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You might ask them to create a list of all the objects of their chosen color they find, or to make quick sketches of each object in their field journal. For example, if a student selects a red square, they will look for objects that are red or have red in them, like flowers, leaves, rocks, and so on. Tell them this is the color of objects to look for on their walk. (You'll return to the idea of an area changing over time in the second investigation.)īefore heading outside, ask each student to choose one colored square of construction paper. Then ask, "How do you think scientists (naturalists) compare the sights, smells, and sounds in the area they are studying from one visit to the next visit to the next visit?" Guide students to understanding the idea that scientists or naturalists record what they see, smell, and hear and may make sketches or drawings of things they are most curious about in their field journals. Tell students scientists do take pictures and revisit areas they are studying from season to season and year to year. Students may suggest taking pictures of the area or revisiting the area to look at it. squaresĪsk students to think about a familiar green space (in their backyard, local park, window box, a tree square in the sidewalk, field, woods, etc.), then share all of the things found there (grass, worms, birds, bugs, garbage, rocks, etc.) Ask them, "Does your green space have any smells? Are there any sounds you've heard coming from the green space?"Īsk students, “If we wanted to learn how an area (green space) changes over time, how could we figure it out?”
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You may choose to print the field journal pages included in the How do I describe my environment ? collection of resources, but using these pages is not required. Anything can be used to create a field journal: notebooks, sheets of paper stapled together or attached to the top of a book with a binder clip (makes a good surface for writing), and so on. (Upper-elementary students may use tables.)Ī field journal is a notebook that allows scientists, naturalists, and everyone interested in nature to record or sketch what they see. Students use a field journal to record their observations in words, drawings, and/or symbols.
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In this activity, students use their senses (seeing, listening, and smelling) to explore nearby natural areas. If this task will be used in a classroom setting, teachers should check their district's policies on taking students outside during the school day before heading outdoors. Note: Teachers and families should follow all national, state, and/or local guidelines for being outdoors. This task is based on the chapter "Exploring Your Environment" from the book Teaching Science Through Trade Books,published by NSTA Press. Noticing the parts ( components) of these green spaces ( systems) using science and engineering practices and the thinking tools of systems and stability and change (crosscutting concepts) is the first step in understanding how these parts interact in an ecosystem. In today's task, What can I observe in the outdoors?, students and their families look more closely at their local green spaces by describing the rocks, soil, moving water, plants, and animals found there. Spring is here! The month of April holds two days dedicated to the environment- Earth Day (April 22) and Arbor Day (April 24)-that traditionally encourage students and their families to get outside and become more familiar with their local environment.