Overview: During a field trip to the Green Island Property, first graders will rotate through four stations; Mulching Madness, Kalapuya Quest, Eco-Art and The Fallen Log in which they will use multiple intelligences while actively participating in sensory stimulation activities awakening them to the natural world. Each station, working simultaneously will provide a balanced, relevant, and unique field trip opportunity that will further develop each child’s ecological identity.

Level: 1st GradeSubjects: Science, Language Arts, Fine ArtsConcepts:

● Protected lands are important to the surrounding ecosystem. Processes such as decomposition help sustain these ecosystems.

● The multiple intelligences are developed and enhanced by participating in hands-on activities and self-guided adventures.

● Organisms are interdependent; they all depend on nonliving components of the Earth.

● The McKenzie watershed is an integral part of all life in Eugene as it provides water for residents as well.

Skills: Drawing, Journaling, Critical Thinking, Comprehending, Concept Forming, Comparing and Contrasting, Identifying Relationships and Patterns, Analyzing, InferringTime Considerations: 3 hours_____________________________________________________________________Objectives: By the end of the lesson, students should be able to:

1. List one importance of the McKenzie River.2. Create artwork inspired by nature in a personal journal including at least two

drawings of different natural objects found at Green Island.3. List three components of a decomposer habitat.

_____________________________________________________________________Common Species Found at Green Island:

● American robin (Turdus migratorius)● black cottonwood (Populus trichocarpa)● cleavers (Galium aparine)● Douglas-fir (Pseudotsuga menziesii)● earthworm (Lumbricus terrestris)

● lichen ● mallard (Anas platyrhynchos)● moss (Bryophyta)● nutria (Myocastor coypus)● osprey (Pandion haliaetus)● pill bug (Armadillidium vulgare)● ponderosa pine (Pinus ponderosa)● red alder (Alnus rubra)● sow bug (Porcellio laevis)● stinging nettles(Urtica dioica)● turkey vulture (Cathartes aura)● violet green swallow (Tachycineta thalassina)

_____________________________________________________________________Background: The following information is from the McKenzie River Trust website, and facilitators are highly encouraged to visit (http://mckenzieriver.org/protected-lands/owned-properties/green-island/).

“Green Island, the McKenzie River Trust’s largest protected property, presents one of the best remaining opportunities within the Willamette Valley for preserving and restoring a dynamic and ecologically diverse river system. This area was identified as the most critical area for protection and restoration within the lower McKenzie Watershed. Located at the confluence of the McKenzie and the Willamette Rivers, Green Island contains some of the least altered fish and wildlife habitat in the Willamette Valley and provides essential habitat for numerous species. At more than 1,000 acres, Green Island offers an opportunity to make an impact on a landscape level. Our vision for Green Island is to restore a robust ecosystem comprised of a rich mosaic of historic habitat types. We believe that this will be successful if it is done through cooperative partnerships dedicated to innovative, flexible and adaptive management.”

The robust life and educational opportunities available throughout Green Island will help facilitate an awareness-to-action learning process as children develop an empathy for the many facets and creatures of the McKenzie environment. Children will be given the opportunity to create their own experiences through self field guiding and decomposition exploration which will help them understand biodiversity and ecological interconnectedness which are cornerstone to developing a Naturalist Intelligence.

The mulching station will provide physical interaction with nature and inspire stewardship as students learn the importance of mulching. Mulching serves many purposes to newly planted trees including insulation of soil providing a buffer from heat and cold temperatures, retaining water, keeping roots moist, weed control, and prevents soils compaction (“Importance of Mulching”).

The Fallen Log Activity will allow students to become familiar with the organisms that live on fallen logs and the microhabitat these logs provide. Throughout their lives, trees collect nutrients from the environment and use them

to build new bark, wood, leaves and branches. When a tree dies, its nutrients are recycled back into the environment through decomposition. Wood eating insects, as well as fungi, bacteria and isopods invade a dead or dying tree, replenish soil, and pave the way for other invaders and plant life.

