outdoor classroom lesson plans

8/6/2019 Outdoor Classroom Lesson Plans

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5/23/11 4:ago Foundation for Education

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SUBJECT AREA

Art, Music and Drama

Character Education

Foreign LanguageLanguage Arts

GRADE LEVEL

Primary (Pre-K - 2nd)

Middle Elementary (3rd - 5th)

Upper Elementary (6th - 8th)High School (9th - 12th)

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Teacher Information

Amanda [email protected]

Name of School

Hanson Park Elementary

Lesson Information

Language Arts

Science

Special Education

Primary (Pre-K - 2nd)

Middle Elementary (3rd - 5th)

Upper Elementary (6th - 8th)

High School (9th - 12th)

Grant Program

Small Grant 2008

Estimated Length of Project

This unit can be completed over

he course of several months.

Illinois State Standards

11A: Know and apply the

concepts, principles and processes

of scientific inquiry.

12A: Know and apply concepts

Lesson Name

Life Cycles: Butterflies

Overview

The goal of this project is to teach intermediate special

education students with moderate and severe disabilities

about the life cycle of butterflies. The approach is

multi-sensory and uses a variety of hands-on materials and

opportunities for authentic observation and interaction.

Student Learning Objectives

This project is designed to teach special education

students with moderate and severe disabilities about the

life cycle of butterflies. Students will be exposed to a

variety of materials which illustrate the life cycle of

butterflies, including books and manipulatives. A

butterfly nursery in the classroom will allow students to

observe the development of butterflies in real time; it is

recommended that activities and stories be repeated for

reinforcement.

The objectives are:

to identify a butterfly and its various stages of

growth: egg, caterpillar, chrysalis, butterfly.

to look at pictures of, and listen/attend to stories

about, butterflies in different stages of their life

cycle.

to sequence the stages of the life cycle of butterflies.

to observe butterflies in each stage of their

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a exp a n ow v ng ngs

unction, adapt and change.

12B: Know and apply concepts

hat describe how living things

nteract with each other and with

heir environment.

1A: Apply word analysis and

vocabulary skills to comprehend

selections.

1C: Comprehend a broad range of

reading materials.

4A: Listen effectively in formal and

nformal situations.

5B: Analyze and evaluate

nformation acquired from various

sources.

Email to A Friend

development.

Supplies

Life Cycles Instant Learning Center

The Very Hungry Caterpillar hardcover book

The Very Hungry Caterpillar storytelling kit

Butterfly Life Cycle Pocket Chart Kit

Butterfly Nursery and caterpillars (mail-ordered)

Activities

1. Life Cycles: Sequencing

A. Using the Life Cycles Instant Learning Centers,

model the sequencing of the life cycle of a butterfly for

students.

B. Give a brief explanation of each stage:

i. The egg is laid by the butterfly.ii. The egg becomes a caterpillar.

iii. The caterpillar wraps itself in a chrysalis and

develops into a butterfly.

iv. The butterfly breaks out of the chrysalis.

C. Give each student an opportunity to use the

materials to sequence the life cycle. For students with

physical limitations, use hand-over-hand assistance and/or

the most appropriate method of communication for that

student (pointing, gesturing, etc).

2. Story: The Very Hungry Caterpillar, by Eric Carle

A. Place the felt board on a desk or table and arrange

students in a semicircle around it.B. Read the story aloud, using manipulatives with each

page to help illustrate.

Allow students the opportunity to touch the manipulatives

and add them to the felt board as they see fit.

3. Sequencing Using the Pocket Chart Kit:

A. Using the pocket chart and kit, place the materials

on the chart one at a time, using the title card for word

exposure.

B. Identify each stage of growth, and allow students to

place the appropriate materials on the chart.

4. Butterfly Nursery (Long-Term Activity)

A. Allow students to examine the caterpillars.B. Place the caterpillars in the butterfly nursery.

C. Check on the progress the caterpillars are making

daily.

D. Have students assist in feeding the caterpillars.

E. Keep track of caterpillar growth on the bulletin

board, using large illustrations to symbolize each stage.

F. When butterflies hatch, plan a time to release them.

G. Release the butterflies as a class.


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Extensions/Possible Modifications

Visit a butterfly museum to observe and interact with the

butterflies.

Student Assessment

1. Identification: This assesses the students' ability to

identify the different stages of butterfly growth.

A. Show students an example of each stage ofbutterfly development.

B. Ask the students to identify the stage by naming

it or by pointing to it.

2. Sequencing: This assesses the students' ability to

sequence the different stages of butterfly growth.

A. Using growth stage manipulatives, have the

students put the stages in order.

B. Ask the students to name the stages, or say the

names out loud, and have them point to correctly identify.

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Bringing Nature to our Cities

Teachers Corner Lesson PlansHelping Teachers and Students Make the Most of

their Outdoor Classroom

www.evergreen.ca

Conducting an Ecological Inquiry Investigation

Sandra McEwan

Grade level: Grade 10 and 11.

Provincial curriculum links: Ontario and Pan-Canadian.

Subject: Science.

Keywords: independent inquiry, research method, research design, ecology, variable, in-dependent variable, dependent variable, control group, analysis, presentation, group work.

Description

This lesson gives students the opportunity to develop skills of scientific inquiry, design andcommunication. Students will plan, conduct and analyze a scientific investigation for aquestion they have formulated on an observable and/or measurable ecological relationship,problem or idea in the school grounds.

Curriculum Framework

This lesson is linked directly to the learning expectations described in the Ontario Curricu-lum for Grade 10 and 11 Science.

The learning expectations are also broadly applicable to other Canadian curricula, includingthe Pan-Canadian Science Curriculum.

A: Ontario Curriculum Grade 10 Science, Academic (SNC 2D)

Strand: Biology

Specific Lesson Goals:

Through investigations and applications of basic concepts:

formulate scientific questions about observed ecological relationships, ideas, problemsand issues (e.g., What impact will supplying an excess of food for a particular or-ganism have on an ecosystem?);

demonstrate the skills to plan and conduct an inquiry into ecological relationships,using instruments, apparatus, and materials safely and accurately, and controllingmajor variables and adapting or extending procedures where required;


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Conducting an Ecological Inquiry Investigation 2

select and integrate information from various sources including electronic and printresources, community resources and personally collected data to answer the questionschosen;

analyze data and information and evaluate evidence and sources of information, iden-

tifying flaws such as errors and bias;select and use appropriate vocabulary and numeric, symbolic, graphic and linguisticmodes of representation to communicate scientific ideas, plans, results, and conclu-sions (e.g., use terms such as biotic, abiotic, biomass, biome, ecosystem, chemicalconcentration and biodiversity when making presentations).

B: Grade 11 Biology, University Preparation (SBI 3U)

Strand: Plants: Anatomy, Growth and Functions


design and carry out an experiment to determine the factors that affect the growth ofa population of plants, identifying and controlling major variables.

C: Pan-Canadian Curriculum

Knowledge:

331-7 describe how soil composition and fertility can be altered and how these changescould affect an ecosystem

Skills:

212-1 identify questions to investigate that arise from practical problems and issues.

212-3 design an experiment identifying and controlling major variables.

212-4 state a prediction and a hypothesis based on available evidence and backgroundinformation.

212-8 evaluate and select appropriate instruments for collecting evidence and appro-priate processes for problem solving, inquiring, and decision making.

212-9 develop appropriate sampling procedures.

213-2 carry out procedures controlling the major variables and adapting or extendingprocedures where required.

213-3 use instruments effectively and accurately for collecting data.

213-5 compile and organize data, using appropriate formats and data treatments tofacilitate interpretation of the data.

213-6 use library and electronic research tools to collect information on a given topic.

Teachers Corner www.evergreen.ca


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213-7 select and integrate information from various print and electronic sources orfrom several parts of the same source.

213-8 select and use apparatus and materials safely.

214-9 identify and apply criteria, including presence of bias, for evaluating evidence

and sources of information.

