Download Spring Grade 2 Nature Walk One-Page Summary

Spring Grade 2 Nature Walk One-Page Summary
This nature walk combines materials from Early Spring and Late Spring walks into one walk. This sheet is a
quick summary of the highlights. Please see the walk guides for details. Don’t worry if you don’t get to
everything.
Walk leaders need to keep groups together. Please remind the children that they are nature explorers. This is not
recess.
Background: Talk to children about changes in seasons. What happened to plants over the winter? Some died
and left seeds, some went dormant with roots underground, some stayed around. What happens in spring? They
grow again. Use the popsicle stick prompters. If you see caterpillars or their egg casings, discuss the food chain:
the eggs are laid; ants might find them and eat them; when they hatch, the caterpillars eat the leaves; birds eat the
caterpillars, etc.
Pollen: You might mention the yellow pollen so prevalent in Acton. Without the pollen, no seeds can develop and
without seeds, no new trees. The pines do not require insects to carry their pollen: the wind does it! (The pine
cone holds the seeds.)
Trees: Revisit the four trees from early walks (see map in packet). Talk about how trees grow from seed. All the
seeds are not all produced at the same time. The trees are identified with orange ribbon and are numbered.
• #1 aspen -- from catkins, the seedpods of the tree
• #2 birch Point out the catkins.
• #3 maple -- has probably already flowered. There may be a few seed pods left. Maples grow from the
helicopter seeds.
• #4 red oak -- grows from acorns. Has bristle tipped leaves. The oak has very small flowers, which are
the precursors to acorns.
Board: There is a board on the ground in the middle of the meadow to emphasize visually the importance of
sunlight for plants. Lift the board and the children will observe that plants cannot grow without light (why? it is
the source of plant energy and the building block of plant food)
Oxygen: Page 34 exercise with bag. Adult can demonstrate collecting air and breathing into the bag, rather than
have each child with their own bag. The air provides plants with carbon dioxide for conversion into oxygen. We
cannot see the air; we feel the breeze but cannot see the components, so important for us and plants.
Wildflowers: There are lots of wild flowers in the meadow: clover, buttercups, hawkweed. Remark on the
diversity of plants and how well adapted they are. Each has its place in the scheme of things.
Dandelions: Usually, can find many if you cross the bridge and look along the stream.
Lichen (optional, if time): As you exit the school (see map) turn right to the rock wall. There is abundant lichen
on the stones. Lichen is a symbiosis of a fungus and an algae. Ask the children how they think it survives on that
rock. Review what plants need to grow: water, sunlight, minerals, air and warmth. The cup lichen traps water by
its cup-like shape. No soil is present. The fungus provides what the algae can't make and the algae harvests the
sun's energy.
Haircap Moss (optional): In the meadow, there is haircap moss on the ground. Point the moss out to the
children. Lift a piece to show the shallow roots. The moss absorbs water through its leaves (point out the tendrillike leaves) and roots, unlike flowering plants that take in water through their roots. Have the children seen a
droopy plant on a hot day? The roots can't get water to the leaves! On page 27 the guide calls for dipping the
moss in vial of water, but we have been omitting this step.
ii
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Grade Two
a
GRADET'JVONATUREWALKS
Gr a d e Tw o N ature W al k s la s t a b o u t 4 5 m in u t e s a n d a r e
b a se d on:
1.
E nv i ronmental A w a r e n e s s :
h
C areful obs erv a t io n s/ ln d e p e n d e n d
t is c o v e r ie s
Joy of learning/ Senseof Wonder
S hari ng the ex c it e m e n t
E x peri enc i ng
nat u r e ' sr h y t h m sa n d c y c le s
2.
3.
{-re[
Sorr
Learni ng about and a p p r e c ia t in g p la n t s in t h e ir liv e s :
a. careful observation
of trees and meadowprants
b. E x pl orati on
of pl a n t p a r t s a n d t h e ir f u n c t io n sin t h e g r o wt h
plant
of a
c. U n d e rstan d i ngth at plants need water , m iner als, sunlight,
ai r, a n d w armth to gr ow
{
D i sco ve ri n gho w tr ees and m eadow plants cope with *
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\se a so n a l ch a n ges
n
e . Abilityto make comparisons
and becomeawareof
s i mi l ari ti es and d if f e r e n c e s
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f.
