• the main idea • the problem • a solution
• their personal opinion • a summary (approximately eight sentences) On the back they are to compose and write three quality questions with answers regarding the selection; one true-false, one multiple choice, and one fill-in- the-blank.
Collect papers and compose a comprehension quiz to distribute the next day, or perhaps create a game with which to exercise learned facts. — IEEIC
Fine Arts
Food Chain Mobiles Create mobiles of food
chains for various species of wildlife. Each class member can make one of a different species. The animals, plants, and other parts may be cut from magazines and posted on cardboard or they can be original artwork. Pieces of plant materials, hides, bones, feathers, could be included. Be sure that each mobile shows a food chain for a single animal. Or, one very large mobile might be made up with several animals ( mammal, birds, fish, etc.) showing the interrelationships. Color could be used to code this relationship. Would this be a food web?
Murals
Murals can be used to show various aspects of the environ-
ment. They can illustrate plants and animals of a particular biome as consumers and produc- ers. They are an effective means to show food webs. A mural can also depict a scene of your neightborhood before the imigra- tion of Europeans, for example, or future land use.
9-12 GRADES Science
Mapping a Watershed Locate a local stream or
river on a map, making sure that your map includes the entire watershed. Select a spot on the map as far downstream as possible for your starting point. Next, locate the upstream ends of all channels that flow into your river above that point. Trace the section of your watershed onto paper (lor draw directly on the map), drawing all of the branches or tributaries of your stream or river. Draw the other significant natural features, and major land uses (industry, agriculture, residential neighborhoods). Discuss some of the following questions with the class: Where does the water in your watershed come from? Are the streams and rivers in the watershed present year round? What are some of the major land uses? How do
these uses effect the river? — from Investigating Streams and Rivers (GREEN)
What Eats?
For one game, divide the group into teams, with no more than 10 persons on a team. Now write a column of numbers one to 10 in three widely separated places in the room. Each team has a pice of chalk or marking device.
At a signal, the first person on
each team dashes to the column of numbers and writes the name of a plant or an animal opposite the number “1”. Then he dashes back and gives the marker to the second person on his team. This person goes to the column and writes the name of something that eats what is written in number “1”. The marker is then passed to the third person, and so on down the line. If a player writes down an incorrect name, it can be erased only by the next player, who loses his turn to write a name. Winners are determined by the most correct food-chain connections identified by a group. Once a group has developed some skill at playing, try limiting the habitat to that of the forest, a brook, a marsh, a pond, the ocean, or some biome or community.
Stepping Into Others’ Shoes
Present two sides of a current
environmental issue to the class. Have the students write one letter stating their personal opinions about the issue and why they feel that way. Then have them write a second letter from another perspective. Discuss what
students learned and insights that were gained.
— GREEN Cross Cultural Partners Activity Manual
Piecing Together Your Watershed
Laminate a copy of your
watershed map, then cut into jigsaw puzzle-like pieces The number of pieces will be determined by the number of student learning groups formed by students working in groups of two or three. Give each group of students one piece of the map puzzle and a large piece of butcher paper with colored pencils and markers. Have the students reproduce/enlarge their section of the basin map (each inch of the puzzle could be enlarged to as much as 6 inches on the butcher paper). Have the students include all features (roads, towns, tributaries, railroads, etc.) Have each student present their enlargement to the entire class, describing its location and features. Have the other students try and locate the section being talked about on the basin map. Challenge them to identify it by using the map’s marginal coordinates. Using tape, assemble the new large scale map. Have students create a key for their map featuring symbols and scale. Hang it on a wall in the school with a project banner hanging over the map to identify the class that worked on the project.
— Activity from “The Living River: An Educator’s Guide to the Nisqually River Basin.”
CLEARING Spring 2018
www.clearingmagazine.org
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