Angela Meyer - Angelfire - Learning Center… · Web viewStudents will explore ethical issues and...

Angela MeyerTopic: Nature

5th Grade

Language Arts Learning CentersBlack Hills State University

Spring 2004

Framework:Purpose: Students will explore nature (the environment and wildlife) through centers. Students will explore ethical issues and different animals through these investigative centers. Many of the activities will use learning in real-life scenarios that students may face in their lives.

Praxis: Students will do these activities in centers to help emphasize individual learning and ownership, social learning and learning for a real purpose.

Organization: Students will be given one hour to work on centers every Monday,

Wednesday and Friday. Students will be allowed to work with anyone that they wish to work with, as long as they do not cause a problem. Students may only have two learning centers in progress and will sign up at the end of learning center time for their next desired learning center. Since some of the activities require a varied number of players, students will not always be working with the same students on their learning centers. Students may only have two centers in progress at a time. Students cannot spend more than a center time and a half on one center without loosing privileges. When students have completed all of the centers they must work on other homework, read quietly or conference with the teacher.

In my classroom students will not be asking me for definitions or spellings of words, they must use the classroom resources of the electronic or manual dictionaries and thesauruses. Some of the reading of background information or in general reading may contain words that students may want to look up and they will know where to find those resources.

Most of the evaluation of their learning will be recorded in their Learning Center Log, which is pretty much a learning log and reflective journal based on the activities that are presented. Students will keep their own center sheet signature sheet within their Learning Center Log; if the student looses their center sheet they will decide their own consequences.

Environmental Music

What messages are being sent to us about our environment through the music we listen to?

Focus: ListeningState Standards: Language Arts 5.L.2.1. Language Arts 5.L.1.1.Language Arts 5.S.2.1.Language Arts 5.W.1.1. Language Arts 5.W.4.1. Nature of Science Standard 6: Students will formulate hypotheses based on cause and effect relationships and use observed patterns to make predictions. Number of Players: 2-4Objective: Students will listen to popular music with environmental messages. Students will write within their group what the music is trying to tell us about the environment. Students will discuss within their group what the music is trying to tell us about the environment. Students will record their findings in their Learning Center Logs.Materials:

Environmental Music CD (4 copies) Instruction Sheet Background Information (4 copies) Four CD players with Headphones and AC Adaptors or batteries Power cord Lyric Sheet for Counting Crows Big Yellow Taxi (4 copies)

Process:1. Students will write the center information in their Learning Center Log.2. Students will read the background information on environmental music.3. Students will read through the instruction and then begin the activity.4. Students will insert the CD into the CD player and play track 1 on the

CD. They will first be listening to the song for enjoyment to get a feel of the song.

5. Starting at least two lines down, students will create a chart with three columns. The columns will be labeled left to right, “What I Heard”, “What the Group Heard”, and “What I Heard/Read with the Lyrics.”

6. Students will repeat track 1 listening for any environmental messages. Any messages that they hear they should note in their Learning Center Log in their column chart under the heading of “What I Heard.”

7. Students will then discuss with their partner or group the members what they hear in the song. The student will record anything that the group heard that he didn’t hear in the column “What the Group Heard.”

8. Students will then pull out the Lyric Sheet and note any environmental messages that they notice in the lyrics.

9. Students will listen to the song again and look at the lyrics while they listen.

10. Students will then record in their column chart under the heading “What I Heard/Read with the Lyrics.”

11. Students will discuss the messages that they heard in the song with their group members to see what they missed and what they think the song is trying to say.

12. Students will then answer the following questions as a group, and record their answers in their Learning Center Log:

What is the song trying to tell us about the environment? What does the song mean when it says that we have “paved

paradise”? What kind of message is being sent? (hopeful, call for action,

harmful, passive) Explain and give examples. How does this song make you feel about the environment? After listening to this song, what questions do you have in your

mind?13. Students will then listen to the other songs on the CD and discuss

them with their partner or group. Students will record in their Learning Center Log, how the last songs made them feel, and what environmental issues did they pull out of the songs.

Environmental Music


Counting Crows - Big Yellow Taxi Lyrics

They paved paradise and put up a parking lotWith a pink hotel, a boutique, and a swingin' hot spotDon't it always seem to go That you don't know what you got 'til it's goneThey paved paradise and put up a parking lot

Ooooh, bop bop bopOoooh, bop bop bop

They took all the trees, and put ‘em in a tree museumAnd they charged the people a dollar and a half to see themNo, no, noDon't it always seem to goThat you don't know what you got 'til it's goneThey paved paradise, and put up a parking lot


Hey farmer, farmer, put away your DDTI don't care about spots on my apples,Leave me the birds and the beesPleaseDon't it always seem to goThat you don't know what you got 'til it's goneThey paved paradise and put up a parking lotHey now, they paved paradise to put up a parking lot

Why not?


