5 th Grade Outdoor School Field Guide

Transcription

1 5 th Grade Outdoor School Field Guide NAME SCHOOL

2 Table of Contents DATE ENTRY PAGE NUMBER Forest Adventure Geography of the Land 3 Inherited Traits/Biodiversity 4 Leaf Diagram 5 Sensory Map 6 Man and the Environment 7 Reflections 8 Blackland Prairie Adventure Race Renewable and non-renewable resources 10 Time Machine 11 Subsoil Rocks 12 Survive the Night 13 Animal Characteristics/Flow of Energy 14 Bonus Questions 15, 16 Reflections 17 Lindberg Lake Adventure Water Cycle/Water Shed 19 Metamorphosis 20 Macro Mania Data Chart 21 Macro Mania 22 Reflections 23 Adventure Challenge Challenge Reflections / Archery Score Card 25 Nighttime Adventure NSI 1 27 NSI 2 28 NSI 3 29 NSI 4 30 Night Sky 31 Star Story 32 Additional Resources Vocabulary 33 Outdoor School Memories 34 Adventure BINGO 35 LEAVE BLANK 36 Removable Time Log (Adventure Race) 37 1

3 Forest Adventure Forest Adventure Learning Targets: I can describe how inherited traits, structures, and functions help organisms survive in their environment. I can describe an ecosystem and how living things interact and live within their environment. I can describe photosynthesis and the Carbon Dioxide and Oxygen cycle. 2

4 Forest Adventure Sketch the Geography of the Land You will need to gather basic information on the land in this class. Begin by recording the physical characteristics of the area based on what you can see, include things like: hills, trees, grass, water, clouds, etc. 3

5 Forest Adventure Inherited Traits & Biodiversity 1. Give 2 examples of your inherited traits. a. b. 2. Give 2 examples of inherited traits in nature within this environment. a. b. 3. Using the Venn diagram list some plants and other living things you would find in a Forest, a Prairie, and in the Ecotone (an area where two ecosystems come together and overlap) 4. How is biodiversity good for an ecosystem? 4

6 Forest Adventure Leaf Diagram 1. My leaf is from a: Carbon Dioxide and Oxygen Cycle 5

7 Forest Adventure Sensory Map Make observations using your senses. What did you observe, and where would it be on this map? Shelter If you were an animal living in this forest, how could these senses help you survive? 6

8 Forest Adventure Man and the Environment Discuss with a partner several ways that people impact the environment. If the impact is negative, come up with a positive solution or alternative. Journal your thoughts here: Can you think of things that have both a negative and a positive impact? Explain: 7

9 Forest Adventure Reflections Journal In the space provided journal about your experiences from today: What did I notice? What did I wonder? What did I take away? 8

10 Blackland Prairie Adventure Race Blackland Prairie Adventure Race Learning Targets: I can describe the layers of soil and how the composition of soil affects an ecosystem. I understand the difference between renewable and nonrenewable resources. I can describe the flow of energy in a food web. 9

11 Red Station Blackland Prairie Adventure Race Renewable & Non-renewable 1. Define the following: a. Renewable Resources: b. Non-renewable Resources: 2. Give at least 3 examples of renewable and non-renewable resources: Renewable Resources Non-Renewable Resources 3. Why should we be concerned about the use of fossil fuels? *Have the instructor check your work and initial here: 10

12 Red Station Blackland Prairie Adventure Race Time Machine 1. Using the pictures below as examples, design a time machine for your group. The time machine must be solar or wind powered so it will not leave a footprint. Make sure to label the parts of your machine, showing your energy source. 2. Once your design is drawn use the bag of Legos to build your model. Your model should be the same as your drawing. 3. Take your drawing and model to the facilitator at this station to get it approved. *Have the instructor check your work and initial here: 11

13 Yellow Station Blackland Prairie Adventure Race Subsoil Rocks! 1. Using the boxes Looking of materials, the sides draw, of describe, the ditch, and locate label each the layers of of soil, the soil profile: then describe it using the chart below. Place a star * in the layer where you are most likely to find fossils. Humus Topsoil Subsoil Rock to Bedrock 1. Which layer provides the most nutrients for plants? Why? 2. What type of rock is found here at camp and how was it formed? 3. Look around for a fossil. Sketch or make a rubbing of your fossil below. What do you think this fossil is from? Have the instructor check your work and initial here: 12

