Professional Documents
Culture Documents
Developed by
Phoebe Lett and Rachel Rechtman with Restoring Connections Team Winter 2016
Time
35 minutes in the classroom
Overview
This activity introduces first graders to fall season in the oak woodland at Mt. Pisgah using
storytelling and activities. Students will learn about seasonality in the oak woodland, and learn
how to identify western gray squirrels, Oregon white oaks, black-tailed deer, and gall wasp
galls.
Learning Outcomes
By the end of this activity, first graders in the fall will be able to:
1. Describe 2 characteristics of the fall season within the oak woodland.
2. Name two key oak woodland species, such as a western gray squirrel, black-tailed deer,
turkey vulture, and/or gall wasp.
Links to Standards
1-ESS1-2. Make observations at different times of year to relate the amount of daylight
to the time of year.
Materials Needed
Access to the whiteboard (or smart-board, or poster board)
Animal pictures and food-web guide (included at end of lesson)
Bag of oak leaves
Background Material
As summer ends and fall begins, the days shorten and the
air gets colder. This is due to the tilt of the earth on its axis
relative to the sun. Many animals migrate to warmer
places for the winter, while others collect food to store
through the winter. Leaves of deciduous trees begin to
turn shades of red, orange, brown, and yellow before
falling to the
ground. This saves
Wordpress.blogspot.com
energy, helps to
store water, and protects trees from freezing. Evergreen
needles remain on the trees all year long. These types of
trees have adaptations for protecting themselves during
Classroom visit
the winter. In the oak woodland we will be exploring at Mt. Pisgah, there will be primarily
Oregon white oaks. These trees have larger waxy leaves that last longer than most of the maple
or other deciduous trees, and develop acorns that draw other species to it. Gall wasps lay their
eggs on oak tree leaves and stems, which forces the plant to create a growth around the egg for
the larva to mature in. Black-tailed deer often eat vegetation and the acorns in the woodland in
fall and will eat fresh buds in the spring. The Oregon white oak draws animals such as the
western gray squirrel that eats, collects, and stores the acorns in fall and winter to have in
spring.
Activity Description
Falling Webs-- Key species are highlighted
Step 1. Getting Started: Introductions (2-3 minutes)
Hi, my name is (Rachel) and my name is (Phoebe), and we are here today from the
University of Oregon to talk with you about the seasons and a little about what we
might see on our field trip to Mt. Pisgah this Thursday. (Share one of your favorite quick
stories about an animal or plant you like that may be at Mt. Pisgah).
Explain to students that we are going to be visiting Mt. Pisgah on a field trip and will be
focusing on a really cool type of habitat, or place where animals and plants live, called
an Oak Woodland. Do you know what is happening this Thursday? (Wait for answers
about the field trip). This coming Thursday we are getting to go on an awesome field
trip to a super special place called Mt. Pisgah. We will get to go on hikes, see and
experience nature, and learn all about the Oak Woodland in fall.
Q: Who went to Mt. Pisgah last year? Have students quietly raise hands.
Thats great! First, we would like you all to circle around for a poem.
Step 2. Poem and Grounding Activity (4 minutes)
Bring the children close in a circle/in seats if no space for a circle, and have them take a
few deep breaths then close their eyes while you open with a poem about fall. One is
provided here, or you can use your own.
Come little leaves,
Said the wind one day.
Come down to the meadow
And we shall play.
Put on your dresses of red and gold,
For summer has passed
And the days grow cold.
Dancing and leaping
The leaves went along.
Until winter called them
To end their sweet song.
Soon, fast asleep
In their earthy beds,
(1.5 minute) Ask children for a quiet hand to share ONE thing they know about fall, call
on four or five students. Looking for answers such as leaves are falling, it is getting
colder, etc.
Keep students where they are and go to the board to present Food Web activity.
Step 3. Food Web Activity: Falling Webs (15 minutes) (on smartboard, whiteboard, or poster
board)
Q: Who knows what an acorn is? Have students raise hands quietly.
Q: What kind of tree do they come from? (A: Oak Trees)
Now put acorn picture on the board
Ask who knows who might eat an acorn
Put the pictures of animals that may eat an acorn. Use arrows to connect the food to
who eats it. We are looking for Squirrels, specifically the western gray squirrel and
predatory birds (hawks, eagles, kestrel, etc). If/when they get squirrel, inform them
that, The kind of squirrel we will probably see is the western gray squirrel.
Now, ask who would eat these animals. We are looking for coyotes or birds of prey.
These animals that eat other animals, what are they called? A: predators.
