One world, one weather
(with local variations)
by Lisa Schiltz and Sarah Sykes
Grade level: 3,4
Rationale, purpose, overview
Our purpose for presenting this semester-long integrated unit is to promote comprehension of basic scientific weather-related facts and concepts, through exploration. Third to fourth grade students in Stevens Point would be in contact with their peers in Bluff Point, Geraldton, Western Australia via conventional mail and the Internet. They would have been exploring similarities and differences in weather, climate, habitat, and the flora and fauna these areas support.
On-site activities include matching animals to habitats, answering questions from each exhibit that relates to either Wisconsin or Australia, and focusing on one assigned exhibit to understand sufficiently well to teach to their classmates the most important aspects when we return to class.
Copies of emergency information cards for each student will be taken on the trip, filed in the excursion first aid pack. These will have been cross-checked for any information changes before leaving the school. Chaperones will be given all pre-, during, and post-trip materials, as well as information and expectations about the trip, at least a week beforehand. We will reconfirm the museum reservation and chaperone commitments by phone a week before, and the day before, the field trip. Students, teachers, and chaperones will all be wearing easily-read name tags until returning to school. All students will have a teacher-assigned buddy for the trip. They will remain in groups of four, with one adult chaperone per group. We will take attendance before leaving, when we arrive at the museum, before leaving the museum to return to school, and after arriving in the classroom.
Parent letter
(date) Dear Parents, We will be taking a field trip to the UWSP Museum of Natural History on (date). This excursion will provide important learning opportunities supporting your student’s understanding of subjects we’re exploring in the classroom. There is no cost to you for this special activity. We will be walking to the Museum at 9:40 a.m., and returning to school before lunchtime, so your child will not need to bring a sack lunch. Please make certain your child is dressed for the weather, and for walking. The address of the facility is 900 Reserve Street; the phone number is 346-2858, in case of emergency. If you can join us to help chaperone, please indicate this on the permission form in the space provided. We will call you to confirm arrangements and discuss planned lessons at the Museum. If you have any questions, please call us at xxx-xxxx. All permission forms must be returned no later than (date). Thank you, (teacher names) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Return no later than (date) ______________________________ has my permission to participate in the class field trip to the UWSP Museum of Natural History on (date). ______________________________________ Date_____________________ parent/guardian signature I will be able to help chaperone: Yes____ Phone_______________; No_____ (This form to be attached to district permission/liability waiver form.) |
Pre-activity: Vocabulary/component and fill-the-blank worksheets
Objectives
Students will understand the reasons why they should go to the museum. Students will learn field trip rules and behaviors expected of them. Teachers and chaperones will then be able to use one-word cues to correct students’ misbehavior. Students will become familiar with specific vocabulary needed to master the concepts.
Materials
Field Trip Rules Crossword worksheet, Habitat and Components Vocabulary Scramble worksheet, pencil
Duration
25-30 minutes
Procedures
The teacher will first start out with a short discussion of why the students should go to the museum (Ex. good hands on experiences). The students will then brainstorm other reasons. After this students will work in groups of four to complete both of the worksheets. Students may work in the group they are apart of for the field trip or with other students.
Assessment/evaluation
Each student will tell the teachers and his/her peers a rule they need to follow while on the field trip or something they learned about habitats.
Worksheet #1
| Name:
___________ Habitat and Components Vocabulary Scramble Directions: Using the clues given unscramble the letters and fill in the blanks with your answer. Use the circled letters of your answer to fill in the numbered blanks below. If your answers are correct you will spell out a secret message. 1. In this habitat it is very dry and we usually find SERDET cactuses. __ __ __ __ __ __ 2. The Mississippi VRRIE that forms the western border of Wisconsin is an example of this type of habitat. __ __ __ __ __ 3. These are the four components of habitat that a species needs to survive. OFDO__ __ __ __ ERATW __ __ __ __ __ LHETRES __ __ __ __ __ __ __ PCAES__ __ __ __ __ 4. This habitat is wet, smaller than a lake, and a good place to catch frogs. NODP__ __ __ __ 5. These are the two types of organisms found in a habitat. OIABICT__ __ __ __ __ __ __(nonliving) OTIIBC__ __ __ __ __ __(living) |
Answers to word scramble:
1. desert; 2. river; 3. food, water, shelter, space; 4. pond; 5. abiotic, biotic
Worksheet #2
Name: ________________ Field trip rules fill-in-the-blank Directions: Fill in the squares with the correct words.