214-10 identify and explain sources of errors and uncertainty in measurement andexpress results in a form that acknowledges the degree of uncertainty.

214-11 provide a statement that addresses the problem or answers the question inves-tigated in light of the link between data and the conclusion.

214-12 explain how data support or refute the hypothesis or prediction.

215-2 select and use appropriate numeric, symbolic, graphical, and linguistic modesof representation to communicate ideas, plans, and results.

Preparation

Preparation time: Approximately 25 minutes to collect materials, prepare student work-sheets, read educator notes (provided) and review references/resources (as noted be-low).

Length of lesson: Approximately 375 minutes for class discussions, scientific investigationand reporting.

Resources required: Student worksheets. Other resources will depend on the inquirybeing undertaken.

Procedure

1. Model the steps of a scientific inquiry investigation in the school ground using a sampleresearchable question.

2. Distinguish between a controlled experiment and a correlational study.

3. Review the terminology and guiding principles for the design and analysis of an ex-periment or investigation as summarized in the Educator Notes.

4. Organize students into research teams of two to four members. Assign tasks to each

member (e.g., group leader, equipment manager, data collector, safety officer andon-task monitor).

5. Provide time for the teams to brainstorm topics to investigate and share ideas withthe class.

6. Approve and sign off on each teams study topic, research question, materials listand investigation design. Make sure students know that they need to have theseapproved (see Teacher Approval sheet, attached) before they can go ahead with theinvestigation.



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7. Engage teams in the investigation and report write-up.

NOTE: This lesson allows students to think independently and creatively when designingan investigation, but keep in mind that Grade 10 and 11 students will need quite a bit ofdirection. Check students progress periodically, and encourage them to check in with you

to make sure they stay focused.

Discussion and Questions

Provide a full class period for the research teams to analyze their data and to work onthe report write-up. The report and presentation are due the following class. Facilitatea class discussion around the Analysis and Write-up requirements outlined on the studentworksheet. Introduce these questions as well:

1. What is the significance of these inquiry results? That is, why do the results matter?

Could they be applied to school ground maintenance or school ground gardening?2. Do the results of these inquiries suggest the need for further research? Suggest research

questions for future inquiries.

3. Why is it important to ensure that your inquiry could be replicated by another re-searcher?

4. Could you have conducted these inquiries in the classroom or laboratory, instead ofoutdoors? What would be the advantages and disadvantages of such an approach?

Student Evaluation

Completion of written report

Observations

Peer and self-evaluation

Presentation Rating Scale and Written Report Rating Scale (provided)

Enrichment and Extension Activities

If time permits, teams may deliver a short (5-8 min.) oral presentation to their peers on theirinquiry investigations. You may want to allow these presentations to take place outdoors,so that students can show where their study sites were.

Connections to the Outdoor Environment

All inquiries should take place outdoors in the school grounds.



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Educator Notes

In the most general sense, inquiry centers around the desire to answer a question orto know more about a situation. Scientific inquiry refers to the process of developingtestable hypotheses and constructing understandings of real-world scientific ideas.

This inquiry process involves the following basic steps:

1. identifying a worthwhile and researchable question

2. planning the investigation

3. executing the research plan

4. preparing the research report

5. assessing the inquiry process.

Students should have prior knowledge of the scientific method and the scientific inquiryprocess.

Students should be aware of the following terminology and principles for the designand analysis of an experiment or investigation:

Variable - any factor or condition that affects the results of a scientific investi-gation.

Controlled Variable - the factor or condition that affects the results of a scientificinvestigation.

Independent Variable - the factor or condition being tested.

Dependent Variable - the factor that responds to the change in the independentvariable. Its response is measured as data.

Two groups of subjects are used in most experiments. Design the experiment so allfactors except the one being tested are kept the same for both groups:

The experimental group is the group being tested by having the independentvariable changed.

The control group is the group in which the independent variable is not changedbut treated as a controlled variable.

Use the same type of subject for both the experimental and controlled groups.

Be certain that each group is a representative sample and large enough to give validityto the results.

The inquiry investigations may involve a controlled experiment in which one variableis changed, or a correlational study in which change in variables are compared.

SAFETY NOTE: Consult your school boards policy regarding safety precautions foroutdoor excursions and plan your trip accordingly. Be aware of any students withallergies to insect bites and plants and ensure they carry the required medications.Students should wash their hands after handling soil, plants and equipment. Encour-age students to wear sunscreen and appropriate clothing (e.g. hat, long-sleeved shirt)to minimize the damaging effects of sun exposure.



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References

Etheredge, S. and Rudnitsky, A. Introducing Students to Scientific Inquiry. How DoWe Know What We Know? MA: Allyn and Bacon. 2003.

Martin, R. et al. Teaching Science For All Children. Lessons for Constructing Un-derstanding, (2nd Ed). MA: Allyn and Bacon. 2002.

Worksheets

Student Worksheet

In this scientific study, you will plan and conduct an investigation to answer a question thatyou have formulated on an observable and/or measurable ecological relationship, problemor idea in the school ground. You will prepare a formal report of your inquiry investigation.

Part 1: Before Going Outdoors1. Decide on a study topic. Brainstorm a list of variables - that is, what differs from one

area to another. Once you have a list of variables, work together to come up withseveral possible relationships among them. For example:

Soil pH and tree species

Soil temperature and depth profile

Soil compaction and percolation rate

Plant species and location/plant adaptations

Species diversity and proximity to the parking lot

Slope and species distribution or abundance

Hours of sun per day and plant adaptation

Foot traffic level and soil compaction

2. Research Question - Select one topic to investigate and write a research question. Forexample:

What is the relationship between soil pH and tree species?

How does soil temperature change with depth?

Is there a relationship between soil compaction and percolation rate?

Why do dandelions grow more abundantly on the south side of the school com-pared to the north side?

How does species diversity change with proximity to the parking lot?

What is the relationship between the slope of the ground and the distribu-tion/abundance of species?

Is there a relationship between the number of hours of sun exposure per day andplant adaptation?

What effect does foot traffic have on soil compaction?



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3. Background Research - Use the library, internet and other media to collect informationon the topic to be investigated and the factors that might affect the design of theinvestigation.

4. Hypothesis - Make a hypothesis or testable prediction about the possible outcome of

the investigation.5. Materials and Equipment - List everything you need for the investigation.

6. Procedure - Design and record the step-by-step instructions. These instructions mustbe specific enough to allow others to repeat the investigation in exactly the same wayeach time. Specify the type of evidence or data to be collected. Set up any requireddata tables.

7. Ask your teacher to check your work before providing you with the necessary equip-ment to complete your investigation.

Part 2: Outdoors1. Experiment - Select the study area(s) and conduct the investigation.

2. Results - Collect data in the form of observations and/or quantitative measurements.Use data tables to organize data as it is collected.

Part 3: Analysis and Write-Up

1. Analyze Data - Evaluate the data to identify patterns. When organizing data foranalysis, use such visual tools as graphs, diagrams and flow charts.

2. Prepare Report - Your report should include the following sections:

Introduction: describing your research question and your predictions or hypoth-esis. Use your background research to describe why the question is important,and the reasoning behind your hypothesis. In this section, indicate what was theindependent variable and dependent variable, and list the controlled variables.Describe the experimental and control group.

Equipment: provide a detailed list of required materials.

Procedure: outline your research method, step by step. Include notes aboutadvance preparation and safety.

Results: include your raw data - that is, the data you recorded in the field -

as well as data analysis results (e.g. using graphs and charts). Remember toindicate your measurement units.

Discussion: provide a detailed discussion of the inquiry, including your conclu-sions, as well as arguments to defend your conclusions and the merits of yourhypothesis. Drawing on your background research, theorize how one variablemight affect another. Comment on whether the research question or problemwas testable, and whether the results strengthen your confidence of your hy-pothesis or, instead, require that the hypothesis be modified or discarded (ahypothesis is never proven to be true; it is just supported by a greater amount



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of evidence). Are there any weaknesses in the design of the investigation? Listthose weaknesses. How would you change the design of the experiment to correctthose weaknesses?