Mention that the turkey vulture (hold arms in V over your head) eats the leftovers
from other predators and can often be seen gliding in circles in the sky. Also ask how a
predator, such as the coyote, would walk. We are looking for answers about how they
would walk quietly, giving a visual example of the leader trying to walk quietly like a
coyote.
Now talk about the Oak tree itself. Explain that Oak trees have large, waxy leaves (hand
out leaves and tell students to be kind to them) that may have a growth on them called
a gall, which is from a special kind of wasp called a gall wasp that is small and doesnt
sting. Ask who might eat these insects. Answer we are looking for is birds again, since
they eat the larva from the galls.
Q: Do all trees lose their leaves in the fall?
A: No
Q: Does anyone know what kinds of trees keep their leaves?
A: Some trees dont lose their leaves, such as Christmas trees, which are
Evergreen trees and have needles.
Now talk about how this tree, mainly the Oregon white oak, often is found in an oak
woodland, which has a lot of grass and small plants. Ask what may eat the grass or
smaller plants. The answer we are looking for is deer, specifically the black-tailed deer.
The kind of deer we will probably see is the black-tailed deer. Deer usually have large
Classroom visit
ears to hear very well. Can you cup your hands around your ears like a deer? Remind
how deer ears are done. Cup your hands behind your ears to create larger ears similar
to those of a deer.
Explain that these are all the animals that would be around in fall in the oak woodland,
since acorns would be around, which would mean that the tree is getting ready to loose
its leaves, animals are collecting food to store, such as the squirrel, and it is getting
colder and the days are getting darker sooner, so animals are getting ready for winter
(This activity addresses the Awareness, Knowledge, and starts to introduce the Skills, as
presented in the Tbilisi Declaration)
Western gray
squirrel
Blacktailed
deer
Scrub
jay
http://ecologyforall.weebly.com/food-web.html
http://waynesword.palomar.edu/lmexer10.htm
Classroom visit
Acorn
6
Black-tailed Deer
Turkey Vulture
3
Predatory Birds/Birds of Prey:
Hawks
Eagles
Owls
Kestrels
3
Coyote
http://www.backyardnature.net/n/w/or-w-oak.htm
Classroom visit
Woodpecker
https://www.pinterest.com/annette2483/bird-love-oregon-pacific-northwest/
http://mountainhearth.blogspot.com/2010/11/thats-some-gall.html
http://sevenhillsschool.pbworks.com/w/page/22941596/Black-Tailed%20Deer
https://www.inaturalist.org/guide_taxa/248064
Classroom visit
Coyote
http://www.examiner.com/article/killing-oregon-coyotes-with-guns-and-forks
https://www.allaboutbirds.org/guide/American_Kestrel/id
Turkey Vulture
http://www.spirit-animals.com/vulture/turkey-vulture-cathartes-aura/
http://www.oregonlive.com/environment/index.ssf/2008/10/owners_of_heritage_seedlings_i.html
Field trip
Field trip
Developed by
Phoebe Lett and Rachel Rechtman with the Restoring Connections Team 2016
Time
6 hours (8:35-2:45), plus lunch
Overview
This is the first day-long field trip of the year which introduces first graders to fall season in the
oak woodland at Mt. Pisgah using storytelling, sit spotting, games, hikes, and activities.
Knowledge they will obtain will be about seasonality in the oak woodland, identify and name
western gray squirrels, Oregon white oaks, black-tailed deer, and gall wasp galls.
On this field trip, first graders will
Gain AWARENESS of
The difference between the four seasons and their effects on plants and animals
The interconnectedness of animal/plant life cycles and seasons
Gain KNOWLEDGE about
The native and invasive flora and fauna that live in the oak woodland habitat
How fall affects the plants and animals in the oak woodland
What to wear on a fall field trip
Hazards to look for (e.g. poison oak)
Gain SKILLS such as
Questioning, observing, and identifying their surroundings, plants, and animals in the
fall
Observational journaling: drawing observations, noticing detail
Building on using their animal senses: deer ears and owl eyes
Develop an ATTITUDE OF CARE by
Watching for animals, hearing stories about animals, pretending to be animals
Noticing how trees, plants, and animals are affected by fall
PARTICIPATE in
Attending the Mushroom Festival at Mount Pisgah will hopefully guide them to take
part in other nature festivals
Overall becoming a steward to the environment and to people in their community and
beyond
Learning Outcomes
By the end of this field trip, first graders will be able to:
Identify three key differences between Oak woodland and incense cedar forest.
