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.
Friday, August 24, 2012
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”
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”
Tuesday, August 14, 2012
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/
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/
Tuesday, August 07, 2012
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.
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.
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