Fami l i ari tyw i th t h e lif e c y c le o f p t a n t s
g.
Abilityto identifyspecif
ic trees by their leaves and by
thei r w i nter bu d s
h.
Understanding
that plants are living things
i.
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UtrrfVrC,^
D ev el opi ng atti tud e s o f r e s p e c t f o r t h e e n v ir o n m e nat n d f o r
thems el v esl;ov e of l e a r n in ga n d a p p r e c ia t io o
n f t h e m s e lv e sa s
l earners .
d.
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Grade Two
G R A D E T WO
EARLY SPRING W ALKS
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Sc h e d u l e thi s N atu re Wa l k for late M ar ch or ear ly Apr il, allowing
t w o w e e ks fo r chi l d ren to obser ve tr ee buds for ced in the classr o
b e fo re v ac ati on.
om
5eg
Ob ie cti v es :
o b se rve tre e s an d m eadow plants r n ear ly spr ing
o b se rve sea so n a l changes in things plants need to gr ow,
esp e ci al l y te mper atur e, sunlight, water
Ma ke con n e cti on sb etween seasonal changes and plant
g row th
co mpa re grow th of Fast plants with gr owth of outdoor
pl an ts
Pr^;sg
ob se rve an d co mpa r e tr ee buds on m ar ked tr ees
C l i p b u d s fro m th e four tr ees to br ing into the classr oor nL)tLLour
B e f o r e g o i ng ou t:
T h e c l ass w i l l h a ve started their Fast Plants. Do Fast plants
need
t h e s a me thi ng s tha t ou td o or plants need? Have childr en nar ne
them .
W e p r o vi de d th o se thi ng s for our Fast Pfants, can tr ees and
m eadow
p l a n t s f ind th o se same thi ngs out door s now? W ar m th?
Suntight?
M i n e r a ls? w a te r? A i r? A nything m issing out door s?
D o F a s t P l a n ts h a ve th e sa m e plant par ts? Roots, stem . leaves,
f l o w e r , a n d see d . B u t w he n they wer e on their winter Natur e
W alk
d i d t h e tre e s a n d oth e r pl ants have all those par ts? Cer tainly
tr ee
r o o t s w ere fro ze n un d e rground,and we could see stem s
and
b r a n c h es, bu t w h e re w e re th e leaves and flower s and seeds?
Tr ees
h a d l e a v e s a n d fl ow ers a n d s eeds last year , ar e they going
to gr ow
t h e m t h is sprrn g a n d summe r ? W her e ar e those leaves and
ftower s
a n d s e ed s no w ? L i sten to childr en' scom m ents. Do they connect
the
w i n t e r bud s the y l oo ke d at in Febr uar y with leaves and flower s?
( C h i l d r en w i l l certai nl y a sk a bout ever gr eens. Som e plants
such as
p i n e s , r ho d o d e n d ren s,myrtl e, and club m osses r etain
their leaves in
w i n t e r . We are tal ki n g ab o ut plants which lose their
leaves.)
W h a t d o ch i l d ren exp e ct to fi nd when they go out now?
Have them
m a k e p red i cti o n s gi vi n g re a sons.
Grade Two
TREEBUDWORKSHEET
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25
G rade Two
M a teri al s :
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H an d l en se s
T row el
T o n g u e d e p ressor slabeled what plants need to gr ow' .w at e r,
minerals, sunlight, air, warmth
P ru n i ng sh e a rs
V i al o f w a ter
1. En j oy spri n g an d th e excitem entof new gr owth, especiallyin
p l a n t s bu t al so i n an i ma l s . Sitting in the m eadow ask childr en to
t e l l y o u ab o u t th e i r F a st P lants and enjoy their enthusiasm . Do they
s u p p o se pl an ts ou t h e re i n natur e gr ow the sam e way?
w h a t do A L L pl an ts n e e d i n or der to gr ow? Use the tongue
d e p r esso rs l a b e l ed w ate r, sunlig ht, m iner als, air , and
w a r m th.