Listen, late last night, I heard the screen door slamAnd a big yellow taxi took my girl awayDon't it always seem to goThat you don't know what you got 'til it's goneThey paved paradise and put up a parking lotWell, don't it always seem to goThat you don't know what you got 'til it's goneThey paved paradise to put up a parking lotWhy not?They paved paradise and put up a parking lotHey hey heyPaved paradise and put up a parking lot


I don't wanna give itWhy you wanna give itWhy you wanna giving it all awayHey, hey, heyNow you wanna give itI should wanna give itNow you wanna giving it all away

Hey, paved paradise to put up a parking lot

http://www.lyrics007.com/Counting%20Crows%20Lyrics.html

Environmental Music1


Materials You Need to Bring: Learning Center Log Pencil or Pen

Process:1. Record Center information in Learning Center

Log.2. Read the background information sheet.3. Remove the Environmental Music CD from the

center packet, but do not remove anything else.4. Insert the CD into the Listening Center CD

players and play only the 1st Track of the CD.5. Listen to the song with the purpose of just merely

enjoying the song, and try to get a feel for the song.

6. After the 1st Track has completed, stop the CD and turn off the CD player.

7. Create a three-column chart in your Learning Center Log. Label the columns from left to right: What I Heard, What the Group Heard, What I Heard/Read in the Lyrics.

8. Listen to Track 1 again, this time listening for any messages about the environment that the song may be sending.

9. In the first column of your chart in your Learning Center Log record what you heard in the song that you thought to an environmental message.

10. After you have completed recording discuss within the group what was heard.

11. Record what the group heard in the second column in your Learning Center Log. (You only

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have to record information that was different from your own, group member’s answers will vary.)

12. Now remove the lyric sheets found in the Center Packet. Read through the lyric sheet.

13. Record any environmental messages that you may have found after reading the lyric sheet in the third column in your Learning Center Log.

14. Listen to Track 1 again.15. After you have finished listening to Track 1, discuss

with your group any additional environmental messages that you may have missed.

16. Record your findings in your Learning Center Log. Then answer the following questions as a group in your Learning Center Log:

What is the song trying to tell us about the environment?

What does the song mean when it says that we have “paved paradise”?

What kind of message is being sent? (hopeful, call for action, harmful, passive) Explain and give examples.

How does this song make you feel about the environment?

After listening to this song, what questions do you have in your mind?

17. After you have completed your discussion and recording of your questions, listen to the next track on the CD. Listen again for the environmental messages in the song.

18. Discuss your findings and record the track number and at least four environmental messages that you found in the track.

19. Repeat steps 15 and 16 until you have listened to the remaining tracks on the CD.

20. After you have completed the learning center, record your end date (if different from your starting date), and sign off on your centers sheet.

Don’t forget to put everything back into the center folder and

pick up any trash you and your team may have left around the center. Your

group will be held liable for any trash or items left in the center

area.

Environmental Music2


Background Information: PLEASE READ BEFORE BEGINNING LEARNING CENTER

Art reflects the artist. It also may influence one who sees, hears or feels the art. Social attitudes towards environmental issues are affected by the communications media, including classical and popular artists.

Artists may influence different people in different ways. For example, Sting and U2 are recognized as talented artists both by people who strongly agree and those who strongly disagree with their political views on specific issues.

Historical and contemporary artists have expressed their views about issues including environmental issues, and have influenced other in the process. The Transcendentalists of the 19th century, including Bronson Alcott, Ralph Waldo Emerson and Henry David Thoreau, influenced some of their generation through their teachings and writings. Their influence continues.

John Denver was a popular songwriter and performer who consistently included what may be described as an environmental theme in much of his music and made a strong statement with his music to public officials as well as private citizens. For example, Denver’s song, “Rocky Mountain High,” has been identified by some has having had a role in the decision not to bring the Winter Olympics to Colorado in the early 1970s. These words in that popular song spoke the issue:

“Now his life is full of wonderBut his heart still knows some fearOf a simple thing we cannot comprehendWhy they try to tear the mountains downTo bring in a couple more,More people, more scars upon the land…”

From “Rocky Mountain High.” John DenverDenver also spoke and sang to the US Congress in Washington, D.C., on the Alaska Land Bill issue. Denver was in favor of protection of Alaska lands as wilderness areas. He sang from a series of songs he had written about Alaska, including “To

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the Wild Country.” Denver also sang before a meeting of the International Whaling Commission (IWC) in support of a termination of worldwide whaling.

Music is a very expressive art form, and sometimes we may not even realize that the messages found in the music we listen to. It is important though to realize, that some people are listening to musicians and their music and taking their messages into consideration. Music allows us to examine ourselves and our beliefs and also see a side of our own culture that we may have never seen before.

Animal Charades

How do animals act differently when they are wild or domesticated?Focus: Visual RepresentationsState Standards: Language Arts 5.L.1.1.Language Arts 5.W.4.1.Language Arts 5.W.1.1.Number of Players: 3-5Objective: Students will use charades to portray a wild or domesticated animal. Other student group members will guess what animal they are. Students will decide if the portrayed animal is domesticated or wild.Materials:

Animal Card Deck Sand timer (that times for one minute) Instruction Sheet Background Information (5 copies)

Process:1. Students will write the center information in their Learning Center Log.2. The students will be put themselves in order by their alphabetical listing of

their names (incase someone has the same first time move on to middle names) and then that would be the order in which the students will take turns.

