Nature observations

The first step in understanding phenology is to get out and observe nature.  Observing and describing differences about living things and their life cycles are integral to introducing students to phenology. We have highlight activities that get students to start noticing nature. You can either start a discussion about phenology with a one-time targeted activity or repeated observations of nature. We will start by talking about stand-alone activities for different age-levels. You can find more activities on the NPN educators website.

ELEMENTARY SCHOOL

Seed balls 

This was created by Lexie Barrell and involves observation and crafts. The students need to go on a short nature walk and talk about what they see. Afterward, the students will create a seed ball using clay, sand, and seeds that will grow into a plant ball. 

Activity may support these standards:

0L.1.2.1.2 Make observations of plants and animals to compare the diversity of life in different habitats. 

0L.3.1.1.1 Develop a simple model to represent the relationship between the needs of different plants and animals (including humans) and the places they live. 

1L.1.1.1.1 Ask questions based on observations about the similarities and differences between young plants and animals and their parents. 

1L.3.1.1.1 Develop a simple model based on evidence to represent how plants or animals use their external parts to help them survive, grow, and meet their needs. 

3L.1.2.1.2 Plan and conduct an investigation to determine how amounts of sunlight and water impact the growth of a plant.

Using senses observation

This activity was created by Amie Cox and engages students in a discussion about phenology and the outdoors.  Have them go out and observe nature using their senses. When they are done have them discuss some of the observations that they noticed. 

Activity may support these standards:

5L.1.2.1.3 Plan and conduct an investigation to obtain evidence that plants get the materials they need for growth chiefly from air and water. 

5L.4.1.2.1 Evaluate the merit of a solution to a problem caused by changes in plant and animal populations as a result of environmental changes.

MIDDLE AND HIGH SCHOOL

Investigations in phenology

Take a journal and camera out into the field and start taking images of different plants. Students will learn plant identification and the basics of plant phenology.

Activity may support these standards:

7L.4.1.2.1 Construct an argument supported by empirical evidence that changes in physical or biological components of an ecosystem affect populations.

9L.2.2.1.1 Use a computational model to support or revise an evidence-based explanation for factors that have ecological and economic impacts on different sized ecosystems, including factors caused by the practices of various human groups. 

Basic phenology observations

This activity introduces how seasons change and what phenology is. Have students observe plants and use Nature's Notebook to record their observations.

Activity may support these standards:

7L.2.1.1.1 Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

7L.4.1.2.1 Construct an argument supported by empirical evidence that changes in physical or biological components of an ecosystem affect populations.

7L.4.1.1.2 Support or refute an explanation by arguing from evidence and scientific reasoning for how animal behavior and plant structures affect the probability of successful reproduction. 

9E.3.2.2.1 Evaluate or refine a technological solution to reduce the human impacts on a natural system and base the evaluations or refinements on evidence and analysis of pertinent data.

9L.2.2.1.1 Use a computational model to support or revise an evidence-based explanation for factors that have ecological and economic impacts on different sized ecosystems, including factors caused by the practices of various human groups.

9L.4.1.1.1 Evaluate evidence for the role of group behavior on an individual’s and species’ chances to survive and reproduce. 

ALL AGES

Scavenger hunt 

We do not have a premade scavenger hunt activity but this is great activity that can be adjusted for all ages. For the scavenger hunt, create a list of things that students will have to find. Discuss the items on the list and have them find them. This can be done multiple times. For lower grades, you can focus on simpler items like leaves and flowers, for middle school and high school, you can ask about specific species and/or phenophases and use the activity to introduce biodiversity, interactions, or population dynamics. 

Directed towards these standards:

0P.2.1.1.1 Sort objects in terms of natural/human-made, color, size, shape, and texture, then communicate the reasoning for the sorting system. 

0L.2.1.1.3 Record and use observations to describe patterns of what plants and animals (including humans) need to survive.

0L.3.1.1.1 Develop a simple model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.

1L.1.1.1.1 Ask questions based on observations about the similarities and differences between young plants and animals and their parents. 

1L.3.1.1.1 Develop a simple model based on evidence to represent how plants or animals use their external parts to help them survive, grow, and meet their needs. 

3L.3.2.1.1 Construct an explanation using evidence from various sources for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. 

3L.4.1.1.1 Construct an argument about strategies animals use to survive. 

3L.4.2.1.1 Obtain information from various types of media to support an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.