The Kalapuya were important land managers in the McKenzie River region as they seasonally burned trees and landscape to provide nutrients to the soil, food for animals, and healthy habitat for trees, like the Savannah Oaks. Before European settlers arrived, the Kalapuya were composed of several bands of Native Americans which inhabited the Willamette Valley and were loosely related by language similarities. An important feature to all Kalapuya life was their strong connection with the rivers they lived near. Rivers like the Willamette, Tualatin, Santiam, and McKenzie served as food, cultural, and spiritual centerpieces integral to Kalapuya life. Two extensions of the Kalapuya include the Chafan/Tsanchifin who occupied the lower McKenzie River territory and the Mohawk, who occupied the upper McKenzie River territory (Juntenen et al. 2005). Much like the Kalapuya, Eugene residents also depend on the McKenzie River today._____________________________________________________________________

Guidelines for the day: Q: Ask students what their classroom rules are.A: Expect answers to include:

1. Stay with your group2. Treat others how you want to be treated3. Quiet coyote*4. Keep your nature cap on*

*Quiet coyote is a signal with your hand that makes the shape of a coyote. Your middle and ring finger come together to touch your thumb, resembling a coyote with a mouth shut, eyes open and straight-forward, having a nature cap on means keeping your “owl eyes” open and your “deer ears” on by cupping your ears and listening. _____________________________________________________________________________Materials:Kalapuya Quest Station:

● Kalapuya story copy and list of follow up questions printed for facilitators (Appendix C)

● Kalapuya story copy for each child, pasted into field journals (approximately 100) (Appendix C)

● writing utensilsEco-Art:

● chalk or charcoal for leaf impressions● facilitator example of leaf impression (2)● writing utensils (one for each child)

Fallen Log Station:

● magnifying glasses (one for each child) ● writing utensils (one for each child)● Fallen Log Notebook Activity worksheet (Appendix D)● Fallen Log Mad Libs worksheet (Appendix E)

Mulching Madness Station:● gloves for ⅓ of student group

General Materials:● name tags for each child (color coded) ● personal field journals (one for each child)● labels for each station, including Log One and Log Two (5)● extra water for thirsty students● directions for bus driver● first aid kit for each team/facilitator (8)● students should bring their own lunch ● copy of itinerary (for each facilitator and chaperone) (Appendix A)● copy of bird box map(for each facilitator and chaperone) (Appendix B)● Photos and Facts (for each facilitator and chaperone) (Appendix F)● sign for drivers to see when arriving

_____________________________________________________________________Itinerary

Getting ready:Chaperone information must be sent out, field trip permissions slips sent out, bus schedule, students should bring their own lunches and water bottles, create and print info and safety sheet for chaperones to look over once they arrive to the site, provide correct directions to bus driver, create name tags, prepare students field notebooks with designated sections, pre-portion drawing and writing utensils for stations, have gloves ready at the mulching station, created Log One and Log Two labels, drive to McKenzie River Trust Green Island site.

Step One: Introduction (15 minutes)Facilitators will introduce the lesson plans for the day as well as go over guidelines:

1. Students will exit the bus and walk with facilitators to main gathering area2. Direct students to the restroom3. Students will separate into 8 teams (previously designated by color) to

discuss:a. Guidelines, safety procedures, and quiet signalb. Overview of the property and McKenzie River Trustc. Introduction to the day, for example which station the team will be

starting at and itinerary (Appendix A)4. Teams will disburse to station locations in single file lines (this is a good

opportunity to introduce Cougar Stalks Deer game and choose team names). a. Cougar Stalks Deer is where the leader of the single file line plays

“Deer” while the followers have to be quiet like “Cougar”. If the deer hears the cougar, they will turn around and send the first person in line

to the back. b. Team names should be created as follows: Verb or Adjective, Species

ie; Swooping Swallow, Speedy Shrews...etc.5. Direct facilitators and groups to stations (Chris Vogel at the Mulching Station)

Step Two: Stations (2 hours)1. “Kalapuya Quest” and Story Circle (25 minutes plus 5 minute transition)

Located across trail from bird box 44.While seated near the banks of the McKenzie River, children will be adopting a sense of place as they interpret meaning of a traditional Kalapuya story about water consumption. This will help frame the importance of the McKenzie watershed for the people of Eugene as well as the critters that depend on it. This activity will sharpen student’s listening skills as they observe the various sounds around them.

a. Seat group in a story circle, Introduction of the Kalapuya and explanation of the McKenzie as a source of water for Eugene.