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Answers to fill-in-the-blank:
1. fun; 2. adult; 3. sidewalk; 4. gum 5. respect; 6. museum; 7. buddy; 8. jacket; 9. shoes; 10. running; 11. rules; 12. pencil.
Onsite activity #1: Habitat match
Objectives
Students will practice observation skills; searching for information from physical objects and written descriptions; and, working cooperatively with classmates outside of the classroom.
Materials
Habitat Match worksheets (two per group: one for "field notes;" one to hand in for grading), clipboards or folders, pencils.
Duration
20-25 minutes
Procedures
(Students will meet in their groups, with their parent or teacher chaperone for the day, before leaving for the museum to decide which activity they will do first, second, third. Each activity will take about 20-25 minutes.)
As students move from one exhibit to another, they should scan their sheet to see whether the habitat featured has yet been matched with an animal. There will be only one animal to match with each habitat. Each of the four students in the group should be encouraged to answer two of the questions.
(Students should be reminded that they should take notes or make sketches as they proceed through the museum completing the first two activities they do, to help gather information to answer later questions, and to prepare their expert presentation to their classmates back at school.)
Student Roles
(Rotate within groups for each activity.)
 | Recorder/reporter: Keeps track of exploration results; reports to class. |
| Time-keeper: Makes certain group proceeding at a pace that will allow them to finish in the allotted time. |
| Participation checker: Makes certain everyone in group is contributing to the effort, and that everyone has a say in the discussions and decisions. |
| Leader: Responsible for assigning tasks in each activity and leading group through each activity. |
Assessment/evaluation
Using notes and sketches from the field trip, students will create and draw or form from collage materials a new animal, describe its habitat, and what aspects of the animal and habitat are especially compatible.
Habitat match Group name_______________________ Recorder/reporter______________________ Time-keeper_______________________ Participation checker___________________ Leader_________________ Directions: Draw a line from each animal to the habitat it calls home in the museum exhibit.
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On-site activity #2: Stevens Point/Bluff Point scavenger hunt
Objectives
Students will practice observation skills; searching for information from physical objects and written descriptions; and, working cooperatively with classmates outside of the classroom.
Materials
Scavenger hunt worksheets (two per group: one for "field notes;" one to hand in for grading), clipboards or folders, pencils.
Duration
20-25 minutes
Procedures
(Students will meet in their groups, with their parent or teacher chaperone for the day, before leaving for the museum to decide which activity they will do first, second, third. Each activity will take about 20-25 minutes.)
As students move from one exhibit to another, they should scan their worksheet for word clues, and compare them with exhibit topics, specimens, and written information. There will be only one item to find in each exhibit or showcase. Each of the four students in the group should be encouraged to answer two of the questions.
(Students should be reminded that they should take notes or make sketches as they proceed through the museum completing the first two activities they do, to help gather information to answer later questions, and to prepare their expert presentation to their classmates back at school.)
Student roles
(Rotate within groups for each activity.)
| Recorder/reporter: Keeps track of exploration results; reports to class. |
| Time-keeper: Makes certain group proceeding at a pace that will allow them to finish in the allotted time. |
| Participation checker: Makes certain everyone in group is contributing to the effort, and that everyone has a say in the discussions and decisions. |
| Leader: Responsible for assigning tasks in each activity and leading group through each activity. |
Assessment/evaluation
Write to friends in Bluff Point about the Australian animals seen, and ask one new question about the animal or its habitat that Australian students could answer. Send them drawings of your group’s two favorite animals found at the museum. Using classroom references, list and match other Australian animals to Wisconsin’s species.
Stevens Point/Bluff Point Scavenger Hunt Group name_________________ Recorder/reporter_____________________ Time-keeper_________________ Participation checker__________________ Leader_____________________ Directions: Write the answer on the line after each question. (Items in parentheses should not appear on student sheets)
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Answers: 1. Australia; 2. 1.5 billion years; 3. Tribrachidian heraldicen, Spriggina floundersi, or Dickensonia costata; 4. Ostrich/ Anna’s hummingbird; 5. Grasses and green plants; 6. 2-3 feet; 7. muskeg tundra; 8. Red Kangaroo and Wallaby
Post activity: Worksheet
| Exhibit name:_______________________________________ Expert presentation
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