Schoolyard nature centers

Schoolyard Nature Centers
Georgia Forestry Commission P. O. Box 819
Macon, GA 31202-0819

GUIDELINES FOR SCHOOLYARD NATURE CENTERS CONTENTS
Introduction ................................................................................ 1 Setting Up A Schoolyard Nature Center Committee .................. 1 Funding Sources ......................................................................... 2 Evaluating What You Have ......................................................... 4 Developing A Written Plan For A Center .................................... 5 Features Checklist....................................................................... 6 Implementing The Plan ............................................................... 9 Planning For Maintenance......................................................... 10 Using The Center To Enhance Classes .................................... 11 Schoolyard Nature Center Curriculum Guide ........................... 12

INTRODUCTION
A Schoolyard Nature Center is an outdoor classroom that can vary in size from a small lot to a 100-acre forest. Its purpose is to enhance classroom lessons about the environment. A center can be used in several curricula, not just science. The study of mathematics, art, English, and social studies can also be supplemented by use of a nature center.
The development of a Schoolyard Nature Center is a long term project. The amount of work needed will vary depending on the size and complexity of the center. A key element is the strong support of both the school principal and superintendent.
A good bit of planning is needed before a center can be built. The whys and hows need to be fully explored. The educational objectives and benefits of a Schoolyard Nature Center need to be clearly stated in terms that both supporters and administrators can accept. Existing nature centers need to be visited and ideas developed.
The purpose of this booklet is to list some features of a successful Schoolyard Nature Center and to provide guidance to school groups wishing to set up their own centers.
SETTING UP A SCHOOLYARD NATURE CENTER COMMITTEE
Organizing a permanent committee is the most important step in building a successful Schoolyard Nature Center.
A good committee provides a means by which the various backgrounds and talents of its members can be used. A committee spreads the workload and reduces the responsibilities of each individual member. The committee will be the nature centers foundation during planning and development.An active committee also ensures the centers longevity.
The size and composition of the committee will depend on the involvement needed from various groups, including those with special backgrounds. An example of a committee might be:
Teacher from each grade level School principal School custodian Students Parents Local natural resources professionals Adjacent landowners
The committee should contain members with various backgrounds and they should possess qualities needed to complete the task. Committee members should be ambitious, creative, willing to work, and committed to conservation and education.
The committee will be responsible for planning, developing and properly using the Schoolyard Nature Center. Subcommittees should be organized to spread the workload even further and to utilize people with special backgrounds. To be effective, the committee needs at least three subcommittees.
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1. SITE DEVELOPMENT AND MAINTENANCE SUBCOMMITTEE will be responsible for over seeing the development of the facility. Its work begins with gathering information on features (physical, cultural, historical, etc.) already existing around the school that might be used in the nature center. Using school grounds blueprints (if available) or by taking measurements, a map of the school grounds should be made and a plan for the nature center drawn up. Assignments for special tasks should be made by this subcommittee. This subcommittee should secure assistance by local resource specialists as needed. It will also plan and assign responsibilities for maintenance.
2. CURRICULUM AND LIBRARY SUBCOMMITTEE will be responsible for collecting educational materials for use in both the center and classroom, and for establishing a library of resource materials for use by both teachers and students. The subcommittee will also work with school administrators to schedule inservice training for teachers in conservation education. The importance of this subcommittee cannot be over emphasized, as the sole purpose of the nature center is to facilitate teaching. The integration of the nature center with the curriculum must be the first priority.
3. FUNDING AND PUBLIC RELATIONS SUBCOMMITTEE will be responsible for developing a budget for the nature center and gathering funds to meet the budget (see Funding Sources for Schoolyard Nature Centers). Public relations will also be a responsibility of this subcommittee. Duties involved include presentations to local clubs, newspaper and TV coverage, and creation of a positive image of the committee and nature center to other teachers and the community.
