Autumn Wetlands Walkabouts

Outdoors

Materials: class set of clipboards; class set 5 Senses chart; pencils; variety of paint swatches; iPads (one for each partner-group) and iPad carrying case; first aid kit.

Part 1 - Using All the Senses to Observe

Provide students with a clipboard and pencil. Walk to wetlands area behind school, and meet in open area near wetlands entrance. Discuss today's goals and activities:

1. To get to know the wetlands as a class, including boundaries (proximity to water, outer edges/private property).

2. To learn to observe by using all 5 senses

Provide students with 5 Senses chart. As we explore the wetlands (river, willow forest, grass and reeds areas), stop and model how to observe. Together with students, records sights, sounds, textures, and smells on 5 Senses chart.

Re-gather at wetlands entrance for snack. Emphasize students must take all garbage back with them.

Part 2 - Looking and Seeing - Paint Swatch Activity

Provide partner-groups with 1-3 paint swatches each. Staying with the given boundaries, students must find a wetlands item that matches their swatch as closely as possible. When found, they will take ONE good picture of each match.

Part 3

The next day, students will upload their pictures to a shared Google Slides Document, which class will watch together on video projector.

Part 4

Using the information recorded in their 5 Senses chart, students will write a descriptive paragragh, trying not to use the words saw, heard, felt or smelled. Can be from the perspective of a person, animal, or narrator.

Pre-teaching - ecosystems: An ecosystem is a geographic area where plants, animals, and other organisms, as well as weather and landscape, work together to form a bubble of life. Ecosystems contain biotic or living, parts, as well as abiotic factors, or nonliving parts. (National Geographic, 'ecosystems')

Part 1 - teach students water safety, including:

1. Only explore areas approved by teachers: shallow, in view of group, not obscured by reeds

2. NO horsing around;

3. Always work with partner.

4. Stay close to ground (squatting, lying down) when netting.

Teacher/adult helps each student fill their bucket approximately 2/3 full of water from the wetlands. Students observe with naked eye and magnifying glass, and sketch the objects they see. They will then use their nets to explore in designated/approved areas and add to their bucket. They should record items in their bucket ecosystem in their wetlands journals, using a combination of pictures and words. Before pouring water back, students will take ONE good picture of their bucket's contents.

Part 2 - Class Debrief

Back in the classroom, allow a group debrief re: what they noticed about the pond ecosystem. What items were common to all/most students? What was unique? Students will upload pictures to a classroom Google Slides file, and label as many items as possible, using different colours for living and non-living components. Slideshow will be viewed as a class.

Materials Needed: enough posterboards for each group (2's or 4's); clear tape for each group; first aid kit.

Pre-teaching: students will explore the skeletal system via videos (Billy Nye - Muscles and Bones - https://www.youtube.com/watch?v=KXqLr6TwPVA&ab_channel=GraskicRoki), science handouts (provided), online games (ABCYA - Aeemble and Label the Skeleton game - https://www.abcya.com/games/skeletal_system)

Part 1 - Wetlands

Students will work in pairs or groups of four to recreate the skeleton, including as many bones as they can remember. They will use a variety of wetlands materials, as long as they are not living - eg, leaves, sticks, twigs, bark, pebbles and stones, etc. Students will fix them to the poster paper using clear tape. Students will remember the criteria discussed in class.

Part 2 - Classroom

Students will work in groups to label their skeleton using markers. Once complete, students will upload a picture to Seesaw, where it will be shared with myself and their parents.