat
ures
, and
hea
lthy
soil
is th
e ho
me
of lo
ts o
f diff
eren
t org
anis
ms.
Tips
for
teac
hing
the
less
on:
Star
t col
lect
ing
two
liter
bot
tles.
If w
eath
er is
poo
r, th
ese
test
s ca
n al
l be
done
with
in a
cla
ssro
om. J
ust g
athe
r the
soi
l in
adva
nce.
N
ame:
Exa
min
ing
Soil
Prop
ertie
s an
d So
il as
Hab
itat
Topi
c: S
oil
Subj
ect:
Life
Sci
ence
s G
rade
Lev
el: K
-5
Obj
ecti
ve S
WBA
T de
scri
be th
e ch
arac
teri
stic
s of
a s
oil s
ampl
e St
ate
Stan
dard
(s):
LS3
(K-4
) SA
E -7
Usi
ng in
form
atio
n (d
ata
or s
cena
rio)
, exp
lain
how
cha
nges
in th
e en
viro
nmen
t can
cau
se
orga
nism
s to
resp
ond(
e.g.
sur
vive
ther
e an
d re
prod
uce,
mov
e aw
ay, d
ie).
Nat
iona
l Sta
ndar
d(s)
: As
a re
sult
of a
ctiv
ities
in g
rade
s K-
4; a
ll st
uden
ts s
houl
d de
velo
p:
• un
ders
tand
ing
of o
rgan
ism
s an
d en
viro
nmen
ts
• ab
ilitie
s ne
cess
ary
to d
o sc
ient
ific
inqu
iry
Tim
e A
ctio
n A
sses
smen
t M
ater
ials
2
min
. In
tro
tim
er o
r st
opw
atch
5 m
in
Dem
o: s
et u
p liv
ing
thin
g te
st
(may
wan
t to
set u
p 2-
3 to
mak
e su
re)
Wha
t is
in th
e to
p bo
ttle
? W
hat i
s in
th
e bo
ttom
bot
tle. D
oes
anyt
hing
live
th
ere?
Do
we
see
anyt
hing
? W
hat
happ
ens
if w
e pu
t the
ligh
t ver
y cl
ose?
D
o w
e se
e an
ythi
ng r
ight
aw
ay?
Will
w
e se
e an
ythi
ng la
ter?
5 m
in
Colle
ct/D
istr
ibut
e so
il sa
mpl
es
stud
ents
will
turn
in d
ata
soil
sam
ples
; con
tain
ers,
sh
ovel
s,
26
stat
ions
:
5 m
in. e
ach
(2
0 m
in.
tota
l)
• O
bser
vatio
n te
st
• W
ater
test
•
Sink
ing/
float
ing
test
•
Sque
eze
test
Wha
t is
your
soi
l lik
e? D
o yo
u ha
ve
the
sam
e so
il as
any
one
else
? Is
it
okay
to h
ave
a di
ffer
ent a
nsw
er?
lab
mat
eria
ls (s
ee a
bove
) so
ap a
nd w
ater
sp
onge
/pap
er to
wel
s m
op a
nd b
ucke
t
5 m
in.
Retu
rn to
livi
ng th
ing
test
; obs
erve
res
ults
W
hat i
s in
the
top
bott
le?
The
bott
om
bott
le?
Doe
s an
ythi
ng li
ve th
ere?
Can
yo
u se
e an
ythi
ng?
Wha
t is
diff
eren
t?
Why
is th
ere
a di
ffer
ence
?
3 m
in.
Dis
cuss
, tur
n in
res
ults
5
min
. Cl
ean
up, r
etur
n so
il, w
ash
up
27
Ack
now
ledg
emen
ts
Th
e So
uths
ide
Com
mun
ity L
and
Trus
t gra
tefu
lly a
ckno
wle
dges
the
follo
win
g fo
r the
ir in
sigh
t, e
xper
tise,
and
sup
port
in c
reat
ing
this
cu
rric
ulum
: Le
o Po
llock
, Ric
h Pe
ders
on, T
ara
Cim
ini,
and
Chris
Fie
coat
of t
he S
outh
side
Com
mun
ity L
and
Trus
t; D
r. D
avid
Gre
gg a
nd V
anes
sa
Vent
urin
i of T
he R
hode
Isla
nd N
atur
al H
isto
ry S
urve
y; D
r. R
udol
f Kra
us, J
erem
y Sh
amba
ugh,
and
Lau
ra K
oste
nbla
tt o
f the
Fei
nste
in
Scho
ol o
f Edu
catio
n an
d H
uman
Dev
elop
men
t at R
hode
Isla
nd C
olle
ge; T
he E
nviro
nmen
tal E
duca
tion
Gra
nt P
rogr
am o
f the
En
viro
nmen
tal P
rote
ctio
n A
genc
y.