action planning and implementation - earth partnership · pdf filebackward design through the...
TRANSCRIPT
Action Planning and Implementation
“Vision without action is merely a dream, action without vision just passes the time, vision with action can change the world.”
Joel BarkenFuturist
5 Action Planning
& Im
plementation
Timeline of Earth Partnership Participation and Implementation Italics = contacts with EPS staff January-May Acquire and fill out EPS application form Form a school team Communicate with school administrators to secure letter of support Submit EPS application form June Register for course/EPS Summer Institute Schedule site visit with regional EPS team (optional) Take pre-survey June-August Attend EPS Institute
• Develop Team Action Plans for both curriculum and restoration project • Do backwards design to integrate EPS activities into curriculum
Take post survey within two weeks of attending Institute Submit homework assignments within two weeks of attending Institute June- onwards Ongoing planning with team members September – onwards Conduct outreach to community/family members for project support Conduct schoolyard or watershed monitoring Share data and projects on Google Earth (contact Earth Partnership online data coordinator Steve Laubach ([email protected]) Participate in the optional 1 credit continuing education course through May 2013 Document restoration project; send photos and descriptions to EPS Contact EPS regional team for consultations, questions, site visits, etc. September - December Implement EPS activity Create presentation to share about activity at required Winter meeting Implement restoration project December-March Attend Winter meeting Report on activity at Winter meeting Take follow-up survey (by Winter meeting)
January-March Participate in Action Research course (optional) April-June Develop management plan to care for restoration project during summer; secure assistance to maintain site (volunteers, family sign ups, after school/summer school programs) Encourage colleagues to participate in EPS opportunities (project and professional development) June Take activity survey (before end of school year) Document restoration project; send photos and descriptions to EPS June—onwards Participate in professional development opportunities offered by EPS Write and submit an article to local newspaper and media about project September - onwards Continue cycle of ecological restoration-based water stewardship education Maintain student and school and community involvement Continue partnering with EPS regional team
Implementing a Restoration: Where to Go to Find an EPS Activity Fall Restoration Elements Suggested EPS Activities Understand restoration and watershed concepts Study the model and natural ecosystems
Discovering Species, Habitats & Cycles activities (Water Stewardship Curriculum) Study the Model activities (EPS K-12 Curriculum Guide, Woodland Curricular Sampler)
Observe and map the watershed
Exploring and Mapping the Watershed activities (Water Stewardship Curriculum)
Conduct site analysis Restoring Native Ecosystems activities (Water Stewardship Curriculum) Site Analysis activities (EPS K-12 Curriculum Guide, Woodland Curricular Sampler, Rain Garden Curricular Sampler)
Make community connections to identify resource people
Community Assets Mapping (EPS K-12 Curriculum Guide) Community Assets Mapping: Water Stewardship (Water Stewardship Curriculum)
Winter Design and plan restoration Designing a Restoration (EPS K-12 Curriculum Guide)
Designing a Rain Garden (Rain Garden Curricular Sampler) Designing Native Planting (Water Stewardship Curriculum)
Select native plants and seeds, place an order, or grow transplants
Herbaceous Species Selection (EPS K-12 Curriculum Guide) Rain Garden Species Selection (Rain Garden Curricular Sampler) Woodland Species Selection (Woodland Curricular Sampler) Native Species Selection (Water Stewardship Curriculum) Balancing the Budget (EPS K-12 Curriculum, Guide Woodland Curricular Sampler) Plant the Site activities (EPS K-12 Curriculum Guide)
Make community connections to recruit volunteers for restoration
Telling the Story (EPS K-12 Curriculum Guide, Woodland Curricular Sampler, Water Stewardship Curriculum)
Spring Do site preparations Site Preparation Techniques (EPS K-12 Curriculum Guide) Do site planting Planting a Native Garden (EPS K-12 Curriculum Guide,
Woodland Curricular Sampler, Rain Garden Curricular Sampler) Plan, Prepare and Plant Shorelands (Water Stewardship Curriculum)
Conduct citizen science monitoring projects (appropriate all seasons!)
