Fur, fins, and feathers
by Linda Hofer-Bardonner
Grade level: 2,3
Pre-activity: Categorizing
Introducing fur, fins, and feathers
To introduce this new unit I will display books, magazines, and posters in the classroom that depict these species. This is done every time there is a new unit introduced and the children become excited when they notice.
The day before the field trip, I will introduce the unit during our community circle. "We are going to be learning about animals, fish, and birds that are found in Wisconsin. We could say that they are Wisconsin natives? What do you think native means? Are we Wisconsin natives? Instead of categorizing these species by animals, fish, and birds, can you think of other ways? Those are all great ideas. We are going to categorize them by fur, fins, and feathers." Write these words on chart paper in graph form. "Now I would like you to think of all the species that are found in Wisconsin and belong to these categories. As you think of one our leader, Joey, will call your name and I will write it under the category. Please tell me the name of the species and under which category it belongs." As children slow down with ideas, I would present them with "Guess Who" questions, to help them think of others. We would rap up with a discussion of the field trip and activities we will do with this unit.
Parents/chaperones
I would send the following letter to parents two weeks in advance of our field trip:
| FIELD
TRIP MEMORANDUM February 11, 1998 Dear Parents: On Thursday, February 26 our class will be going to the UWSP Museum of Natural History. We are beginning a unit on Wisconsin species belonging to the fur, fins, and feathers classifications. The children will be able to view these animals, along with many other science items. The children will use the knowledge gained from this experience to write stories, create research projects, and many more beneficial activities. Please sign the attached permission slip and return it to me tomorrow. If any parents would like to assist with this fieldtrip, please indicate this on the form. I will get in touch with you to discuss the trip. Prior to the trip I will give you information on what is expected of the children and how you can assist them in the learning process. If you have knowledge in this area or resources you would like to share, please let me know. Parent involvement at any level helps children be more successful in school! As always, if you have any questions, comments, or concerns, please call me. Thank you. Sincerely, Mrs. Bardonner 2nd Grade Goldenrule School --------------------------------------------------------------------------------------------- GOLDENRULE SCHOOL FIELD TRIP PERMISSION SLIP Parents please review the information given below and sign this form giving your child permission to attend the indicated field trip. Field trip activity:______________________________________________________ Location:______________________________________________________ Date/s of activity:______________________________________________ Time leaving school:_______________________________________________________ Approximate time returning:_____________________________________ Transportation provided by:______________________________________ Name of lodging site:___________________________________________ Address:______________________________________________________ City:____________________State:_________Phone:__________________ I give my child permission to attend the above field trip. _____________________ _________________________ _______ Student Name Parent/Guardian Signature and Date Home Phone:_______________________ Work Phone:_______________________ Emergency Name & Phone:_________________________________________________ __________________ ____________________Principal Signature/ Teacher Signature |
This following guide would be sent to chaperones:
UWSP Museum of Natural History Parent Information Guide Prior to the field trip our class will discuss what is expected of them. Each child will receive a scavenger hunt worksheet to complete with a partner. Partners will be arranged prior to the field trip. If children have questions completing the worksheets please assist them, but do so without giving the direct answer. If a team cannot locate a species it is okay for them to ask another group if they have seen it yet, but only after attempting to find it on their own. The species are listed in order that you would find them walking through the museum. So, if they have the second or third species in a group, but can't find the first, have the children back track. Attached is an example of a scavenger hunt worksheet. If there any problems during the field trip, that you are not comfortable handling, please don't worry, I will be there. Thank you again for volunteering your time. It is greatly appreciated! Mrs. Bardonner ----------------------------------------------------------------------------------------------------- Name:____________________________________ UWSP Museum of Natural History Scavenger Hunt Guide While walking through the museum, find the following species native to Wisconsin. Write down at least 2 things each eats and where you might find them. (River/lake, forest, your yard) We belong to the fur category: beaver
bobcat
woodchuck
----------------------------------------------------------------------------------------- We belong to the fin category: grouper
yellow perch
longnose gar
------------------------------------------------------------------------------ We belong to the feathers category: sandhill crane
great horned owl
downy woodpecker
|
Other animals to be featured on other worksheets might be the following:
mammals: raccoon, opossum, thirteen-lined ground squirrel,white-tailed deer, eastern chipmunk, badger,marten, timber wolf, meadow vole, striped skunk, eastern gray squirrel, red fox, muskrat, black bear cub, fish: lake trout, muskie, flathead catfish,walleye, bowfin, sunfish, brown trout, blue gill, whitefish, black crappie, sucker, northern pike, birds: great blue heron, barred owl, common raven, red-tailed hawk, common merganser, barn owl, snowy owl, loon blue jay, common goldeneye, great gray owl, snow bunting, osprey, mallard.
On-site activity: Scavenger hunt
Field trip day
Preparation: I will have the children only take with them what they need. It is winter so they will need jackets, hats, and mittens. I have a basket ready containing the clipboards, pencils, scavenger hunt guides, class list/partners, parent helper list, permission slips, and directions/instructions for the bus driver. In my backpack I have my student's medication, that must be taken while we are at the museum, Kleenex, and a small first aid kit. Prior to getting ready to leave, we discuss what behavior is expected on the bus and at the museum. We also review how to complete the scavenger hunt guides and who are the partners. We will use the bathrooms.
Getting there: Upon getting on the bus I talk to the driver about the directions and where we can park. We sing some animal songs while on the bus. After unloading, we enter the museum quietly and place our things in the appropriate room.