D i d th e fast p l ants have all these things? Did people have
t o p r ovi d e so me of th e th i ngs? W hat? Do we have all these things
o u t s i de no w w i th o u t p e o p le helping? W hat things wer e m issing in
t h e wi nte r? Wa rmth , l e ss sunlight, water fr ozen and unavailable.
D o w e h a ve al l th e se thi nqs now?
2.
/ L.
(,
l et's ruu^
plants comlnc
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o rur>
l oo k dilu
an d 5eu
se e ili f we
we uan
can find
ltilu ptanls
com inq back to life.
grow
th
i n th e meadow, gr een gr ass and other leaves,
) L o o K fo r n e w
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s
sp
rou
ti
ng
.
A
re
the r oots still ther e, r eady to pr ovide water
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( a n d mi n e ral sfo r the ne w l eaves to gr ow? Dig with the tr owel and
,ff-
{see.
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l f t h e y fi n d i nse cts l e t the m enjoy them too.
t o e a ch o the r.
Listen for bir ds callin o
3 . L ook fo r dri e d pa tch e sof hair cap m oss near the edge of the
u n m o w ed me a d o w . H a ve each child pick a stalk of m oss and dip the
l e a f e n d i n to th e vi al 'o f w ater and obser ve. Becausem oss has a
p r i m i ti ve roo t stru ctu re i t absor bs water thr ough its leaves as wel l
a s f r om the grou n d . (F l ower ingplants do not take in water thr ough
t h e i r le a ve s l i ke th i s,
\
notst
27
2B
G rade Two
4 ' Near one of the rocks is an interesting
patchof hair cap moss
w i th s ev eralk i nds of l i c he n s . L ic h e n sa r e a lg a e a n d f u n g i liv in g
to g e therto form one pl ant. T h e f u n g u sp r o v id e st h e m o is t u r es o
n e c e s s a ry fo r a l ga e an d fastens
a n d t he al ga e
Junqus.
art
r ovi
rl orenc an remem b e rt h e n a m eb e c a u s et h e f u n g u sa n d
rt
r
a l g a e ha ve a " l i ki n g " for e ach other . Br itish soldier lichen has br ight
r e d t o ps, n a med for th e Br itish soldier s of the Am er ican Revolution.
Pi x i e c up l i ch
fg gl?ped likp a delieate.geb,let.to hotcra drop of
f
or
p
i
xi
e
s
th e
to dri n k. The m any- br anchedlichen is called
.-.-.=
Q
ew
re i n d eerl i C henbec aus ei t f lo u r is h e sin t h e t u n d r awh e r e r e in d e e r
)
h e r d s roam. on damp d{s t h e lic h e nwill b e s o f t , b u t in d r y s p e lt s(
li ch e n sare dry and bri ttl el Do n o t le t c h ild r e np ic k t h e lic h e n sa s (
t h e y a re frag i l e .
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4 . L o o k a t the fo u r ma rked tr ees, buds swelling with new leaves
f l o we r s.
N ote the q u a ki ng aspen catkins which m ay alr eady be
b u d di n g. Wha t do chi l d ren think wiil happen to these buds as it
s t i l l w ar mer?
*.
E
a:
S u g g e st cu tti ng tw i gs w i th a bud fr om each of the four r nar ked tr ees
t o b r i n g i n to the cl assroo mwher e it is war r ner . Have each of the
f o u r g r o u p s cu t a tw i g fro m a differ ent tr ee. Childr en can then put
t h e f o u r tw i g s i n w a te r a n d put them in a sunny window. W hat
do
c h i l d r e n th i nk w i l l ha p p e n ? W ill the sar ne things happen to the
buds
o u t s i d e? Why? H ow w i l l the classr oor nenvir onm entdiffer fr om
the
o u td o orenv i ronment?W i l l b e in g in t h e wa r m c la s s r o o mm a k e a r
difference? (Do not cut low branches,leave them for observation
)\
Look
a t w hi te p i ne s. D o th ey have buds too? W ill their buds gr ow?
5 . C o n trnueex pl ori ngi n the u n m o we dm eadow and into the pine
t rees for new pfant growth and signs o f s p r in g . Do n ' t f o r g e t t o lo o k
a t wh ite pi nes . Do they have buds? Will they sproutnew growth?