14 Green Station Blackland Prairie Adventure Race Survive the Night 1. What are the three basic necessities for survival? a. b. c. 2. List one source of food and water found here: a. Food: b. Water: 3. Make a claim of where you should place your shelter so that it is the least affected by weathering, erosion, and deposition. For your next activity, you will need to work as a group to build three shelters, one teepee, one lean-to, and one cabin structure. Draw your three shelters. Lean-to Teepee Log Cabin Have the instructor check your shelters and initial here: 13

15 Blue Station Blackland Prairie Adventure Race Flow of Energy Scavenger Hunt 1. The flow of energy begins with the. 2. List 3 producers that you can find in the discovery area: a. b. c. 3. Identify a primary consumer that would feed on each of the producers listed above. Is it an herbivore (H), carnivore (C), or an omnivore (O)? a. H C O b. H C O c. H C O 4. Identify a secondary consumer that would feed on each consumer from #3: a. H C O b. H C O c. H C O 5. What is the role (niche) of the earthworms? On the diagram below use the information you gathered to plot a food web. Draw lines for additional connections you may have noted. Have the instructor check your work and initial here: 14

16 Blackland Prairie Adventure Race Bonus Challenges 1. Weather: The condition of the atmosphere at a place for a short period of time, such as a few days. (Bonus time of minus 6 minutes for this page) A. Describe the weather conditions that are currently happening at camp: B. Based on the current weather conditions, predict what the weather may look like in an hour: C. Illustrate, label, and describe the types of clouds that are in the sky right now: 2. Climate: The general weather of an area over a long period of time, such as many years. The earth has 3 basic climates: Polar climate (cold and dry), Tropical climate (warm and can be wet or dry), or Temperate climate (has temperatures that change with the seasons). Which climate do you think we have here at CCAC? 15

17 Blackland Prairie Adventure Race Bonus Challenges What are the four types of precipitation? (Bonus time of minus 1 minute) A. B. C. D. Draw a model of our solar system and label it: (Bonus time of minus 3 minutes) Pick up litter along the way or around the stations: (Bonus time of 1 minute for every 10 pieces) Have the instructor check your work and initial here: 16

18 Blackland Prairie Adventure Race Reflections What were 3 things that your group did that helped you be successful? What were 2 things your group did that slowed your decision making down? What is the one main thing you learned from this activity that can help you work with a group in the future? 17

19 Lindberg Lake Adventure Lindberg Lake Adventure Learning Targets: I can gather and interpret data to determine the health of the lake. I can describe how a water shed impacts its environment. I can describe how plants and animals go through orderly changes in their life cycle. I can describe how structures and functions help organisms survive in their environment. I can explain the effects of weathering, erosion, and deposition. 18

20 Lindberg Lake Adventure Water Cycle and Water Shed 1. Illustrate and label the phases of the water cycle: 2. What role does the sun play in the water cycle? Watershed an area of land that drains precipitation into one location such as a stream, river, lake or wetland. 3. As we walk to the lake pay close attention to the CCAC watershed. Draw and label a picture that describes the movement of water within the CCAC watershed: 4. Identify and label zones of erosion and deposition in your drawing. 19

21 Lindberg Lake Adventure Metamorphosis Incomplete Metamorphosis: There are 3 stages: egg hatches into the nymph, nymph grows into adult. Nymphs may look like what the adult insect will look like, but not always. Complete Metamorphosis: There are 4 stages: egg to larvae to pupae to adult. None of the juvenile (young) stages usually look like the adults. Life Cycle of a Beetle 1. List 3 examples of organisms that go through complete metamorphosis: 2. List 3 examples of organisms that go through incomplete metamorphosis: 20

