Stage 1 On-site Activities

Emphasis for learning of Stage 1: Living and Non-Living

Purpose

To discover that all living things have special features to help them survive in their environment.

The best time for students to visit ErinEarth is sometime during September or October.

Resources needed

Resources to be brought by the teacher

  • Sufficient copies of worksheets and mini maps if required (ErinEarth Map).
  • Pencils

Resources available at ErinEarth

  • Magnifying glasses
  • Set of photo cards
  • Caretaker Badges
  • Enlarged site map
  • Clipboards
  • White board and marker
  • Display board

Activities

1. Welcome by volunteer (5-10 mins)

The volunteer on duty will welcome the students to the site. Story: The Lost Garden

2. Orientation walk (About 20 - 30 mins)

Depending on how many helpers are available, divide the students into groups (no more than 6). Use a map to indicate the tracks around the garden and the different areas of the site.

  1. Discuss the purpose of these different sites. The students could take a copy of their mini maps with them to locate each area/site.
  2. Decide which track each group will take first.
  3. Students explore the site in their groups led by parent /teacher supervisor. During this walk the parent/teacher could encourage their students to identify the kinds of plants that survive in this area (in water, near rocks, shady places, hot places and so on) and observe the built structures of the garden, their uses and the material used to construct them.
  4. Re-gather in outdoor classroom.

3. Group Work (Total time 80mins, Approx. 30 minutes for each activity with a 10 minute turn around)

Now that the students have an idea of the layout of the garden you could introduce them to the main activities of the visit, which will focus on the exploration of plants, animals, microorganisms and habitats.

  1. Divide the students into two groups. Within each group suggest the students form pairs.
  2. There are three sets of cards for the students to use, one on plants, one on animals and another on microorganisms. Each card has a close-up photo on it. Provide each pair with an appropriate photo card.
  3. Explain to the children that their task is to explore the garden to see if they can find their particular animal, plant or microorganism.

There will need to be some discussion about the kinds of animal photo cards they have and where the students might find the animals.

Try to elicit suggestions of habitats:

eg, ants might be found under stones or in flowers,
bees sucking nectar from flowers,
birds in trees and shrubs and so on
fungi on fallen logs
moss in damp places.

There will also need to be some discussion on how to complete the worksheet, about the three different categories and what they involve. This sheet relates to the gathered information about observations, habitat and characteristics (this word may need some explanation).

The plant photo cards will only display those that are in the garden at the time of your visit. Advise students that many of the plants around the garden have information labels beside them and these provide valuable information.

About animals:

Birds, insects, animals and humans are all animals each has their own kind of habitat and these vary considerably. Animals live in a place that provides shelter and food. Each animals’ characteristics enable them to live successfully in their habitat eg. The design of their feet (where/how they live), beaks in order to eat different foodstuffs (seed/insect eating) etc.

The following questions may help the students unpack some of these concepts:

Could we divide the animals into a number of different categories? eg. humans, birds, insects, reptiles, amphibians.

How do animals grow and change? eg. tadpoles into frogs, larvae into insect, eggs into larvae.

Why do different animals live in different places?

Why do you think that the bodies of different kinds of animals are so different?

What is the connection between body structure, their movement, the habitat and the food that they eat?

About plants:

Plants need certain conditions in order to thrive eg. water, soil, air and light. Plants have different structural characteristics to help them to survive within their environment eg. needle like leaves, hairs on leaves, deep roots, brightly coloured flowers/stamens to attract bees for pollination

The following questions may help the students unpack some of these concepts:

What do all plants need in order to survive? Eg. Water, soil, light, air

If all plants need these things then how much of each do they need?

Do all plants need the same things? Eg. Shade/sunlight, water, soil type.
What did you notice about your plants that help them survive?

About microorganisms

Microorganisms are very small, hence the name "micro" meaning small. Most of the time we cannot see these organisms without magnification. Sometimes when a lot grow together they can be seen, eg mould on food. Microorganisms are important because they recycle dead plants and animals, they provide medicines like penicillin and we can eat them - mushrooms.

Microorganisms like plants and animals need certain environmental conditions to thrive eg. water, food, air and light. Soil and mulch are good places to find microorganism.

The following questions may help the students unpack some of these concepts:

What do all microorganisms need in order to survive? eg. Water, soil, light, air

Do all microorganisms need the same things? eg. Shade/sunlight, water, soil type.

Where might you find microorganisms? eg rotting food in refrigerator, mulch, soil.

To guide this discussion the display board can be used to sort, classify, compare and contrast different characteristics of plants, animals and microorganisms.

 

Conclusion

  1. Draw things together by reviewing what the students have done during the visit and some of the things you might do when you return to school.
  2. Encourage students to reflect on the things they have seen and whether there are things in this garden that they could introduce in their school or home environment.
  3. Encourage the students to think about what else they would like to learn about plants, animals and microorganisms.
  4. As a conclusion to the day suggest that the students find a special place in the garden where they can sit very quietly and to think about their favourite part of the visit.

 

Back to For Teachers, Stage 1 Programme