Conclusion: summarize what was learned from the investigation

Conducting an Ecological Inquiry Investigation

Research Summary and Teacher Approval

Date:

Group Members:

Study Topic:

Research Question:

Materials List:

Investigation Design (briefly describe your research method):

Teacher Approval:

Date:



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Inquiry Investigation: Written Report Rating Scale

Date Submitted:

Group Members:

Topic:

CRITERIA DESCRIPTION OF CRITERIA GRADE

FX D C B A E

Title Title is valid, concise and clearly identifiesthe problem/topic of the investigation.

0 1 2 3 4 5

Introductionand Fo cus of Project

The introduction clearly and concisely de-scribes the focus question/problem; the fo-cus is novel; predictions and hypothesis arestated with logical reasoning; backgroundresearch is summarized.

0 1 2 3 4 5

Materials andEquipment

A detailed list of required materials andequipment is provided.

0 1 2 3 4 5

Procedure Valid safety notes are included; advancedpreparation needs are noted; the proce-dures are clearly, concisely and sequentiallywritten; variables are effectively controlled;measured a wide range of possible cause andresult variables; tests duplicated; tests validand reliable.

0 1 2 3 4 5

Results Data is complete on which to base a thor-ough analysis; includes qualitative descrip-tions and quantitative data presented intables and/or graphs and/or figures; in-

cludes repeat measurements and descrip-tions; measurements include SI units.

0 2 4 6 8 10

Analysis andDiscussion

A detailed discussion features data and ar-guments in defending all conclusions andabout the merits of the predictions and hy-pothesis; the conclusions are logical; con-clusions appropriately relate theory to ev-idence; the results and conclusions are ad-dressed with conviction; related result vari-ables are compared; describes possible causeand result variables; summarizes any con-cerns about how well designed the actualproject was compared to the initial plans.

0 2 4 6 8 10

Creativity/

OriginalityThis is an original, scientific inquiry inves-tigation; displays creativity in design.

0 1 2 3 4 5

Appearance Layout is impressive; well organized withheadings; lacks spelling and grammatical er-rors; professional in appearance.

0 1 2 3 4 5

Total /50 points



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Inquiry Investigation: Presentation Rating Scale

Date:

Presenters:

Topic:

CRITERIA DESCRIPTION OF CRITERIA GRADE

FX D C B A E

Planning The presentation was clear and well orga-nized; the sequence was logical and welltimed; the introduction was interesting.

0 1 2 3 4 5

Communication Presenters were enthusiastic; ideas were ex-pressed clearly and concisely; the use of En-glish was excellent; AV aids were used ef-fectively; a valid and professional discussionwas generated.

0 1 2 3 4 5

Questioning Clear, concise questions were asked, asdeemed appropriate during the presentation.

0 1 2 3 4 5

Involvement All group members participated in meaning-ful ways and the class was involved mentallyand physically in the presentation and topic.

0 1 2 3 4 5

Creativity andStyle

The presentation exhibited a high level ofcreativity; relevance was stressed; presenta-tion was elegant yet comprehensive, integra-tion and unification were demonstrated.

0 1 2 3 4 5

Scholarshipand Pro jectSummary

A mastery of the content of the projectwas exhibited; problem was posed; empiricaltests and results and conclusions are summa-

rized.

0 1 2 3 4 5

Overall Impres-sion

The presentation was of high quality and leftpeers with a very positive impression.

0 1 2 3 4 5

Total /35 points

COMMENTS:



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5/23/11 4:Lesson Plan: Determining Percent of Seed Germination-Enhancing mahnical classroom and providing relevance in the mathematics classroom

Page //alex.state.al.us/lesson_view.php?id=25208

Lesson Plan ID: 25208

Title:Determining Percent of Seed Germination-Enhancing mathematics

in the career/technical classroom and providing relevance in themathematics classroom

Overview/Annotation:In this project, students will conduct an experiment to determinethe percentage of seed that will germinate in a given time frame.Students will produce charts and graphs to represent the resultsalgebraically. Mathematics and career/technical students canparticipate in this lab experiment together, or the activity can beconducted separately in either classroom. The mathematicsteacher will want to adapt the student handouts to provide

additional emphasis on mathematics and to remove emphasis on thecareer/technical.

This integrated lesson is the result of collaboration between ChipBlanton, an agriculture teacher, and Greg Pendergrass, a mathteacher (Fort Payne HS). For information about using the eightstep model for developing integrated projects developed by theSouthern Regional Education Board, contact Leslie Carson [email protected]. For information about the projectimplementation, contact Chip Blanton ([email protected]) orGreg Pendergrass ([email protected]).

oginHome

ourses ofudyWebesourcesessonansarchrsonalorkspaceofessional

earningodcasteasuryLEXville

Home | Add Bookmark | Print Friendly | Rate This Lesson Plan | Suggest aVariation

You may save this lesson plan to your hard drive as an html file by selecting "File", then "SaveAs" from your browser's pull down menu. The file name extension must be .html.

This lesson provided by:

Author: Anthony Pendergrass

System: Fort Payne City

School: Fort Payne High School
http://alex.state.al.us/variation.php?id=25208http://alex.state.al.us/variation.php?id=25208http://www.alsde.edu/http://alex.state.al.us/showpage.php?lnk=alexvilledircommentalexvillehttp://alex.state.al.us/staticfiles/podcasts.phphttp://alex.state.al.us/staticfiles/podcasts.phphttp://alex.state.al.us/showpage.php?lnk=teacherzonedircommentteacherzonehttp://alex.state.al.us/home.phphttp://alex.state.al.us/home.phphttp://alex.state.al.us/site.phphttp://alex.state.al.us/search.php?fa_submit=PLANShttp://alex.state.al.us/webresources.phphttp://alex.state.al.us/webresources.phphttp://alex.state.al.us/variation.php?id=25208http://alex.state.al.us/variation.php?id=25208http://alex.state.al.us/variation.php?id=25208http://alex.state.al.us/ranking.php?id=25208http://alex.state.al.us/lesson_view.php?&print=friendly&id=25208http://alex.state.al.us/lesson_view.php?id=25208#http://alex.state.al.us/index.phphttp://alex.state.al.us/showpage.php?lnk=alexvilledircommentalexvillehttp://alex.state.al.us/staticfiles/podcasts.phphttp://alex.state.al.us/showpage.php?lnk=teacherzonedircommentteacherzonehttp://alex.state.al.us/home.phphttp://alex.state.al.us/site.phphttp://alex.state.al.us/search.php?fa_submit=PLANShttp://alex.state.al.us/webresources.phphttp://alex.state.al.us/browseStand.phphttp://alex.state.al.us/index.phphttp://alex.state.al.us/login.phphttp://www.alsde.edu/mailto:[email protected]:[email protected]:[email protected]


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Content Standard(s): AG(9-12)Horticulture

11. Describe methods of asexual and sexual plantpropagation.

MA(9-12)Algebra

2. Analyze linear functions from their equations,slopes, and intercepts.

AFN(9-12)Agriscience

10. Determine characteristics and functions ofplants.

MA1(9-12)Algebra I

2. Analyze linear functions from their equationsfor their characteristics, including slopes andintercepts.

MA1(9-12)Algebra I

13. Identify characteristics of a data set, includingnumerical or categorical and univariate orbivariate.

MA1(9-12)Algebra I

15. Calculate probabilities given data in lists orgraphs.

Local/NationalStandards:

Primary LearningObjective(s): Instruction in this lesson should result in career/technical students

achieving the following objectives: 1. Be able to discuss theimportance of sexual propagation of plants. 2. Be able to describethe process of seed germination. 3. Be able to describe the factorsinvolved in planting seeds for transplanting. 4. Be able to explainhow to successfully direct seed outdoors. 5. Graphically representdata collected from the seed germination experiment and torepresent the slope of a line through an equation.