Subcommittee activities will vary from time to time; but when the need arises each subcommittee should be ready to meet the challenge. Other subcommittees may be needed at times.
FUNDING SOURCES FOR SCHOOLYARD NATURE CENTERS
One rarely gets something for nothing. This is also true for Schoolyard Nature Centers. Costs involved with nature centers vary from a few dollars to many more dollars, depending upon the desires of the committee. Cost should not be a determining factor when planning a nature center.
The committee should have a subcommittee that oversees the funding of the nature center. This subcommittee should be creative and confident when pursuing funds for the center. In most cases gathering funds will not require grant writing skills, it will just require the abilities to ask and pursue.
To start, a wish list of items to be included in the nature center should be made. This list will lead to the forming of a budget and a timetable. Once these are developed, a fund drive can begin. When approaching organizations or individuals for money, remember that most of them are competing with each other for recognition. If you can secure funds from one group, you will have cleared a major obstacle. When approaching other sources of funds, let them know that funds have been committed and identify those who have given them. The competition between groups may swing the decision in your favor.
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It will help to start fund raising with a sure thing, such as a group or an individual who has previously given to the school. Remember to tell them exactly what is wanted, how much it costs and how it will be used to benefit the students. You may be more successful if you ask for only part of the funds instead of asking for everything from one source. LOCAL SOURCES OF FUNDS INCLUDE:
School PTA School Budget School Board Service Clubs and Organizations Conservation Clubs Businesses Corporations Foundations Soil & Water Conservation Groups County Farm Bureau Fund Raisers
Bake Sales Fish Fries Raffles Recycling Program When a group gives funds, give them some publicity, whether it be a sign in the center, newspaper article or word of mouth. They will appreciate and remember it the next time they are asked for something.
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EVALUATING WHAT YOU HAVE The next big step in building a Schoolyard Nature Center is developing a basic inventory of existing resources on the school grounds. A base map showing the location of school buildings, parking lots and key features should be part of the inventory. The inventory should include:
vegetation (grasses, shrubs, trees, weeds, wildflowers, harmful plants, plants used by early settlers and possible plant succession sites),
topography and geological features (rock outcrops, boulders, slopes, streams, ponds, bogs and swamps),
animal habitats (dens, nesting sites, brush piles, food plants, old stumps, dead trees and fallen logs), soil profiles exposed on banks and slopes, potential soil erosion and soil study areas, historic remnants (stone fences and old orchards), sites that are appropriate for nature trails, or study areas (ponds and marshes), developed areas (buildings, parking lots and playgrounds), areas not regularly mowed (fence rows) that can be used as natural areas or plant succession areas. This inventory can be made by students and teachers or by volunteers. Resource specialists can be involved as needed for technical evaluations.
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DEVELOPING A WRITTEN PLAIN A written plan is essential to the success of a Schoolyard Nature Center. A plan ensures continuity between school years and is also helpful when raising funds. The plan should define and clearly state educational objectives and benefits. These objectives should involve the entire curriculum, not just science. The plan should include: suggestions for appropriate treatment of problem areas and conservation practices, with detailed
specifications, plans for additional plantings to benefit wildlife, stabilize soils, enhance beauty, and establish study
gardens and arboretum, ideas for study stations, nature trails, outdoor exhibits, and study guides, realistic timetable for completing specific projects, budget for materials, installation and maintenance. To be successful, the Schoolyard Nature Center should be attractive and accessible to the community. Many students and local residents will be using the center; therefore, safety must be considered in developing all features. The plan should be long term. If special features are installed over a long time frame, more teachers, students and community leaders can be involved. A long term plan ensures more participation. The vision behind the Schoolyard Nature Center needs to be broad and encompassing as a way of showing the many potential uses of a center. Choose features that fit your schools location and curriculum needs.
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SCHOOLYARD NATURE CENTER FEATURES CHECKLIST

ANIMAL TRACK AREA - A sandy area that can be smoothed in late afternoon and examined the next morning for tracks.