Monitoring Your Schoolyard Habitat Restoration (Water Stewardship Curriculum) Inquiring Investigating Monitoring activities (Water Stewardship Curriculum ) Conduct Research activities (EPS K-12 Curriculum Guide, Woodland Curricular Sampler) Manage the Site activities (EPS K-12 Curriculum Guide, Woodland Curricular Sampler)
Conduct student projects and information exchanges
Inquiry Learning: Students As Ecological Researchers EPS K-12 Curriculum Guide, Woodland Curricular Sampler) Sharing Student Data and Learning activities (Water Stewardship Curriculum )
Develop outreach materials and making community connections
Getting the Word Out (Rain Garden Curricular Sampler) Engaging in Community Action and Service Learning activities (Water Stewardship Curriculum )
Document successes Telling the Story (EPS K-12 Curriculum Guide, Woodland Curricular Sampler, Water Stewardship Curriculum)
Arrange for summer care of site and long-term management
Manage the Site activities (EPS K-12 Curriculum Guide, Woodland Curricular Sampler) Developing a Management Plan (Water Stewardship Curriculum ) Maintaining a Rain Garden Out (Rain Garden Curricular Sampler)
St
reng
ths &
Opp
ortu
nitie
s Br
ains
torm
bel
ow th
e in
divi
dual
, org
aniz
atio
nal,
scho
ol, a
nd c
omm
unity
stre
ngth
s tha
t will
hel
p yo
ur te
am im
plem
ent
Eart
h Pa
rtne
rshi
p fo
r Sch
ools
and
gai
n su
ppor
t for
scho
olya
rd re
stor
atio
n/na
tive
plan
t gar
dens
in y
our r
egio
n.
In
divi
dual
Str
engt
hs
O
rgan
izat
iona
l Str
engt
hs
Sc
hool
Str
engt
hs
C
omm
unity
Str
engt
hs
T
eam
:
Ple
ase
Post
on
the
Tea
m P
rogr
ess M
ural
.
Com
mun
ity P
artn
ers
Stat
e/T
eam
Nam
e:
P
leas
e Po
st o
n th
e Te
am P
rogr
ess M
ural
.
Mis
sion
Sta
tem
ent
T
eam
:
Plea
se P
ost o
n th
e Te
am P
rogr
ess M
ural
.
Proj
ect G
oals
for
YE
AR
1
1.
2.
3.
4.
Tea
m:
Plea
se P
ost o
n th
e Te
am P
rogr
ess M
ural
.
Goa
ls a
nd A
ctio
n Pl
anni
ng W
orks
heet
Purp
ose
of P
roje
ct:
Tim
e Fr
ame
for
Com
plet
ion:
Lea
d C
onta
ct:
Mem
bers
of T
ask
Gro
up:
Goa
ls:
Act
ion
Step
s W
ho
Res
ourc
es a
nd In
form
atio
n N
eede
d D
eadl
ine/
date
to b
e co
mpl
eted
Act
ion
Step
s W
ho
Res
ourc
es a
nd In
form
atio
n N
eede
d D
eadl
ine/
date
to b
e co
mpl
eted
Incorporating Earth Partnership Activities into the Curriculum through Backward Design
Overview
Backward Design through the Understanding by Design (UbD) Framework
The Understanding by Design (UbD) curriculum planning model developed by Grant Wiggins
and Jay McTighe supports authentic learning experiences for students.1 The Earth Partnership for
Schools program recommends that participants consider the concept of backward design as
described by Wiggins and McTighe. This will ensure that EPS activities are incorporated into the
school curriculum with a larger goal in mind, rather than simply being a series of unrelated
experiences. Note that the description below is a very brief overview of the UbD process; we
strongly suggest that you review the two sources cited in this section in more detail, or attend a
workshop on the framework (http://www.authenticeducation.org/services/workshops.lasso), in
order to fully incorporate it.
