December

Inquiry & Scientific Questioning

Three Types of Field Investigation Questions

Descriptive Questions
Descriptive field investigations involve describing parts of a natural system. Descriptive questions focus on measurable or observable variables that can be represented spatially in maps or as written descriptions, estimations, averages, medians, or ranges.

• How many _____ are there in a given area?
• How frequently does _____ happen in a given period?
• What is the [temperature, speed, height, mass, density, force, distance, pH, dissolved oxygen, light density, depth, etc.] of ______?
• When does _____ happen during the year? (flowering, fruit, babies born)
• Where does_____ travel over time? (What is an animal’s range?)

Comparative Questions
In comparative field investigations data is collected on different groups to make a comparison. Comparative questions focus on one measured variable in at least two different (manipulated variable) locations, times, organisms, or populations.

• Is there a difference in ______ between group (or condition) A and group B?
• Is there a difference in ______ between (or among) different locations?
• Is there a difference in ______ at different times?

Correlative Questions
Correlative field investigations involve measuring or observing two variables and searching for a pattern. Correlative questions focus on two variables to be measured and tested for a relationship.

• What is the relationship between variable #1 and variable #2?
• Does _____ go up when _____ goes down?
• How does _____ change as _____ changes?

Read the following questions and classify what kind questions they are: descriptive, comparative, or correlative? How did you do? Review the descriptions above if you need help!

• When do maple trees pollinate in Iowa?
• Are more insects found in the schoolyard in September, October, or November?
• Is the wind speed greater near the building or out on the playground in March?
• Where do you find the most pillbugs (isopods): under a log, under a pot, or under bushes?
• Which habitat (in the forest, in the field, or by the stream) has the greatest percentage of sand in the soil?
• Are soil temperatures the coolest at the depth of 5cm, 10cm, or 15cm?
• What kinds of plants grow in your schoolyard?
• In April, which twigs grow faster, those on maple trees or those on oak trees?
• What is the air temperature at your school throughout the school year?
• When do robins in Iowa nest?
• Which location (under bushes, open grass, or on black top) has the highest temperature at 7:00 a.m. at your school?
• Are white-tailed deer more active during the dawn or the dusk in Iowa?
• Do birds sing more from 8:30-9:00 a.m. or from 3:00-3:30 p.m. in your schoolyard?
• How does dissolved oxygen change as water temperature goes up in your local stream?
• What is the relationship between the amount of sunshine and red color in leaves in the fall?
• How does pH affect the number of small-mouth bass eggs hatching in a stream?
• How often do Swallowtail Butterflies lay eggs in a season in Iowa?
• Are there more willow trees near streams or away from them?
• What is the range of bobcats living in rural Iowa?
• How do mouse populations change as hawk populations increase along Iowa’s roadways?

December

Inquiry & Scientific Questioning

“Tell me and I forget, show me and I remember, involve me and I understand."

Inquiry in the Classroom
Inquiry is the act of asking questions and the seeking of knowledge. You have been using the process of inquiry since you were a baby, without knowing or labeling it as “inquiry”. From birth we use our senses to take in the world around us, ask questions and discover the answers. The process of inquiring begins with this gathering of information. Inquiry-based learning is active learning and involvement that leads to understanding.

Inquiry in the classroom looks different than a traditional teacher-lead lesson. Inquiry is student-lead not teacher-lead. Rather than leading the lesson, teachers take on the role of coach, guide, or facilitator and help guide the students to their own questions and discoveries. When students choose the questions, they are motivated to learn and they develop a sense of ownership about the project. Your role is a teacher is to guide students in finding the answers to questions themselves and encourage them to ask new questions along the way. The best questions and discoveries are ones that stem from the students’ own lives, and experiences.

Inquiry plays on the natural inquisitive of children. It utilizes their natural curiosity to learn how the world “works”. Lessons embedded with inquiry provide students with opportunities to use their innate curiosity to engage in a variety of actions, including observing, explaining, concluding, sorting, classifying and predicting.

Thoughtful, open-ended questions are at the heart of inquiry. When students have to answer these types of questions, they are engaging in inquiry. Examples of such questions include:

• How would you describe the function of __?

• How would you compare ___ to ___?

• What would result if __ happened?

• Can you propose an alternative to __?

Links
Youth Learn - How to: Inquiry
http://www.youthlearn.org/learning/planning/lesson-planning/how-inquiry/how-inquiry

Concept to Classroom: What is Inquiry-based Learning?
http://www.thirteen.org/edonline/concept2class/inquiry/index.html

November: Community Connections

56 Environmental Community Service Ideas

1. Plant a garden or tree where the whole neighborhood can enjoy it.

2. Set up a recycling system for your home and participate in your neighborhood curbside recycling pick-up.

3. Organize a car pooling campaign in your neighborhood to cut down on air pollution.

4. Set up a seed or a plant exchange in your neighborhood.

5. Grow fresh flowers and deliver them to someone to brighten their day.

6. Pick up a trail during National Trail Day in June.

7. Make bird feeders for public places.

8. Collect Old phone books in your neighborhood for recycling.

9. Adopt an acre of a park or a mile of roadside to keep clean.

10. Elect a family "energy watchdog" to shut off lights, radios, and TV's when not in use.

11. Help everyone in your family conserve water.

12. Clean up trash along a river or in a park.

13. Create a habitat for wildlife.

14. Create a campaign to encourage biking and walking.

15. Test the health of the water in your local lakes, rivers or streams.

16. Got places to be? Burn energy on your bike instead of taking the family car.

17. Participate in the Backyard Wildlife Habitat Program.

18. Start a butterfly garden at home, at a community center, senior home or school.

19. Sponsor an environmental slogan contest in school.

20. Build a bluebird trail.

21. Collect aluminum cans and donate the money to a favorite charity.

22. Get together with friends and make conservation posters for the community center.

23. Encourage your parents to buy products made from recycled materials.

24. Conduct an energy audit at your school.

25. Monitor the indoor air quality.

26. Organize an asbestos check.

27. Test the drinking water for lead.

28. Adopt an acre of rainforest.

29. Plant a commemorative tree to honor someone.

30. Create a children's nature garden, labeling plants and trees and scheduling guided tours.

31. Replace trees that have died.

32. Take household toxic waste to a proper disposal facility.

33. Check indoor radon levels.

34. Adopt highways and clean up clutter.

35. Volunteer to separate recyclables.

36. Organize a hazardous waste collection.

37. Start a recycling center at school.

38. Host a recycling fair.

39. Hold an invention contest with entries made out of recycled goods.

40. Form a volunteer lawn mowing service with your friends.

41. If you see a tree that's in trouble, try to save it. Pamper it, water it, or don't water it as the case may be. Find our what's wrong with it and how to make it better.

42. Pick up litter.

43. Use a lunch box instead of throwaway bags.

44. Practice the 3 R's in your house: Reduce, recycle, reuse.

45. Adopt a park with your friends and keep it clean.

46. Bring a backpack when you shop or reuse those little plastic sacks.

47. Clean up a beach or riverbed.

48. Start a compost pile and encourage your family to use it!

49. Plant trees.

50. Plant a commemorative tree to honor someone.

51. Ask your school to use recycled paper.

52. Repair homes or abandoned buildings.

53. Start an Environmental Club.

54. Hold a recycling contest.

55. Check homes and public buildings for lead based paint.

56. Clear a new trail at a nature center or park.

November: Community Connections

Guest Speakers in the Classroom

Why have guest speakers?
Many studies have shown that when parents and families are involved in their children's schools, their children do better. When local community members become involved in schools, they can act as role models and mentors and provide an additional layer of support and inspiration for students and teachers.

Guest Speaker LogisticsWhen inviting a guest speaker into your classroom, inform the speaker about your course and why he or she is being invited. Be sure the speaker is fully informed about his or her role in the class. What specific topics do you want the speaker to address? How long do you want the speaker to speak? Is the speaker willing to allow students to ask questions? Answer these and any other questions. Also, be sure to find out what the guest speaker needs from you. Computer? Projector? Table?

Before the guest speakers arrives prepare your students about behavior expectations while the speaker is there. Talk about what the speaker will be talking about, what is expected from them, listening skills, have them prepare questions, etc. Be sure to thank the guest speaker for their time before they leave. A sent thank you card after the class period is a nice gesture as well.

Scholastic community lesson plan http://teacher.scholastic.com/scholasticnews/indepth/one_world/lesson_plans/index.asp?article=lessonx2

November: Community Connections

“If you don’t know where you are, you don’t know who you are.” Wendell Berry

What is a community?
A human community is a group of people who live and interact with one another in a specific region under relatively similar environmental, social, and political conditions. A natural community is a group of plants and animals that live and interact with one another in a specific region under similar environmental conditions.