ARBORETUM - 12 key trees in Georgia or any others that may already exist on the site.

Loblolly White Oak Yellow Poplar Dogwood Green Ash Red Maple

Longleaf Pine Southern Red Oak Sweet Gum Magnolia Mockernut Hickory Cypress

BIRD BATHS - Song birds can be attracted by making water available for bathing and drinking. Bird baths must be kept clean and maintained.

BIRD FEEDERS - Attracting song birds is easily done by building bird feeders and placing them on the school grounds.

BUTTERFLY GARDEN - Plantings of brightly colored flowers will provide excellent habitat for observing or collecting many species of moths and butterflies.

CONSERVATION IN MINIATURE EXHIBITS - Miniature terraces, ponds, and other exhibits can demonstrate conservation practices.

COTTON PATCH - With Georgias history in cotton, children need to see how cotton grows and how it is picked and cleaned.

COMPOST PILE - A penned area that can be used to recycle grass clippings and garden debris.

CREEK - A creek is an ideal illustration of a miniature watershed, which can greatly multiply opportunities for studying water, plant and animal relationships.

DINOSAUR STUDY AREA - Trace outline of different dinosaurs at full scale in parking lot so students can compare sizes.

EXISTING WOODLOT - Woodlots can be used for studies in wildlife, soil conservation and identification of trees and plants.

EROSION DEMONSTRATION AREA - On a sloping area, several runoff plots can be laid out, with board separators and catch basins. Plots can include no cover, grass, row crops, and small trees.