Walk acrossthe meadowto the brook and explore shrubsand wild
ffowersalong the b rook.
%::
GradeTwo
Look for acorns or mapl eke y s b e g in n in gt o s p r o u t . B r in go n e .in t o
sch o olto pl ant and obs erye . ( lf y o u c a n ' t f in d a s p r o u t in ga c o r n ,
b r i n go ne from home. Map lek e y s a r e g e n e r a lly
f o u n din t h e m e a d o w.)
6 ' S i t do w n i n the mea d o w and encour agechildr ento com par e what
i s h a pp e n i ngto pl an ts ou tdoor s with their Fast plants. what has
c h a n g e d a s sp ri n g comes so these plants can gr ow again?
W h a t di d the y en j oy ab o u t today? ls spr ing an exciting tim e
with
l o t s o f thi ng s ha p p e n i ngi n the m eadow? W hat is happeningin
their
y a r d a t h o me? H ave the y been watching?
7.
R eturnto sch o o l .
B a c k i n the cl a ssroo m:
P u t t r e e bu d cutti ng s i n w ater in a sunny window. Have childr en
l a b e l t he j a rs. T h e y can use the Tr ee Bud W or ksheetsfr om the
w i n t e r N atu re Wa l k to i d e ntify the buds.
Have each child draw at least one of the b u d s a s it lo o k sn o w, t h e n
make additionaldrawingsevery few days t o s e e h o w t h e b u d
ch a n g es .
P l a n t sprou ti ng a co rn or maple key in a ter r ar ium or glass jar
a g a i n s t the gl ass so chi l d ren can obser ve. Pr ovide four to five
i n c h e s o f d i rt an d pl an t the acor n and m aple key about a half inch
b e l o w the su rface . l t do e sn' t m atter which side up the seed is, r oots
k n o w t o g row d o w n an d ster ns know to gr ow up. Natur e is pr etty
r e m a r k a b l e! l f chi l d ren d o n' t know, don' t tell them what kind
of a
t r e e w il l g row - L e t th e m identify the tr ee fr om leaves after
they
a p p e a r. (Whe n a ske d w h a t kind of a tr ee gr ows fr om an acor n,
m any
c h i l d r en rep l y 'a n aco rn tree' .)
29
30
G'ade Two
H a ve eac h c hi l d w ri te s ev e r a ls e n t e n c e sa b o u t t h e e a r ly s p r in g
N a tu r eW al k and add to th e ir P la n t sF o ld e r . P u t t h e d r a win g so f
ch a n gesi n the tree buds in t h e ir F o ld e ra ls o .
Y o u may w ant to bri ng i n c u t t in g sf r o m s u m a c ,a s h , o r h ic k o r ya f t e r
va ca ti on. Thes e trees w i t h c o m p o u n dle a v e ss h o w t r u ly s p e c t a c u l a r
leaf growth. Sumacgrows at Conantat the oppositeend of the
m e a dowbey ondthe s l i de a n d o t h e r p la y g r o u n d
e q u ip m e n t .O r
p e rh apsan E nv i ronment aAlid e c o u ld b r in g s a m p le so f t h e s e t r e e s
fro m home.
E n couragec hi l drento c om p a r et h e ir F a s t P la n t swit h t h e p la n t s in
th e ir s c hool y ard.W hat do t h e y t h in k will h a p p e nt o t h e t r e e s a n d
m e a dowpl ants ? W hat pl a n t p a r t s a r e m is s in go n t h e t r e e s ? Ro o t s
a r e u n dergroundand the s t e m sa n d b r a n c h e sa r e t h e r e . W h e r ea r e
th e l eav es ,fl ow ersand s e e d s ?
E n vi ronmental
A i des and te a c h e r ss h o u ld c o n t in u et o c o m p a r en o t es
o n h ow the W al k s w ent.
ELOSSOM S
SE A N C H E S
Grade Two
GR A D ETW O L A T E S P RI NGNA T UREW A L K
Sc h e d u reth i s N atu re Wa l k for m id to late M ay.
