Ants’ Nature Trail
skill: observation
This activity will require a lot of creativity as the students think like ants and create a nature trail for ants along a two yard area. Give each pair of students a piece of string two yards long and seven index cards (once these have been written on the students will need to glue a wooden craft stick to the back).
In the center each pair will select a site to create a nature trail for ants.
The students will decide how to place their string representing the nature trail.
The students will have to decide upon seven interesting (for ants) sites to visit.
On each card the students will name the ant point of interest and include a brief description about why this point is of interest. Examples: A marker could be placed by a tall blade of grass because it is the tallest “tree” along the trail. A pebble could be the boulder that the ants used to hide behind whenever other ants would try and attack their ant colony.
Once the cards have been written on and have the sticks glued, on they can be set up as markers for the ants’ nature trail.
Each group will take the rest of the “ant class” along the journey on their trail.
Nature’s Job Descriptions
skills: observation, recording data
The students will need to list as many different types of plants or animals they can see in the Nature Center. Using that list each student will come up with a short phrase to describe the “jobs” or roles of many of the plants and animals in the Nature Center.
Ex: earthworm - slimy, tunnel-making soil improver
pine tree - sun-loving, needle-leafed pitch provider
I have a video you can borrow titled: “Living with Africanized Honey Bees” and “Children and Africanized Honey Bees.
Sound Maps
skills: observation, recording data, predicting
First, students will quickly sketch a map of the center. In the Nature Center students will quietly sit for three - seven minutes and draw arrows pointing to the location of any sounds. If they have time the students can include next to the arrows their predictions about what made the noises. When time is up the class will share their findings.
Colors of Nature
skills: observation, recording data
The following activities can be done throughout the year as various items will be changing colors.
Students will identify as many ________________ (select a color) plants and animals. Share answers.
Every student will intently observe for one minute a small section of the Nature Center. Then, with their backs turned to the observed section they will have one minute to try and record the different colors viewed. The students will check their own lists. Work with a partner and see if they are able to identify and remember all the plants and animals you recorded. Now, repeat the activity at the other person’s section. Share observations about the colors.
Nature Expert
skills: observation, predicting, measuring, recording data
Each student or students can work with partners will be an expert on a specified area of the center. Throughout the year they will make predictions and observations about their area.
First, students will select their plot. The plots need to be large enough so that the every section of the center will have a student “expert”.
Students will intently observe their plot and then make detailed observations in their journal.
Students will need to make a map of their area. Important features will need to be labeled.
On a regular basis (every two weeks, three weeks, or monthly) the students will need to make observations. These journal entries will create a timeline of their section.
Periodically, the “experts” will report on their findings.
Catching Pollution
skills: observation, predicting, measuring
Where do you think there is more air pollution, in the classroom or Nature Center? Brainstorm a list of places in the classroom and Nature Center where you would like to test the amount of visible air pollution that accumulates in a week.
Take some three-by-five inch index cards and label where the cards will be placed.
On the other side spread a thin layer of Vaseline across the card.
Punch a hole at the end of the cards so they can be hung up using a piece of string.
Use tape to attach the others to their test sites.
Hang the cards in the specified locations and leave the cards undisturbed for a week.
At the end of the week, collect the cards. Whatever has stuck to the cards is a record of the week’s visible air pollution in that place. Compare the
cards.
Create a Creature or Plant
skills: observation, making a model
You have made an incredible discovery. You discovered a new animal or plant in the Nature Center. Draw and label a colorful picture of your discovery. Include a brief description of your discovery. Also, you will need to make a model of your discovery. Present your discovery to the class.
Pumpkins
skills: observation, predicting, measuring, recording data
The following unit is fun to do the week of or before Halloween.
Write everything you know about pumpkins.
Write all questions you have about pumpkins.
Use the small pumpkins that are big enough to carve for the next activities.
Look, smell, and touch the pumpkin. Record your observations. Draw a picture of your pumpkin.
First predict and then measure the following about your pumpkin: pumpkin’s mass in pounds, height in cm, diameter in cm, number of seeds inside, will it sink or float.
Draw a picture of the inside of the pumpkin. Draw a close-up of a pumpkin seed.
Clean the pumpkin seeds and toast them to eat, plant them and record observations, or make drawings using the seeds.
In a Pumpkin Shell by Jennifer Storey Gillis also has numerous pumpkin activities and facts.
Nature Books
skill: observation
The following books could be included in your study of nature.
The Reason For A Flower by Ruth Heller
Brother Eagle, Sister Sky: A Message From Chief Seattle Paintings by Susan Jeffers
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