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FENCE ROW STUDY SITE - A fence row provides many lessons, such as animal use, bird nests, and the spreading of plants by birds.
FOSSIL PATHWAY - Press leaves, branches and skeleton models on a freshly poured concrete path. When the path dries, it can be used to discuss how fossils are formed.
HERB GARDEN - A small area can be built into a herb garden. Herbs used for cooking or those with some medicinal quality can be grown for study.
INSECT TRAPS - Depending on types of insects to be collected, traps can range from mashed bananas in a jar to commercial insect traps containing pheromones. Students can learn body structures and habits as well as use math skills to estimate local population levels.
INDIAN GARDEN - Plants that were used in early America can be cultivated. These can include Indian corn, gourds and squash.
LITTER BARRELS - Art classes can decorate metal barrels to make attractive litter containers.
KIOSK DISPLAYS - Roofed and glassed-in bulletin boards can be built and used to display posters or specimens. Boards should face away from the sun to slow fading of the materials on display.
NATURE SWAP SHOP - A small area where students can donate interesting items of nature (galls, bones, feathers, rocks) and in turn may take home any item that captures their interest.
NATURE TRAIL - w/signs - Wide enough for two or three people to walk abreast, it should include areas wide enough for classes to assemble. The trail should be covered with gravel, wood chips or other material durable enough to withstand much foot traffic.
NESTING BOXES - Artificial nest boxes can be built by students and placed in locations around the school. Purple martins, chickadees, bluebirds and other birds may be attracted to the nest boxes.
ORCHARD - Plums, apples, peaches, muscadine grapes, and blueberries can be planted and cultivated by the students.
ORNAMENTAL FLOWER BEDS - Students can learn how to cultivate and care for ornamental plants while beautifying the school grounds.
OUTDOOR SEATING AREAS - Rows of benches can be arranged amphitheater style, or a semicircle of picnic tables set up so that lessons can be taught in the nature center.
PLANT SUCCESSION STUDY PLOT - An area for studying stages of plant succession, starting with bare ground, then grasses and weeds to trees.
POND AREA - Ponds can be any size, and contain many diverse aquatic plants and animals that can be collected and studied in the classroom.
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READING ROCK - A large rock or low bench should be set up in a small grass clearing, preferably surrounded by trees or hedges. Teachers would use the space to read stories and lead informal discussions. ROCK COLLECTION/GEOLOGY WALL - A low stone wall with various rocks and minerals cemented to the top. Students can bring sample rocks from different areas they visit. SENSORY DISCOVERY AREA - Plants with strong fragrances, brilliant colors or unusual textures can be established. Other natural objects such as rocks, tree bark, feathers and furs can be used to expand sensory awareness. SUNDIAL - The basis of time, basic astronomy and the cardinal directions can be illustrated with a sundial. SOIL STUDIES ON DISPLAY - Soil profiles can be placed in transparent plastic pipes and displayed. TREE STUMP CROSS SECTION - A sloping cut on top of a tree stump, or a section of an untreated pole, can be sanded and waterproofed with spar varnish. The annual growth rings can be marked and compared to local events. TREE PLANTATION - Students can learn a great deal about forest management from planting and raising trees. Trees to consider are Virginia pines for Christmas trees, loblolly pines for pulpwood and lumber, yellow poplar and oaks for lumber. WEATHER STATION - This can be very simple (thermometer, rain gauge, and hygrometer) or as complex as the students can imagine. WILDLIFE BRUSH PILES - Large materials from clearing can be left in a pile that will be used by birds, rabbits and other wildlife as shelter and a nesting area. Snakes will inhabit these areas as well, so this can be a great way to teach awareness and respect for nature. WILDFLOWER GARDEN - Areas of full sunlight can be used to establish a wildflower garden. Wildflowers can be used for beauty, to produce natural dyes, and to attract many species of insects and birds for study. WILDLIFE FOOD PLOTS - Sites for food patches can be identified. Plantings can contain annual plants, shrubs and trees that produce food for birds, squirrels, rabbits, and other wildlife. WOODLAND CLEARING AND REGENERATION AREA - In a woodland, clear groups of trees in a quarter to half acre area. Such a clearing will allow the regeneration of forest trees as well as attract wildlife and wildflowers.
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IMPLEMENTING THE PLAN 1. Recruit volunteers. 2. Assign specific responsibilities. 3. Begin fund raising. 4. Set deadlines for each step of plan. 5. Select project work days and alternative rain dates. 6. Contact local resource people for special assistance, and notify them about work days. 7. Take before pictures of area. 8. Identify and obtain equipment and materials needed for completion of projects. 9. Notify news media of the project and request coverage on workdays. 10. Give credit to all contributors for donations of materials and services. 11. Take after pictures of work upon completion. 12. Organize and conduct dedication ceremony. Invite public officials, school officials, teach-