Visually identify at least two species found in the oak woodland habitat and describe
their relationships to one another.
Describe at least two signs of fall they observe in Oak Woodland, and relate them to
seasonality, such as in fall the days are shortening and there is less available light.
Links to Standards
NGSS standard 1-ESS1-2. Make observations at different times of year to relate the
amount of daylight to the time of year.
Schedule
ELP students: sign in as a volunteer on the computer in the office of Adams Elementary School,
then get to the classroom by 8:30.
8:25 First bell rings (note: times are specific for Adams)
Facilitators sign in as a volunteer on the computer in the office, then go to the
classroom by 8:25. (OR IF YOU HAVE CLASS IMMEDIATELY AFTERWARDS, MAKE
ARRANGEMENTS TO MEET US AT MPA).
Prepare class for field trip. Assign one role per facilitator when you are in the classroom:
Lunch Coordinator: As children arrive, have them place their lunch in the bin and
check off their names. Then make sure that lunches are loaded on bus, unloaded
off bus, and taken up to the pavilion. At end of field trip, make sure all lunches
loaded back in bin, loaded on bus, and returned to classroom.
Chaperone Coordinator: In back of room or hallway, welcome and thank
chaperones and go over their roles and responsibilities. These responsibilities
include: a) taking children to bathroom if needed; b) taking them to teacher if
sick/hurt; c) helping group stay on the trail, focused on facilitator and lesson; d)
making sure lunch area is cleaned after lunch. Mention that the facilitators will
be purposefully asking lots of questions, to try to encourage the children to think
critically and make observations and so wed like parents to try to refrain from
answering. Also note that during the sit spot activity, they will be given a journal
too and can sit, observe, write and that they should not sit with their child.
Groups Coordinator: Arrive early and put out the group names (attached) at each
table and the morning work coloring page (attached).
Field trip
Group Facilitators: Greet the children and hand out name tags. On the group list,
make note of who is absent, and make sure you have all chaperone names and
who their children are. If you have any students with special needs check in with
their 1:1 adult to see if there is anything you can do to support their
participation. In groups, one at a time, have children use the bathroom before
they leave. Help get children loaded onto bus on time for a 9:00 am departure.
Logistics Coordinator: Check with teacher to make sure they have their first aid
kit, and distribute medicines as needed to correct group backpacks. Check in
with bus driver to make sure they know directions (30th, over I5, to Seavy Loop
Road). Text Mt. Pisgah contact to let them know youve left Adams.
9:30 Welcome, Intros, Ground Rules, Snack (15 minutes)
As children exit bus, separate into the four groups as quickly as possible.
*See maps for specific route for each of the four groups.
ELP students: ask chaperone volunteer to take lunch bins to the pavilion. (There is a cart
that can be used, pavilion should be opened already by MPA staff).
Start with cultivating gratitude, how thankful you are to be here today, exploring this
magical forest with them.
Take time to share your name and your favorite thing about MPA, and then go around
group and learn everyones name and have them share one favorite thing, or if theyve
been here, or something fun to set stage for participatory learning.
It is important to set ground rules, so children are clear on expectations, but do it in a
fun way that establishes a sense of exploring, adventure, freedom, and joy (rather than
a list of rules!) For example, it does not matter if they are in a straight line always, but
that they are on the trail. So couch it in terms of respect for the plants rather than some
seemingly arbitrary rule that doesnt make sense.
Check and see if anyone needs bathroom.
9:45 Trail hike (1 hour 30 minutes)
Four groups depart on their designated routes, provided on maps (located in yellow
folder within backpack). During this hike, integrate in the following activities.
Activity 1: Foxes and Deer sneaking game
(Adapted from Young et al. 2010. Coyotes Guide to Connecting with Nature. 2nd ed. Shelton,
WA: Owlink Media Corporation,Cougar Stalks Deer Activity, p.391)
Time: 10 mins
Subjects: English, Physical Education
Concepts: Developing sensory skills, role playing
Skills: Deer ears, Fox walking, from Coyotes Guide; listening and observing
surroundings; creating empathy through Animal Allies and role playing from Sobel.
