Bringing outdoor science in : thrifty classroom lessons

178 Pages·2012·12.022 MB·English

by  Steve Rich

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eISBN 978-1-936959-87-7
Library of Congress Cataloging-in-Publication Data
Rich, Steve, 1962-
Bringing outdoor science in : thrifty classroom lessons / by Steve Rich.
p. cm.
Includes bibliographical references and index.
ISBN 978-1-936959-04-4
1. Science--Study and teaching (Elementary)--Activity programs. 2. Natural history--Study and teaching (Elementary)--Activity programs. 3.
Outdoor education. I. Title.
QH53.R48 2012
508.071--dc23
2011047208
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Preface
.............................................................................vii
Acknowledgments
...........................................................viii
About the Author
...............................................................ix
Correlation to National Science Education Standards
........x
Safety Notes
.......................................................................xi
Page 1 Page 77
Recycling School Paper ....................................................4 Exploring Local Rocks ....................................................80
Going Paperless .................................................................6 Characteristics of Rocks .................................................84
Composting Cafeteria Waste ...........................................8 Making a Rock Collection ..............................................86
Using Solar Energy .........................................................12 How Humans Use Rocks ...............................................88
Saving Electricity .............................................................16 Characteristics of Soils ....................................................90
Saving Water ....................................................................18 Soils From Here and There ............................................92
Reuse! ................................................................................20 Earth’s Changing Surface...............................................94
Helping Teachers Recycle More ....................................22 Erosion ..............................................................................96
Encouraging Recycling at Home ..................................24 Barrier Islands ..................................................................98
Community Cleanup Project .........................................26
Page 101
Page 29
Earth’s Water Cycle .......................................................104
Bug Zoo ............................................................................32 Polymers—Helping Soil Hold Water .........................106
Observing Insect Behavior .............................................36 Using Water to Harness Energy ..................................108
Insect Food Chain ...........................................................38 Freshwater Versus Salt Water ......................................110
Predators of Insects .........................................................40 Animals That Live in Water .........................................112
What’s the Difference Between a Spider, Measuring Water for a Day ..........................................114
an Earthworm, and an Insect? .......................................42
Droughts .........................................................................116
Fly, Hop, or Walk? ...........................................................44
Is There Water in Fruit? ................................................118
How Insects Help Humans............................................46
Plants as a Habitat for Insects .......................................48
Insect Metamorphosis ....................................................50
Pollination Nation ...........................................................52
Wearing a Skeleton on the Outside ..............................54
Page 121
Clouds and Precipitation .............................................124
The Sun and Its Impact on Earth ................................126
How Stars Can Guide Us .............................................130
Our Solar System ...........................................................132
Page 57
Flying Animals ..............................................................134
How Plants Use Water ....................................................60 Air Pollution ..................................................................136
What Plants Get From Different Soils ..........................62 How Does Wind Help Us? ...........................................138
Comparing Leaves ..........................................................64
Comparing Seeds ............................................................66
Flowering Plant Dissection ............................................68
References
.......................................................................141
Carnivorous Plant Dissection ........................................70
Answer Key
How Humans Use Plants ...............................................72 .....................................................................143
Using Plants to Make Dyes ............................................74 Index
................................................................................161
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This book is dedicated with love, deep respect, and admiration, to my mother,
June Coleman Rich, who understood my need as a child to bring outdoor creatures
inside, and instinctively knew more than me that one day all the lizards, snakes,
frogs, and turtles would propel me toward trying to making a difference for young
people and their teachers.