ers, parents, students and the public.
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PLANNING FOR MAINTENANCE A good maintenance program is essential to both the initial and long-term success of any Schoolyard Nature Center. It is important that at least two people from the planning committee have the primary responsibility of designing a maintenance plan for the features of the nature center. Be sure to involve a key member of the schools building and grounds staff when writing the maintenance plan. Each plan should list short and long-term maintenance requirements and specify who is responsible for each. Unnecessary maintenance can be kept at a minimum by keeping project plans simple. If it cant be easily maintained, you may want to reconsider building it.
Monthly Maintenance Needs JANUARY - Prune trees, transplant shrubs and trees, maintain bird feeders. FEBRUARY - Prepare soil for annual plantings, finish transplanting, maintain bird feeders. MARCH - Begin planting annual plants in flower, garden and wildlife food plots, maintain bird feeders, clean nest boxes, repair winter damage. APRIL - Take down and clean bird feeders - store until winter, finish planting annuals, set out insect traps, conduct spring clean-up of schoolyard. MAY - Plant cotton, clean bird baths, weed gardens, check insect traps, begin harvesting spring crops. JUNE - Weed gardens, check insect traps, harvest spring crops. JULY - Weed gardens, check insect traps. AUGUST - Plant fall crops, repair all structures as needed, and harvest summer crops. SEPTEMBER - Plant fall crops, harvest summer crops. OCTOBER - Take down insect traps, harvest cotton and other crops. NOVEMBER - Plant spring flowering bulbs, finish harvesting crops. DECEMBER - Set out bird feeders, clean out all garden beds and mulch. General maintenance as needed - Trail construction/repair, turn compost pile, mow grass, check water level in small ponds and add water as needed.
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USING THE CENTERS TO ENHANCE CLASSES Teaching outdoors can provide an environment for creative learning as well as supplement and enrich existing curricula. Use of a Schoolyard Nature Center stimulates student interest by allowing students to experience firsthand the natural world as well as learn it from textbooks, lectures and discussions. The center can also provide an ideal setting for teaching critical thinking skills (observing, classifying, measuring, analyzing, and interpreting phenomena). A Schoolyard Nature Center is immediately available for continuous use by groups and individuals. It expands the learning environment readily available to students and teachers. It allows classes to work outside the classroom without the hassles associated with field trips. Visits require no special permits; no timeconsuming arrangements for transportation; lunches and comfort facilities; no shifting of class schedules; no substitute teachers. A well planned Schoolyard Nature Center can be used to give depth, meaning and new dimension to generalizations about, and understandings of, mans relation to his environment. It can also serve to reinforce the following essential environmental concepts:
All living things, including people, are interdependent - with one another and with their natural environment; Natural resources undergo continuous change, nothing in the natural world is static; Man depends on renewable natural resources for survival; his use and care of them in accord with ecological principles determines his fate; Natural resources and ecological systems have specific capabilities and limitations. The rate of natural resource use depends largely on the economy of the population and the degree of industrial development of a nation. A well designed Schoolyard Nature Center can be used to enhance all parts of a school curriculum. While specific uses will vary by schools, some general uses of a center can be seen by a correlation of a Schoolyard Nature Center to the major courses of study.
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SCHOOLYARD NATURE CENTER CURRICULUM GUIDE
The objectives in this Curriculum Guide were extracted from existing Courses of Study. This guide uses those curricula objectives that can easily be taught in an outdoor setting.
KINDERGARTEN
Science
1. Compare similarities and differences of animals 2. Discuss a variety of foods which different animals eat 3. Name and describe different animal homes 4. Discuss difference between living and non-living things 5. Name and describe a variety of plants 6. Identify need for soil, water, and light in growth of plants 7. Name parts of plants 8. Discover that seeds of plants will produce like plants 9. Explain how wind affects objects 10. Describe effects of light and heat from the sun 11. Describe daily weather conditions