Our human communities are essential for our daily life. They satisfy our needs for food, and shelter, as well as provide social interactions. Human communities are dependent on the larger natural community which contains the soil, water, air, plants, and animals on which the human community is sustained. The natural community supports itself and our civilizations.

Every community is unique. Each has its own historical background, natural resources, attractions and unique features.

Community History
Study the history of the human and natural community in your area. What was here before? How has it changed? Who settled your community? What traditions did they bring with them?

Prairie Voices: Iowa Heritage Curriculum
http://www.uni.edu/iowaonline/prairievoices/index.htm#I.%20The%20Land%20and%20the%20Built%20Environment

Explorations in Iowa History Project
http://www.uni.edu/iowahist/Default.htm

Iowa Folklife: Our People, Communities, and Traditions
http://www.uni.edu/iowaonline/folklife/intro/index.htm

IPTV Iowa Pathways: Explore Iowa History
http://www.iptv.org/iowapathways/

Creative Teaching with Historic Places
http://crm.cr.nps.gov/issue.cfm?volume=23&number=08

Reflections of Yesterday: Processes for Investigating Local History
http://moodle.aeapdonline.org/file.php/638/Reflections_of_Yesterday_Processes_for_Investigating_Local_History.pdf

People, Communities, and Their Iowa Environment
http://moodle.aeapdonline.org/file.php/638/People%20Communities%20and%20their%20Iowa%20Environment.pdf?=

Iowa’s Biological Communities
http://www.extension.iastate.edu/Publications/IAN201.pdf

Changing Land Use and Values
http://www.extension.iastate.edu/Publications/IAN501.pdf

Iowa Biodiversity
http://www.extension.iastate.edu/Publications/IAN407.pdf

October: Developing a Sense of Place

Sense of Place Book List
Barrons Educational Series. 2000. Urban Animal. Barron's Educational Series, Incorporated.
Bosselaar, L.A. 2000. Urban Nature: Poems About Wildlife in the City. Milkweed Editions.
Christiansen, P. and M. Muller. 1999. An Illustrated Guide to Iowa Prairie Plants. Iowa City: University of Iowa Press.
Cochrane, J. 1988. Urban Ecology. Scholastic Library Publishing.
Collard, S. 1999. Acting For Nature: What Young People Around the World are Doing to Protect the Environment. Heyday Books.
Edsall, M.S. 1985. Roadside Plants and Flowers. The University of Wisconsin Press.
Franz, B.S. 2006. The Wildlife Habitat Journal-Restoring and Exploring Wildlife Habitat in Your Own Backyard. Lulu.com.
Halpin, M. 2004. It's Your World - If You Don't Like It, Change It: Activism for Teens. Simon & Schuster Children's Publishing.
Harrison, G. and K. Harrison. 1987. America's Favorite Backyard Wildlife. Fireside.
Iowa Department of Natural Resources. 2000. Iowa: Portrait of the Land. Iowa Department of Natural Resources.
Johnson, A. 2005. Iowa Birds. Lone Pine Publishing.
Kavanagh, J. 2001. Iowa Birds. Waterford Press Ltd.
Kurtz, C. 1996. Iowa's Wild Places. Ames: Iowa State University Press.
Ladoux, R. 2002. Iowa. Lerner Publishing Group.
Latimer, J. et al. 1999. Backyard Birds (Peterson Field Guides for Young Naturalists). Houghton Mifflin Harcourt.
La Tourrette, J. 1997. Watching Wildlife: The National Wildlife Federation Guide to Observing Animals in the Wild. Henry Holt & Company, Incorporated.
Lawlor, E.P. 1993. Discover Nature Close to Home: Things to Know and Things to Do. Stackpole Books.
Lee, F. 2005. Backyard Birding for Kids: A Field Guide and Activities. Gibbs Smith.
Leopold, A. 1989. A Sand County Almanac. Oxford University Press.
Morrice, P. A. and J. Hart. 2007. Iowa. Cavendish, Marshall Corporation.
Prior, J.C. and L.A. Stone. 2000. Iowa - Portrait of the Land. Iowa Department of Natural Resources, Geological Survey.
Runkel, S. and A.F. Bull. 1987. Wildflowers of the Iowa Woodlands. Ames: Iowa State University Press.
Shirley, S. 1994. Restoring the Tallgrass Prairie: An Illustrated Manual for Iowa and the Upper Midwest. University of Iowa Press.
Simon. S. 1973. A Tree on Your Street. Holiday House Inc.
Smith, J. R., and Smith, B. S. 1980. A Prairie Garden : Seventy Native Plants You Can Grow in Town or Country. New York: University of Wisconsin P.
Smith, A.M. 2008. 50 Plus One Tips for Going Green. Gale Cengage Learning.
Tekiela, S. 2001. Birds of Iowa: Field Guide. Adventure Publications.

October: Developing a Sense of Place

Where am I? What is the nature of this place? What sustains this community?
These are simple questions. Or are they? To children today these questions might be anything but simple. As our society moves into cities and suburbs, and away from the natural world, our children’s connection to the natural world has started to disappear. Children today spend more time in front of screens, both television and computer, than they do outside. Most do not know what is outside their own backdoor - let alone what is down the street. Also lost is the connection to the community and what sustains it. Where did their dinner come from? Ask a child and most likely they will tell you the grocery store.

What can we do?
Take the classroom outside into the local natural world and into the community. Start with your schoolyard. Look, really look, at what is there. What lives there? How does it live there? What is growing? How are those connected? Try using Project WILD’s “Learning to Look, Looking to See”. We see things every day that we don’t really LOOK at anymore. Change that. You will be amazed at what you will start to notice.

Once you have learned your schoolyard - go further. The pond down the road. The creek in the woods behind the school. The local park. Go into the community. What is grown in your area? What is it used for? How does that support the community? How does the community support the local natural resources? Learn the history of the local land. Have a guest speaker who has lived in the area for a long time, a member of the local retirement center, a community group member, a local wildlife biologist, someone from your local County Conservation Board, or even a member of a local chapter of Pheasants Forever, or Ducks Unlimited.

Next –what can YOU do? As a class what can you do to help the local community? The local natural resources? Is there a project at the local community park that your school can take on? A prairie planting? Tree planting? Community garden? Get children into the community and involved.

Activity Ideas
“Learning to Look, Looking to See” Project WILD – Students write what they remember seeing in a familiar setting, then apply their experience to an unfamiliar setting.

“Adopt-A-Tree” Project Learning Tree – Students “adopt” a tree - deepening their awareness of an individual tree over time and encouraging a greater understanding and appreciation of their local environment.

“Environmental Exchange Box” Project Learning Tree – Preparing an environmental exchange box will give your students a chance to learn more about their own region as they prepare to share it with students from another region.

“Improve Your Place” Project Learning Tree - Students are encouraged to plan and carry out a service learning project that focuses on making positive environmental changes in their community.

Brochure – As a class create a brochure for your local natural resources, or local community, promoting the area. Students learn about their local area as they “sell” it to others.

October: Developing a Sense of Place

What is a “Sense of Place”?
A “sense of place” refers to a child’s connection with their community and natural environment. A sense of place is developed with a place-based education approach that fosters those connections. Place-based education immerses children in their local community, landscapes, heritage, and experiences. It is using the local natural and human world to learn science, social studies, math, art, music, and language.

Research has shown that children lose their sense of place when they are focused too quickly or exclusively on national or global issues. It follows the idea that before children can tackle the problems of the rainforest in Brazil they need to love the woods down the street. By exploring the local environment children learn a fundamental connection to the natural world and their place in it. Place-based education does not overlook global or national issues but simply strives to give children a sense of their own place and a love of their own place first. Through hands-on, project-based learning children get involved in the real world right outside their door.

Be sure to check back next week for ways to foster a sense of place with your students!

Place-based education resources for educators
Books
Sobel, D. 2004. Place-Based Education: Connecting Classrooms & Communities. The Orion Society.

Sobel, D. 1998. Mapmaking with Children: Sense of Place Education for the Elementary Years. Heinemann.

Smith, G. A., and D. Sobel. 2010. Place-And Community-Based Education in Schools. Routledge.