Instruction in mathematics students achieving the following:

1. Conducting an authentic experiment in which they which theyuse mathematics in a meaningful way. 2. Collect data, graphicallyrepresent the results and to write equations using the y-intercept.

Additional LearningObjective(s): Students in both the career/technical and mathematics classrooms

will prepare a report/essay which includes discussion of how theyused mathematics to predict the amount of seeds they will need toplant to result in a full crop.

Approximate Duration of

the Lesson:

Greater than 120 Minutes

Materials andEquipment: Zip lock bags, large seeds from at least three different seed crop

types, paper towels, water, and rubber bands

Three cups per collaborative group, water, large seeds from at leastthree different seed crop types

Technology ResourcesNeeded: Computer and Internet access


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Background/Preparation: Students will show mastery of basic skills related to pencil andpaper graphing. They will need to understand independent anddependent variables as they relate to linear functions.The career/technical teacher may need the assistance of amathematics colleague to develop appropriate ways to supportcareer/technical students' math understandings.

The mathematics teacher may need to collaborate with the

career/technical teacher prior to beginning this project to ensureunderstanding of the importance of using mathematics in successfulagribusiness. He/she will also need to adapt student handouts andassignments to emphasize the mathematics rather thancareer/technical.

If the mathematics and career/technical classes will be working onthis project together, it is important to create a master scheduledetailing when the classes will be brought together and for howlong. The two teachers will also need time to coordinate teachingduties.

Procedures/Activities: 1.)Introduction of the unit:In the career/technical classroom, theteacher introduces this project lesson through a lecture/discussionof the importance of sexual propagation of plants, a description ofthe process of seed germination, the factors involved in plantingseeds for transplanting and the process for successfully directingseed outdoors. The teacher will direct discussion to agribusinessand the importance of retaining seed viability when stored forseveral years and the importance of determining crop output basedupon seed viability. Students will use two-column (Cornell) Note-taking during the lecture. In the mathematics classroom, afterstudents learn about graphing and analyzing linear functions, the

teacher will introduce the seed germination project by explaininghow farmers make good business judgements using mathematics.The math teacher will then introduce the seed germinationexperiment which will require students to germinate seeds over aperiod of several days, collect data, graphically represent the dataand then write an analysis for a farmer.

2.)Students conduct seed germination experiments: Providestudents with the attached Student Project Outline. Explainexpectations for conducting two experiments to determinepercentage of germination by reviewing the Student Project

Outline. Assign students to collaborative groups of three students.Students take the attached pre-assessment test to determinemathematics awareness related to the project. Students conduct theRag-Doll test and the Alternative Seed Viability Test as describedin the Project Outline. Instructions for the Rag-Doll test are foundat the attached URL, "Seed Germination Testing." Instructions forthe Alternative Seed Viability Test are included in the StudentProject Outline. Students are reminded they must collect data andreport it on the attached Data Collection Template and must, as agroup, answer the questions following the template. (If thecareer/technical and mathematics classes are working on this


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project together, it is important to ensure each three-member grouphas at least one math student and one career/technical student.)Attachments: Student Project Outline.doc, pretest.doc and DataCollection Template.doc. Article URL Provided.(Seed Germination Testing (&quotRag-Doll" Test))

It is often important to determine the potential germination rate ofseeds that have been held over from previous years. A fairly simple

procedure can be conducted. Seeds that will not germinate in a

&quotrag-doll" most likely will not germinate in the field.

3.)Math Lesson: After students have set up their experiments, thecareer/technical teacher provides a lesson on graphing andanalyzing data. Students take notes using two-column/Cornell note-taking. The lesson provides students with a review of vocabularythey have learned (or will learn in Algebra I), including dependentand independent variables, table of values, x-axis, y-axis andcoordinate or Cartesian plane. The teacher reviews how todetermine percentage using examples found in the pre-assessment.The math lesson may be co-taught by a math colleague. (If the

career/technical and mathematics classes are working together onthis project,the math lesson may be taught to career/technicalstudents within the peer groups.)

4.)Students complete data collection: Students complete the datacollection over a seven day period. On day 3, students will needapproximately 15 minutes to check results on the experiments. Onday 6, students will need about 30 minutes to check on results ofthe rag-doll test and set up the alternative seed viability test. On theseventh day, time is provided for students to check results of bothexperiments, to create appropriate graphs and to analyze the data as

a group. (NOTE: If the math and career/technical classes areworking together on this project, the teachers will need to create aschedule detailing when math students will come to thecareer/technical classroom to check germination test results and toanalyze data with their career/technical group members.)

5.)Students write data analysis report/essay: Either as homework oras a class assignment, each student writes a five paragraph reportdescribing results of the two experiments, making recommendationsto a farm owner about seed purchases and planting using storedseeds, and describing the reliability of each of the two tests for usein agribusiness planning. Students read the article at the providedURL to help form recommendations.(Test Your Seeds)

In addition to making recommendations for seed planting, thisarticle describes what a farmer needs to do if seed germination

percentage falls below 70 percent.

Attachments:**Somefiles will display in a newwindow. Others willprompt you to download.

PreTest.docstudentprojectoutline.docDataCollectionTemplate.doc
http://alex.state.al.us/uploads/25208/DataCollectionTemplate.dochttp://alex.state.al.us/uploads/25208/studentprojectoutline.dochttp://alex.state.al.us/uploads/25208/PreTest.dochttp://alex.state.al.us/www.montana.edu/cpa/news/nwview.php?article=4735http://edis.ifas.ufl.edu/AG182


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Assessment Strategies:Assessment Strategies: Pre-assessment, Data produced, Graphs,Report/essay, portfolio completion Post-assessment using pre-assessment questions.

Extension:The mathematics teacher will want to extend this lesson byincluding evaluation of slope resulting from data collected,

intercepts and evaluation of linear functions that result.

Remediation:Careful selection of collaborative groups can ensure studentsneeding additional support receive peer tutoring. The teachers canalso determine who might need extra support after seeing results ofthe pre-assessment.

Each area below is a direct link to general teaching strategies/classroom accommodations forstudents with identified learning and/or behavior problems such as: reading or math

performance below grade level; test or classroom assignments/quizzes at a failing level; failureto complete assignments independently; difficulty with short-term memory, abstract concepts,staying on task, or following directions; poor peer interaction or temper tantrums, and other

learning or behavior problems.

Presentation of Material Environment

Time Demands Materials

Attention Using Groups and Peers

Assisting the ReluctantStarter

Dealing with Inappropriate Behavior

Be sure to check the student's IEP for specific accommodations.

Variations Submitted byALEX Users:

bout Us Terms of Use Alabama Dept.of Education Help Site Map Contact Us Copyright 2002-2011Web Designer

AlabamaVirtualLibrary

Hosted byAlabama

SupercomputerAuthority

The Universityof Alabama atBirmingham

The Malone FamilyFoundation

Thinkfinity

2007 - 2009

DigitalEducation

AchievemenAward

Web Design by: Digital Mason LLC
http://www.digitalmason.com/http://www.digitalmason.com/http://www.thinkfinity.org/http://www.thinkfinity.org/http://www.themalonefamilyfoundation.org/http://www.themalonefamilyfoundation.org/http://uab.edu/http://uab.edu/http://www.asc.edu/http://www.asc.edu/http://www.avl.lib.al.us/http://www.avl.lib.al.us/http://www.digitalmason.com/http://alex.state.al.us/suggestionbox.phphttp://alex.state.al.us/sitemap.phphttp://alex.state.al.us/showpage.php?lnk=helphttp://www.alsde.edu/http://alex.state.al.us/legal_notice.phphttp://alex.state.al.us/showpage.php?lnk=welcomehttp://alex.state.al.us/misc/behavior.htmlhttp://alex.state.al.us/misc/reluctant.htmlhttp://alex.state.al.us/misc/grps_peers.htmlhttp://alex.state.al.us/misc/attention.htmlhttp://alex.state.al.us/misc/materials.htmlhttp://alex.state.al.us/misc/time_demands.htmlhttp://alex.state.al.us/misc/environment.htmlhttp://alex.state.al.us/misc/pres_mat.html


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www.evergreen.ca

Give Me Back My School: A Back to Basics Approach toEcological Restoration

Andrea MacInnes and Sandra McEwan

Grade level: Grade 9.

