Environmental Education
Grade 3 - Thurs.
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Grade 4 - Thurs.
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Grade 5 - Tues.
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Week of May 13-17
We began an investigation of trees, collecting fresh leaves from our woods and using a simple ID guide of MD trees by leaf. Week of May 6-10 We had a guest presentation by meteorologist Jonathan Myers of WUSA9 in D.C. Week of April 29-May 3 We visited a USGS web site dedicated to frog and toad calls, with a quiz for general public site visitors using natural recordings. Week of April 22-26 We continued our investigation into Maryland frogs and toads, focusing on learning more of their individual species calls. Week of April 15-19 We continued our investigation into Maryland frogs and toads, focusing on learning some of their individual species calls. Week of April 8-12 We started a multi-week investigation into Maryland frogs and toads. Week of April 1-5 We did not have class during our Easter break. Week of Mar. 25-29 We did not have class during our Easter break. Week of Feb. 12-15 We reviewed some of the animals that got 'negative reactions' in the previous classes, and visited more balanced information about them. |
Week of May 13-17
We watched a few short presentations on the invasive blue catfish and new rockfish/striper regulations. We discussed some aspects of fisheries management, and will play a fisheries game next time. Week of May 6-10 We did a binoculars scavenger hunt, practicing correct use of the binoculars, including on a moving object (plane or bird). Week of April 29-May 3 We completed our plotting of bird banding data on two thrush species and determined their summer/breeding grounds, migration areas, and wintering grounds. We then compared their findings with the maps of those same species posted in bird field guides, and online. Week of April 22-26 Teams of 2 or 3 students plotted seasonal bird banding information on a single species of a migratory bird traveling in North, Central and/or South America. Week of April 15-19 We started a bird banding migration research activity. Week of April 8-12 We started a multi-week investigation into Maryland frogs and toads. Week of April 1-5 We did not have class during our Easter break. Week of Mar. 25-29 We did not have class during our Easter break. Week of Feb. 12-15 We reviewed some of the animals that got 'negative reactions' in the previous classes, and visited more balanced information about them. |
Week of May 13-17
We watched a few short presentations on the invasive blue catfish and new rockfish/striper regulations. We then played a fisheries game, simulating a commercial fisherman trying to make a living while 'navigating' bag limits, size limits, and seasonal regulations. Week of May 6-10 We had a guest presentation by meteorologist Jonathan Myers of WUSA9 in D.C. Week of April 29-May 3 We completed our plotting of bird banding data on two thrush species and determined their summer/breeding grounds, migration areas, and wintering grounds. We then compared their findings with the maps of those same species posted in bird field guides, and online. Week of April 22-26 Teams of 2 or 3 students plotted seasonal bird banding information on a single species of a migratory bird traveling in North, Central and/or South America. Week of April 15-19 We started a bird banding migration research activity. Week of April 8-12 We went out to our trail to do a nature scavenger hunt activity. Week of April 1-5 We had our Easter break. Week of Mar. 25-29 We had a guest speaker sharing a talk on Invasive Species, especially plants. We will watch for any of these we can find on our campus, including our trails, in the coming weeks. Week of Feb. 20-24 We continued our look into animals that people find scary or repulsive including some information about their important role in their ecosystem/habitat. |
Grade 3 - Thurs.