Links
Promise of Place: Enriching Lives Through Place-Based Education

The Benefits of Place-Based Education: A report from the place-based education evaluation collaborative

September: Observation and outdoor learning

Book Lists

Children’s Books List
Grades K-5
Arnosky, J. 1979. Crinkleroot's Book of Animal Tracks and Wildlife Signs. Penguin Group (USA).
Arnosky, J. 1993. Crinkleroot's Guide to Walking in Wild Places. Simon & Schuster Children's Publishing.
Arnosky, J. 2002. Field Trips: Bug Hunting, Animal Tracking, Bird-watching, Shore Walking. HarperCollins Publishers.
Arnosky, J. 1997. Bring 'Em Back Alive: Capturing Wildlife on Home Video. Little, Brown & Company
Arnosky, J. 1979. Crinkleroot's Book of Animal Tracks and Wildlife Signs. Penguin Group (USA).
Art, H.W. and M.W. Robbins. 2003. Woods Walk: Peepers, Porcupines and Exploding Puffballs! What You'll See, Hear and Smell When Exploring the Woods. Storey Books.
Bradman, S., and S. Wintringham. 2002. Wild and Wonderful: Poems about the Natural World. Hodder Headline.
Capogna, V.V. 1999. Did You Ever Wonder about Things You Find in Your Backyard? Marshall Cavendish Inc.
Fredericks, A.D. 2001. Under One Rock: Bugs, Slugs and Other Ughs. Dawn Publications.
Green, J. 2002. In a Backyard. Crabtree Publishing Company.
Hamerstrom, F. 1985. Walk When the Moon Is Full. Crossing Press, Inc
Kalman, B. 1993. The Colors of Nature. Crabtree Publishing Company.
Kirkland, J. 2006. Take a City Nature Walk. Stillwater Publishing.
Kirkland, J. 2002. Take a Tree Walk. Stillwater Publishing.
Kranz, L. 2002. My Nature Book: A Journal and Activity Book for Kids. T&N Children's Publishing.
Morrison, G. 2004. Nature in the Neighborhood. Houghton Mifflin Company.
Rhatigan, J. 2003. The Kids' Guide to Nature Adventures: 80 Great Activities for Exploring the Outdoors. Sterling Publishing Company, Incorporated.
Ross, M.E. 1993. World of Small: Nature Explorations with a Hand Lens. Yosemite Association.
Rotner, S. 1992. Nature Spy. Atheneum.
Schimmel, S. 2002. Children of the Earth…Remember. T&N Children's Publishing.
Schimmel, S. 1994. Dear Children of the Earth: A Letter from Home. T&N Children's Publishing.
Vanderhorst, M.J. 2007. Pictures and Pomes: Introducing young people to NATURE in a poetic way!. Authorhouse.
Weisner, C. 2003. Let's Get Going: The Step-by-Step Guide to Successful Outings with Children. Red Deer Press.

Grades 6-8
Atkins, J. and P. Conner. 2000. Girls Who Looked under Rocks. Dawn Publications.
Ballard, C. 2008. Watching Wildlife: Animal Habitats. Heinemann.
Cornell, J. 1994. Journey to the Heart of Nature. Crystal Clarity Publishers.
Fredericks, A.D. 2001. Under One Rock: Bugs, Slugs and Other Ughs. Dawn Publications.
Lawlor, E.P. 1993. Discover Nature Close to Home: Things to Know and Things to Do. Stackpole Books.

Grades 9-12
Dinsmore, S. 1995. Iowa Wildlife Viewing Guide. Falcon.
La Tourrette, J. 1997. Watching Wildlife: The National Wildlife Federation Guide to Observing Animals in the Wild. Henry Holt & Company, Incorporated.
Leslie, C. 2003. Keeping a Nature Journal. Storey Publishing.
Thoreau, H. 2004. Walden. Houghton Mifflin Books.

Books for Educators
Broda, H. W. 2011. Moving the Classroom Outdoors. Stenhouse Publishers.
Cornell, J. B. 1998. Sharing Nature with Children (20th Anniversary Edition). Dawn Publications.
Chalufour, I., and K. Worth. 2003. Discovering Nature with Young Children.Redleaf Press.
Cohen, R. P. 2011. 15 Minutes Outside: 365 ways to get out of the house and connect with your kids. Sourcebooks, Inc.
Leslie, C. W. 2010. The Nature Connection: An Outdoor Workbook for Kids, Families, and Classrooms.Storey Publishing.
Louv, R. 2008. Last Child in the Woods: Saving Our Children From Nature-Deficit Disorder. Algonquin Books.
Ross, C., and T. Gladfelter. 1995. Kids in the Wild: A Family Guide to Outdoor Recreation. Mountaineer Books.
Stein, S. 2001. Noah's Children: Restoring the Ecology of Childhood. North Point Press.
Van Tilburg, C. 2005. Introducing Your Kids to the Outdoors. Stackpole Books.

September: Observation and outdoor learning

Nature Scavenger Hunts

SCAVENGER HUNT lesson plan

GRADE: 2nd - Adult TIME: 1 hour
SEASON: All

National Science Teaching Standards
A. Science as INQUIRY
B. PHYSICAL Science
C. LIFE Science
F. Science in PERSONAL and SOCIAL PERSPECTIVE

Introduction:
Scavenger hunts can be a fun way to explore natural areas and motivate people to look more closely at the variety of things that can be found in the natural world.

Objective:
• Students will gain an increased understanding of the diversity found in nature.
• Students will be able to list some of the unnatural things found in natural areas
and have a better understanding of the harmful effects that people have on nature.

Pre Activity:
• Discuss observation…practice!

Find a spot outside on the playground or in your surrounding neighborhood. With string rope a 12” by 12” area off. This is your spot. Make a list of living and non-living things found in your spot.

Walk by each day for a week and observe any changes.
• Discuss the balance of nature of all things great and small.
• Discuss this state park rule: There are only three things you can take from a state park besides: memories, pictures, and litter. They are: berries, mushrooms, and nuts!

Equipment
• Collection bags
• *Worksheet
• *Pencil
*Items brought by teacher

Procedure
1. Decide group size: whole group, small groups or individuals
2. Hand out equipment and give guidelines as to how far they can go and when to be back. Small items may be collected or the worksheets can be used as checklists.
*Please emphasize preservation/conservation ethics and suggest that students can sketch or draw the items so the item is left in its natural habitat. Students are not to collect the items accept on paper and in their mind unless otherwise stated on the list.
3. When all students have returned, review and discuss their findings.
4. Return all things back to nature.

Post Activity:
• Watch your special spot (from pre activity) change during the school year. Go out to observe changes once a month. Record them. Draw a conclusion at the end of the year of the changes.
• Make a plan to help the environment – put it into action!

Post Discussion:
• Discuss the question, “How many specimens does it take to make a habitat?”
• Were most of the things seen on the scavenger hike natural or human made?
• Discuss how people affect different habitats…woodland, prairie, wetland. (Iowa’s land is the most physically changed of all the states in USA…farming is the culprit!)
• What do you do specifically that impacts your classmates, your community, your state, your country, your continent, your world environmentally?
• What can you do to change the negative impact?
• How can you encourage others to be more aware of their actions and how it affects the environment?

Scavenger Hunt
Directions
1. Assign a group leader to record the items that are found.
2. Each item must be observed by the whole group.
3. Only bring back the indicated items.

Cattail
Frog (sketch)
Turtle (sketch)
Acorn (please bring back)
Flying insect
Insect larvae
Flowering plant
One handful of natural forest fertilizer
Moss
Dragonfly
Coniferous leaf (please bring back)
Deciduous leaf (please bring back)
White-tailed deer
Litter (please pick up)
Herbivore (what is it? )
Omnivore (what is it? )
Carnivore (what is it? )
Three different kinds of seeds (please bring back)
A picture of our state bird (Where did you find the picture? )
The state tree (What is it? )
A picture of the state flower (Where did you find the picture? )
Something that may be recycled (please bring back)
Feather (Not off the mounted birds, please bring back)
A bird nest (sketch)
An animal track (please identify )
Insect (What kind? )
Arachnid (How many legs? )
Butterfly (what color? )

Extra Credit
A seed that hitches a ride
A seed carried by wind
Something that provides energy for all types
A birdhouse made by humans
A natural bird house

September: Observation and outdoor learning

Nature Journaling

What is a nature journal?
A nature journal is a journal that is kept to record one’s observations of nature. They often contain written observations, sketches, pressed plants, photographs, and nature-inspired quotes or poems. They are the product of time spent in nature observing the world around you.

Nature journaling is a great way for students to connect with nature and their own feelings. It is a great way for students to learn to observe, and records their observations. Nature journals are usually an on-going process throughout the year. Nature journaling has been used in science, biology, art and writing classes (and more I’m sure!). Many people keep a nature journal on their own throughout the year.

Either have students bring in a blank journal to use in class or create journals as a class. Journals can be on lined or unlined paper. Sketch pads work well. They are best when they are smaller and easily tucked into a pocket or backpack so they can be brought with you on a nature hike.

Some things to think about while writing in your nature journal:
• Describe what you see in as much detail as possible
o What am I looking at?
o What does it look like?
o What is it doing?
o How does it move, sound, smell, feel?