There are three main stages of designing a unit or curriculum with UbD. First, teachers must
identify the intended results of their instruction. Second, teachers reflect on what evidence they
need to demonstrate student learning. Only after these first two steps should teachers begin to
plan lessons. This is often contrary to the typical lesson planning process in which teachers
develop lessons before clearly identifying learning goals and assessment plans. It is important to
note, however, that this process is iterative rather than being a one-time, linear set of steps to
follow.
Unit and lesson plans should thus explicitly center on guiding questions and enduring
understandings related to meaningful standards. Otherwise, curriculum planning remains focused
on “coverage” and is just a series of disjointed activities. The UbD planning model instead
encourages teachers to design learning experiences in which students spend time exploring
important ideas.
Stage 1
Understandings and Essential Questions
Enduring understandings are core generalizations about big ideas. They are inferences drawn
from observable events. In the second sample template included with this overview, some
understandings include:
Wetlands must be protected to maintain clean water
Each citizen can take action to maintain a clean water supply
An enduring understanding requires student-centered construction of ideas from researching
information and making inferences. Enduring understanding focus on ideas that provide a
1 These pages are adapted from Jay McTighe and Grant Wiggins, Understanding by Design: Professional
Development Workbook, Alexandria, VA: ASCD, 2004 and The Understanding by Design Guide to Creating High-
Quality Units, Alexandria, VA: ASCD, 2011.
framework for topical understandings of specific ideas in a content area. They relate to the real
world and help to answer the question “Why should we care?”
Essential questions direct what students study and investigate about a subject’s core concepts,
important generalizations, critical content items, and processes and skills. Again in the second
sample unit with this overview, some of the essential questions include:
Why are wetlands necessary?
How can we balance economic progress and protection of wetlands?
As you can see, essential questions are open-ended and do not have a single “right answer.” They
are also arguable and require a well-reasoned response. Such questions are generative in nature
in that they spark inquiry and raise other questions. They can and should be revisted. Guiding
questions lead students to big ideas and enduring understandings.
Stage 2
Assessment Evidence
As noted by Wiggins and McTighe, quality assessments go beyond recall, to making meaning of
content and applying understanding to novel scenarios. A successful unit incorporates informal
and formal assessment for assessments of each of these kinds of learning at various times during
the unit, as opposed to only occuring during written quizes and tests. Moreover, what teachers
learn about student understanding should guide instruction. In the second sample template
included with this overview, a creative and engaging assessment is developed by the teacher, in
which students are part of a team performing a simulated site analysis of a proposed
development near their school. Students are “hired” by the Nature Conservancy to help the
organization decide whether or not to purchase the land for preservation as compared to six other
sites around the country.
Stage 3
Learning Plan
Wiggins and McTighe describe three kinds of learning that teachers should attend to in their
learning plans and assessments, which they refer to as A-M-T:
Acquisition (A)
Meaning-making (M)
Transfer (T)
The first kind of learning, acquisition (A), is familiar to most if not all teachers and can be
achieved through traditional teaching methods such as lecture and drill. The other two kinds of
learning, however, involve more student-centered teaching. Meaning making (M) involves
students making inferences, testing a theory or model, and interpreting patterns. Teachers cannot
simply share insights with students but rather must provide a learning environment that supports
students who construct their own meaning. Transfer learning (T) involves applying
understanding from one setting to another.
In the sample template included here, the teacher has students read news articles about floodplain
regulation in their area and develop a timeline of events (A). Students then write journal entries
on how “these events affect me, you, and us” (M). Students also consider what happens to
rainwater that falls on asphalt after a variety of activities, including studying topographic maps
(T).
Action Verbs for A-M-T (From McTighe and Wiggins, 2011)
Use these action verbs to help plan teaching and learning according to your A-M-T goals.