3. The first group member will take an animal card (tan cards) and then have a minute (timed by the sand timer) to decided how they are going to portray their animal. The rest of the students need to sit around the student to watch the performance and make guesses.

4. Students who are guessing aren’t allowed to speak; they must write their guesses of the animal in their Learning Center Log.

5. The performing student must also be silent and has one minute (as timed by the sand timer) to do their performance using body language only.

6. After the minute is up, students must then circle their best guess, and label that animal either domestic or wild. The students will then vocalize their guesses, if no one’s guess is correct the student will then give one clue by making the sound of the animal or by giving a hint. Once the animal is guessed, students must write the correct answer in their Learning Center Log and denote it with a star beside it.

7. Students take turns until everyone has had at least two turns each.8. After the activity has been completed, student will write a reflection on the

game in their Learning Center Log that answers at least two of the following questions:

As the performer, what would’ve made it easier for you to help the others guess what animal you were trying to depict?

As an observer, what were some of the made clues that lead you to make your most accurate guesses (such as posture of the performer, movement of the performer)?

What other animals would be fun to do with charades (name at least two)?

Were you more comfortable as an observer or as the performer? Explain why you feel that way.

Would this activity be easier for you if you did it in front of strangers or in front of a room full of your peers? Explain why you feel that way.

9. Students will then read the background information and discuss within their group the difference between a domesticated animal and a wild animal.

10. Students will then discus and write about in their Learning Center Log the following Question:

After reading about animals that are domesticated and animals that are wild. According to the definition, wildlife (or wild animals) will provide their own food, shelter and other needs in a suitable habitat. With that in mind, are animals that live in zoos still wildlife? Explain your reasoning.

Animal Charades3

How do animals act differently when they are wild or domesticated?Background: PLEASE READ AFTER YOU HAVE COMPLETED THE CENTER

An animal is a living organism other than a plant (or protest, fungi, algae, etc. as classified by some scientists). Wildlife are animals that live in a natural state, providing for their own food, shelter and other need in suitable habitat. Wildlife also refers to animals that are not tamed or domesticated. Wildlife may be microscopic or as large as a whale. Wildlife includes but is not limited to insects, spiders, birds, reptiles, fish, amphibians and mammals, if not domesticated.

Domesticated animals are those that humans have kept in captivity and bred for special purposes. The process of domestication takes place over a long period of time and involves genetic manipulation through selective breeding. All domesticated animals have wild ancestors. Cattle, sheep, dogs, cats, birds and fish all are examples of domesticated animals.

Some animals that usually are considered domesticated—such as dogs, cats, horses and goats—may become wild. The term “feral” refers to when once-domesticated animals become wild. For example, there are feral goats on California’s Catalina Isle and feral horse roam in some areas of the western United States.

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Animal Charades4

How do animals act differently when they are wild or domesticated?


Process:1. Record Learning Center information in Learning

Center Log.2. Alphabetize the group by first name. The person

who is first alphabetically will be the first to take their turn as the presenter moving down the list.

3. The first presenter will then choose their card to begin the game. The presenter will be given one minute to figure out how to act out their animal as timed by the sand timer. The presenter can only use body language to depict their animal.

4. All other students not presented will be considered observers. The observers must try to guess what animal the presenter is acting out by writing guesses in their Learning Center Logs. Much like the presenter, observers cannot speak to the presenter or each other.

5. After the presenter’s preparation minute is up, the presenter must begin their presentation.

6. The presenter will hand over the sand timer to one of the observers while they perform, the student with the sand timer must not only guess, but also tell the performer to stop when time has ended.

7. Once time has ended observers must circle their best guess in their Learning Center Log and then vocalize their best guess. And write if the animal is domesticated or wild.

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8. If no one guesses correctly, the presenter must give the students one clue either by giving a riddle or making the sound of the animal (this is the only time the presenter can talk). Observers will then make another guess of the animal and write domesticated or wild by their new guess.

9. Once the animal has been identified, students must then record the correct response in their Learning Center Logs and denote it by a star. Students who were performers must write that they performed and the name of the animal.

10. Repeat steps 3-9 until everyone in the group has taken at least two turns.

11. After everyone has taken at least two turns, you must choose to answer at least two of the following questions:

As the performer, what would’ve made it easier for you to help the others guess what animal you were trying to depict?

As an observer, what were some of the made clues that lead you to make your most accurate guesses (such as posture of the performer, movement of the performer)?

What other animals would be fun to do with charades (name at least two)?

Were you more comfortable as an observer or as the performer? Explain why you feel that way.

Would this activity be easier for you if you did it in front of strangers or in front of a room full of your peers? Explain why you feel that way.