• Think about connections
o Why is it here?
o What lives nearby?
o How can it live/grow here?
o How did it come to be here?

• Sketch a picture, take a photograph
o If you can, sketch a quick picture of what you are observing
o Take a picture with a camera and later print a picture to put with your observations

• Look within and reflect
o How do you feel while you are out in nature?
o How does the sight of an ant crawling up a tree make you feel? What are thinking about as you listen to a bird call?

Stick Journal
What you need:
• Paper (8.5 x 11 cut in half width-wise)
• Rubber bands
• Small but strong sticks about the width of your paper
• Hole punch

Cut stacks of paper in half creating sheets that are 5.5 x 8.5. Along the top edge of each stack of paper (one of the 5.5 sides, this is your width) punch two holes approximately ½ to 1 inch from side edges and ½ inch from top edge. From the back side thread a rubber band through the holes. It should lay across the back between the holes with ends or loops sticking through to the front. Place the stick across the front top edge over the holes. Place the stick through the rubber band loops that are sticking out of each hole. The rubber band and the stick are now holding the stack of paper together. This is your stick journal. Cardboard or cardstock can also be used to create a cover. Just cut to size and hole-punch with the paper before stringing with a rubber band and stick.

For more ideas check out The Nature Connection: An Outdoor Workbook for Kids, Families, and Classrooms by Clare Walker Leslie.

September: Observation and outdoor learning

Nature walks

Sit Spots
Sit spots are a place for students (and adults!) to regularly sit and observe the natural world around them. They should be close to home or school and easily accessible. They teach students to relax, slow down and observe. It is amazing what you can notice about the natural world when you are sitting on the ground quietly looking and listening.

Take students on a walk to a quiet wooded area either close to your school or on a nature trail close to school. It should be a location within walking distance so that it can be accessed regularly. Instruct students to find a comfortable place to sit alone but within eyesight or hearing distance of teachers. Students should find a spot that appeals to them personally. Allow 10-20 minutes (depending on age of students) for students to sit quietly and observe and listen to what is around them. It is amazing the sights and sounds they will observe once everyone is still and quiet.

Return to your sit spots at least once a week. Observe the changes in your sit spot as the seasons change. Sit spots are a wonderful lead in to nature journaling. Look for more information on nature journaling coming next week!

Backyard/Schoolyard Nature Find
Nature is all around us, it is not someplace that we need to travel to find. Who lives near you? A colony of ants? A robin? Take students outside to your schoolyard. Instruct everyone to quietly observe, search, listen, look for wildlife, plants, natural objects. You will be surprised what lives right next to us that we never see! Make a list of what you find. As an assignment that evening have students do the same in their own backyards. Even if students do not know what they saw they can write down a description. Compare lists the next day. Investigate animals or plants that you did not know. How will the changing seasons change what you observe? Make predictions and check them throughout the school year.

Seed Hike
As the season slowly changes to fall nature prepares itself for the coming cold months. Plants produce seeds to carry on the next spring. Many seeds have hooks or barbs that get stuck in animal fur (or socks!) and then get distributed. Some seeds get eaten by wildlife, others get dropped and grow in the spring.

Have each student bring an old pair of socks to school. Take a walk to a local prairie, pasture, meadow or other area with tall grasses and plants. Have students put the old socks on over their shoes. Walk through the grassed area. Observe as you walk. What seeds do you see? What plant are they growing on?

After you have walked though the area have students take off their socks and examine them carefully. Outdoors or once you have returned to the classroom have each student remove the seeds from their socks and sort them. Use a magnifying glass or microscope to observe the seeds. What do you see? What kind of barbs or hooks do the seeds have? How do this help with seed distribution? What animals, if any, do you think eats these seeds?

“Children grow healthier, wiser, and more content when they are more fully connected throughout their childhood to the natural environment in as many educational and recreational settings as possible. These benefits are long term and significant and contribute to their future wellbeing and the contributions they will make to the world as adults.” ~Reconnecting the World’s Children to Nature “Call to Action”

September: Observation and outdoor learning

Benefits and Considerations of taking children outside

There are many ways to incorporate outdoor time into your school day. The benefits of doing so are numerous and well studied. Getting kids out of their chairs, down the hall, and into nature can be as easy as taking a nature walk with preschoolers to look for colors, or as complex as high school students in an ecology class studying a local pond. One essential component that they share however is involving children in observation and the outdoors.

Benefits of taking children outside:
• Children who spend at least 60 minutes outside every day have increased physical and emotional well-being
• Outdoor activity has a direct correlation to lower levels of childhood obesity
• Regular outdoor activity leads to reduced levels of ADHD
• Children who play outside have improved concentration and school performance
• Sunlight is a natural source of Vitamin D – an essential vitamin that children today are often lacking enough of
• Outdoor time improves eyesight
• Children who play outside grow up to be stewards of the environment
• Outdoor play leads to improved critical thinking skills
• Nature makes kids nicer
• Children who regularly spend time outside show enhanced creative play and decreased aggression

Considerations before heading outside with kids:
• Check out the area before heading out with kids so you are aware of any safety considerations
• Be prepared for emergencies by bringing a cell phone and first aid kit with you
• Be aware of the current weather conditions as well as the forecast for the time that you will be out
• Make sure students and teachers are dressed appropriately for the conditions and have proper footwear
• Be aware of allergies - know before heading out the door if anyone is allergic to bee stings, pollen or other allergens
• Use the buddy systems and do frequent head counts
• Use extra caution around water - plan for extra supervision and life jackets if deemed necessary
• Be aware of the possible plants and wildlife you will observe - instruct children on the proper conduct around wildlife and unknown plants
• Wash hands upon returning to the classroom
• Take only memories; leave only footprints - teach children about having respect for living things and nature

Nature Games

Nature games and be fun and educational for children of all ages. Even high school students can benefit from them, such as nature scavenger hunts based on a biology or ecology unit.

Stepping Stones
Cross a “creek” by jumping from “stone” to “stone”

What you need:
*old t-shirts, hand towels or dish towels (your stones)

How you play:
Each player gets two “stones”. At “Go!” each player races to the finish line by jumping from stone to stone across the “creek”. Players jump from stone to stone by standing on one stone while gently tossing the other stone a jumpable distance away, jumping to that stone, reaching back to the other stone to retrieve it. Players continue across the creek until someone crosses the finish line. If a player falls off a stone they must return to the starting point.

Nature Scavenger Hunt
What you need:
*list of nature objects for kids to find (some may be things they can actually collect, others may things they have to just see)
*baggies to collect objects
*pens/pencils to cross items off of list

Set aside a designated area for the scavenger hunt. Design your list based on what you know will be found in the area. Scavenger hunts can be created based on age. For younger children list simple things such as a leaf or something red. For older children you can get specific, an oak leaf, a pine needle etc…

Fox and Rabbit Tag
This blindfolded game of tag is as entertaining for the onlookers as it is for the hunter and its "prey".

What You Need
• 2 blindfolds
• Small grassy area

Instructions
1. Get everyone into a circle, with players about an arm's length away from one another. Because this game relies on one player hearing another's movements, it is best played on grass, and everyone should keep very quiet during each round. Pick one player to be the fox and another to be the rabbit. Bring them both to the center of the circle and blindfold them. If young children do not wish to be blindfolded, they can just close their eyes.
2. Explain that the fox is hunting at night and is listening for his prey, the rabbit. The rabbit, naturally, is trying to avoid the fox. The other players are trees that will guide the rabbit or fox gently back into the circle when either wanders off the playing area. Turn the rabbit and fox around several times to slightly disorient them, then let the hunt begin. Allow a little time for this game every player will want a turn at being the fox and rabbit.

Spider Webs
Kids love the thrill of making like a spider in an activity that's part game, part art, and part obstacle course, says education professor Rhonda Clements of Manhattanville College in Purchase, New York.

What you need:
*At least 6 skeins of yarn (or balls of string)
*a stand of trees (you can also use a play structure or 12 or more 2- to 3-foot-long stakes pounded into the ground)
*scissors
*a garbage bag

How It's Done:
Tie one end of the yarn to a tree. Let players take turns passing the skein, crisscrossing the "web" every which way around the tree trunks. Secure the end of each skein by tying it to a tree. At a Baltimore play day organized by several of her students, recalls Clements, a parent was unwittingly built into the web. "He was standing very close to a stake, and a child tossed the ball of yarn around his leg. The kids thought that was great, because they anchored this dad to the ground." After all the yarn is used, let the kids climb through their creation. To clean up, pass out scissors and cut the web to pieces. Collect the scraps in a garbage bag for string games, finger knitting, or art projects

Stuck in the Mud
Don't get stuck indoors; go outside and play an exciting game of Stuck in the Mud.