At the museum: I introduce the museum student interpreter and let him or her talk about the museum and answer any questions. The children then work with their partners to complete the scavenger hunt guides while walking through the museum. While they do this, the parent helpers and I will be walking around also, dispersed through the group. We will supervise, but also assist the children if needed. We have a parent standing near the entrance, who will take children to the bathroom if needed.
Each child will look closely at the information given on each species and chose one he/she wants to learn more about. Then he/she will write down a few questions to find answers for back at school.
The return trip: When it is time to leave, the children will gather all their things and we will thank the museum staff. We will board the bus and return to school. On the trip back there will be many conversations about what we saw.
That same afternoon, back at school: After lunch and recess, we will review what we saw and add species to the list we created the day before. I will introduce the follow-up activities. Then we will form groups of four (combine two teams) and compare/correct the scavenger hunt guides. Any discrepancies will be discussed with me. As they do this I will walk around listening to their conversations and explanations of material. The children will have until the next day to think about what species they want to write about for the class book and which one for the research project.
Post activity: Species research and game
Rationale
Students will learn about the variety of mammals, birds, and fish in Wisconsin and their importance in our ecosystems.
Objectives
1. Children will be able to identify different Wisconsin animals as having fur, fins, or feathers.
2. Each child will be able to name and give information (diet and habitat) on at least 3 species belonging to each of these three groups (fur, fins, or feathers).
3. Chidren will demonstrate their knowledge of Wisconsin species through stories, drawings, and presentations, and group discussion.
Anticipatory sets
Our class has been learning what role each of us plays in our community as a whole. (i.e. community examples: family, classroom, school, city, county, state, etc.…) We are now moving into the concept of how our community/environment is shared with other species. After learning about the species we will address how the human species impacts the other species. We will begin to address environmental concerns and create possible solutions.
Teacher role
1. The teacher will bring into the classroom actual species from each category (fur, fins, or feathers) so the children will have a real example to identify differences.
2. The teacher will record the children's comparisons of fur, fins, and feathers species on class chart paper and post them in the classroom.
3. The teacher will provide each child with a scavenger hunt guide for the museum field trip. The children will work in pairs to find the answers to the scavenger hunt guide. The teacher will later supervise the correction of these guides on a later date.
4. The teacher will provide the children with books and magazines to research the species.
5. The teacher will provide the story paper needed to publish a class species book.
6. The teacher will supervise the students on the field trip and assist children in finding the species on their guide.
7. The teacher will plan and schedule the field trip well in advance, getting the necessary permission and arranging transportation. Also receiving written parent permission well in advance.
8. The teacher will prepare students for the field trip by discussing behavior expectations and the reason for the field trip. The class will brainstorm as to what they may see at the museum and define what is a museum.
9. The teacher will assist children in choosing species to include in the class book, so that there will be a variety of species represented. The class will decide how many pages of given species can be completed for the book.
10. The teacher will review the children's written questions for the jeopardy review game and choose the best.
Student Role
1. Each student will identify a species for at least one of the categories (fur, fins, or feathers).
2. Each student will complete the field trip scavenger hunt guide working with a partner.
3. Each student will choose a species seen at the museum and write down questions they will later answer through doing research at school.
4. Each child will complete the required minimum 2 pages for the class Wisconsin species book. This book will contain a self-created story with drawings involving the chosen species.
5. Each child will write a minimum of three jeopardy questions to be used for final review.
6. Each child will research his/her chosen species and prepare a presentation for the class. After the presentation they must be prepared to answer any questions their peers may have.
7. Children will discuss in small groups how each species is important to our community environment. Each group will then share their ideas with the whole class.
Closure
Upon returning to
school, the students will have the opportunity to:
Share their
evaluation of the field trip,
Identify other
species belonging to the categories of fur, fins, and feathers,
which will be added to the class chart,
Briefly share
information learned,
Ask questions of the
teacher,
Choose the species
for their book pages and research project,
Write out a plan of
action for accomplishing the research project and presentation.
Considerations
The children will be made aware of how much time we will be at the museum and while at the museum the teacher will periodically let children know how much time is remaining. The teacher will assist the children in choosing partners the day before the field trip. This way I can make sure the children work productively together and children who will need more assistance will be partnered with a supportive person. Any special physical handicapped needs will be addressed during the initial scheduling and referred to the day before the trip, when I call to confirm the field trip. Since this is later in the year and we have done many projects such as this, the children will know what is expected of them. We will however review what is expected during team project time as well as class time.
Assessment/evaluation
The children will
compare/correct the scavenger hunt guides within groups,
discussing all possible answers.
The children will
complete their two pages for the class species book. Each child
will edit the pages with the teacher before publishing.
Each child will
present the chosen research project to the class and receive
feedback from the teacher and other students. The feedback will
be based on the amount of and quality of information presented.
Each child will be
able to name at least 3 species belonging to each of these
groups. The child will also explain the animals diet and habitat
(where we might find them).
Children will
actively participate in all activities.
Children will share
their ideas during the small group and class discussions.
Groups will be able
to explain why species are important to our environment
community.
Children will
successfully be able to answer review questions during a small
group jeopardy game. The students and teacher write questions in
advance.
Extension activities
1. Students can create a bulletin board identifying these categories of Wisconsin species. They may work in small groups to complete these.
2. Students can create games to play during free choice times, which will review the information learned.
3. Children can contact a resource person and invite him/her into our classroom to extend our knowledge. The teacher can assist the children with the preparations.
4. Children can present a play, puppet production complete with props, to another classroom or to parents. They would write the story based on information learned and create all the props needed.