12. Read the background information. 13. After reading the background information, discuss

within your group the difference between a domesticated and a wild animal. Then discuss

the following question and record your conclusions in your Learning Center Log:

After reading about animals that are domesticated and animals that are wild. According to the definition, wildlife (or wild animals) will provide their own food, shelter and other needs in a suitable habitat. With that in mind, are animals that live in zoos still wildlife? Explain your reasoning.

14. Once you have completed recording your answer, write your end date (if different from starting date) and sign off on your centers sheet.

Don’t forget to put everything back into the center folder and pick

up any trash you and your team may have left around the center. Your group will

be held liable for any trash or items left in the center area.

Ethi-Reasoning

Taking a look at environmental ethics. Focus: SpeakingState Standards: Language Arts 5.S.1.1.Language Arts 5.W.4.1.Language Arts 5.W.1.1.Language Arts 5.L.1.1.Nature of Science Standard 6: Students will formulate hypotheses based on cause and effect relationships and use observed patterns to make predictions.Science, Technology, Environment and Society Standard 10: Students will analyze changes made by people and describe how the changes have affected plants and animals.Science, Technology, Environment and Society Standard 11: Students will compare and contrast conservation practices in different communities. Number of Players: 4Objective: Students will read hypothetical dilemmas pertaining to environmental issues. Students will discuss hypothetical dilemmas pertaining to environmental issues. Materials:

Dilemma Card Deck Instruction Sheet Background Information (4 copies) Tape Recorder (rented from library) Blank Cassette Tapes Timer

Process:1. Students will write the center information in their Learning Center Log.2. Students will read the background information provided in the learning

center.3. Students will each choose a different letter A-D.4. Students will gather their four dilemma cards with their letter on the back. 5. Each student will individually read through their four dilemma cards and

choose one of their four cards to discuss. They will then record their card letter and number into their Learning Center Log and make a decision on what their instincts tell them to do to resolve their dilemma.

6. After the students have read through and chosen their cards they must write their names on one of the blank tapes. They will then insert the blank tape into the tape recorder and press record.

7. Students will then begin discussing their dilemmas starting with the person who has the cards with the A’s on the back down the alphabet until they get to the Ds. Students will get six minutes to discuss the issue after the student has read their dilemma and after discussion the students will vote in their Learning Center Log for what they believe would be the best decision. Students will write the card letter and number their

decision and write at least two sentences why they choose that to be the best solution.

8. Students will stop recording.9. Students will then write a short paragraph answering the following

questions based on their chosen card. Did your opinion on your dilemma change after discussing your

dilemma with your group? Explain why it did or didn’t. If it did change please write what your opinion was changed to.

What are the pros and cons of your final decision? Give at least three examples of each.

Name one other option not listed on the card that could be considered.

Ethi-Reasoning5

Taking a look at environmental ethics.



Center Log.2. Read the background information sheet.3. After completing your reading, each group

member must choose a different letter A, B, C, or D.

4. After the choosing your letter, collect your dilemma cards that have your letter on the back of them (there should be four cards per person).

5. Read through your entire set of dilemma cards for your given letter, choose one of the dilemma cards and make a decision on it.

6. Record your number and letter from the back of your card and your decision in your Learning Center Log.

7. After everyone has recorded their decision, take a blank cassette tape from the learning center file and have each group member write their name on the cassette. Put the cassette in the tape recorder and press the record button.

8. Now the discussions will begin. The group member with the A cards will begin the discussion. The A group member will first read their card aloud to the rest of the group and then set and start the timer for six minutes.

9. During the six minutes students will discuss the problem and the different ways to solve the

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problem. The group will discuss the pros and cons of each decision. The group does not have to make a group decision on the dilemma.

10. Students will record the card letter and number in their Learning Center Log and write their personal decision on the dilemma. Students will also write at least one sentence telling why they came to that conclusion.

11. Repeat steps 8 and 10 until everyone has shared their chosen dilemma card. Once everyone has shared their dilemma you can stop recording.

12. After everyone has shared and recording has stopped, write a short paragraph in your Learning Center Log answering the following questions based on your chosen dilemma card:

Did your opinion on your dilemma change after discussing your dilemma with your group? Explain why it did or didn’t. If it did change please write what your opinion was changed to.

What are the pros and cons of your final decision? Give at least three examples of each.

Name one other option not listed on the card that could be considered.

13. Once you have completed recording your answers, write your end date (if different from starting date) and sign off on your centers sheet.


pick up any trash you and your team may have left around

the center. Your group will be held liable for any trash or items left in the

center area.

Ethi-Reasoning6

Taking a look at environmental ethics.


The intent of this activity is to give you an opportunity to examine your values and beliefs as they relate to wildlife and other elements of the environment. It is not the intent of this activity to prescribe “right” and “wrong” answers. One exception to prescribing right and wrong is in the area of laws and when legal information is conveyed.