Y
O b i e cti ves:
31
\,P
cb se rve tre e s and m eadow pr antsas they change in
resp o n se to spr ing' s war m th
ob se rve fl ow er s in the m eadow and m ake the connection
be tw ee n flower s and pollinationand seeds
o b se rve the m ar ked tr ees and com par e with the buds
i n th e i r classr oom
D i scove r w h e ther tr ees have flower s
D i scove r w ha t happens to plants when they don' t have
sun l i g h t
L e a rn a b o u t p lants r eleasing extr a oxygen into the air
Be f o re g o i ng ou t:
T h i s i s th e i r l a st N atu re Walk for this year W hat do they suppose
t h e y w i l l d i scove r th i s ti m e? How have plants changed with war m
w e a t her? Wi l l the y see plant par ts they didn' t see in winter and
e a r l y sp ri ng ? Le a ve s a n d f lower s?
T h i n k ab o u t the tre e bu d s they br ought indoor s and what happenedto
t h e m ? Wh a t d o the y th i nk will have happenedto the buds on the
t r e e s ? A ny pred i cti o n s? W hy do they think so?
w h a t ab o u t w hi te p i ne s? Do they have buds that gr ow?
T h i n k ab o u t the g rasse s and m eadow wild flower s? what do t hey
e x p e ct to see ?
D o a l l pl an ts
tre e s g rasses, wild flower s, shr ubs, in d o o r p la n t s,
Fussg
F a s t P l an ts
h a ve the sam e plant par ts and need the s a me t hin g s i n TJi.LLout
o r d e r to grow ? D o sea sonarchanges in those things
s u n lig h t ,
w a t e r , a i r, mi ne ral s, w a rmth
affect plants? Does n o t ic in g
c h a n ge s i n th e en vi ro n menthelp them to pr edict what will h a p p e nt o
p l a n t s?
H a v e ch i l d ren w ri te do w n in their Plants Folder s thr ee things they
e x p e ct to se e o n th e i r N atur e walk, and why they think so.
JZ
Grade Two
Te n d ay s or tw o w eek s befo r ey o u r wa lk , p la c e a b o a r do r f la t r o c k
a t th e e dge of the me.adowwh e r e wild f lo we r will
s send uD new
'r
shoots.
M a t e r i a l s:
H a n d l e n se s
T on g u e d e p resso rslabeled:roots, sfem, leaves
,
flower, seeds
f
abeled: water,
minerals, sunlight, a t r
w a rmth
Tongue depressors labeled chlorophyll, carban dioxide
qxvgen
ptasticbags,one per student boff
C l i p b o a rd, p a p e r, pencil
#
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1. W a lk a l on g the b roo k a nd into the m eadow o bser ving wildflower s
i n b l o o m ; esp e ci al l y l oo k for dandelr ons,yellow hawkweed an0
clover.
P i c k a bl o sso m an d a sk chi l dr en how m any flower s you ar e holding.
T h i s b l o sso m i s a ctu a l l y ma ny separ ate flower s. pull off a petal and
s h o w c hi l dren the cu rl y starnen with its pollen as well as the base
o f t h e p e ta l w he re th e see d is beginningto for m . You r nay want to
u s e h a n d l en se s, b u t the y a re not necessar y.
Ex p l a i n th a t a fl ow er h a s to be pollinatedbefor e it can pr oduce a
s e e d , a nd tha t mea n s mo vi ng the sticky yellow pollen fr cm one
f l o w e r t o a n o th e r. H ow mi ght this happen? How did their Fast
Pl a n t s g et p o l l i na te d ? Qa l l hel_gee any pollinatinginsects in the
m e a d o w ? C a n the y g e t an y potte
;hFEnts
i s no t sti cky an d blows in the wind fr om one ftower to
a n o t h e r .)
Gr ade Two
Try to fi n d a b l osso m w hlch has finished flower ingand has closed
p e n i t u p to o b se rv e the dr ied wither ed- E
up.
n e w ly forme d see d s, th e n of cour se look- TorThe
heads
c h i l d.renso l ove t
No wonder a dandelionor hawkweedhas so
m a n y se e d s, i t ha s so many flower s.
W h a t w i l l h a p p e n to th e seed? W ill it gr ow an new plant? ls this
t h e l i fe cycl e of a pl an t? Listen to childr en talk about a life cvcle
they understand.