b. Use inquiry to determine students’ prior knowledge of the Kalapuya and McKenzie River:Q: Does anyone know what the native peoples of the Willamette Valley are called?A: Kalapuya. If Chinook is answered, explain to students that the Chinook is a large group of similar language speaking peoples, and the Kalapuya is one of them.Q: What do you know about the Kalapuya?A: Before European settlers arrived, the Kalapuya were composed of several bands of Native Americans which inhabited the Willamette Valley and were loosely related by language similarities. An important feature to all Kalapuya life was their strong connection with the rivers they lived near. Rivers like the Willamette, Tualatin, Santiam, and McKenzie served as food, cultural, and spiritual centerpieces integral to Kalapuya life. Two extensions of the Kalapuya include the Chafan/Tsanchifin who occupied the lower McKenzie River territory and the Mohawk, who occupied the upper McKenzie River territory(Juntenen et al. 2005). Much like the Kalapuya, Eugenians also depend on the McKenzie River today. Q: Can anyone think of why we might need the McKenzie?A: We depend on the McKenzie everyday for our drinking water!Q: Can anyone explain why storytelling is important?A: Many facets of the environment were important to the Kalapuya people and because they had no written language they preserved important information through storytelling. “A story could entertain, teach a lesson, or explain how and why events happen in the world” (Beckham et al. in Juntenen 2005). This is why today we are going to tell a story involving one of our most important resources, our water.

Q: How can we be polite to our storyteller? A: Listen quietly and follow along.

c. Read the story: See Coyote Outsmarts the Frogs: A Kalapuya Story (Appendix C), ask children to follow along.

d. Ask students follow up questions:Q: Did anyone hear any new words during this story they did not understand? A: camas- a staple food source for the Kalapuya and other natives; a plant with blue flowers (see species list for more information).dentalia- “any tooth shell of the genus Dentalium” (Dictionary.com).earthen- made from the earthdam- “a barrier to obstruct the flow of water” (Dictionary.com).reservoir- a structure that holds water to be used for later times. bull frogs- an invasive species of large frogs with enlarged eardrums (see species list for more information).Q: How would you feel if all of our water was being held by one group of people so others had to go thirsty?A: It might feel unfair. Q: Why is it important that everybody have access to water?A: Because it is necessary to live (drink, clean, cook…)Q: What do you do to make sure you are not using too much water at home?A: Take short showers, brush your teeth with the water off, collect your own rainwater (some families may do this already)Q: What other animals depend on the McKenzie River for water?A: Almost every animalQ: How is water important to decomposers like the pill bug and earthworm?A: They require moist soil as their habitat. Although they do not drink water they do consume food with water that is then incorporated into their body.Q: Did anyone hear any sounds aside from the story being told?A: The river, birds…When we are very quiet and sitting still it is easy to hear the world come alive around us. At this moment we are seated on the East side of the Willamette River, just north of the McKenzie-Willamette Confluence where there are lots of birds and critters to hear.

e. Hearing the Mckenzie Exercise i. Introduce: “Now that we know how important the Mckenzie is to

the Kalapuya and the city of Eugene we are going to use the listening skills we talked about earlier to sit quietly and listen to all the sounds around the Willamette.”

ii. Show students how to create a sound map, and direct them to the designated section in their field journal “What I heard at Green Island”

1. A sound map can be made by placing a circle in the center of your paper symbolizing your location in the physical environment around you. As you listen for sounds you draw lines, squiggles, dots or dashes representing where they are in respect to you.

iii. Prepare students to sit quietly and listen by reminding them about “Deer Ears” and tell them when to begin.

iv. Allow time for students to share what they drew while emphasizing the importance of the river as well as the variety of species they were able to hear while being quiet (3 minutes).