22 Lindberg Lake Adventure Macro Mania Data Sheet GROUP 3 These organisms are pollution tolerant. If you find these organisms in a fresh water ecosystem it signifies poor/bad water quality. Mosquito Larva Freshwater Leech Water Mite Midge Larva GROUP 2 These organisms are moderately pollution intolerant. If you find these organisms in a fresh water ecosystem it signifies good water quality. Whirligig Beetle Dragonfly Nymph Damselfly Nymph Creeping Water Bug Crayfish Water Boatmen Soldierfly Larvae Horsefly Larvae GROUP 1 These organisms are pollution intolerant. If you find these organisms in a fresh water ecosystem it signifies excellent water quality. Fresh Water Snail (Planorbidae) Fresh Water Snail (Physidae Physella) Fishing Spider Predacious Diving Beetle Southern Leopard Frog Minnows Fresh Water Snail Eggs Dobsonfly Larva 1. Based on my observations and the evidence our group found, is this freshwater ecosystem healthy or unhealthy? Why or why not? 21

23 Lindberg Lake Adventure Macro Mania Look at your list of macro-invertebrates. Choose one and answer the following questions: 1. My organism is called a 2. Here is a drawing of what my organism looks like: 3. Illustrate or Describe: One structure (a unique feature) and a function of that structure that helps my organism to survive: 22

24 Lindberg Lake Adventure Reflections Journal In the space provided journal about your experiences from today: What did I notice? What did I wonder? What did I take away? 23

25 Adventure Challenge Adventure Challenge Learning Targets: I can describe the importance of communication and teamwork to accomplish a goal. I can describe the characteristics of a good leader. I can demonstrate how to safely shoot a bow and arrow. 24

26 Adventure Challenge Reflections Journal Think about the activities you participated in. What did you notice about yourself? What did you wonder? What did the activities remind you of? Archery Score Card Yellow 10 - Buffalo - feed your family for a month Red 8 - Deer - feed your family for 2 weeks Blue 6 - Hog - feed your family for a week Black 4 - Coyote - feed your family for a day White 2 - Rabbit - only the children eat for a day Score Buffalo Deer Hog Total Coyote Rabbit 25

27 Night Time Adventure Night time Adventure Learning Target: By using evidence presented and deducative reasoing I can work with my teammates to solve a mystery in nature. I can locate and recognize a constellation. 26

28 Night Time Adventure NSI- Nature Scene Investigation Carefully study the crime scene. Based on what you observe write a scientific argument that answers the question: What role did man play in this animal s death? Type of animal: A) Sketch and label the crime scene: B) Claim: Write a sentence describing the role man played in this animal s death. C) Evidence: Provide scientific data to support your claim. D) Reasoning: Explain why your evidence supports your claim. 27

29 Night Time Adventure NSI- Nature Scene Investigation Carefully study the crime scene. Based on what you observe write a scientific argument that answers the question: What role did man play in this animal s death? Type of animal: A) Sketch and label the crime scene: B) Claim: Write a sentence describing the role man played in this animal s death. C) Evidence: Provide scientific data to support your claim. D) Reasoning: Explain why your evidence supports your claim. 28

30 Night Time Adventure NSI- Nature Scene Investigation Carefully study the crime scene. Based on what you observe write a scientific argument that answers the question: What role did man play in this animal s death? Type of animal: A) Sketch and label the crime scene: B) Claim: Write a sentence describing the role man played in this animal s death. C) Evidence: Provide scientific data to support your claim. D) Reasoning: Explain why your evidence supports your claim. 29

31 Night Time Adventure NSI- Nature Scene Investigation Carefully study the crime scene. Based on what you observe write a scientific argument that answers the question: What role did man play in this animal s death? Type of animal: A) Sketch and label the crime scene: B) Claim: Write a sentence describing the role man played in this animal s death. C) Evidence: Provide scientific data to support your claim. D) Reasoning: Explain why your evidence supports your claim. 30

32 Night Time Adventure Night Sky Locate a constellation. Using a hole punch, copy that constellation on this page. Each hole will represent one star in the constellation. This constellation is called: 31

33 Night Time Adventure Star Story Look at the stars again and create your own constellation. Give it a name and create a story, complete with a moral about your newly discovered constellation. 1. My constellation is called: 2. Draw it as it appears in the sky: 3 3. Write your star story with a moral. (Moral: refers to the rules and standards of behavior.) 32