Social Studies
1. Maintain cleanliness of classroom and school grounds 2. Recognize seasonal weather changes 3. Identify seasonal events
ALSO ART, MATHEMATICS, MUSIC, HEALTH, LANGUAGE ARTS, and PHYS. ED.
FIRST GRADE
Science
1. Identify different kinds of animals and plants 2. Describe characteristics of an animals habitat 3. Understand need for sun, water, soil and air for proper plant growth 4. Describe different places where plants grow 5. Explain how plants and animals depend on each other 6. Demonstrate that the earth moves around the sun 7. Observe that larger objects appear smaller when viewed from a distance 8. Describe changes in weather during spring, summer, autumn, and winter 9. Describe changes in plants and animals as seasons change 10. Describe various instruments used to collect data about weather
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Social Studies
1. Read a simple map 2. Maintain cleanliness of classroom and school grounds 3. Identify food, clothing and shelter sources
ALSO ART, MATHEMATICS, MUSIC, HEALTH, LANGUAGE ARTS, and PHYS. ED.
SECOND GRADE
Science
1. Describe a variety of animals and plants and compare them for similarities and differences 2. Discuss characteristics of a food web 3. Explore life cycles of some animals 4. Measure, record, and predict growth of plants 5. Observe and describe characteristics of plants that live in certain environments 6. Compare pond and distilled water 7. Observe, describe and explain importance of the water cycle to living things 8. Discover that all living things need water to survive 9. Observe that weather conditions change daily 10. Use weather instruments to measure weather conditions 11. Record data about weather over a period of several days 12. Examine how plants and animals are affected by seasonal changes 13. Explain that the earth receives heat and light from the sun
Social Studies
1. Identify causes of pollution 2. Identify ways to conserve water, electricity, gas and resources 3. Identify ways to dispose of refuse 4. Demonstrate ability to make a simple map
ALSO ART, MATHEMATICS, MUSIC, HEALTH, LANGUAGE ARTS, and PHYS. ED.
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THIRD GRADE
Science
1. Identify animals as mammals, reptiles, amphibians, birds or fish 2. Identify animals which migrate, hibernate, change color, or grow heavier coats due to seasonal
changes 3. Determine that living organisms are dependent on green plants 4. Discover ways animals gather and store food 5. Identify plants by their major characteristics 6. Identify plants according to where they store food 7. Investigate ways by which plants adapt to their environments 8. Demonstrate and observe that a green plant needs carbon dioxide, water, and energy from the
sun to make its food 9. Identify edible parts of a plant 10. Explore uses of plants: food, fuel, textiles 11. Identify parts of a mushroom 12. Compare a mushroom to a green plant 13. Explore harmful effects of fungi 14. Identify three protozoans 15. Group rocks according to weight, color, smoothness, hardness or formation 16. Identify particles found in a sample of soil 17. Discuss uses and conservation of soil 18. Identify solids, liquids or gases in the environment
Social Studies
1. Examine impact of technology on environment 2. Identify use and abuse of environment 3. Demonstrate ability to make a simple community map 4. Understand relationship between earths revolution and calendar year
ALSO ART, MATHEMATICS, MUSIC, HEALTH, LANGUAGE ARTS, and PHYS. ED.
FOURTH GRADE
Science
1. Observe that living things grow, move, reproduce, react and utilize food 2. Categorize living things as plant, animal, fungi, monera or protista 3. Identify characteristics of organisms 4. Explain ways organisms are useful and helpful to humans 5. Explain ways organisms are harmful to humans 6. Identify insects by their physical characteristics 7. Classify insects as being harmful or helpful 8. Describe similarities and difference in organisms eating habits and locomotion 9. Explore ways that organisms depend on one another 10. Discuss how the senses can be used to understand environment 11. Describe various instruments scientists use in collecting data about weather
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12. Discuss what weather conditions mean to the farmer and the consumer 13. Learn the differences in formation of the three major groups of rocks 14. Experiment with effects of erosion on different soils 15. Learn that organisms depend on the soil for existence 16. Find ways to prevent pollution of land, air and water
Social Studies
1. Compare pioneer life and food to present day 2. Identify major crops in Georgia 3. Relate a product to its raw material source 4. Define many uses of a single raw material
ALSO ART, MATHEMATICS, MUSIC, HEALTH, LANGUAGE ARTS, and PHYS. ED.
FIFTH GRADE
Science