2. “Eco-Art” (25 minutes plus 5 minute transition) Located between bird boxes 40-42 This step allows children to use multiple senses while creating ecologically inspired artwork. This will also evaluate their understanding of the visible signs of decomposition (Adapted from the Nature Conservancy Program of New York found in Conservation Education Outreach Techniques by Jacobson et al. 2006).

a. Field journals will contain a section for eco-art, a page will be designated for each item on the scavenger hunt list to be drawn/colored in by student.

b. Boundaries for activity should be designated: between boxes 40-42.c. Facilitator can show demonstrations or examples of different mediums

used for leaf impressions. Examples can be pre-prepared in facilitators field notebook, see appendix F.

d. Allow students to search for fallen leaves and other plant material using a scavenger hunt list to recreate pictures in their journals, this can be done through imprinting, drawing, or writing:

i. Scavenger Hunt List includes:1. leaves that look like they have been dead for a long time-

this section is for leaf imprints2. leaves that have recently dropped to the ground3. a nut/seed/ or cone4. something a decomposer will eat that is not on the list

already5. bonus item of your choice (a bird, animal..etc)

e. Students will demonstrate how they use their sense of touch to explore and respond to the environment around them.

3. The Fallen Log Activity (25 minutes plus 5 minute transition)

Located in between bird boxes 47 and 5 and on opposite side of trail. Log One: Northern log (closer to bird box 6), Log Two: Southern Log (closer to bird box 5)Students will become familiar with the organisms that live under and on fallen logs. They will gain an understanding of how decomposition takes place and a better appreciation for microhabitats and communities

a. Facilitator should check for hazards at the site, such as deep holes, sharp objects or poisonous plants. Also to be sure logs will not move in a hazardous way when students examine them.

b. Ask students:Q: Why forests aren’t piled high with fallen trees, branches and leaves. Q: What happens to trees after they die? Tell students they’re going to examine dead logs to find answers to those questions.

c. Students should disturb their logs as little as possible while they examine. Give directions:

i. Students will turn to their designated section in their field notebooks for The Fallen Log. See The Fallen Log Activity worksheet, appendix D.

ii. Students will fill in blanks with adjectives to describe the log habitat for the following sections: Touch, Sight, and Smell while using their magnifying glasses to observe. Remind students that adjectives are a word or phrase naming an attribute, added to or related to a noun to modify or describe it.

iii. Allow group to roam while creating a list in their field journals under the designated section of how many different plants or animals they see on fallen logs, give them appropriate time ask questions.

d. Stimulate students creativity by asking:Q: How may have this tree died?Q: How long do you think this tree has been here?Q: What kinds of animals do you see living on the bark? Inside the Q: log? Under the log?Q: Where do these animals get the food they need?Q: Do any plants live on the log? How can they live without the soil?Q: What is around the log?

e. As students finish their observations bring them into a circle, ask them to share their observations:

Q: What did you draw?Q: How many plants did you count?Q: How many animals did you count?Q: Do you know the names of these animals?Q: Do you know what they eat?

Q: How does the forest rely on these animals? What do we call this process? A: DecompositionQ: How does the ecosystem benefit from a fallen log?

f. Direct students to The Fallen Log Mad Lib section in their field notebooks and explain to them the adjectives they wrote prior should be inserted in the proper locations. A Mad Lib is a funny, often ridiculous story created when you fill in the blanks with the part of speech that is requested. See worksheet The Fallen Log Mad Lib, appendix E

4. Mulching Madness Station (25 minutes plus 5 minute transition)

a. Green Island Property Manager will lead the students in a mulching activity.

b. Prepare to tell students the importance of mulching and the role it plays in maintaining ecosystems:

i. Mulching serves many purposes to newly planted trees including insulation of soil providing a buffer from heat and cold temperatures, retaining water, keeping roots moist, weed control, and prevents soils compaction.

Step Three: Reflection and Prepare to Leave (10 minutes)Students will gather and have the opportunity to discuss their favorite activity as well as offer insight as to what they learned. This will serve as an evaluation tool for facilitators.

1. Students join together in a circle for final discussion and are asked:a. To name all three stations and stand up for their favorite station.b. To stand up if they saw animals today/if they learned something new.c. Ask students to shout out where their drinking water comes from and

why it is important to keep it clean.d. After evaluation and reflection tell everyone about the River Trust

event or any other local nature events that may be happening. e. Have students line up to board the busses, and at this time facilitators

should collect journals.f. Note: if students would like to keep their journals arrange with the

facilitators to have them be dropped off after they have been used for the evaluation process.