34 Additional Resources Vocabulary Adaptation **Alternate energy Biodiversity **Climate Deciduous Decomposition Deposition Ecosystem Ecotone Erosion Evergreen **Fossil fuels Food Web Function Inherited Trait Invasive Species Learned Behavior Metamorphosis Nonrenewable resources Phloem Photosynthesis **Sedimentary Rock Structure Transpiration Weathering Structure or behaviors that help an organism survive in its surroundings. Any source of usable energy intended to replace fossil fuels that do not use up natural resources or harm the environment. The variety of different species living in an area. The general weather of an area over a long period of time. Trees that allow their leaves to die in the Fall and grow new leaves in the Spring. For example: Texas Red Oak Disintegration of organisms or other substances into simpler forms of matter; can happen by the action of fungi or bacteria. The process by which weathered and eroded material is dropped at a new location All the living and nonliving things that interact with each other in an environment. An area where two ecosystems come together and overlap. The movement of weathered materials by water, wind, or ice. A type of coniferous tree. Evergreens stay green all year long. Fuels formed over millions of years from the remains of ancient plants and animals; EX: coal petroleum (oil), and natural gas Overlapping food chains with different pathways for the flow of food energy in an ecosystem. The job that a body part does in an organism. Characteristics passed from parents to offspring through DNA. Non Native to the ecosystem, likely to cause environmental harm. A behavior that an animal develops by observing other animals or by being taught. The process of transformation from an immature form to an adult form. Resource that nature cannot replace quickly enough to meet people s needs. The tubular structure in plants that carry food for the plant s use. A chemical process where chlorophyll uses the sun s energy to combine carbon dioxide and water, making sugar and oxygen. Rock that formed when sediments were pressed and cemented together. A body part that does a certain job for an organism. The passage of water through a plant from the roots to the atmosphere. Process by which exposed rock and other surfaces are broken down; may be caused by elements of weather (water, ice, wind) or other mechanisms (fire, chemicals) ** Critical Vocabulary first introduced in 5 th grade 33

35 Additional Resources Outdoor School Memories DIRECTIONS: Think about what you learned and observed during your time at Outdoor School. Collect and record evidence that shows four things that you found most memorable. Create your own title for the last category. What makes 5 th grade Outdoor School so memorable? Most Unusual Most Important Most Interesting Write a letter to a 4 th grade student describing your experiences at camp. Tell him/her about your favorite activities, the cabins, the food, the campfire, and all the good times you had with your friends. 34

36 Additional Resources Adventure BINGO Challenge your classmates to a game of Adventure Bingo. Before you can fill in a box, you must observe that item in some way while you are at camp. You may label, draw, or describe what you see. Be the first to get 5 in a row (left to right, up and down, or diagonal) or all 4 corners, but the real challenge is to get them all. Good luck and happy hunting! (Hint: your instructor will point many of these out during class.) 35

37 Additional Resources LEAVE BLANK Back of Blackland Prairie Race: Time Sheet 36

38 Additional Resources Blackland Prairie Adventure Race TIME SHEET Procedures for the Class Divide in to teams consisting of your chaperone and the students that he/she is responsible for supervising. Start at the red station. Everyone will have the same start time. Once you complete the activities you will receive an end time and a map directing the navigator to the next station. You will be timed. The time starts once you begin the activities at a station and stops once the activities are completed. The instructor will give you your times. You will add the time at all 4 stations to get your total time. All 4 stations must be complete to win. Answering the bonus questions will help. You are NOT timed for travel, but you can acquire bonus time and penalty time. Team Name End of Class BACK AT RED: Time Keeper (Complete this page, tear it out, and turn in to Y red station) Navigator (AFTER red station get map; lead group to other stations) Red Station Leader (Red pages checked by instructor) Yellow Station Leader (Yellow pages checked by instructor) Blue Station Leader (Blue pages checked by instructor) Green Station Leader (green pages checked by instructor) TIME Start Finish Total Red Station Yellow Station Blue Station Green Station Sub Total Bonus Time: : + : + : + : + : + : = minus Penality Time: : + : + : + : + : + : = plus Total Time 37