Provincial curriculum links: Ontario.

Subject: Geography.

Keywords: Ecological footprint, ecological restoration, mapping, urban development,waste management, ecological pest management, mulching, composting, recycling.

Description

This lesson is intended to help students learn about the geography of the area in whichtheir school is situated, in order to create a successful ecological school ground. Studentswill analyze local soil, average weather patterns for their area, topography and local pre-cipitation and temperature graphs in order to develop a feasible method of small-scale landreclamation. They must also decide upon the best types of vegetation to plant within theirplot of land. Vegetation should ideally (but not necessarily) be native vegetation to the

area/ecozone. This is an on-going, year long project that can be extended to studentsover a number of years. The project is intended to draw awareness to ecology, ecozones,waste management, ecological impact of each human on the land, urban growth and thecost/benefit of land reclamation.


Ontario Curriculum Geography of Canada, Grade 9, Academic (CGC 1D)

Strand: Geographic Foundations: Space and Systems


demonstrate an understanding of how human activities (e.g., agricultural and urbandevelopment, waste management, parks development, forest harvesting, land reclama-tion) affect the environment;

explain how the effects of urban growth (e.g., development on former farm lands,destruction of wildlife habitats, draining of marshes) alter the natural environment;


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Give Me Back My School 2

research and report on ways of improving the balance between human needs andnatural systems (e.g., recycling, river clean-ups, ecological restoration of local woodlotsor school grounds, industrial initiatives to reduce pollution);

analyse and evaluate the success, in environmental and economic terms, of local waste

management methods.

Preparation

Preparation time: You will need to get the approval of the principal for this project,therefore, notify as soon as possible. It is also important to plan your actions thor-oughly; it may be a good idea to plan for this project over the summer so you will beready by the commencement of the following school year.

Length of lesson: This project should be conducted over the school year, depending onyour resources.

Resources required:

Historical maps of the area (if possible)

seeds of plants/trees/shrubs native to the area

plant guides

shovels

rakes

spades

extra soil

student worksheets

Procedure

1. Read the article An Explanation of Ecological Footprints at the following website:http://www.rbg.ca/cbcn/en/information/footprints/dglectures/footprint1.html, and an-swer the following questions:

(a) In your own words, describe the term ecological footprint. What informationdoes this calculation provide? Why is this information significant?

(b) Has calculating your ecological footprint made you more aware of your impacton the environment? In which ways? How can city planners or municipal gov-ernments use similar information to curb urban impact on the environment?

(c) Outline at least 5 reasons why populations living in developing countries have asmaller ecological footprint.

(d) Do you think the current methods of calculating ones ecological footprint are rea-sonable? Are there any holes in the criteria used to assess a persons ecologicalfootprint?



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(e) How does an individuals ecological footprint differ from their earthshare?Which is a better measure of the amount of land needed to support us? Ex-plain your reasoning.

2. Consult with your schools administration to ensure their support for your project.

3. Students should visit their local library or perhaps the city archives or the city planningoffice to locate any original maps of the area. This will provide you with additionalinsight as to how the land upon which your school is situated was originally usedand/or managed.

4. Before you plan your landscape, consider what is already present in and around yourintended area. Consider the following:

(a) Water - are there any natural sources of water in the area? Do you want tocreate a source of water such as a small pond?

(b) Food - are there existing plants, shrubs or trees that provide food (e.g. blueber-

ries, apples)? Do you want to plant edible types of vegetation in your landscape?(c) Shelter - which areas in your landscape are shady? Sunny? Will your landscape,

once it is established, provide sunny or shady areas? Are there areas where smallanimals may seek shelter for the winter?

(d) Space - does your intended area provide spaces for students to sit and relax?How much space will you have to work with?

5. You should prepare enough garden implements (shovels, gloves, tools, etc) for yourclassroom. There will likely be insufficient tools available within the school, therefore,ask your students if they have any extra garden tools at home. You can also petitionlocal nurseries, garden clubs or garden centres for tools. Garage sales or flea markets

and second-hand shops may also be useful to you.

6. To keep track of garden tools, create a chart which will identify the group, the timethey borrowed the tools and the time the tools were returned. Each group will beresponsible for replacing missing garden tools. Groups should also keep a log of toolsthey borrow.

GroupMembers

GardenTools

Borrowed

TimeBorrowed

TimeReturned

TeacherApproval

E.g. Group 1 Shovel, rake,bucket

10:10 am 11:10 am (teacherssignature)

7. With your class, consult plant guides for information on types of vegetation native toyour ecozone, and specifically, to your area. You may also investigate via the internet



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or by asking employees of local garden centres or members of garden clubs in yourarea.

8. Each group should prepare a scaled drawing of their planting area and the seeds/plantsthey intend to sow. This map should possess the following: a scale, a legend, a north

arrow, a title and the names of each group member. This map can be drawn freehandor with the aid of a graphics program. Before their plans are approved, the groupmust present their ideas to the teacher.

9. All groups should schedule time before, during or after class where they are responsiblefor the maintenance of their area of the green space.

10. Decide, as a class how funds will be raised and the class budget for this project.Project outcomes are directly dependent on available funding.

11. Groups are given soil, seeds, water, garden tools and small pots. Each group is toplant and care for their own seedlings which will be used to create the green space inthe spring.

12. To allow for optimal water drainage, loosen the soil in your garden once a week.

Discussion and Questions

1. As a class, discuss possible methods to reduce a persons ecological footprint. Makesure that these methods are realistic. What is involved on a personal basis? Whatwould be the governments role in pursuing this goal? Is it likely that our governmentwill be willing to devote a large portion of its budget toward achieving a greenersociety?

2. Investigate European cities that have already begun to reduce their impact on theenvironment while maintaining a high standard of living. What are some methodsthey have used? Can these methods be used in Canada as well?

3. What are the advantages to having a green school? In your answer, consider com-posting programs, rainwater collection programs, recycling programs as well as thebeautification of the school ground.

4. How would you help reduce costs of school ground greening?

5. In which ways do you think your school green space helps to reduce your ecologicalfootprint? Explain your answers.

6. How has urban growth affected the land, soil, plant life and natural waterways aroundthe school?

7. What are the long-term benefits of creating a communal green space on the schoolgrounds?



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Student Evaluation

Completion of worksheets

Observation

Final results (success of planting operation, overall appearance, etc)

Peer and self-evaluation

Enrichment and Extension Activities

Organize a drive to collect hazardous material (paint cans, oil bottles, etc) and bringthem to a cleanup station.

Present findings to local MPP or local government.

Poll the community to assess local interest in ongoing greening of school ground orwoodlots, etc.

Research and plant native grasses to replace the regular lawn around the school.

Present proposed plans or established practices for your ecological school ground dur-ing a curriculum night.

Organize fundraisers in the school community and in the local area to draw attentionto your project and to increase funding.

Educator Notes

Please note that a greening project of this scale requires a high level of commitmentfrom the teacher, her or his colleagues, students, the principal and often the schoolboard.

Review the concept Ecological Footprint with your class. The ecological footprintis the area of biologically productive land and water area needed to supply the re-sources and assimilate the wastes generated by that population, using the prevailingtechnology.

Have your students visit the following site to calculate their ecological footprint: http://www.mec.ca/Apps/ecoCalc/ecoCalc.jsp?FOLDER%3C%3Efolder id=619029

Ecological school grounds are outdoor learning environments that teach ecologicalprinciples through the design of the school ground landscape. These landscapes cansignificantly enhance the look of your school ground and may also be used as a teachingtool.

What you can do with your class:

Create an Edible Garden, complete with edible flowers, herbs, berries, fruit orvegetables.