Reading Connections

The Grandpa Tree. Donahue, Mike. ISBN 0911797424. Publisher: Roberts Rinehart, Inc. 1988. The Grandpa Tree is about a mighty pine tree that takes care of the younger trees and animals around it. Grades PreK-2.

Under One Rock: Bugs, Slugs, and other Ughs. Fredericks, Anthony D. ISBN 1584690275. Publisher: Dawn Publications, 2001. No child will be able to resist looking under a rock after reading Frederick’s rhythmic, engaging story. He has masterfully combined scientific fact and a clever cumulative story to create an entertaining book that will teach young children about the critters that can be found living under rocks. Grades PreK-5.

What’s Under the Log? Hunter, Anne. ISBN 0395754968. Publisher: Houghton Mifflin. 1999. What are the things that scurry away when you turn over a log? With beautifully detailed illustrations, Anne Hunter shows the creatures a child might find there—a sow bug, a salamander, a millipede. Each illustration is accompanied by simple yet detailed text explaining the nature and habits of the animals that find shelter under a log. Grades PreK-3.

Compost Critters. Lavies, Bianca. ISBN 0525447636. Publisher: Duttons Children’s Books. 1993. Describes what happens in a compost pile and how creatures, from bacteria and mites to millipedes and earthworms, aid in the process of turning compost into humus. Grades 3-7.

A Log’s Life. Pfeffer, Wendy. ISBN 0689806361. Publisher: Simon and Schuster. 1997. After an oak tree falls in the forest, it has another life as home to a variety of creatures. As it decays over time, it provides food and shelter to porcupines, ants, mushrooms, salamanders, and many others, until it eventually turns into a mound

of rich black earth. Grades K-3.

Field Trip Work Cited "Activity 23: The Fallen Log." Environmental Education Activity Guide: Pre K-8. Washington, DC: American Forest Foundation, 2007. 105-107. Print.

"Alder Species: Common Trees of the Pacific Northwest." Alder Species: Common Trees of the Pacific Northwest. Oregon State University, n.d. Web. 18 Mar. 2014.

"All About Birds." Bird Guide, Identification. The Cornell Lab of Ornithology, n.d. Web. 17 Mar. 2014.

"American Robin." Wikipedia. Wikimedia Foundation, 16 Mar. 2014. Web. 15 Mar. 2014.

"Black Cottonwood (Populus Trichocarpa)." Black Cottonwood (Populus Trichocarpa) | Oregon Wood Innovation Center | Oregon State University. Oregon State University, n.d. Web. 17 Mar. 2014.

Bruening, S. 2002. "Lithobates catesbeianus" (On-line), Animal Diversity Web. Accessed March 18, 2014 at http://www.biokids.umich.edu/accounts/Lithobates_catesbeianus/

"The Columbia River - Camas Plant - Camassia Quamash." The Columbia River - Camas Plant - Camassia Quamash. Columbia River Images, June 2008. Web. 18 Mar. 2014.

"Confluence." Merriam-Webster. Merriam-Webster. Web. 16 Mar. 2014.

"Dentalium." Dictionary.com. Dictionary.com. Web. 18 Mar. 2014.

Environmental Education Materials: Guidelines for Excellence. Troy, OH: North American Assoc. for Environmental Education, 1998. Print.

Jacobson, Susan Kay., Mallory D. McDuff, and Martha C. Monroe. "Using Art for Conservation." Conservation Education and Outreach Techniques. Oxford: Oxford UP, 2006. 188-91. Print.

Juntunen, Judy Rycraft; Dasch, May D.; Rogers, Ann Bennett. The World of the Kalapuya: A Native People of Western Oregon. Philomath, Oregon. Benton County Historical Society and Museum, 2005. 13-97. Print.

Link, Russell. "Nutria - Living with Wildlife | Washington Department of Fish & Wildlife." Nutria - Living with Wildlife | Washington Department of Fish & Wildlife. Washington Department of Fish and Wildlife, 2014. Web. 17 Mar. 2014.

"Stinging Nettle." Stinging Nettle Urtica Dioica Plant Facts. Eden Project, n.d. Web. 18 Mar. 2014.

"The Importance of Mulching." - Tree Care Tips & Techniques at Arborday.org. The Arbor Day Foundation, n.d. Web. 08 Mar. 2014.