There is a variation from state to state in laws that affect wildlife and the environment. Each state has an official public agency that is legally responsible for managing the wildlife within the state. This agency can be contacted in your state to request general information about laws affecting most wildlife in your area. For example, it is legal to hunt and fish for some animals in all states; however, what animals and under what conditions are specified by laws and regulations affecting wildlife. The US Fish and Wildlife Service can be contacted for more information about such laws. For example, federal law protects all birds of prey—eagles, hawks and owls—from shooting or any other intentional cause of death, injury or harassment. All threatened and endangered species are protected by law. Songbirds are protected by law; that is, it is against the law to intentionally harm songbirds. It also is generally illegal to possess birds’ nets, eggs and feathers, even those found lying on the ground. It is generally against the law to pick up the carcass of an animal that has been killed by a vehicle along the highway or road. Instead, local wildlife authorities should be notified. In many cases it is against the law to take an injured wild animal home to care for it. For example, birds of prey cannot be cared for by private citizens unless those citizens have a permit to do so. There are many laws and they are complex. Again, it is useful and important to contact local authorities about the laws protecting and affecting wildlife in your area.

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Whether right or wrong, questions of law can be separated from questions of ethics. On a personal level, an individual’s choices as to what seems right or wrong for him or her in terms of values and behaviors may be described as a personal code of ethics. Hunting, for example, is controversial for some people from an ethical point of view. Some people say that although hunting is legal, it is unethical because a human being is taking the life of a wild animal. Others believe hunting to be a responsible and ethical form or recreation, acquiring food or controlling of an animal population. These differences in belief may be sincerely held. Whether or not a person chooses to hunt is a personal choice dictated by one’s personal ethics. Conflicts arise, however, when a person motivated by one set of theics tried to force his or her ethics on others through activities such as arguments, harassment or legislative action.

Adaptation Artistry

Creative adaptation solutions for creative creatures. Focus: WritingState Standards: Language Arts 5.W.1.1.Language Arts 5.W.2.1.Language Arts 5.W.4.1.Language Arts 5.L.2.2.Life Science Standard 7: Students will understand that special relationships enable some organisms to service.Number of Players: 2-6Objective: Students will design imaginary birds. Students will create a visual representation of their imaginary bird. Students will write reports including descriptions of the bird’s adaptations. Materials:

Instruction Sheet Background Information (6 copies) Construction Paper Art Supplies (makers, crayons, colored pencils, feathers, wiggle eyes,

popsicle sticks, etc) Scissors Glue Drawing Paper Magazines Modeling clay Cardstock

Process:1. Students will write the center information in their Learning Center Log.2. Students will read through the background information.3. Students will think up an original bird design and take in consideration

the following items: where the bird will live; what the bird will eat; how it moves; its gender; and how it raises its young.

4. Students will record their decisions in their Learning Center Log. 5. Based on decisions made in the previous steps, students will also make

a list of adaptations that are necessary for the bird.6. Using their lists of adaptations, students will create their own original

bird by drawing or sculpting it (or by another artistic technique such as collage).

7. After the students have completed creating their birds, they must write a short report that includes the name of the bird and its food sources, habitat and lifestyle. Also to be included in the report is a listing of the adaptations, reasons for the adaptations and the advantages provided

by the adaptations for the habitat of the bird. The report must contain at least three paragraphs with at least sentences in each.

8. For those students who created a three-dimensional bird they must also create a name card for their bird with their name and the bird’s name.

9. After students have completed their reports they must have at least one peer help look over and help revise the report.

10. Students will then word process the report and staple into their Learning Center Log or rewrite in their best handwriting in their Learning Center Log.

Adaptation Artistry7

Creative adaptation solutions for creative creatures.

Materials You Need to Bring: Learning Center Log Pencil or Pen Markers or colored pencils Any other art supplies


Center Log.2. Read the background information sheet.3. Think of an original design for a bird. Take in

consideration the following items: where the bird will live; what the bird will eat; how it moves; its gender; and how it raises its young.

4. Record your decisions on your bird design that include all of the areas listed in step 3.

5. Create a list of adaptations for your bird.6. Using the information that you thought about

above, you can draw, sculpt or create a collage of your bird.

7. Write a short report that includes the name of the bird and its food sources, habitat and lifestyle. Your report should be at least three paragraphs long with at least three sentences in each. The following should also be included in your report:

a listing of the adaptations, reasons for the adaptations and the advantages provided by the adaptations for

the habitat of the bird. 7 Student Copy

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8. If you have created a three-dimensional bird you must also create a name card for their bird which includes your name and your bird’s name.

9. After you have completed writing your report, you must have at least one peer look over your report for errors. This peer will help you revise your report.

10. After revision, you can either word process and staple a printout of the revised report in your Learning Center Log or rewrite the report in your best handwriting in you Learning Center Log.

11. Once you have completed your report, write your end date (if different from starting date) and sign off on your centers sheet.


pick up any trash you and your team may have left around the center. Your

group will be held liable for any trash or items left in

the center area.

Adaptation Artistry8

Creative adaptation solutions for creative creatures.


All life forms exhibit adaptations to the environments in which they live. Wildlife are adapted to their environment in ways that enable them to survive and maintain their populations. Each habitat is suitable only to those life forms that are adapted to their ecological conditions. Birds have a variety of adaptations—including characteristics of beaks, feet, legs, wings and coloration. These adaptations have evolved so that the bird is better suited to its particular environment and lifestyle. Below is a table of adaptations of several birds in the wild (please note that the birds listed are only examples and are not the only bird with that adaptation).