“A mother’s heart is a child’s school room.” ~ Henry Ward Beecher
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During more than a dozen years of plan- a rock, you can simply step outside and gather
ning, building, using, and writing about the materials. There’s no need to pull out your
outdoor classrooms, I have met many, science catalog and create a purchase order. Who
many teachers who have discovered the has time for that anyway?
joy of taking students out to the school yard for This book may be used as is for upper elemen-
engaging lessons and learning. At the same time, I
tary and middle grades. Possible adaptations for
have met a number of teachers who have told me
primary grades are noted in the section “Grade-
they are never going outside with their students.
Level Considerations” within each lesson. In this
While it’s almost foreign to me to consider remain-
book the various grade levels are defined as fol-
ing in my classroom when there is so much science
lows: primary refers to grades K through 2, upper
in the school yard, I understand that in some situa-
elementary refers to grades 3 through 5, and middle
tions this is discouraged by administrators or com-
refers to grades 6 through 8.
plicated by a host of factors beyond the control of
It is my hope that as you use these lessons,
the teacher. So as a result of my conversations with
you will see the value in taking your class out-
these teachers, I decided to write Bringing Outdoor
doors. The experience of learning outdoors
Science In: Thrifty Classroom Lessons.
enriches the environmental knowledge base for
In this follow-up to Outdoor Science: A Practi-
young people, giving them the insight to become
cal Guide, you’ll find many units and lessons that
can be taught indoors or outdoors. Students par- better stewards of natural resources throughout
ticipating in these lessons will sometimes use nat- their lives. If you decide not to take students
ural materials. One of the best parts of this type outdoors, certainly you will encourage them to
of lesson is that the materials from outdoors are explore just by bringing some of the outdoors into
free! If you are teaching a lesson using a leaf or your own classroom.
vii
Bringing outdoor science in: ThRIfTy ClASSRoom lESSoNS
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As Bringing Outdoor Science In continues NSTA Press staff members who make being an
my journey through the world of science author such a joy.
education, it is important to acknowledge My students have been a particular source of
those who have traveled along this road inspiration to me, and many of the lessons in this
with me. Sometimes these fellow travelers find book were born in the classrooms at my schools
feathers for my artifact boxes, provide caterpil-
in Georgia. I cannot thank all of my students indi-
lar care at the “science lab” (dining room table),
vidually, so I will choose one to represent them
or at least pretend to be excited when I make the
all. Shadra Tomei was a student in my sixth-
best-seller list. The primary fellow travelers in the
grade science class years ago and is now a fourth-
order they hopped on the Outdoor Science school
grade teacher who often allows me the honor of
bus are June Coleman Rich, Cathy Rich Robinson,
co-teaching science in her classroom, trying out
Spencer Anthony Rich, and Glenn Russell Bilanin.
new lesson ideas with her students. I am so proud
The professional fellow travelers are too
of Shadra, as I am of every student who ever tried
numerous to name individually, but they include
his or her best in class, and goes on in life to be a
members of the professional organizations that
hardworking citizen and hopefully a steward of
give me such inspiration and joy—National
the environment as a result of experiences in my
Science Teachers Association (NSTA), Georgia
outdoor classrooms.
Science Teachers Association (GSTA), Georgia
I will also thank the traveler whom I carry
Science Supervisors Association (GSSA), Geor-
only in my heart, my late father, Rochell Rich Jr.,
gia Youth Science & Technology Center (GYSTC),
Council of State Science Supervisors (CSSS), who worked so hard to make it possible for my
Council for Elementary Science International childhood to be enriched with endless outdoor
(CESI), and particularly the Society of Elemen- adventures on the water, in the woods, at camp-
tary Presidential Awardees (SEPA). My life is so grounds, on farms, and on barrier islands. He still
enriched by the people I see at meetings and con- guides me through uncharted waters and on new
ferences throughout the country—including the paths through the woods.
viii
NatioNal ScieNce teacherS aSSociatioN
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As a science teacher in elementary and middle schools, Steve Rich created
two outdoor classrooms that were honored with NSTA awards—the Ciba
Exemplary Science Teaching Award and the Ohaus Award for Innovations
in Science Teaching. His professional experience includes writing books
for students and teachers and serving as a science specialist for the Georgia Depart-
ment of Education and as the coordinator of the Youth Science & Technology Cen-
ter at the University of West Georgia. He is a frequent NSTA presenter and author
of the NSTA Press best seller Outdoor Science: A Practical Guide.
Steve is a National Board Certified teacher and a recipient of the Presiden-
tial Award for Excellence in Science Teaching. He was a district director of NSTA
and president of the Georgia Science Teachers Association. He is a graduate of the
University of Georgia and Georgia State University. More information about the
author is available at www.sarinkbooks.com.
ix
Bringing outdoor science in: ThRIfTy ClASSRoom lESSoNS
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