Acquisition
• Apprehend
• Calculate
• Define
• Discern
• Identify
• Memorize
• Notice
• Paraphrase
• Plug in
• Recall
• Select
• State
Meaning
• Analyze
• Compare
• Contrast
• Critique
• Defend
• Evaluate
• Explain
• Generalize
• Interpret
• Justify/support
• Prove
• Summarize
• Synthesize
• Test
• Translate
• Verify
Transfer
• Adapt (based on feedback)
• Adjust (based on results)
• Apply
• Create
• Design
• Innovate
• Perform effectively
• Self-assess
• Solve
• Troubleshoot
UbD Templates
In the pages that follow, three UbD templates are provided: 1) A template with general questions
to consider about the process; 2) a sample template of a grade 5-8 environmental science unit,
and 3) a blank template for you to fill out. Your goal should be to integrate sample EPS activities
into a larger unit that you have planned through the UbD process.
Planning Template1
Stage 1—Desired Results
Established Goals:
Understandings: Students will understand that…
Essential Questions:
In skill areas, students will be able to…
1 This template is adapted from Jay McTighe and Grant Wiggins, Understanding by Design: Professional
Development Workbook, Alexandria, VA: ASCD, 2004, p. 31.
Stage 2—Assessment Evidence
Performance Tasks:
Other Evidence
Stage 3—Learning Plan
Learning Activities: What learning experiences and instruction will enable students to achieve
the desired results? Here you will include Earth Partnership activities that meet your
targeted essential questions, understandings, and skills. These activities will fit within a
larger unit that you have sketched out above through the backward design process.
1
Ear
th P
artn
ersh
ip S
urve
y: W
hat A
ctiv
ities
Hav
e Y
ou D
one?
Dur
ing
the
Gre
at L
akes
Ear
th P
artn
ersh
ip In
stitu
te, y
ou w
ere
intro
duce
d to
the
proc
ess o
f dev
elop
ing
or e
xpan
ding
a n
ativ
e ha
bita
t gar
den
or
rest
orat
ion
site
alo
ng w
ith E
PS-d
evel
oped
act
iviti
es to
use
in y
our c
lass
room
. As p
art o
f the
EPS
eva
luat
ion,
we
wou
ld li
ke to
kno
w w
hich
ac
tiviti
es/s
teps
in th
e re
stor
atio
n pr
oces
s you
cho
se to
use
. Ple
ase
com
plet
e th
is su
rvey
to in
dica
te w
hich
act
iviti
es y
ou c
ompl
eted
dur
ing
the
2011
2 –
2013
scho
ol y
ear.
Than
ks!
O
ptio
nal:
Nam
e (s
) _
____
____
____
____
____
____
____
____
____
____
____
____
___
Scho
ol _
____
____
____
____
____
____
____
____
____
____
____
___
Act
ivity
Nam
e
Act
ivity
Des
crip
tion
S
ubje
cts
Gra
de
leve
l(s)
Num
ber
of
stud
ents
Se
ason
K-1
2 C
urri
culu
m G
uide
Stud
y th
e M
odel
Obs
erva
tions
from
a S
ingl
e Sp
ot 1
-1
Rec
ord
obse
rvat
ions
from
a si
ngle
spot
R
ain
Shad
ow P
lay
1-2
Dem
onst
rate
s why
pra
iries
are
in N
orth
A
mer
ica
Bot
any
Bou
quet
1-3
In
trodu
ce n
ativ
e pl
ants
usi
ng p
lant
sam
ples
W
hat’s
Gre
en a
nd G
row
s All
Ove
r? 1
-4
Stud
y bi
odiv
ersi
ty in
eco
syst
ems
Ecos
yste
m C
ompa
rison
s 1-5
C
olle
ct d
ata
to c
ompa
re e
cosy
stem
s
Ec
osys
tem
Mod
elin
g 1-
6 D
evel
op m
odel
of a
n ec
osys
tem
Is
The
re R
eally
a F
ood
Web
Out
The
re?