Getting ready: Get the group in a huddle around you at a broad point in the trail to
explain how to play the game
Activity instruction:
o Objective: To have the students take turns being the deer and the foxes. The
deer get to try to point to where the foxes are by sound, the foxes have to try to
use quite feet to quietly and softly tag the deer.
o How to play: One student will be blindfolded on the trail and everyone else is
lined up at least 10 feet from the blindfolded child. One student or multiple
students (you get to choose based on how the group is acting and how many
students there are and how much time you have) will have to use quite fox
walking and try to sneak past the blindfolded deer and high-five the facilitator
who is slightly farther on the trail. If the deer, using their deer ears, hears the
foxes sneaking past them, they have to point where they hear the noise. If they
point at the student (or a close enough direction based on leaders discretion)
the fox goes back to start and another fox, or group of foxes, tries. If the fox(es)
manages to sneak past the deer, the fox(es) wins and someone new becomes
the deer. (If they want to. If not, choose someone else).
o Rules: The deer cannot peek and cannot point randomly. If they do, they get one
warning and then must switch/the fox gets another try (depending on size of
group and how much time you have). The foxes that are waiting cannot make
any noises to help the fox/es who are sneaking up on the deer or the deer.
Sneaking foxes must stay on the train and must high-five softly.
Field trip
think of here at Mt. Pisgah or when you are out hiking? (Note responses either
mentally or on paper)
The following are some potential hazards found here, go through them in a fun,
engaging, and non-threatening conversation with children (10 minutes)
Exposure
o Q: How do you listen to your body or adapt to your surroundings to take care of
yourself?
o A: Listen to your body, drink water, put on warm clothes, take off jackets if hot,
and make sure you are being respectful, responsible, and safe.
o Plants and animals also have adaptations to help them survive in nature. Such as:
Rough-skinned newt toxins
o These animals have a lot of predators since they are small so they have evolved a
very potent way to protect themselves from their predators: a very powerful
toxin in their skin that is deadly to anything that eats it, including us humans!
Avoid touching and wash hands well if you do touch an rough-skinned newt.
Widow-makers (dead limbs in trees)
o When hanging out under large trees, especially if its windy, look up and use owl
eyes and deer ears! (Sounds of cracking branches may be a sign that trees are
trying to drop the branches that were no longer healthy for them to have).
Rivers edge/Streams
o Stay behind safety railing and do not climb on it (if present) because we dont
want to fall or maybe squish something that may be living on the other side.
Bees/Wasps/Spiders/Ticks
o Dont bother these insect and arachnid friends because they have adapted ways
of protecting themselves from being eaten by predators such as birds.
o Q: Would you want to be eaten?
o A: No!
o Q: So do you think these animals want to be eaten either?
o A: No!
Drinking water
o Water in streams and rivers may look clear and clean, but some things living in
there are too small for us to see than can make us sick.
o Q: Would you want an animal to drink you up?
o A: No!
o Q: Pretty smart of them to protect themselves like that, huh?
o A: Yes!
Getting ready: while walking through or near the incense cedar forest, have the
students observe what they see, hear, smell, feel on the trail, including temperature,
amount of light, and colors they see. Once you reach a point in the trail where you can
see the Incense cedar forest and the oak woodland, stop and have the group line up on
one side of the trail while you go towards the center to explain the activity.
Activity instructions:
Objective: Count trees on one side of the trail and then the other, note how the
Incense cedar forest has more trees than the oak woodland, and then go into
observation skills and language to see why the two are different.
How it works: Look at the side of the trail where the incense cedar forest is. Have
the students count how many trees they see in one minute and review some of
the things they observed with their senses while in the Incense cedar forest by
calling on quiet hands. Ask if other students noticed the same thing and have
them raise their hands. Now have them turn to look at the oak woodland for one
minute and have them count how many trees they can see and observe how it
feels while in the oak woodland. After they have finished observing, have them
share some of their finding by calling on quiet hands of five or so students. Ask if
other students noticed the same thing and have them raise their hands.
Discussion: Have the students compare what they noticed from the forest to the
woodland, from temperature to number of trees, sounds, smells, etc. Push them
to say full thoughts, such as It felt different because or I noticed that (blank)
had more/less (blank) than (blank). Use prompting questions if necessary, such
as Did anyone notice it smelled different? What smells did you smell? Did
anyone see (blank)? Did anyone notice how it is lighter out from under the trees
in the forest?
Field trip
Once a student thinks they know what you are describing, they can run to the
opposite tree. Once most of the students or all of the students are at the other
tree, you can ask them to all tell you on the count of 3 the answer. If it is not
specific enough, you can say they are right and repeat the more specific name
(such as them saying deer and you repeating as black-tailed deer). Once they get
that animal they can run back to the starting tree and start over with the next
animal or plant you are describing.
o Rules: Be kind to one another. No pushing, shoving, or tripping other players.
You may run but be careful and look where you are going. No shouting out the
answers. It is okay to not know the answer or have the wrong answer.