What You Need
• Nothing

Instructions
1. Choose someone to be It. His name is Mud.
2. Each player grabs hold of one of Ms. or Mr. Mud's fingers, and all chant, "What happened to you, Ms. Mud, while spring flowers, they did bud?!"
3. Then, at an unpredictable speed — the point is to trick the players — Ms. Mud chants back, "I slipped into the crud! I got stuck in the ? mud!"
4. At the sound of the word "mud," all the players let go of Ms. Mud's fingers and scatter away while she gives chase.
5. If Ms. Mud tags a player, that player is "stuck in the mud" (that is, frozen).
6. The sole way to get unstuck is for an untagged player to crawl under the stuck player's legs. Players are safe only while they are in those crawling-under moments.
7. You play until everyone is caught . Then name another Mud and begin again.

Tips:
To avoid exhausting Mr. or Ms. Mud, an adult could set a time limit for each round.

Nature-based Classroom Ice Breakers


Who Am I?
For this activity tape or pin the name of a wildlife species on the back of each participant and make sure everyone has paper and a pencil. Each person tries to figure out what animal he or she is by walking up to other participants and getting clues from them. For example, Person A gives clues to Person B by briefly describing what Person B is in one to four words. Person B writes down this description and then briefly describes what Person A is in one to four words. Person A writes down this clue and both people move on to other participants for new clues. Be sure to set a time limit before the group begins the activity. Wrap up by asking for three to five volunteers to guess what they think they are, based on the clues they received.

Guess My Name
Ask the participants to make a list of ten words to describe an animal of their choice on a sheet of paper. They then tape the sheet of paper to themselves and move about the room, reading each other’s lists. They introduce themselves to each other and try to guess what animal each list describes.

Artistic Introductions
Ask participants to draw or model out of clay an animal they feel represents themselves. Divide the participants into groups and have each explain why (s)he chose the animal (s)he did. Or, put pictures of a variety of animals on a large table and have participants choose one they feel represents themselves. Divide into groups and have each participant explain why (s)he chose a particular animal.

Human Knot
Participants stand in a circle and introduce themselves one by one to two other people in the circle. As they introduce themselves, they grasp the hand of the other person and hold on. When everyone has introduced him/herself, each person should be holding hands with two other people. You have now created a human knot. Their task is to untangle the knot without letting anyone in the circle go!

Sound Off
Write out cards with the name of one animal on each. Make two cards for each animal. Hand out a card to each participant, making sure that pairs of animals are distributed. Arrange the participants in a circle. Explain that they are to make the sound of the animal on their card to find the other animal of their species. No talking is allowed. Once they find their partner, they are to stand by them. Participants can also be blind-folded and/or groups of more than two animals can be produced by making more cards for each animal.

Significant Stories
Ask each participant to relate a story about a significant experience involving nature, animals, trees, etc.

Human Scavenger Hunt
Have participants go on a “tree” or “wild” human scavenger hunt using one of the lists included here. The object is to find other students who fit the criteria and have them sign their names on the appropriate line. This is a good way for participants to find out interesting, and often little-known information about others in the group, relating to wildlife and forestry.

“Tree” People
Directions: Try to have at least one person sign their name after each statement. Each person cansign your sheet only once.
1.Has a treehouse___________________________________________________________
2.Has hugged a tree_________________________________________________________
3.Uses live Christmas trees____________________________________________________
4.Likes to sit by a fire________________________________________________________
5.Can name Iowa’s state tree__________________________________________________
6.Lives in a wood house______________________________________________________
7.Recycles paper, plastic and glass_______________________________________________
8.Ate a tree product today_____________________________________________________
9.Has a windbreak on his/her property___________________________________________
10.Can name three (3) kinds of trees that grow in Iowa________________________________
11.Can name three (3) products from Iowa forests__________________________________
12.Has been to a savannah_____________________________________________________
13.Planted a tree in the last year_________________________________________________
14.Has counted the rings on a tree_______________________________________________

“Wild” People
Directions: Try to have at least one person sign their name after each statement. Each person can sign your sheet only once.
1.Has a valid hunting or fishing license__________________________________________
2.Can identify two (2) species endangered in Iowa___________________________________
3.Recycles_________________________________________________________________
4.Has contacted a government official about a wildlife issue_________________________
5.Has held a snake__________________________________________________________
6.Has a bird banding license___________________________________________________
7.Enjoys wildlife photography_________________________________________________
8.Can name a wildlife book they have read_______________________________________
9.Has watched a squirrel conquer a “squirrel proof” bird feeder_______________________
10.Has seen a bald eagle nest___________________________________________________
11.Can identify at least two (2) animals by their tracks_______________________________
12.Has seen a live moose in the wild_____________________________________________
13.Landscapes their yard for wildlife_____________________________________________
14.Has watched a predator catch its prey__________________________________________

WILD or PLT Activities
Activities from the guides also can be modified to serve as ice breakers. The advantage to using an activity from one of the guides is that it gives participants more contact time with the materials. Some possible activities include: WILD - “Animal Charades” WILD Aquatic - “Are You Me?;” “Fashion a Fish” PLT -“Peppermint Beetles;” “We All Need Trees”

Keeping Classroom Animals
Animals can be a wonderful resource to enhance learning and understanding in the classroom. Many children today have limited exposure to wildlife and animals. Having an animal in the classroom allows children to observe and study an animal first hand. It allows for the observation of animal life cycles and behaviors. Classroom animals also teach students responsibility as they care for the needs of the animal. It teaches students to treat animals with respect, understand their needs and meet those needs.

Classroom animals must be chosen with care. Considerations:
-Safety of your students is first and foremost, chose an animal that is appropriate for the age-level of your students.
-Consider the needs of the animal and whether or not you and your class will be able to provide for the animals basic needs and welfare.
-Keep in mind the logistics of keeping a classroom animal. Is it an animal that can be left at school during weekends? What is the plan for holidays? Who is going to provide vet care if the need arises?
-Is there a permit required to obtain and/or keep your chosen animal? What are the regulations of your school district? (For example, in Iowa, you may collect and keep tadpoles and frogs if you have a valid fishing license. Research your state laws and regulations before you obtain any animal.)

Fish, frogs, reptiles, amphibians, birds, and small mammals are common classroom pets. Also consider ant farms, worm farms, and insects. Consider having an “observation” tank or aquarium that can house various animals through the year on a revolving basis. For example, use it to observe grasshoppers for a week in the fall, spiders during the winter, and tadpoles in the spring.

Links
Animals in the Classroom: An On-line Guide for Teachers

http://petsinclass.com/

Pets in the Classroom (offers grants to help pay for pet supplies for classroom pets) http://www.petsintheclassroom.org/

Pet Smart: Teacher’s Guide to Classroom Pets
http://promotions.petsmart.com/landing/teachers-guide/

Back to School with Nature

It is that time of year again – back to school time! As children are picking out new backpacks and sneakers; teachers are preparing themselves and their classrooms for another year filled with growing and learning.

This year, as you are preparing your classroom for the new school year, try to incorporate nature into the overall design and layout of your room. There are multitudes of ways that you can create a nature-themed classroom. Here are just a few starting points:

Classroom Design
Choose a nature-theme for your classroom and incorporate in throughout. Your theme can change as the seasons change. Or your theme can simply be “nature” and incorporate nature in various forms throughout your classroom. Use it for bulletin boards, newsletters home, nametags for students, and cubby spaces.

Create a “nature table” where you can display natural objects that you and your students have found. Encourage students to contribute to the table regularly. Cool looking sticks, rocks, feathers, old bird nests, etc…are great things to bring in to share. Create a “brag board” for pictures of students outside and participating in outdoor activities.

Fill your classroom with living things such as plants, fish tanks, ant farms, worm farms etc… Set up bird feeders outside your classroom windows for students to observe daily.

Out the Door
Take students outside as much as possible. Studies have shown that even a few minutes of outdoor time during the school day can lower stress levels in children. Plan outdoor time into your day and/or week as time allows. Think of your school grounds and the surrounding community as an extension of your classroom.

County Conservation Boards
As you are preparing your school year remember what a wonderful resource you have in your local County Conservation Board. CCB Naturalists are usually more than happy to come into your classroom and present programs on various subjects. They often also have access to wildlife that have been injured, rehabilitated and are used for education purposes, such as snakes, salamanders, and owls. They can also bring in animals furs, owl pellets, animal bones, and many other nature and wildlife items.

Our Exploring Iowa’s Natural Resources blog is getting a makeover! Starting in August we will be rolling out a new format for our blog postings. We will be posting weekly blogs based on a theme for the month.


Augusts’ theme is “Back to School with Nature”, every week we will have a new tip and/or activity for incorporating nature in your classroom. Check back for nature-based ice breaker games for the first days of school, ways to involve your local County Conservation Board in the classroom, and more!