1. Group animals, plants, fungi, bacteria and protozoans by their characteristics 2. Identify differences between plant and animal cells 3. Discover how plants and animals adapt to environmental conditions 4. Examine life cycles of plants and animals 5. Understand that living things must have food and oxygen to survive 6. Explain how plants make food 7. Explore role of green plants in production of oxygen 8. Explore how plants and animals have adapted to seasonal changes 9. Classify rocks according to their properties 10. Observe samples of different soils for comparison and test each to determine its properties 11. Study causes and effects of erosion 12. Discuss methods of conserving soil and water 13. Identify minerals by testing their properties
Social Studies
1. Identify, describe, analyze conservation practices that address problems of erosion 2. Analyze effects of interaction between climate and physical geography and seasonal variations
on environment 3. Identify differences between renewable and nonrenewable resources 4. Describe dependence of people on natural resources for sustenance 5. Identify how human inhabitants affect their environments 6. Identify resources according to type
ALSO ART, MATHEMATICS, MUSIC, HEALTH, LANGUAGE ARTS, and PHYS. ED.
SIXTH GRADE
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Science
1. Differentiate between plant and animal cells 2. Identify structures of plants and animals which allow them to function successfully and survive 3. Give examples of basic needs of organisms 4. Compare relationships of organisms to each others environment 5. Separate groups of living things according to their special features 6. Name and identify plant structures 7. Identify plant structures that are altered with the change of seasons 8. Identify the flowering stage of plants 9. Describe the relationship of the bee and other insects to flowers and their environments 10. Describe flow of energy through specific organisms (food chain) 11. Explain ways living things are used for food, medicine, materials, education and emotional
needs 12. Identify weather instruments and the data supplied by each 13. Explain how weather conditions influence day to day activities
Social Studies
1. Identify types of erosion 2. List parts of natural environment 3. Discuss ways in which people affect their environment
ALSO ART, MATHEMATICS, MUSIC, HEALTH, LANGUAGE ARTS, and PHYS. ED.
SEVENTH GRADE
Life Science
1. Compare and contrast characteristics of living and nonliving things 2. Classify organisms by kingdom 3. Observe and identify major structures of the plant kingdom 4. Compare and contrast vascular and non-vascular, gymnosperm and angiosperm, dicotyledon and
monocotyledon plants 5. Relate individual plant structures to their functions 6. Observe functions of plants 7. Compare and contrast animal phyla according to their structures 8. Observe common animal functions 9. Explain significance of the interdependence of organisms 10. Observe environmental effects of human behavior 11. Demonstrate respect for plants, animals and the environment
ALSO ART, MATHEMATICS, MUSIC, HEALTH, LANGUAGE ARTS, and PHYS. ED.
EIGHTH GRADE
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Earth and Space Science
1. Identify major kinds of rocks 2. Explain how to identify a mineral 3. Compare and contrast rocks and minerals 4. Discuss erosion 5. Illustrate how instruments are used for measuring weather 6. Discuss natural resources 7. Identify some renewable resources
ALSO ART, MATHEMATICS, MUSIC, HEALTH, LANGUAGE ARTS, and PHYS. ED.
HIGH SCHOOL
Basic Biology
1. Identify characteristics of life, living and non-living things 2. Identify characteristics of vascular and non-vascular plants, gymnosperms and angiosperms,
monocotyledons and dicotyledons, deciduous and coniferous trees 3. Describe basic structures and functions of roots, stems and leaves 4. Compare types of reproduction exhibited by plants 5. Describe the conditions necessary for the germination of seeds 6. Explain the types of tropism 7. Describe structure and function of protozoans 8. Name and describe the invertebrate phyla 9. Classify representatives into vertebrate classes and orders using taxonomic keys 10. Identify evidences of changes in plants and animals 11. Describe a food chain and food web 12. Give examples of parasitism, commensalism, and mutualism 13. Explain how organisms depend on each other 14. Trace steps of succession in land communities 15. Identify major kinds and sources of pollution 16. Identify possible alternatives to pesticide usage 17. Describe mans responsibilities and challenges for maintaining our world
College Preparatory Biology
1. Identify characteristics of life, living and non-living things 2. Identify characteristics of simple plants, mosses and ferns, and gymnosperms and angiosperms 3. Describe basic structures and functions of specialized plant tissues 4. Describe reproductive process in plants 5. Describe ecosystems 6. Describe interaction between viotic and physical environment 7. Describe structure and function of protozoans 8. Identify major anatomical structures found in invertebrates
The Schoolyard Nature Center would also be useful for classes in Advanced Biology, Botany, Ecology, and Zoology.
ALSO ART, MATHEMATICS, MUSIC, HEALTH, LANGUAGE ARTS, and PHYS. ED.
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MINATURE WATERSHED

HIGHWAY

MEASURED ACRE OF LAND

SCHOOL BUILDING
MAIN ENTRANCE SIDEWALK
PAVED PARKING AREA

J. Frederick Allen Director