"Turkey Vulture." Wikipedia. Wikimedia Foundation, 15 Mar. 2014. Web. 17 Mar. 2014.

Appendix CA Kalapuya Story:

Coyote Outsmarts the Frogs

One day, Coyote told his wife, “I am going to take a look around the country.” Off he went, stopping each evening to camp. He traveled for five days.

Then he got thirsty for water, and he was told, “There is water yonder to be had for a big price.” So to be sure, he went there and said, “I want water.” Frog Woman said, “No! Buy it!”

Coyote replied, “Oh, I am thirsty for water.”Frog Woman said, “You cannot drink it at all unless you pay for it!”So Coyote went along and dug some camas. He made the camas into what

appeared to be money (dentalia). Then he changed himself into what appeared to be a wealthy person. Now he went back to where the frogs guarded the water.

“I want water,” Coyote said. Frog Woman replied, “Purchase it. How much of it do you want?”

Coyote handed her his payment and said, “I want this much.”“Very well, I will give it to you,” said the Frog Woman.Coyote put on five hats to protect his head from attacks and knelt down to

drink. Frog Woman said “Swallow five times, and then stop.”Coyote replied, “Very well.” To be sure, Coyote drank, but he put his hand

down on the earthen dam so he could tear it open. When Frog Woman realized what he was doing, she attacked him. Soon five frogs were beating Coyote, but Coyote

tore through the earth that dammed the water, and escaped.Once the dam was destroyed, all the dammed-up salmon and all sorts of

other fish flowed out of the frogs’ reservoir.Coyote told the frogs, “You are not to be keeping the water! Everyone will

drink free here; they are not to buy it. You will be bull frogs; you will live on the river bank. That is where your home will be, but you must never keep the water back.”

Taken from The World of the Kalapuya: A Native People of Western Oregon by Judy Rycraft Juntunen, May D. Dasch and Ann Bennett Rogers 2005

Appendix DThe Fallen Log Field Notebook

Activity WorksheetList Describing Words for

Touch: 1._______________________________

2. ______________________________3. ______________________________

Sight: 1._______________________________

2. ______________________________3. ______________________________

Smell:

1._______________________________2. ______________________________

3. ______________________________

The Fallen Log Field Notebook Activity Worksheet

List Describing Words for

Touch: 1._______________________________2. ______________________________3. ______________________________

Sight: 1._______________________________2. ______________________________3. ______________________________

Smell: 1._______________________________2. ______________________________3._______________________________

Appendix E: The Fallen Log Mad Lib Worksheet: An Earthworm’s Life

“An earthworm spends most of its life hidden beneath our __________________ (insert smell adj. 1)

feet. In spring, an adult earthworm leaves its egg case in an underground burrow. Two months

later, a baby earthworm hatches from its egg. It crawls out of the egg case. The

young earthworm named Eugene tunnels through the__________________ soil. At night, it feeds on

(insert sight adj. 1)dead leaves. Sometimes Eugene eats soil. The soil goes through Eugene’s __________________

(insert touch adj. 1)body. It comes out as a pile of round balls called castings. By fall Eugene is nearly fully grown. It

pulls dead plants into its burrow. Eugene eats the ______________________ plants until winter.

Then (insert smell adj. 2)

its time to sleep. Spring rains bring the earthworm back to the surface. When a hungry

______________________ shrew comes near, Eugene sneaks away. Eugene begins to look for a mate. (insert touch adj. 2)It finds one outside a nearby burrow. Soon Eugene’s body bulges with eggs. A ring full of eggs

comes loose. Eugene leaves it behind. When Eugene comes above ground a ________________ robin

(insert touch adj 3)grabs it! The robin struggles to pull Eugene out if its tunnel. But the Eugene is strong. The robin gives

up. One summer night, heavy rains fall from the

_____________________ sky filling Eugene’s burrow (insert sight adj. 2)

with water. It searches for a drier place. But it

gets stranded. A young boy picks up Eugene. He puts

it in a __________________ garden. Eugene spends (insert smell adj. 3)

the rest of the summer tunneling among

______________________roots and eating soil. When cold weather returns, it sleeps underground. In

(insert sight adj.)spring, it will begin a new journey.

Appendix F: Eco-Art Leaf Imprint Examples