Week of Feb. 5-9
We continued our look into animals that people find scary or repulsive including some information about their important role place in their ecosystem/habitat. We also had a few more student presentations of their imaginary animals from a January activity. Week of Jan. 29 - Feb. 2 We had a discussion and activities about personal impressions and reactions to images of domesticated, wild and feral animals. Week of Jan. 22-26 We finished the drawing of our imaginary animal or plant, that includes a few special adaptations to thrive in their native habitat. Week of Jan. 15-19 We continued our discussion animal adaptations, and started an activity of creating a 'new' animal with unique adaptations for its habitat. Week of Jan. 8-12 We continued our discussion of the variety of physical animal adaptations to their environment. Week of Jan. 3-5 We started a discussion of the variety of physical animal adaptations to their environment. Week of Dec. 11-15 We explored the world of whales, esp. the similarities and differences of toothed whales and baleen whales. Week of Dec. 4-8 We discussed characteristics of birds, and then reviewed them in a team bird bingo game. Week of Nov. 27 - Dec. 1 We will look into several more of the student submitted questions. Week of Nov. 20-24 We continued our look into the restoration and migration of of endangered whooping cranes. Week of Nov. 13-17 I choose a few of the recently submitted student questions to discuss, and then we looked into the restoration and migration of endangered whooping cranes. Week of Nov. 6-10 We will briefly review topics discussed so far this year. Students will then take a few moments to write a question about them on a 3x5 card for me to use in an upcoming class of Q&A. Week of Oct. 30-Nov. 3 We are continuing the topic of bird migration, looking at new technologies that use radar to monitor bird migration, and discussing how birds seem to know how to navigate. Week of Oct. 23-27 We started a discussion of bird migration, including the hardships and dangers involved. We then went outdoors to play The Great Migration Challenge game. |
Grade 4 - Thurs.
Week of Feb. 5-9
We continued our look into animals that people find scary or repulsive including some information about their important role in their ecosystem/habitat. Week of Jan. 29 - Feb. 2 We had a discussion and activities about personal impressions and reactions to images of domesticated, wild and feral animals. Week of Jan. 22-26 We continued our activities involving topographic maps, including a 'scavenger hunt' challenge activity. Week of Jan. 15-19 We continued our activities involving topographic maps, practicing how to interpret a sample map and starting a review challenge activity. Week of Jan. 8-12 We continued our activities about topographic maps, esp. how to use elevation/contour lines for interpretation. Week of Jan. 3-5 We started a investigation of topographic maps, their purpose and characteristics. Week of Dec. 11-15 We continued our talk about whales, Week of Dec. 4-8 We explored the world of whales, tieing it in with their ELA story on gray whales. Week of Nov. 27 - Dec. 1 We will look into several more of the student submitted questions. Week of Nov. 20-24 Thanksgiving short week; no class. Week of Nov. 13-17 I choose a few of the recently submitted student questions to discuss, and then we looked into the restoration and migration of endangered whooping cranes. Week of Nov. 6-10 We will briefly review topics discussed so far this year. Students will then take a few moments to write a question about them on a 3x5 card for me to use in an upcoming class of Q&A. Week of Oct. 30-Nov. 3 We are continuing the topic of bird migration, looking at new technologies that use radar to monitor bird migration, and discussing how birds seem to know how to navigate. Week of Oct. 23-27 We started a discussion of bird migration, including the hardships and dangers involved. We then went outdoors to play The Great Migration Challenge game. |
Grade 5 - Tues.