1-7
Rec
onst
ruct
a fo
od w
eb
Prai
rie S
cave
nger
Hun
t: St
udyi
ng A
dapt
atio
ns
1-8
Stud
ying
pla
nt a
dapt
atio
ns
Woo
dlan
d Sc
aven
ger H
unt 1
-9
Stud
y pl
ant a
dapt
atio
ns
Plan
t Fam
ilies
1-1
0 Pl
ant t
axon
omy
Taxo
nom
y &
Fie
ld G
uild
War
m-U
p 1-
11
Lear
n to
use
wild
flow
er fi
eld
guid
e
C
onst
ruct
a K
ey 1
-12
Con
stru
ct c
lass
ifica
tion
key
with
pla
nts
Vis
ual A
sses
smen
t 1-1
3 D
raw
var
ious
per
spec
tives
of l
ands
cape
s
C
reat
ing
an U
nder
grou
nd P
rairi
e 1-
14
Cre
ate
a lif
e-si
zed
mod
el o
f pla
nt ro
ots
Ecos
yste
m O
bser
vatio
n C
ards
1-1
5 Le
arn
abou
t eco
syst
ems t
hrou
ghou
t the
yea
r
W
inte
r Eco
logy
Obs
erva
tions
1-1
6
Col
lect
dat
a ab
out e
cosy
stem
s in
the
win
ter
2
Act
ivity
Nam
e A
ctiv
ity D
escr
iptio
n Su
bjec
ts
Gra
de
leve
l(s)
Num
ber
of
stud
ents
Se
ason
Inve
stig
ate
Site
His
tory
Res
earc
h La
nd H
isto
ry T
hrou
gh P
rimar
y So
urce
s 2-1
In
terp
ret t
he p
ast u
sing
prim
ary
sour
ces
Land
His
tory
Thr
ough
Lite
ratu
re 2
-2
Dis
cuss
his
toric
al fi
ctio
n an
d no
nfic
tion
Land
Use
Ove
r Tim
e: E
xam
inin
g Li
ving
his
tory
2-
3 In
terv
iew
resi
dent
s abo
ut a
rea
hist
ory
Land
Use
His
tory
: Sur
vey
and
Land
Ow
ners
hip
Rec
ords
2-4
R
esea
rch
owne
rshi
p an
d la
nd su
rvey
re
cord
s
Early
Sur
veyi
ng E
xper
ienc
es: L
ocat
ing
Witn
ess
Tree
s 2-5
Pr
actic
e ea
rly su
rvey
met
hods
usi
ng
com
pass
es a
nd ta
pe m
easu
res
Perf
orm
Site
Ana
lysi
s
Con
duct
ing
a Si
te A
naly
sis 3
-0
Stud
ents
ana
lyze
thei
r sch
ool g
roun
ds
Com
pass
Bas
ics 3
-1
Lear
n ho
w to
use
a c
ompa
ss
Map
ping
You
r Sch
ooly
ard
3-2
Cre
ate
a m
ap o
f the
scho
ol y
ard
Not
ing
Not
able
Fea
ture
s 3-3
Su
rvey
scho
olya
rd’s
cha
ract
eris
tics
The
Hid
den
and
Info
rmal
Cur
ricul
um 3
-4
Expl
ore
and
desc
ribe
the
scho
ol g
roun
ds
Expl
orin
g Y
our S
ite T
hrou
gh C
olor
, Tex
ture
, an
d Pa
ttern
3-5
A
naly
ze c
olor
s, pa
ttern
s, an
d te
xtur
es
Wha
t’s P
ossi
ble?