In September look for ways to develop your students observations skills with nature hikes, scavenger hunts, journaling, and other observation activities.

We are excited about the changes coming and hope that you will join us on this new blogging journey!

Wildlife Garden

A wildlife garden is a garden that has been created to attract wildlife. Wildlife gardens contain the essential elements of habitat – food, water, space, and shelter. Wildlife gardens can attract birds, insects, amphibians, reptiles, and even small mammals. Wildlife gardens are wonderful places for students to observe plants and wildlife. They are valuable tools for the classroom all year long.

You can create a wildlife garden in your schoolyard, backyard or even community. Wildlife gardens can be large, involving an entire community, or they can be small, encompassing no more than pots and planters on a patio. The key is to provide wildlife with the things that they need for survival.

As a class discuss and decide what animals and plants need for survival – let students lead the discussion. Make charts and/or lists of the elements that you will need to include in your wildlife garden plan. Next take a walk around your schoolyard, backyard or community and look for an area that will be suitable for your wildlife garden. Map it out. Research native plants and plants that will best provide shelter and food for wildlife. Be sure to research the requirements of the plants as well – do they grow best in full sun, shade etc? Utilize professionals in your community. Visit with a nursery professional, wildlife biologist, master gardener or anyone else that is able and willing to advise you on plants and wildlife.

Draw up your plan including your map, research, essential elements, and other pertinent information. Implement your plan! Look for volunteers in the community both for time, as well as supplies. Make a plan for garden maintenance throughout the school year and summer. Enjoy your new wildlife garden!

Book List
Grades PreK-2
Arnosky, J. 1997. Crinkleroot's Guide to Knowing Animal Habitats. Simon & Schuster Children's Publishing.
Aston, D. 2007. A Seed Is Sleepy. Chronicle Books LLC.
Berger, M. 1994. All about Seeds: A Hands-on Science Book. Scholastic, Inc.
Brown, R. 2001. Ten Seeds. Knopf Publishing Group.
Burnie, D. 2005. Plant. DK Publishing, Inc.
Butterfield, M. 1999. Animals on Plains and Prairies. Raintree Publishers.
Canizares, S. 1997. Who Lives in a Tree? Scholastic, Inc.
Carle, E. 1991. The Tiny Seed. Simon & Schuster Children's Publishing.
Charman, A. 2003. I Wonder Why Trees Have Leaves and Other Questions about Plants. Houghton Mifflin Company.
Christensen, B. 1994. Edible Alphabet. Dial Books for Young Readers.
Cole, J. 1995. The Magic School Bus Plants Seeds: A Book About How Living Things Grow. Scholastic, Inc.
Costian, M. 2001. Life in a Tree: Focus, Habitat. Tandem Library.
Cox, M., and DK Publishing Staff. 2009. Wildlife Gardening. DK Publishing, Inc.
Dixon, M. 1998. Plants around Us. Smart Apple Media.
Downden, A.O. 1984. From Flower to Fruit. Thomas Y. Crowell Co.
Ehlert, L. 1992. Planting a Rainbow. Harcourt Children's Books.
Fleming, D. 1993. In the Small, Small Pond. Henry Holt and Co.
Fowler, A. 1999. Our Living Forests. Scholastic Library Publishing.
Fredericks, A.D. 2005. Near One Cattail: Turtles, Logs and Leaping Frogs. Dawn Publications.
Fredericks, A.D. 2003. Around One Cactus: Owls, Bats and Leaping Rats. Dawn Publications.
Fredericks, A.D. 2006. On One Flower: Butterflies, Ticks and a Few More Icks. Dawn Publications.
Gibbons, G. 1991. From Seed to Plant. Holiday House.
Hickman, P. 1996. A Seed Grows: My First Look at a Plant's Life Cycle. Kids Can Press, Ltd.
Hirschi,R. 1989. Who Lives On The Prairie? Putnam Publishing Group.
Hirschi, R. 1987. Who lives in the forest? Dodd, Mead.
Hunter, A. 1999. What's Under the Log? Houghton Mifflin Company.
Jordan, H.J. 1992. How a Seed Grows. HarperCollins Children's Books.
Lavies, B. 1989. Tree Trunk Traffic. Penguin Group (USA), Inc.
MacDonald, M.R. and P. Cummings. 1998. Pickin' Peas. HarperCollins Publishers.
Manning, M. and B. Granstrom. 2003. The Seed I Planted (Wonderwise Readers). Franklin Watts, Ltd.
Morgan, S. 2004. Flowers, Fruits and Seeds. Thameside Press.
Murphy, P.J. 2004. Peeking at Plants with a Scientist. Enslow Publishers, Incorporated.
Pascoe, E. and D. Kuhn. 2003. Ecosystem of a Fallen Tree. Rosen Publishing Group, Inc.
Pascoe, E. and D. Kuhn. 2003. Ecosystem of an Apple Tree. Rosen Publishing Group, Inc.
Pascoe, E. and D. Kuhn. 2003. The Ecosystem of a Grassy Field. Rosen Publishing Group, Inc.
Pascoe, E. and D. Kuhn. 2003. The Ecosystem of a Stream. Rosen Publishing Group, Inc.
Richards, J. and A. Hariton. 2006. A Fruit is a Suitcase for Seeds. Lerner Publishing Group.
Royston, A. 2001. Plants, Flowers, Fruits and Seeds. Heinemann.
Silver, D.M. and P.J. Wynne. 1997. One Small Square Backyard. The McGraw-Hill Companies.
Trumbauer, L. 2002. Who Needs Plants?. Coughlan Publishing.

Grades 3-5
Arnosky, J. 1997. Crinkleroot's Guide to Knowing Animal Habitats. Simon & Schuster Children's Publishing.
Ball, J.A. 2002. Plants. Gareth Stevens Audio.
Brenner, B. 2004. One Small Place in a Tree. Morrow/Avon.
Burnie, D. 2004. Plant. DK Publishing, Inc.
Burton, J. and K. Taylor. 1999. Nature and Science of Seeds. Gareth Stevens Audio.
Farndon, J. 2006. Seeds. Thomson Gale.
Fernald, M.L. 1996. Edible Wild Plants of Eastern North America. Dover Publications.
Fredericks, A.D. 2005. Near One Cattail: Turtles, Logs and Leaping Frogs. Dawn Publications.
Fredericks, A.D. 2003. Around One Cactus: Owls, Bats and Leaping Rats. Dawn Publications.
Fredericks, A.D. 2006. On One Flower: Butterflies, Ticks and a Few More Icks. Dawn Publications.
Goodman, S.E. 2001. Seeds, Stems, and Stamens: The Ways Plants Fit into Their World. Lerner Publishing Group.
Hirschi,R. 1989. Who Lives On The Prairie? Putnam Publishing Group.
Hirschi, R. 1987. Who lives in the forest? Dodd, Mead.
Hood, S. 1998. Wildflowers (Audubon Society First Field Guides). Scholastic, Inc.
Jennings, T.J. 1989. Pond Life. Scholastic Library Publishing.
Jennings, T.J. 1989. Seeds and Seedlings. Scholastic Library Publishing.
Johnson, S.A. 1976. Animals of the Grasslands. Lerner Publishing Group.
Kalman, B.1996. How a Plant Grows. Crabtree Publishing Company.
Levy, J. 2003. What Lives on a Prairie? Rosen Publishing Group, Incorporated.
Nadeau, I. 2001. Food Chains in a Forest Habitat. Rosen Publishing Group, Incorporated.
Parker, S. 1999. It's a Frog's Life: My Story of Life in a Pond. Reader's Digest Children's Publishing, Incorporated.
Pascoe, E. and D. Kuhn. 2003. Ecosystem of a Fallen Tree. Rosen Publishing Group, Inc.
Pascoe, E. and D. Kuhn. 2003. Ecosystem of an Apple Tree. Rosen Publishing Group, Inc.
Pascoe, E. and D. Kuhn. 2003. The Ecosystem of a Grassy Field. Rosen Publishing Group, Inc.
Pascoe, E. and D. Kuhn. 2003. The Ecosystem of a Stream. Rosen Publishing Group, Inc.
Rushing, F. 2004. Dig, Plant, Grow. Cool Springs Press.
Silver, D.M. 1994. One Small Square: Pond. W.H. Freeman and Co.
Spilsbury, L.A. 2002. Plant Habitats. Heinemann.
Stewart, M. 2003. Plants. Capstone Press.