!o s.eji how w.e_ll
2 . Si t do w n a n d re vi ew plant par ts and their function in plant
g r o wth, usi ng to n g u e d e p ressor sas needed. Have childr encom par e
w i t h th e F a st P l a n ts a s they do this.
R o o t s fi nd w a te r an d m iner als in the soil.
i t e m s rai se th e l e a ve s to the sun_all.d tr anspor t water and
n i n e ral s to the l e a ve s.
L e a v e s take i n su n l i g h t so they can m ake food fr om air ,
w a t e r, a n sotl mtnera ls
en it is war m . ( C hildr en won' t
r e a l l y kn o w o r un d e rstan dthis Tell them they wr ll lear n m or e about
i t i n l a te r grad e s.)
t h e r e w i l l b e no
-se e d
Flower s have to be pollinated o r
Z
3 . W al k o ve r to th e ma rked tr ees. Do childr enthink tr ees have
f l o w ers? L e t's l oo k an d see. Depending
on ju
t h e s ea so n di fferen ttre e s will be in bloom . Aspens and r ed m apleg
9 l o o m ea rl i gr, fo l l o w ed by bir ch, oak, and other tr ees. Explor e tr ees
a l l a r oun d th e e d g e o f the m eadow, use hand lenses to appr eciate
t h e s e ti n y i n co n sp i cuo u sfl ower s. M any of these flower s have polle n
t h a t i s no t sti cky, an d l i ke gr asses ar e pollinatedby the wind. Look
f o r e vi d e n ceof tree see d s for m ing. M aple seeds am ong other s
s h o u l d be i n e vi de n ce .
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34
Grade Two
B
'
.-
4 - M ove to w h e re you p fa ced the flat boar d
s
t o r e v i ew w h a t p l an ts
t
i e of them white? W hat' s m issing? Ther e is
w a t e r , ai r, w a rmth , mi ne rals, but no sunlight. Do they think sunlig ht
m a y ha ve someth i ngto do with plants being gr een? How could
they
f i n d o ut? T ake th e b o a rd away and check it out in a few days? ( you
w i l f h ave to w a i t u n ti l the last class has had their Natur e W alk.)
M a y b e the cl ass cou l d come out in a week and see if the leaves
ar e
s t i l l w h i te. H ow ab o u t putting a classr oomplant in the dar k
for a
f e w d ays. cou l d the y fa sten a piece of paper over a leaf?
E x p e r ime n ta n d see . Y ou c an use the chlor ophyllthr oat stick you
if
w i s h t o e xp l ai n tha t thi s i s what m akes leaves gr een, but
only in
s u n l i g ht.
5.
B efo re retu rni ng to cl ass, tell childr en ther e is one m or e
tm p o rtantthi ng they need to k n o w about plants.
se ve r al i nv i s i bl egas es . T h e t wo m o s t im p o r t a nat r e o x y g e n
and
E x p l a i n tha t bo th an i ma l s a nd p lants need oxygen to live and gr ow.
H o w e v er. an i
qar bon dioxide: anlmals use oxygen
?]]9 breatngout carbondioxide. plants use both car bon dfoxide
and ox
en .
P l a n ts p ro
throughtiny holes inffi
w h i c h an i ma l s b rea th e .
they give o ut
ants pr oduce e extr a oxygen
Give each child a plastic bag.
h a v e t he m brea th e o u t i nto the bag and close it. W hat' s in
the bag?
9 a r b o n di oxi de - H ave th e m walk over to a plant and open their bag to
h e l p t h e p l an t to grow . T h e n lean close to a plant and take
a big
b r e a t h e of tha t w on d e rful fresh oxygen that helps us to gr ow.
ls it
i m p o r t an t tha t w e ha ve p l ants in their school yar d, in Acton?
6 ' B e fo re go i ng ba ck i n , ask if they have enjoyed lear ning
about
p l a n t s th i s ye a r. Wha t do they like about plants? Anything
they
d o n ' t l i k e? A re pl an ts i mpor tantto people and other anim als?
How?
H o w m a n y w a ys can the y think ot? per haps wr ite
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them down. Do they have a favorite plant?
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7. Returnto schoot.
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