Observing nature
Observing Nature
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.
ELEMENTARY SCHOOL
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.
Directed towards these standards:
0.1.1.2.1. Use observations to develop an accurate description of a natural phenomenon and compare one’s observations and descriptions with those of others0.4.1.1.3. Differentiate between living and nonliving things0.1.2.1.1. Sort objects into two groups: Those that are found in nature and those that are human made0.4.2.1.1. Observe a natural system or its model, and identify living and nonliving things2.4.3.1.1. Describe the characteristics of plants at different stages of their life cycles2.4.1.1.1. Describe and sort plants into groups in many ways, according to their physical characteristics and behaviors.3.1.1.2.3. Maintain a record of observations, procedures and explanations being careful to distinguish between actual observation and ideas about what was observed3.4.1.1.1. Compare how the different structures of plants and animals serve various functions of growth, survival and reproduction.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.
Directed towards these standards:
0.4.2.1.1. Observe a natural system or its model, and identify living and nonliving things1.1.1.1.2. Recognize that describing things as accurately as possible is important in science because it enables people to compare their observations with those of others2.4.1.1.1. Describe and sort plants into groups in many ways, according to their physical characteristics and behaviors2.4.3.1.1. Describe the characteristics of plants at different stages of their life cycles3.1.1.2.3. Maintain a record of observations, procedures and explanations being careful to distinguish between actual observation and ideas about what was observed3.1.3.2.1. Understand that everybody can use evidence to learn about the natural world, identify patterns in nature, and develop tools3.4.3.2.2. Give examples of differences among individuals that can sometimes give an individual an advantage in survival reproduction.5.1.1.1.3. Understand that different explanations for the same observations usually lead to making more observations and trying to resolve the differences.5.4.1.1.1. Describe how plant and animal structures and their functions provide an advantage for survival in a given natural system.7.4.3.2.3. Recognize that variation exists in every population and describe how a variation can help or hinder an organism’s ability to survive.MIDDLE AND HIGH SCHOOL
Take a journal and camera out into the field and start taking images of different plants. Note its surroundings and the abiotic environment. Discuss what type of organism they are and their identification. Afterwards get together and figure out if people agree with the identifications.
Directed towards these standards:
5.1.1.2.2. Identify an d collect relevant evidence, make systematic observations and accurate measurements, and identify variables in a scientific investigation.7.4.2.1.3. Explain how the number of populations an ecosystem can support depends on the biotic resources available as well as abiotic factors such as amount of light, temperature range, and soil composition.7.4.3.2.3. Recognize that variation exists in every population and describe how a variation can help or hinder an organisms’ ability to surviveThis activity introduces how seasons change and what phenology is. Have students observe plants and use Nature's Notebook to record their observations.
Directed towards these standards:
7.1.1.2.1. Generate and refine a variety of scientific questions and match them with appropriate methods of investigation, such as field studies, controlled experiments, review if existing work, and development of models7.4.3.1.3. Distinguish between characteristics of organisms that are inherited and those acquired through environmental influences7.4.3.2.3. Recognize that variation exists in every population and describe how a variation can help or hinder an organism’s ability to survive.9.4.3.3.5. Explain how the competition for finite resources and changes in the environment promote natural selection for offspringALL AGES
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 if you don’t have them remove the objects (unless you want to only do it once). 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.
Directed towards these standards:
3.4.1.1.1. Compare how the different structures of plants and animals serve various functions of growth, survival and reproduction5.4.1.1.1. Describe how plants and animal structures and their functions provide an advantage for survival in a given natural system