Grades 6-8
Bates, J.W. 1991. Seeds to Plants: Projects with Biology. Scholastic Library Publishing.
Cassie, B. and M. Burns. 1999. Trees. Scholastic, Inc.
DK Publishing. 1992. Plants. DK CHILDREN.
Hirschi,R. 1989. Who Lives On The Prairie? Putnam Publishing Group.
Hirschi, R. 1987. Who lives in the forest? Dodd, Mead.
Hood, S. 1998. Wildflowers (Audubon Society First Field Guides). Scholastic, Inc.
Massa, R. 1997. Breathing Earth. Steck-Vaughn.
Pascoe, E. 1996. Seeds and Seedlings. Thomson Gale.
Pascoe, E. and D. Kuhn. 2003. Ecosystem of a Fallen Tree. Rosen Publishing Group, Inc.
Pascoe, E. and D. Kuhn. 2003. Ecosystem of an Apple Tree. Rosen Publishing Group, Inc.
Pascoe, E. and D. Kuhn. 2003. The Ecosystem of a Grassy Field. Rosen Publishing Group, Inc.
Pascoe, E. and D. Kuhn. 2003. The Ecosystem of a Stream. Rosen Publishing Group, Inc.
Runkel, S. and A.F. Bull. 1987. Wildflowers of the Iowa Woodlands. Ames: Iowa State University Press.
Winckler, S. 2002. Planting the Seed: A Guide to Gardening. Lerner Publishing Group.

Grades 9-12
Collard, S. B. 2005. The Prairie Builders : Reconstructing America's Lost Grasslands. Boston: Houghton Mifflin Company Trade & Reference Division.
Farndon, J. 2002. 1000 Things You Should Know about Plants. Mason Crest Publishers.
Kershner, B., et al. 2008. National Wildlife Federation Field Guide to Trees of North America. Sterling Publishing.
Parker, R. 2003. Introduction to Plant Science: Revised Edition. Thomson Delmar Learning.

Educator Book List
Bradley, F. M. and the Editors of Yankee Magazine. 2004. Projects for the Birder’s Garden: Over 100 Easy Things That You Can Make to Turn Your Yard and Garden into a Bird-Friendly Haven. Rodale Press, Inc.
Condon, M. A. 2006. The Nature-Friendly Garden: Creating a Backyard Haven for Plants, Wildlife, and People, Too. Stackpole Books.
Henderson, C. L., and C. W. Schwartz. 1995. Landscaping for Widlife. DIANE Publishing Company.
Hendy, J. 2012. Gardening Projects for Kids: Fantastic ideas for making things, growing plants and flowers, and attracting wildlife to the garden. Anness Publishing, Ltd.
Lavelle, C., and M. Lavelle. The Best Plants to Attract and Keep Wildlife in Your Garden: Making a backyard home for animals, birds, & insects. Anness Publishing, Ltd.
Lovejoy, S. 1999. 2011. Roots, Shoots, Buckets & Boots: Gardening Together with Children. Workman Publishing Company.
Johnson, C. J., S. McDiarmid, E. R. Turner. 2004. Welcoming Wildlife to the Garden: Creating Backyard and Balcony Habitats for Wildlife. Hartley and Marks Publishers.
Merilees, B. 2001. New Gardening for Wildlife: A Guide for Nature Lovers. Whitecap Books, Limited.
Smith, J. R., and Smith, B. S. 1980. A Prairie Garden : Seventy Native Plants You Can Grow in Town or Country. New York: University of Wisconsin P.
Tait, M. 2006. Wildlife Gardening for Everyone: Your Questions Answered by the RHS and the Wildlife Trust. Sterling Publishing.
Tallamy, D. W., and R. Darke. 2009. Bringing Nature Home: How You Can Sustain Wildlife with Native Plants. Timber Press, Inc.
Tufts, C., and P. H. Loewer. 1995. National Wildlife Federation Guide to Gardening for Wildlife: How to Create a Beautiful Backyard Habitat for Birds, Butterflies, and other Wildlife. Rodale Press, Inc.

Links
Junior Master Gardener
http://www.jmgkids.us/

NWF: Schoolyard Habitat
http://www.nwf.org/Get-Outside/Outdoor-Activities/Garden-for-Wildlife/Schoolyard-Habitats.aspx

NWF: Create a Schoolyard Habitat
http://www.nwf.org/Get-Outside/Outdoor-Activities/Garden-for-Wildlife/Schoolyard-Habitats/Create.aspx

Gardening for Wildlife
http://www.gardening-for-wildlife.com/

Power of Print

Bang!  Boom!  Zing!  There are fireworks, parades and picnics – it must be the 4^th of July!  Every year we celebrate our nation’s independence on the 4^th of July, the day that we, as a nation, adopted the Declaration of Independence. We celebrate the freedom that we fought for and won.  One aspect of that freedom is the freedom of the press.  The freedom of the press protects our right to the published word.  Today in the United States, this freedom is used and enjoyed by everyone.  Explore this freedom with Project Learning Tree’s “Power of Print”.  Read opposing viewpoints on environmental issues, write your own opinion and celebrate the freedom to express yourself!

Family Fun:

After the fireworks have ended and the sparklers all gone search your yard for fireflies - natures own sparklers!  Put a few in a jar to observe for the evening and watch them light up the night.  Before you go to bed, give them their freedom!

Book List

Grades PreK-2

Anderson, L.H. and M. Faulkner. 2008. Independent Dames: What You Never Knew About the Women and Girls of the American Revolution. Simon & Schuster Children’s Publishing.

Lakin, P., B. Dacey and D. Bandelin. 2006. Abigail Adams: First Lady of the American Revolution. Simon & Schuster Children’s Publishing.

Maestro, B. and G. Maestro. 2005. Liberty or Death: The American Revolution 1763-1783. HarperCollins Publishers.

Moore, K. and D. O’Leary. 1998. If You Lived at the Time of the American Revolution. Scholastic, Inc.

Osborne, M.P. and S. Murdocca. 2000. Revolutionary War on Wednesday (Magic Tree House Series #22). Random House Children’s Books.

Osborne, M.P., N.P. Boyce, and S. Murdocca. 2004. American Revolution: A Nonfiction Companion to Revolutionary War on Wednesday. Random House Children’s Books.

Grades 3-5

Anderson, L.H. and M. Faulkner. 2008. Independent Dames: What You Never Knew About the Women and Girls of the American Revolution. Simon & Schuster Children’s Publishing.

Davis, B. and E.W. Brooke. 1992. Black Heroes of the American Revolution. Houghton Mifflin Harcourt.

Hakin, J. 2007. History of the US Volume 3: From Colonies to Country 1735-1791. Oxford University Press.

Herbert, J. 2002. The American Revolution for Kids: A History with 21 Activities. Chicago Review Press, Inc.

Maestro, B. and G. Maestro. 2005. Liberty or Death: The American Revolution 1763-1783. HarperCollins Publishers.

Micklos, J. 2008. African Americans and American Indians Fighting in the Revolutionary War. Enslow Publishers, Inc.

Moore, K. and D. O’Leary. 1998. If You Lived at the Time of the American Revolution. Scholastic, Inc.

Murray, S. 2005. American Revolution (Eyewitness Books Series). DK Publishing.

Osborne, M.P. and S. Murdocca. 2000. Revolutionary War on Wednesday (Magic Tree House Series #22). Random House Children’s Books.

Osborne, M.P., N.P. Boyce, and S. Murdocca. 2004. American Revolution: A Nonfiction Companion to Revolutionary War on Wednesday. Random House Children’s Books.

Grades 6-8

Anderson, L.H. and M. Faulkner. 2008. Independent Dames: What You Never Knew About the Women and Girls of the American Revolution. Simon & Schuster Children’s Publishing.

Brown Reference Group. 2009. Revolutionary War. Simon & Schuster Children’s Publishing.

Friedman, I.C. 2005. Freedom of Speech and the Press. Facts on File, Inc.

Davis, B. and E.W. Brooke. 1992. Black Heroes of the American Revolution. Houghton Mifflin Harcourt.

Hakin, J. 2007. History of the US Volume 3: From Colonies to Country 1735-1791. Oxford University Press.

Herbert, J. 2002. The American Revolution for Kids: A History with 21 Activities. Chicago Review Press, Inc

Maestro, B. and G. Maestro. 2005. Liberty or Death: The American Revolution 1763-1783. HarperCollins Publishers.

Micklos, J. 2008. African Americans and American Indians Fighting in the Revolutionary War. Enslow Publishers, Inc.

Murray, S. 2005. American Revolution (Eyewitness Books Series). DK Publishing.

Sheinkin, S. and T. Robinson. 2008. King George: What Was His Problem? Everything Your Textbooks Didn’t Tell You About the American Revolution. Roaring Brook Press.

Grades 9-12

Hebert, D.L. 2005. Freedom of the Press. Cengage Gale.

Schomp, V. 2003. The Revolutionary War. Marshall Cavendish, Inc.