Week of Feb. 12-15
We had a discussion and activities about personal impressions and reactions to images of domesticated, wild and feral animals. Week of Feb. 5-9 We continued our activities involving topographic maps, including a 'scavenger hunt' challenge activity. Week of Jan. 29 - Feb. 2 No class due to Catholic Schools Week activities. Week of Jan. 22-26 We did a few activities interpreting topographic maps. Week of Jan. 15-19 No class due to snow day. Week of Jan. 8-12 No class due to storm closing. Week of Jan. 3-5 No class during this short week. Week of Dec. 4 - 8 We discussed characteristics of birds, and then reviewed them in a team bird bingo game. Week of Nov. 27 - Dec. 1 We will look into several more of the student submitted questions. Week of Nov. 20-24 Thanksgiving week; no class. Week of Nov. 13-17 I choose a few of the recently submitted student questions to discuss, and then we looked into the restoration and migration of endangered whooping cranes. Week of Nov. 6-10 I briefly reviewed topics discussed so far this year, and then students took a few moments to write a question about them on a 3x5 card for me to use in an upcoming class of Q&A. Week of Oct. 30-Nov. 3 We are continuing the topic of bird migration, looking at new technologies that use radar to monitor bird migration, and discussing how birds seem to know how to navigate. Week of Oct. 23-27 We started a discussion of bird migration, including the hardships and dangers involved. We then went outdoors to play The Great Migration Challenge game. |
Grade 3
Week of Oct. 16-20
We briefly discussed the spectrum of colors displayed by a prism, the transitioned to a a fun introduction to sound spectrograms. Then we used the Merlin Bird ID app to identify birds that are calling/singing near to where you are. They used it to identify bird recordings that I played. Students were encouraged to use the app at home to identify birds in there, neighborhood, etc. Weeks of Oct. 2-6; Oct 9-13 No Envir. Ed.; one week was Jr. Olympics! Week of Sept. 25-29 I introduced the Merlin Bird ID app, which is a really useful app to identify birds that are calling/singing near to where you are. We used it to identify a few bird recordings that I played. |
Grade 4
Week of Oct. 16-20
We briefly discussed the spectrum of colors displayed by a prism, the transitioned to a an introduction to sound spectrograms. I then introduced the Merlin Bird ID app, which is a really useful app to identify birds that are calling/singing near to where you are. We used it to identify bird recordings that I played. Students were encouraged to use the app at home to identify birds in their yard, neighborhood, etc. Week of Oct 9-13 No Envir. Ed this week. Week of Oct. 2-6 We visited our nature trail and talked about MD Critical Areas, buffer zones, and looked for evidence of erosion. Week of Sept. 25-29 No Env. Ed. this week. See you next week... |
Grade 5
Week of Oct. 16-20
We briefly discussed the spectrum of colors displayed by a prism, the transitioned to a an introduction to sound spectrograms. I then introduced the Merlin Bird ID app, which is a really useful app to identify birds that are calling/singing near to where you are. We used it to identify bird recordings that I played. Students were encouraged to use the app at home to identify birds in their yard, neighborhood, etc. Week of Oct. 9-13 We did an activity that uses a key (decision tree) to identify 10 different types of wetland habitats based on water, soils, and animals found in them. |
Week of Sept. 18-22
We had a discussion about how to use the camera app more effectively, and then used the Seek iOS app to identify multiple plants (and some animals) on our property. Week of Sept. 11-15 We reviewed Field Guides, looking at several examples (Birds, Trees, Insects, Animal Tracks, etc.). Then they were introduced to the Seek iOS app, which can be used to to identify plants and animals. Week of Sept. 5-8 I reviewed my previous jobs in natural history, science, and environmental education and how they now are some some of my favorite hobbies, etc. |
Week of Sept. 18-22
We did an activity at our fire pit seats called Wetland Metaphors. It a nice review of the functions and values of healthy wetland habitats. Week of Sept. 11-15 We revisited (from last year) the various types of wetland habitats. I then did an activity called the Wetland in a Pan. It contrasts some wetland benefits with the perception they are often 'wastelands.' Week of Sept. 5-8 We reviewed (from last year), and looked at additional resources available (online and using apps) to participate in Citizen Science, while at the same time learning much more about the variety and status of plants and animals. |
Week of Oct. 2-6
We visited our nature trail and talked about MD Critical Areas & buffer zones. Week of Sept. 25-29 We did a review of our wetland metaphors lesson from last week, including use of group notes from last week. Week of Sept. 18-22 We did an activity at our fire pit seats called Wetland Metaphors. It a nice overview of the functions and values of healthy wetland habitats. Week of Sept. 11-15 We revisited (from last year) the various types of wetland habitats. I then did an activity called the Wetland in a Pan. It contrasts some wetland benefits with the perception they are often 'wastelands.' Week of Sept. 5-8 We reviewed (from last year), and looked at additional resources available (online and using apps) to participate in Citizen Science, while at the same time learning much more about the variety and status of plants and animals. We will take a look at a special project to help an endangered migratory species recover. https://www.youtube.com/watch?v=6_HV8mDo0bs |