Adaptation Bird AdvantageBeaksPouch-like Pelican Can hold fish it eatsLong, thin Avocet Can probe shallow water and mud for

insects it eatsPointed Woodpecker Can break and probe bark of trees, for

insects it eatsCurved Hawk Can tear solid tissue, like meat it eatsShort, stout Finches Can crack seeds and nuts it eatsSlender, long Hummingbirds Can probe flowers for nectar it eatsFeetWebbed Duck Aids in walking on mud and swimmingLong toes Crane, heron Aids in walking on mudClawed Hawk, eagle Can grasp food when hunting preyGrasping Chicken Aids in sitting on branches, roosting,

and protectingLegsFlexor tendons Chicken Aids in perching and graspingLong, powerful Ostrich Aids runningLong, slender Heron, crane Aids wadingPowerful muscles

Eagle, hawk Aids in lifting and carrying prey

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Large Eagle Aids in flying with prey and soaring while hunting

ColorationBright plumage Male birds Attraction in courtship, mating ritualsLight plumage Female birds Aids in camouflage while nestingChange of plumage with seasons

Owls, ptarmigan

Provides camouflage protection (brown in the summer, white in the winter)

The Hunter

Exploring attitudes about Hunting.

Focus: ReadingState Standards: Language Arts 5.R.1.2.Language Arts 5.W.1.1.Language Arts 5.L.1.1.Science, Technology, Environment, and Society Standard 10: Students will analyze environmental changes made by people and describe how the changes have affected plants and animals. Number of Players: 2-6Objective: Students will read a story about a boy who is coming of age as a hunter. Students will then discuss an ending to the story that they feel is appropriate based on their values and attitudes. Students will then write an ending to the story that they feel is appropriate based on their values and attitudes.Materials:

Instruction Sheet Background information (6 copies) Story (6 copies) “The Twins” by Dr. Clifford Knapp and Suzanne Iudicello

Process:1. Students will write the Learning Center information in their Learning Center

Log. 2. Students will read the background information.3. Students will then write in their Learning Center Log their personal feelings

about hunting.4. Students will read the story.5. After reading the story the students will write at least two more paragraphs

containing at least three sentences each. 6. After the students have completed writing the ending to their story they

will discuss the following questions with their group: How do you think Jamie feels about hunting? How do you think Jamie feels about the animal he is hunting? How do you feel about animals and about hunting them? What is the difference between hunting and poaching? Do you think hunting should be allowed? Explain your reasoning. What responsibilities do people have, who choose to hunt? What responsibilities do people have, who choose not to hunt?

7. Students must then choose two of the above questions and respond in writing of at least two of the sentences.

The Hunter9

Exploring attitudes about hunting.


People have hunted animals since the earliest of times. Products of the hunt have been used for a wide variety of purposes including food, clothing, tools, bedding, medicines and religious objects. Since that time, human populations have become increasingly urbanized, removing people from the necessity of daily contact with natural systems.

Hunter numbers have increased the last century but a smaller percentage of the overall population hunts today. Since we have become more urbanized many people have lost the opportunity, knowledge, skills and the need to hunt. Today’s supermarkets now provide people with most meat products. Even so, there are still those who hunt. Today in the US hunters pay fees to hunt and most follow all regulations of the agency responsible for wildlife management in their state or province. The hunters’ fees, as well as a portion of taxes on certain hunting-related equipment, go directly to continuing management of wildlife resources preserving non-game species, purchasing and restoration of habitat and enforcement of wildlife related laws.

In recent times, hunting has been used by wildlife management agencies as a tool for managing some species of wildlife. Human activities in much of North America have greatly reduced the natural predators of many animal populations. Wildlife management practices often attempt to substitute human hunting as a check on the population growth of prey species. The effects of mortality factors such as predation and human hunting are subjects of debate in need of further study.

Why do some people hunt? Most hunters say that they hunt because they life to get outside. Some hunt to feed their families. Other hunters may find emotional, mental and spiritual value in hunting. Many do so as part of their

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heritage. Most hunters feel they are making a significant contribution to the perpetuation of wildlife species and habitat.

Some people are opposed to hunting. They may believe it is unethical or that it is biologically unnecessary and detrimental to the long-range health and genetic vitality of wildlife populations. Other concerns include the suffering of individual animals and the ethical right of humans to take the life of other animals. Some object to wildlife management practices they feel are aimed at producing wildlife for the benefit of hunters. Some who believe it is not appropriate to kill for sport or recreation may accept hunting as a tool in managing certain kinds of wildlife and under certain conditions.

The Hunter10


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The Hunter11




Center Log.2. Read the background information sheet.3. In your Learning Center Log write your own personal

feelings about hunting. Explain your reasoning behind some of your feelings about hunting.

4. Read the story “The Twins.”5. After reading the story, complete the story by

writing at least two more paragraphs containing at least three sentences each.