Sheinkin, S. and T. Robinson. 2008. King George: What Was His Problem? Everything Your Textbooks Didn’t Tell You About the American Revolution. Roaring Brook Press.

Links

Fact Monster: History of the Freedom of the Press

http://www.factmonster.com/ce6/history/A0860511.html

Wikipedia: Freedom of the Press

http://en.wikipedia.org/wiki/Freedom_of_the_press

History Channel: Fourth of July

http://www.history.com/content/fourthofjuly

The Declaration of Independence

http://www.ushistory.org/Declaration/

History Central: Revolutionary War

http://www.historycentral.com/Revolt/

The American Revolution

http://www.theamericanrevolution.org/

Stormy Weather

Come take a simulated field trip through a storm! People and animals coexist and experience the same natural phenomena such as weather. During storms people and animals both seek shelter. Use Project WILD's "Stormy Weather" to visualize what kind of animal you will be and what you will do during the storm. Will you be a turkey in the woods? A meadowlark on the prairie? A cricket frog on a stream bank? Or a bluegill in a pond? Experience a storm through another animal’s eyes!

Iowa Connection

Research your local community: What is the average rainfall? Snowfall? How many thunderstorms are there per year on average? What is the average temp? Winter? Summer? Humidity?

Book List
Grades PreK-2

Barrett, J. and R. Barrett. 1978. Cloudy with a Chance of Meatballs. Simon & Schuster.

Barrett, J. and R. Barrett. 1997. Pickles to Pittsburgh: A Sequel to Cloudy with a Chance of Meatballs. Simon & Schuster.

Branley, F.M. and J.G. Hale. 1997. Down Comes the Rain. HarperCollins Publishers.

DePaola, T. 1985. The Cloud Book. Holiday House, Inc.

DeWitt, L. and C. Croll. 1993. What Will the Weather Be? HarperCollins Publishers.

DK Publishing, Inc. 2004. Weather (Eye Wonder Series). DK Publishing, Inc.

Frost, H. 2004. Weather: Fog. Coughlan Publishing.

Frost, H. 2004. Weather: Ice. Coughlan Publishing.

Frost, H. 2004. Weather: Snow. Pebble Books.

Frost, H. 2004. Weather: Wind. Coughlan Publishing.

Gibbons, G. 1993. Weather Forecasting. Simon & Schuster.

Gibbons, G. 1992. Weather Words and What They Mean. Holiday House, Inc.

Locker, T. 2003. Cloud Dance. Houghton Mifflin Harcourt.

Martin, J.B. and M. Azarian. 1998. Snowflake Bentley. Houghton Mifflin Harcourt.

National Geographic Society, R. Cremins, and T.B. Griswold. 2001. My First Pocket Guide: Weather. National Geographic Society.

Pinwheel, and J. Moon. 2008. What’s the Weather? Scholastic, Inc.

Polacco, P. 1997. Thunder Cake. Penguin Group (USA).

Rabe, T. and A. Ruiz. 2004. Oh, Say, Can You Say, What’s the Weather Today?: All About Weather. Random House.

Rockwell, A. and F. Lessac. 2008. Clouds (Let’s-Read-and-Find-Out Science Series). HarperCollins Publishers.

Rylant, C. and L. Stringer. 2008. Snow. Houghton Mifflin Harcourt.

Simon, S. 2006. Weather. HarperCollins Publishers.

Singer, M. and F. Lessac. 2002. On the Same Day in March: A Tour of the World’s Weather. HarperCollins Publishers.

White, N., et al. Magic School Bus Kicks up a Storm: A Book About Weather. Scholastic, Inc.

Grades 3-5

Barrett, J. and R. Barrett. 1978. Cloudy with a Chance of Meatballs. Simon & Schuster.

Barrett, J. and R. Barrett. 1997. Pickles to Pittsburgh: A Sequel to Cloudy with a Chance of Meatballs. Simon & Schuster.

Berger, M., G. Berger, and R. Sullivan. 1999. Can it Rain Cats and Dogs?: Questions & Answers about Weather. Scholastic, Inc.

Branley, F.M. and J.G. Hale. 1997. Down Comes the Rain. HarperCollins Publishers.

Breen, M., K. Friestad and M.P. Kline. 2000. The Kids’ Book of Weather Forecasting: Build a Weather Station, “Read” the Sky & Make Predictions! Ideals Publications.

Capeci, A., J. Stamper, and H. Gangloff. Electric Storm (Magic School Bus #14). Scholastic, Inc.

Chanko, P. and D. Moreton. 1997. Weather. Scholastic, Inc.

Cole, J., C. Bracken, and B. Degen. 2006. Lost in the Snow (Magic School Bus Series). Scholastic, Inc.

Cosgrove, B. 2007. Eyewitness Weather. DK Publishing, Inc.

DePaola, T. 1985. The Cloud Book. Holiday House, Inc.

DeWitt, L. and C. Croll. 1993. What Will the Weather Be? HarperCollins Publishers.

Dickstein, L. and Editors of Time For Kids. 2006. Time for Kids: Storms! HarperCollins Publishers.

DK Publishing, Inc. 2004. Weather (Eye Wonder Series). DK Publishing, Inc.

Gibbons, G. 1993. Weather Forecasting. Simon & Schuster.

Gibbons, G. 1992. Weather Words and What They Mean. Holiday House, Inc.

Locker, T. 2003. Cloud Dance. Houghton Mifflin Harcourt.

Martin, J.B. and M. Azarian. 1998. Snowflake Bentley. Houghton Mifflin Harcourt.

Nankin, F. and G.A. England. 1998. Wonders of Weather (Eyes on Nature Series). Kids Books, Inc.

National Geographic Society, R. Cremins, and T.B. Griswold. 2001. My First Pocket Guide: Weather. National Geographic Society.

Polacco, P. 1997. Thunder Cake. Penguin Group (USA).

Rupp, R., M. Sweet, and D. Nap. 2003. Weather. Storey Kids.

Rylant, C. and L. Stringer. 2008. Snow. Houghton Mifflin Harcourt.

Simon, S. 2006. Lightning. HarperCollins Publishers.

Simon, S. 1992. Storms. HarperCollins Publishers.

Simon, S. 2006. Weather. HarperCollins Publishers.

Singer, M. and F. Lessac. 2002. On the Same Day in March: A Tour of the World’s Weather. HarperCollins Publishers.

Spilsbury, R. and L.A. Spilsbury. 2006. Weather. Chelsea House.

Wallace, K. 1999. DK Readers: Whatever the Weather (Level 1: Beginning to Read). DK Publishing, Inc.

White, N., et al. Magic School Bus Kicks up a Storm: A Book About Weather. Scholastic, Inc.

Grades 6-8

Breen, M., K. Friestad and M.P. Kline. 2000. The Kids’ Book of Weather Forecasting: Build a Weather Station, “Read” the Sky & Make Predictions! Ideals Publications.

Challoner, J. 2004. Hurricane and Tornado (Eyewitness Books Series). DK Publishing.

Cosgrove, B. 2007. Eyewitness Weather. DK Publishing, Inc.

Juettner, B. 2004. Weather. Cengage Gale.

Nankin, F. and G.A. England. 1998. Wonders of Weather (Eyes on Nature Series). Kids Books, Inc.

Parker, J. 2008. Weather. Weigl Publishers.

Rupp, R., M. Sweet, and D. Nap. 2003. Weather. Storey Kids.

Spilsbury, R. and L.A. Spilsbury. 2006. Weather. Chelsea House.

Grades 9-12

Ahrens, C.D. 2008. Meteorology Today: An Introduction to Weather, Climate, and the Environment. Cengage Learning.

Bologna, J. and C.K. Passante. 2006. The Complete Idiot’s Guide to Extreme Weather. Penguin Group (USA).

Challoner, J. 2004. Hurricane and Tornado (Eyewitness Books Series). DK Publishing.

Cosgrove, B. 2007. Eyewitness Weather. DK Publishing, Inc.

Juettner, B. 2004. Weather. Cengage Gale.

Ludlum, D.M. 1991. The National Audubon Society Field Guide to North American Weather. Knopf Doubleday Publishing Group.

Parker, J. 2008. Weather. Weigl Publishers.

Williams, J., et al. 2009. The AMS Weather Book: The Ultimate Guide to America’s Weather. University of Chicago Press.

Links

Iowa Climate

http://www.city-data.com/states/Iowa-Climate.html

Climate of Iowa

http://www.crh.noaa.gov/images/dvn/downloads/Clim_IA_01.pdf

Wikipedia: Thunderstorm

http://en.wikipedia.org/wiki/Thunderstorm

Wikipedia: Winter Storms

http://en.wikipedia.org/wiki/Snowstorm