Colors and Shapes in Nature
skill: observation
You will have five minutes to identify as many _________ (pick a color or shape) plants as possible. Remember to always stay on the pathways. When five minutes are up we will meet at one of the seating areas and share your findings.
Our Tree
skill: observation, recording data, predictions
A major theme in science is change and this is a wonderful activity involving change. The class needs to “adopt” a tree in the Nature Center. Throughout the year on a fairly regular basis (every two weeks, three weeks, or month) the class will make and record observations and predictions about the tree. Possible investigations include:
What do you think will happen to the tree throughout the school year?
How are you like the tree?
Describe the bark, limbs, leaves, and surrounding ground.
Do any animals use the tree as a home?
Is there evidence of animals having been in or on the tree?
Predict and measure around the tree’s trunk at the beginning and end of the school year.
Make rubbings of the bark and leaves at the beginning, middle, and end of the year.
Observe monthly or seasonal changes in the previous statements. Have a place in the room where the “Year in the Life of our Tree” observations can be viewed and compared. This will act as timeline of the class tree. Include the children’s drawings or writings about their “adopted” tree.
Leaves
skills: observation, classification, graphing, recording data, measuring, estimation
Do these activities in the fall when there are many leaf samples available. Please do not have the students pick any leaves off trees, bushes, vines, flowers - only leaves on the ground may be used.
Collect leaves and as a class come up with as many different ways as possible to classify them. This information can be graphed using the actual leaves.
Observe differences in shapes, edges, vein patterns, and colors. Once again, this is good data to make into pictographs or graph using the actual leaves.
Place collected leaves randomly on white paper and use a crayon to trace and copy vein patterns. Color with a variety of crayons or use watercolors to provide a dramatic affect.
Press leaf into clay or play dough to make an impression.
Iron leaf or leaves between two sheets of wax paper. To make the appearance of stained glass, add a few tiny pieces of tissue paper around the leaves.
Estimate and measure the length of various leaves. Order from shortest to longest or widest to narrowest. Record in pictures or with actual leaves.
Collect some leaves from the ground and think of words to describe how the leaves feel-smooth or pointy. How do the leaves smell?
Make a collage out of magazine pictures or natural materials (leaves) to show discoveries of the day. This could also be done with the tree and flower sections.
Tree Studies
skills: observation, classification, prediction, recording data, measuring
The following activities can be as short or long as you desire.
What do trees provide? Look for examples of homes, food, and shelter for animals.
Compare the barks of different trees by touch or rubbing.
How many trees do you predict are in the Nature Center? Count and record the number.
How many different types of trees are in the center? Predict, count, and record data.
Predict and measure the distance around different trees’ trunks.
Flowers
skills: observation, measuring, recording data
The northern section of the Nature Center will be the “Wildflower Meadow”. It will be seeded in the fall and hopefully bloom in the spring. However, it is my goal to have other flowering plants in the center.
Conduct a seasonal flowering survey. Throughout the year count how many total items and different plants are flowering. Draw pictures to show results.
Compare the heights and flower colors of the wildflowers or other flowering plants.
The teacher could pick two different flowers to compare number of leaves and petals, colors, size, and height. Use magnifiers or microscopes for close ups. Record data comparisons.
Seed Studies
skills: observation, measuring, predicting, recording data
The following activities require few materials other than seeds and containers for them to grow in.
Place beans pointing in different directions along the insides of a jar or clear cup. Use a wet paper towel to hold them in place. This experiment determines if seed position affects plant growth. (Hint: science fair topic possibility) Record and draw observations. Graph plant growth.
Do the previously mentioned experiment with popcorn or grow corn from popcorn in egg cartons. Chart corn growth. Vary growing conditions by placing some popcorn kernels in dirt or in paper towels. After watching the corn grow from the popcorn kernel, it is fun to pop kernels and eat popcorn in class. Read the book Popcorn by Frank Asch.
While doing the apple unit do those experiments with apple seeds.
Have students bring in different seeds and discover which ones sprout first or grow the most.
Plant Books
skill: observation
The following books are good to include in the study of plants.
Eating the Alphabet: Fruits and Vegetables from A to Z by Lois Ehlert
Growing Vegetable Soup by Lois Ehlert - This book is an excellent story about the steps involved in planting and growing.
The Giving Tree by Shel Silverstein - There is a unit in your packet.
The Tiny Seed by Eric Carle - The story about the life cycle of a seed. |