6. After you have completed writing your ending to the story discuss with your group the following questions:

How do you think Jamie feels about hunting? How do you think Jamie feels about the

animal he is hunting? How do you feel about animals and

about hunting them? What is the difference between

hunting and poaching? Do you think hunting should be allowed?

Explain your reasoning. What responsibilities do people have, who choose

to hunt? What responsibilities do people have, who choose

not to hunt?7. After you have completed your discussion

with your group, choose two of the questions 11 Student Copy

Players:

2-6

that you discussed and write at least two sentences answering the questions.

8. Once you have completed recording your answers, write your end date (if different from starting date) and sign off on your centers sheet.

Don’t forget to put everything back into the center folder and pick

up any trash you and your team may have left around

the center. Your group will be held liable for any trash or items left in the center area.

What’s in the Water?Getting a taste of what may be in the rivers.

Focus: WritingState Standards: Language Arts 5.W.1.1.Language Arts 5.W.2.1.Language Arts 5.W.3.1.Language Arts 5.W.4.1.Life Science Standard 11: Students will recognize that changes in habitat may harm or help organisms.Science, Technology, Environment and Society Standard 10: Students will analyze environmental changes made by people and describe how the changes have affected plants and animals. Number of Players: 2, 4 or 6Objective: Students will analyze the pollutants found in a hypothetical river. They graph the quantities of pollutants. Students will make recommendations about actions that could be taken to improve the habitat. Materials:

Instruction Sheet (3 copies) Background information (6 copies) River water sample

Ten different colors of paper Dark purple, brown, purple, pink, red, light blue, green,

yellow, orange, and white Paper punch Sealable container or plastic bag

Glue ¼ teaspoon Pollutant Information sheets (6 copies) Pollutant color cards Collection Chart (20 copies, will need to be replenished)

Process:Before having students begin the activity make sure and prepare the river sample by hole-punching the different colors of paper into a sealable container or plastic bag labeled river water sample. Try to get a pretty even sample of the colors. As students use this center it will need refilling.

1. Students will write the Learning Center information in their Learning Center Log.

2. Students will read the background information.3. Students will be working with a partner. Students will measure ¼ a

teaspoon of river water sample.4. Students will then using the collection chart provided, glue there dots by

color in the appropriate category. Students will label each of the colors with the name of the pollutant (found on pollutant color cards).

5. Students will discuss their chart with their partner to determine the greatest sources of pollution in the river sample.

6. After students have created and discussed their chart, the students individually will write a short narrative about their hypothetical river. The narrative should tell a story about some aspect of the river. Some suggested topics are:

How the river became polluted, A comparison of the river before and after pollution, or A life of an animal(s) in/on/around the river and how it is changed.

7. Students are encouraged to be creative in using their data that they collected; they do not have to directly reference the amounts of each category but should make reference to their two highest pollutants in their narrative.

8. Students will need to make a color copy of the chart using the classroom scanner and printer. Charts must be stapled into the Learning Center Logs.

9. After students have completed their narratives, the students will have their partner peer edit their narrative and they will help each other revise their narratives.

10. After the students have had their narratives peer edited they will word process the narrative and staple it into their Learning Center Log, or they will rewrite their narrative in their best handwriting in their Learning Center Log.

What’s in the Water?12

Getting a taste of what may be in the rivers.

Materials You Need to Bring: Learning Center Log Pencil or Pen Glue


Center Log.2. Read the background information sheet.3. Work with a partner and together measure out ¼

teaspoon of the river water sample.4. Using the chart provided in the learning center, glue

the dots in their appropriate color categories.5. Write the names of the pollutant under the color

denoted (see colored cards in learning center for help)

6. Discuss with your partner the greatest sources of pollutants in your river water sample.

7. After your discussion with your partner, each of you needs to write a narrative about the river. You may write about any area of the river you wish, but you must at least include your highest pollutants somewhere in your narrative. Some suggested topics for the narrative are the following:

How the river became polluted, A comparison of the river before and after

pollution, or A life of an animal(s) in/on/around the river and

how it is changed.8. Please be as creative as possible when writing your

narrative, remember it should sound like a story, not like you are reading an expository text.

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Players:2, 4 or

6

9. Make a color copy of your data chart that you and your partner created using the classroom scanner and printer. Data charts must be stapled into your Learning Center Logs.

10. After you have completed writing your narrative, have your partner read over your writing and help you revise.

11. After you have completed revising each other’s papers, you must word process and staple your final copy into your Learning Center Log, or you must rewrite your narrative in your best handwriting in your Learning Center Log.

12. Once you have completed your final draft of your narrative, write your end date (if different from starting date) and sign off on your centers sheet.

Don’t forget to put everything back into the center folder and pick up any trash you and your team may have left around the center. Your group will be held

liable for any trash or items left in the center area.

What’s in the Water?


1 2 3 4 5 6 7 8 9 10

Red Pink Purple

Dark Purpl

eWhit

eGree

nYello

wOrang

eLight Blue

Brown

PollutantsWhat’s in the Water?