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Create a landscape designed to attract certain types of native wildlife to the school(e.g. birds, butterflies, insects).

Design a garden that is low maintenance and requires little, to no irrigation.

Create a rock garden.

Cutting costs is one of the most important aspects to the creation and maintenanceof your landscape.

Fertilization: Composting involves creating conditions to encourage the natural de-composition of plant matter in order to produce a mulch or a soil with a higher nutrientcontent. Composting will play an important part in the natural fertilization and thecontinued growth of your landscape. There are many different types of compost binsyou can make or purchase. The key is to select the right type of composter for yourneeds. Investigate the different types of composters you require to achieve your setgoals. Compost bins should be located out of the way of your work area (due to theodours created by decomposition). This spot should be easily reachable and should

be large enough to allow students to work around it. A good compost bin shouldhave a sufficient supply of air, water and composting material (e.g. grass clippings,dried twigs or plants, kitchen vegetable scraps, weeds). Note: do NOT place anymilk products, meat scraps or bones into the composter; doing so will attract animalswhich may dig through the compost. Also, try to eliminate all diseased plant matter,for the disease may contaminate the compost soil. Research the types of materialsthat should and should not be composted BEFORE you begin this project.

Irrigation: Your landscape, if composed entirely or almost entirely of native vegetation,should not require much irrigation. To collect water naturally, try purchasing orbuilding a rain barrel with your class to save as much rainwater as possible.

Wildlife: Attracting specific types of insects to your landscape will create a healthiergarden, as the insects will help pollinate the plants. You may also want to buildenvironmentally friendly birdfeeders to attract local species of birds to your landscape.

A great way to collect material for composting is to place bins in the school cafeteria,in individual classrooms, or in designated areas to collect vegetable and fruit scraps.Be sure that all students are aware of the location of these bins and enforce the rulethat ONLY plant matter can be disposed of in these bins.

Inspect the soil quality and texture in your selected site. Soils differ greatly from areato area in their mineral content, pH and permeability to water, therefore, some soilsmay not be suitable for certain types of plants. You can purchase a soil testing kit to

test for the presence of nitrogen, phosphorus, potassium in the soil, as well as the pHlevel. You may have to prepare the soil before planting by adding mulch, sand, loam,or extra earth to change the level of minerals present in the soil.

Have students research the characteristics and ecological needs of species that arenative to your ecozone. The information can be organized onto a chart during class.Students select the best possible types of vegetation for the landscape. Remember toconsider costs in purchasing seeds/seedlings. Below is an example of a chart you canuse to organize your plants



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Nameof

Plant(com-mon

andLatin)

Type(grass

/ plant/ shrub/ tree)

Perennial/

Annual/ Bien-

nial

Typeof Soil

Sunlight BloomPeriod

Irrigationneeds

Height(cm)

e.g.Golden-

rod

Plant Perennial Well-drained

Full sunto part-

shade

Fall Occasionalirriga-

tion

24 to 36cm

Buying young plants for your garden can be quite costly. Organizing a fundraiser tocollect funds to start your project is one way to defray the cost of the plants. Anotherway to help stay within your budget is to have the students plant seeds during thelate winter and grow the seedlings indoors before transplanting them outdoors in theSpring. This may help promote ownership among all students working on the project.

One way to save money in the long run is to select plants that are perennial or biennial.

Most flowers are in bloom during the summer months. If you want to feature bloomingflowers in your landscape, consider selecting plants that bloom in early spring or duringthe fall months (Goldenrod, native sunflowers, native grasses, Aster or Helenium).Flowers or shrubs which continue to bloom in the fall months tend to be more resilient

to drought and temperature change.

Plants that seed themselves may end up producing a rather large number of seeds.Cosmos are a great example. Be sure that when weeding, you thin out the plantswhich have spread a bit too far into your landscape.

If you choose to begin growing seedlings inside the school (or in a school greenhouse, ifyou are lucky enough to have one), try to start seedlings in a mixture of store-boughtsoil and soil from the area in which you intend to plant. The soil from the schoolground already has microorganisms and nutrients native to the area which will helpincrease the biotic factor of the potting soil while adding to its fertility.

There are many plants to choose from when creating a green space on the schoolproperty. When selecting plants, try to aim for those which are hardy to temperature,differing soil and water conditions and insects.

You will want to attract as many good bugs as possible to your garden. Theseinsects feed mainly on pests which attack your plants. Select plants that attractinsects which, in turn, feed on pests in your garden. For example, butterfly milkweedis a beautiful addition to any garden, however, they usually attract aphids, whichfeed on young shoots and flower buds. Good bugs such as Ladybugs and Lacewings



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habitually feed on aphids. To draw these beneficial insects to your landscape, tryplanting Dill, Fennel, Dandelion or Yarrow around your more vulnerable plants.

With your class, review the elements of designing a landscape which is both functionaland attractive. The landscape should be safe, it should provide shade and it should

attract insects to pollinate flowers. The garden can be whimsical, inspiring and canalso reflect the culture of the area around the school and of the students as well. In-corporate ecological principles in your landscape (i.e. integrating people, land, plants,animals, buildings and communities).

Have your students interview the maintenance staff in the school to get their adviceon the care and maintenance of the school grounds (e.g. irrigation, weeding, planting,pest removal).

Be sure not to plant toxic vegetation such as Atropa Belladonna or Deadly Nightshade(the berries can be poisonous) and be on the lookout for invasive species such aspurple loosestrife or poison ivy. When removing such plants, be sure to wear gloves

and protect bare skin at all times. Try to remove invasive species before they beginto seed. Wash all garden tools immediately after use.

The more people working on this project, the better! Search for volunteers fromwithin the school and from the local community. Ask for help from all students, staffmembers, parents, members of garden clubs, local volunteer organizations or membersof environmental groups.

It is recommended that this investigation be started in the fall, as early as possible.

SAFETY NOTE: Consult your school boards policy regarding safety precautions foroutdoor excursions and plan your trip accordingly. Be aware of any students withallergies to insect bites and plants and ensure they carry the required medications.

Students should wash their hands after handling soil, plants and equipment. Encour-age students to wear sunscreen and appropriate clothing (e.g. hat, long-sleeved shirt)to minimize the damaging effects of sun exposure.

References

Wackernagel, Matheis and Rees, William. Our Ecological Footprint: Reducing HumanImpact on the Earth. Philadelphia: New Society Publishers. 1996.

For information on the ecological footprint of the average Canadian, visit: http://www.rbg.ca/cbcn/en/information/footprints/dglectures/footprint1.html

For information on how to calculate a personal ecological footprint, visit: http://www.mec.ca/Apps/ecoCalc/ecoCalc.jsp?FOLDER%3C%3Efolder id=619029

For information on Torontos ecological footprint, visit: http://www.city.toronto.on.ca/eia/footprint/index.htm

For the article An Explanation of Ecological Footprints, visit: http://www.rbg.ca/cbcn/en/information/footprints/dglectures/footprint1.html



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For information on creating ecological schools, visit: http://www.ecoschools.com/

For excellent information on starting and maintaining a school garden, and on how tocollect funds, visit: http://www3.sympatico.ca/gary.spears/Schoolgardens1.HTML

For information on types of composters and methods to conserve rainwater, visit:

http://www.composters.com/main.shtml

For information on Composting for Kids, visit: http://aggie-horticulture.tamu.edu/sustainable/slidesets/kidscompost/cover.html

For information on how to create a butterfly garden, visit: http://www.ext.colostate.edu/pubs/insect/05504.html(Note, this is an American web site, featuring plant speciescommon to the ecozone encompassing Colorado, USA. Select the appropriate plantspecies based on your ecozone. Try to use plants native to your area).

For information and links to sites about butterfly gardens, visit: http://www.thebutterflysite.com/gardening.shtml

For information on good bugs, visit: http://www.farmerfred.com/plants that attractbenefi.html

For information on how to create a wild garden, visit: http://www.wildaboutgardening.org/en/get started/section3/

For information about school ground greening and native plants, as well as lists ofrecommended species and information about funding opportunities, visit Evergreensweb site at www.evergreen.ca, and link to the Learning Grounds home page.