11:00 Make sure group is heading back to lunch spot
11:15 Lunch
Children can retrieve their personal lunches from the boxes and eat at the pavilion if raining or
at the picnic tables and benches in the Oak Woodland by the stream trail. Toward the end of
lunchtime prepare for next activity- running game. See next section for preparation.
11:35 Running Game
(Adapted from Young et al. 2010. Coyotes Guide to Connecting with Nature. 2nd ed. Shelton,
WA: Owlink Media Corporation. Deer-Bounding Challenge. p.391)
Time: 20 minutes
Subjects: Physical Education, Science, Math
Concepts: Inform children about species of black-tailed deer while having fun
Skills: Deer can jump about 20 feet long and can clear a 9 feet tall fence (indicate this
with measuring tape if possible). Students relate these distances to their own jumping
distances, and recognize the agility of deer.
Activity instructions:
o Getting ready: Place two pieces of string parallel on the grass about 2 feet apart
o Objective: Students act as deer jump farther and farther until they cant make it.
o How to play: Students line up side by side all facing towards the string about 5
feet from the string. Students run and jump to clear the space between strings.
Once a student doesnt clear the string jump, they move to the sidelines to
watch. Game continues with string gap widened every round. Once one or two
students are left, estimate how far they could jump. Relate this activity to deer,
as stated above in skills.
11:55 Afternoon Hike- With Math and Science
Yellow Hike:
Talking Points- South Boundary Trail
At start- another cedar with great sapsucker holes.
By creek- tree with very fresh woodpecker holes.
Sunny spot right before cedars- open areas are liked by coyotes, they can thrive in any
environment, their numbers have actually grown as other predators have been pushed
out of no longer wild places and urbanization has happened, but their original habitat is
grasslands and deserts where they can hunt for rodents and rabbits; for the other
creatures this area is too dry and exposed.
Talking Points- Zigzag Trail
There are many types of lichen and moss to be found in this part of the hike.
Keep a look out for smaller birds or bird calls, such as dark-eyed juncos (small,
blackheads, short chirp calls), and pacific wrens (small brown, long song).
Pink Hike:
Talking Points-By the steam
At start- waterways are great for looking for water loving animals (see below) and notice
change of habitat from water to the tree line.
Keep open owl eyes for and deer ears for rough-skinned newts, frogs, water birds, and
animal tracks in the mud.
Note that the trail might be a little soggy so careful walking.
At end of trail- look for the large Oak tree with a bench below it for sit spots.
12:20 Seasonal Question Quest
Time: 15 minutes
Subjects: Science, Math
Concepts: Seasonal centered information, comparison
Skills: Observation and the art of questioning
Getting ready: Find location that has acorns around
Activity instructions:
ELP leader will start by having the students observe the seasonal focus (acorns) (ex:
acorns may have holes or has ridges or is round so may roll, galls are on oak leaves and
some have spots, wildflowers have pollen or are just blooming etc.).
o Ask the students to name the things they observed about acorns and write down
their observations. Then ask the students to ask as many questions as possible
about the seasonal focus and write down the main question themes (ex: will the
shape change, what happens to them in other seasons, how many are there).
o Help them create a group question about something that will happen to that
focus the next season. (Q: What will happen to the acorns? A: They will be gone
in winter because they are food for so many animals and dont look like they will
be able to survive much longer because some of the acorns already are broken
or have holes?)
o Then during the field trip in the following season they can look back and try to
answer the question.
o Fall creates a question for winter. Winter will address the fall question and then
creates a question for spring. Spring will address the winter question and
possibly create an additional question.
Field trip
1:15
1:45
Wrap (5 minutes)
Get all four groups into a big circle (try to keep groups together though)
Ask for the designated person from each group to share how many questions they came
up with regarding acorns, and to share one of those questions. Repeat with the other
three groups.
Field trip
Ask them how they might answer those questions? (A: go to their school library and
research the answer; find field guides; or DESIGN an experiment to answer those great
questions that maybe no one has ever asked before). Summarize that the first step to
being a good scientist or a good writer or artist for that matter, is awakening our senses
and paying careful attention to our world around us; and being curious and motivated
to learn more!
Moment of gratitude: Have everyone take a deep breath together and let it out,
thanking the chaperones, guides, and the students for being there. Have the students
think about one thing they were grateful for, such as the trail, shade, birds, etc. After,
share again that the Mushroom Festival will be held on October 30th, 2016 and
everyone should come! Fliers were given to the teachers so that they can have them to
give to kids or parents.