What’s in the Water?13



Waterways such as rivers, lakes and estuaries are important to humans and wildlife alike. Waterways are used for drinking water, transportation, recreation and as a habitat for many wildlife species. Approximately 40 percent of our nations’ rivers, lakes and estuaries are not fishable, swimmable or potable because of pollution. Pollutants enter waterways from either point or non-point sources. Point sources are clearly defined, localized inputs such as pipes industrial plants, sewer systems and oil spills. Federal and state governments monitor and regulate pollution from point sources. Unfortunately, non-point sources are harder to detect and control, so they are therefore the major source of water quality problems. Non-point sources are indistinct inputs that do not have a clearly defined source, such as runoff petroleum products from roadways or pesticides from chemical law treatments.

Non-point source pollution occurs when rainfall, snowmelt or irrigation runs over land or through the ground, pick up pollutants and deposits them into surface water or introduces them into ground water. Agriculture, forestry, grazing, septic systems, recreational boating, urban runoff, construction physical change to stream channels and habitat degradation are potential sources of non-point source pollution. Runoff from urban areas is the largest source of water quality impairments to the nation’s estuaries. The most common non-point source pollutants are sediment and nutrients. These pollutants enter waterways from agricultural land, animal feeding operations, construction sites, dirt racetracks and other areas of disturbance. Other common pollutants are pesticides, herbicides, pathogens, oil, toxic chemicals and heavy metals. Unsafe drinking water, fish kills, destroyed habitat, beach closures and many other severe environmental and human health problems result from these water pollutants.

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Pollution can be categorized into the following types. Chemical Pollution: The introduction of toxic substances into an

ecosystem (ex. acidic precipitation, contamination of water supplies by pesticides)

Thermal Pollution: Varying temperatures above or below the normal condition (ex. power plant turbine heated water)

Organic Pollution: Oversupplying an ecosystem with nutrients (ex. fertilizer inflow)

Ecological Pollution: Stress ordinarily created by a natural processes such as:

o Adding substance that is not a naturally occurring substance in the ecosystem (ex. extreme tides pour saltwater into habitats ordinarily protected from salt water);

o Increasing the amount or intensity of a naturally occurring substance (ex. abnormal increase in sediments in runoff water to produce silt)

o Altering the level or concentration of biological or physical components of an ecosystem (changing the amount of something that is already there) (ex. introduction of aquatic plants via bird droppings, etc.)

In the definitions above, chemical pollution through the introduction of toxic substances is clearly caused by humans. Organic pollution in lakes and rivers typically results when chemical fertilizers used in agriculture enhance living organisms. Thermal pollution is predominately human cause through nuclear power plants, fuel-based electrical power production and many industries. Some hydroelectric dams also produce unnaturally cooled water with bottom discharge of water.

Surprisingly, these three forms of pollution—chemical, thermal, and organic—can take place without human intervention. When pollution takes place without human intervention, it is most often ecological pollution. Natural ecological pollution may be beneficial, harmful or have no effect on wildlife and wildlife habitat. Examples include acidic precipitation resulting from volcanic eruptions,

runoff from landslides and avalanches sometimes kill plant and animal life, hot springs and geysers heating water above normal temperatures in lakes and streams and shifts in oceanic currents affecting water temperature and weather patterns.

The state and federal governments have made advances to control water quality by regulating, monitoring and enforcing clean water programs. Some recent examples of federal government water pollution control programs are the 1987 Clean Water Act Amendments to the 1977 Clean Water Act and the 1990 Coastal Zone Act Reauthorization Amendments. Public and private businesses are using more pollution prevention and pollution reduction initiatives to control water pollution. More citizens are also practicing water conservation and participating in more community area cleanups.

References:American Forest Foundation. (2001). Project learning tree: Environmental

education PreK-8 activity guide. Washington, DC: American Forest

Foundation.

American Psychology Association. (2001). Reference examples for electronic

sources. Retrieved April 1, 2004, from

http://www.apastyle.org/elecsource.html#71

Block, C. C. (2001). Teaching the language arts: Expanding Thinking through

student-centered instruction. Needham Heights, MA: A Pearson Education

Company.

Chandler, L. (2004). The cooperative learning network: Teacher resources.

Retrieved April 1, 2004, from http://home.att.net/~clnetwork/

Council for Environmental Education. (2000). Project wild: K-12 curriculum &

activity guide. Houston, TX: Council for Environmental Education.

Council for Environmental Education. (2000). Project wild aquatic: K-12

curriculum & activity guide. Houston, TX: Council for Environmental

Education.

Meyer, A. J. (2004). Nature Learning Centers. Unpublished learning centers, Black

Hills State University at Spearfish, SD.

Microsoft Corporation. (2001). Microsoft Excel 2002. Redmond, WA: Microsoft

Corporation.

Microsoft Corporation. (2001). Microsoft Word 2002. Redmond, WA: Microsoft

Corporation.

Tompkins, G. E. (2003). Literacy for the 21st Century. New Jersey: Pearson

Education, Inc.

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