Worksheets

Student Worksheet

Date:

Group Members:

In this investigation you will explore how to create a green space for your school whichpromotes education and reduces the schools ecological footprint while at the same time,creates a safe and welcoming area for relaxation and recreation.

1. Draw a sketch of your area of the green space. Indicate the area in which you are towork with your group. List the plants you will be using and their intended location.

2. Explain your selection of vegetation. Why did you choose the plants you did and whatis your goal for your area of the green space?

3. Use this chart to record your daily/weekly work in your area of the green space.



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Task Day 1 Day 2 Day 3 Day 4 Day 5

Timeworked

(from..to)

Weeding

Irrigation

Thinning

Mulching

Fertilization

Transplanting

4. Use the following chart to indicate any problems you encounter in your area of the

green space.

Date PlantSpecies

Location Problem RecommendationActionTaken and

Date

e.g. June15

e.g. wildroses

e.g. Leftquadrat

e.g.LargeAphid

infestation

e.g. Spraywith

insecticidalsoap

e.g. Rosessprayed on

June 16



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www.evergreen.ca

School Resource Use Inventory

Garth Chalmers and Sandra McEwan

Grade level: Grade 11 and 12.

Provincial curriculum links: Ontario.

Subject: Geography.

Keywords: Resource, renewable, non-renewable, alternative resource, conservation, con-sumption, alternative technology.

Description

In this activity, students will examine the use of various resources by the school. Studentswill collect data regarding paper consumption, energy use, water use, material consumptionand other resource use in order to investigate how much waste is created by the school.Students need to make observations at various times during the school day in order to attaina complete inventory of resource use. Furthermore, students will need to research someaspects of resource consumption to help make recommendations for school improvement.


This lesson is linked directly to the learning expectations described in the Ontario Curricu-lum for Grade 11 Physical Geography (CGF 3M) and Grade 12 Environment and ResourceManagement (CGR 4M).

The learning expectations are also broadly applicable to other Canadian curricula.

A: Ontario Curriculum Grade 11 (CGF 3M)

Strand: Human-Environment Interaction


evaluate the impact of human life on natural systems;

Strand: Global Connections


analyze local, regional and global issues related to physical geography;


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School Resource Use Inventory 2

Strand: Understanding and Managing Change


explain how human uses of the earth, including uses involving technology, cause changein natural systems;

analyze local, regional issues related to physical geography.;

Strand: Methods of Geographic Inquiry


use geographic skills, and methods, such as conducting field research to gather, analyzeand synthesize ideas and information;

use a variety of methods and technologies to communicate the results of geographicinquiry and analysis effectively.

B: Ontario Curriculum Grade 12 (CGR 4M)

Strand: Human-Environment Interaction


demonstrate an understanding that humans are an integral part of an ecological systemand that human activity has short and long term effects on the natural environment;

analyze and evaluate interrelationships among the environment, the economy andsociety;

analyze patterns of resource availability and use;

Strand: Global Connections


analyze environment and resource management issues on a global scale;

Strand: Understanding and Managing Change


evaluate a variety of ways to resolve environment and resource management concernsat local, regional, or global scales;

Strand: Methods of Geographic Inquiry


use geographic methods, tools, and technologies to gather, analyze, synthesize, infor-mation on environment and resource management issues and concerns;



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use a variety of methods and technologies to communicate the results of geographicinquiry in written, display and oral forms;

produce a structured plan and conduct an independent inquiry that applies geographicknowledge, skills, methods, and technologies to a selected sustainability and resource

management issue.

Preparation

Preparation time: Approximately 20 minutes to prepare student worksheets, read edu-cator notes (provided) and review references/resources (as noted below).

Length of lesson: This activity can be completed in 75 to 150 minutes, or could be length-ened in order to get a more complete picture of the schools resource use.

Resources required: Activity worksheets

Procedure

1. Use Activity Sheet 1 to make a preliminary inventory of indoor and outdoor resourcesconsumed at their school.

2. For the next five to ten periods, at the start of each period (or at some other specifiedtime during the day), students will walk through the school and school grounds andrecord examples of resource wasting on Activity Sheet 2.

3. Research methods for reducing resource consumption and use this research to assessand evaluate how well the school is using current technology. Ask students to provide

ideas for improved conservation of resources. The research will be recorded on ActivitySheet 3.

4. Students should be reminded to walk around the outside of the school in order toassess resource use outside, including:

(a) effective use of shade trees and windbreaks to moderate indoor temperatures insummer and winter;

(b) gasoline consumption by lawn mowers and other maintenance vehicles;

(c) water use for turf grass irrigation;

(d) pesticide and fertilizer application;

(e) outdoor lighting, use of motion sensors etc.

(f) presence or absence of composting systems

(g) modes of travel to and from school (for students, staff and visitors).

5. Develop a series of recommendations for the school that would result in reduced ormore efficient resource consumption.



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Information about reducing household resource use, visit: http://www.thisoldhouse.com/toh/knowhow/bath/article/0,16417,213021,00.html

For information on high efficiency lighting, visit: http://www.lrc.rpi.edu/researchtopics/reducingBarriers/index.asp

For information on energy conservation, visit: http://www.energystar.gov/ia/new homes/features/HighELighting1-17-01.pdf

Worksheets

Student Worksheet

Date:

Group Members:

In this activity, you will examine various indoor and outdoor resource consumption patternsat your school and make recommendations for improving or reducing their consumption.

1: Inventory of Resource Consumption

Resource Description of Usage Pattern at

Outset

1.

2.

3.

4.



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2: Resource Waste

Resource Description and Location of Waste



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3: Alternative Resources and Methods for Reducing Consumption

Alternative Description, Pros and Cons

1. Description:

Pros:

Cons:

Source:

2. Description:

Pros:

Cons:

Source:

4: Recommendations for Improved Resource Consumption

Recommendation Proposed process of implementation

1. Implementation Process:

Approximate Cost:

2. Implementation Process:

Approximate Cost:



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5/23/11 3:Collection Lesson -- Illinois State Museum

Page //www.museum.state.il.us/ismdepts/botany/herbarium/LeafCollection_Lesson.html

ISM Botany

Introduction to Herbaria

About the ISMHerbarium

Illinois Prairie Plants

Illinois Trees

Herbarium Database

Activities

Credits

ISM System :Leaf Collection Lesson

Creating a Leaf Collection and Classroom Herbarium

Objective: Students will be able toidentify and categorize leaves theycollect from trees outdoors byconsulting the Herbarium module'sPhoto Gallery, the Museum's Forest

Modules tree lists, field guides, andthe links to tree identification sites;and be able to discuss how the formof a leaf reflects its adaptation to itsenvironment.

Grades: upper elementary to earlyhigh school, adjusting sophisticationof labeling and identification.Time Required: field trip to collectleaves (playground, home, or fieldtrip); pressing in a press or largebook with tissue paper for a week;one class period for reading, sorting examples, online sources; takingturns on the computer making labels; one class period to organizeand mount samples after pressing.

Museumlink Web site: Forests of Illinois, Present Day, click on eachtype, then tree list

Behind the Scenes, Botany, CollectionsISM Herbarium Tree Specimens

Other Web sites:Hillview School, Vernon, British Columbia's web site with treeidentification section:http:// www.sd22.bc.ca/hillview/treeid.htmVirginia Tech's outreach web site on forestry; tree identificationsection:http://www.fw.vt.edu/dendro/ Forsite/Idtree.htmFamilyeducation.com page on Flower and leaf press made from anold phone book:http:// www.familyeducation.com/article/0,1120,1-9891,00.html

Materials:

leaves collected on field trip or from neighborhood in plasticbagnote paper and pencil

old phone book, large dictionary or other leaf press

paper towels or napkins in which to press leaves

white card stock or construction paper
http://www.familyeducation.com/article/0,1120,1-9891,00.htmlhttp://www.familyeducation.com/article/0,1120,1-9891,00.htmlhttp://www.sd22.bc.ca/hillview/treeid.htmhttp://www.sd22.bc.ca/hillview/treeid.htmhttp://www.sd22.bc.ca/hillview/treeid.htmhttp://www.museum.state.il.us/ismdepts/botany/collections/herbarium/http://www.museum.state.il.us/muslink/forest/htmls/pr.htmlhttp://www.familyeducation.com/article/0,1120,1-9891,00.htmlhttp://www.fw.vt.edu/dendro/Forsite/Idtree.htmhttp://www.sd22.bc.ca/hillview/treeid.htmhttp://www.museum.state.il.us/ismdepts/botany/collections/herbarium/http://www.museum.state.il.us/muslink/behind/htmls/cr_bot_col.htmlhttp://www.museum.state.il.us/muslink/forest/htmls/pr.htmlhttp://www.museum.state.il.us/http://www.museum.state.il.us/ismdepts/botany/herbarium/Credits.htmlhttp://www.museum.state.il.us/ismdepts/botany/herbarium/Activities.htmlhttp://www.museum.state.il.us/ismdepts/botany/herbarium/database.htmlhttp://www.museum.state.il.us/ismdepts/botany/herbarium/Illinois_trees.htmlhttp://www.museum.state.il.us/ismdepts/botany/herbarium/Illinois_prairie_plants.htmlhttp://www.museum.state.il.us/ismdepts/botany/herbarium/ISM_herbarium.htmlhttp://www.museum.state.il.us/ismdepts/botany/herbarium/Intro_herbarium.htmlhttp://www.museum.state.il.us/ismdepts/botany/herbarium/index.html


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white glue

word processor printer or copier labels

Procedure:

Early Elementary students will:

bring in a tree leaf collected from home or the class will collect

from trees on the school grounds and talk about the trees(How do we know this is a tree? What are the parts of a

tree?)(Teacher will identify leaves to prepare for discussion.)

Participate in a teacher-led class discussion and identify of

leaves based on their shapes. (Use aWeb site tree list and

tree identification sites' illustrations listed in Web sites)

Press the leaves in a large book or press.

Glue the leaves on a piece of construction paper.

Write the name of the tree on each sheet.

Exhibit and review the types of trees found nearby that are in

their class-room herbarium

Middle School to High School students will:

read pertinent information about deciduous forest of Illinois on

Museumlink Forests of Illinois web site and other links, notingthe format of the Herbarium specimen pages.

collect leaves from trees on field trip or from neighborhood

with permission of the owner (5 each). Note on paper theoriginal location of each leaf, and how the leaves are attached

to the branch (alternate or opposite).

press leaves for one week at school between the pages of a

leaf press made for the project.

(Teacher will choose a few leaves for whole class discussion

to summarize leaf identification procedure on web sites anduse of vocabulary for students.)

use the tree and leaf identification web sites and tree list

section of Museumlink Forest site to identify their leaves andwrite down their characteristics.

type up the descriptions of the identification on a wordprocessor and print them on label paper

mount each leaf onto card stock with dots of white glue (or

use 1/4 non-acid framers tape)

attach the appropriate label to each herbarium page

exhibit the leaf collection for others to see

keep the collection as a class herbarium.

Assessment: Students should check their own and others work for


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accuracy of terminology and for completeness. A complete herbariumsheet should have name of leaf, name of person who collected it,location of collection, date of collection, and description of leaf and/orplant.

Illinois Goals and Standards addressed:

Goal 12: Understand the fundamental concepts, principles, andinterconnections of the life, physical, and earth/space sciences.

Standard 12.A: Know and apply concepts that explain how livingthings function, adapt, and change.

Early Elementary: 12.A.1b: Categorize living organisms using avariety of observable features.

Middle/Junior High: 12.A.3c: Compare and contrast how differentforms and structures reflect different functions.

Sample Herbarium Label

Name of Tree: Sweet GumName of Collector: Amy SmithLocation collected: 301. S. Main St., Alton,IllinoisDate: Sept. 30, 2000Characteristics of leaf: alternate, simple, star-shaped, toothed(serrate)Herbarium Specimen Number __________

opyright 2006 Illinois Stateuseum

Site Map | ISM Privacy Information | Kids Privacy | Web Accessibility |Webmaster| Illinois DNR
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5/23/11 3:ng Connections

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esson Plans

How High Is It Anyway? View Printable...

Primary Subject Area: Mathematics

Grade Level: 9 - 10

Overview:

This is an outdoor activity designed to be used after an Algebra or Geometry class has studied trigonometric ratios and

angles of elevation/depression. The students will estimate the height of hard-to-measure objects like trees or buildings

using a hypsometer and trigonometry.

Approximate Duration: 55 minutes

Content Standards:

AlgebraIn problem-solving investigations students demonstrate an understanding of concepts and processes that allow

them to analyze, represent, and describe relationships among variable quantities and to apply algebraic methods to

real-world situations.

MeasurementIn problem-solving investigations, students demonstrate an understanding of the concepts, processes, and real-

life applications of measurement.

GeometryIn problem-solving investigations, students demonstrate an understanding of geometric concepts and

applications involving one-, two-, and three-dimensional geometry, and justify their findings.

Patterns, Relations, and FunctionsIn problem-solving investigations, students demonstrate an understanding of patterns, relations, and functions

that represent and explain real-world situations.

Benchmarks:

A-1-Hdemonstrating the ability to translate real-world situations (e.g., distance versus time relationships, population

growth, growth functions for diseases, growth of minimum wage, auto insurance tables) into algebraic expressions,

equations, and inequalities and vice versa;

(1,2,4)

M-4-H

demonstrating the concept of measurement as it applies to real-world experiences.

(1,2,3,4,5)

G-2-H

representing and solving problems using geometric models and the properties of those models (e.g., Pythagorean

Theorem or formulas involving radius, diameter, and circumference);

(1,2,3)
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P-1-Hmodeling the concepts of variables, functions, and relations as they occur in the real world and using the

appropriate notation and terminology;

(1,3,4)

P-3-Hrecognizing behavior of families of elementary functions, such as polynomial, trigonometric, and exponential

functions, and, where appropriate, using graphing technologies to represent them;

(3,4)

P-5-Hanalyzing real-world relationships that can be modeled by elementary functions.

(1,3,4)

Grade-Level Expectations (GLEs):

Grade 9

22. Solve problems using indirect measurement (M-4-H)Grade 10

4. Use ratios and proportional reasoning to solve a variety of real-life problems including

similar figures and scale drawings (N-6-H) (M-4-H)

8. Model and use trigonometric ratios to solve problems involving right triangles (N-6-H)(M-4-H)

12. Apply the Pythagorean theorem in both abstract and real-life settings (G-2-H)

18. Determine angle measures and side lengths of right and similar triangles using

trigonometric ratios and properties of similarity, including congruence (M-4-H) (G-5-H)

Interdisciplinary Connections:

English/Language Arts : Standard 2Students write competently for a variety of purposes and audiences.

Agriscience/Agribusiness : Plant SystemsAgEd/FFA students will understand the concepts and principles of plant science.

Educational Technology Standards:

Explain and use advanced terminology, tools, and concepts associated with software applications,

telecommunications, and emerging technologies.

( 1, 3 )

Objectives:1. The learner will find trigonometric ratios using right triangles.

2. The learner will solve problems using trigonometric ratios.

3. The learner will use trigonometry to solve problems involving angles of elevation or depression.

4. The learner will solve real-world application problems using trigonometry.

5. The learner will use a graphing calculator (TI-83) to solve problems involving trigonometry.

Lesson Materials and Resources:

1. Hypsometer

2. Measure Tape/Wheel

3. Scientific Calculator

4. PowerPoint Warm-Up Trig Applications

5. Teacher Dialog for Sample Problem

6. Find Your Complement Cards

7. Student Handout: How High Is It Anyway?8. Grading Rubric
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