Ana
lyzi
ng E
xist
ing
Veg
etat
ions
for A
nsw
ers 3
-6
Iden
tify
plan
ts a
nd d
eter
min
e si
gnifi
canc
e
How
Do
You
Mea
sure
Up?
3-7
U
se d
iffer
ent m
etho
ds o
f est
imat
ing
tree
heig
ht
Mea
surin
g U
p Tr
ee S
ize
3-8
Iden
tify,
mea
sure
, chr
onic
le tr
ee si
ze
How
Tal
l Are
You
? M
easu
ring
Up
Plan
t Siz
e 3-
9 M
easu
re a
nd c
ompa
re p
lant
hei
ghts
Woo
dlan
d La
yer A
sses
smen
t 3-1
0
Inve
stig
ate
the
woo
dlan
ds u
sing
var
ious
co
llect
ion
met
hods
to d
eter
min
e co
mpo
sitio
n
Topo
grap
hy: M
easu
ring
slop
e 3-
12
Cal
cula
te sl
opes
with
wat
er a
nd m
eter
st
icks
3
Act
ivity
Nam
e A
ctiv
ity D
escr
iptio
n Su
bjec
ts
Gra
de
leve
l(s)
Num
ber
of
stud
ents
Se
ason
Soil
Text
ure
Feel
Tes
t 3-1
4 Id
entif
y so
ils th
roug
h a
text
ure
feel
test
key
In
filtra
tion
Test
s: E
xplo
ring
the
Flow
of W
ater
Th
roug
h So
ils 3
-15
Obs
erve
how
wat
er fl
ows i
nto
and
thro
ugh
soils
Soil
Prof
ile In
vest
igat
ions
3-1
6 So
il de
velo
pmen
t thr
ough
soil
prof
iles
Soils
Stu
dies
: Liv
ing
vs. N
on-L
ivin
g Ex
amin
atio
n 3-
17
Sepa
rate
soils
into
livi
ng a
nd n
on-li
ving
th
ings
Mak
e C
omm
unity
Con
nect
ions
Com
mun
ity A
sset
s Map
ping
4-1
In
vent
ory
com
pone
nts o
f the
loca
l co
mm
unity
Telli
ng th
e R
esto
ratio
n St
ory
4-2
Cre
ate
a ph
oto
or w
ritte
n es
say
of th
e pr
ojec
t
Plan
the
Res
tora
tion
A P
rairi
e Y
ear 5
-1
A p
lay
abou
t sea
sona
l blo
omin
g
Des
igni
ng a
Res
tora
tion
5-2
Des
ign
a na
tive
land
scap
e or
gar
den
site
W
here
Doe
s You
r Gar
den
Gro
w?
5-3
Det
erm
ine
type
s of g
arde
ns th
at w
ill g
row
W
hat’s
a S
quar
e Fo
ot A
nyw
ay?
5-5
Tran
sfer
des
ign
plan
to th
e gr
ound
Pr
airie
Gar
den
Spec
ies S
elec
tion
5-6
Cre
ate
a sp
ecie
s lis
t
W
oodl
and
Spec
ies S
elec
tion
5-7
Cre
ate
spec
ies l
ist f
or w
oodl
and
rest
orat
ion
Up
Clo
se a
nd P
erso
nal 5
-8
Res
earc
h pl
ants
H
ow M
uch
Seed
Do
I Nee
d? 5
-9
Mea
sure
& c
alcu
late
rest
orat
ion
site
s
B
alan
cing
the
Bud
get 5
-10
Cre
ate
ecol
ogic
ally
soun
d se
ed m
ix
Prep
are
the
Site
Site
Pre
para
tion
Tech
niqu
es 6
-0
Lear
n ab
out s
ite p
repa
ratio
n st
rate
gies
Site
Pre
para
tion
Scen
ario
s 6-1
R
esea
rch
and
pres
ent r
ecom
men
datio
ns fo
r si
te
How
Muc
h M
ulch
? 6-
2 C
alcu
late
qua
ntity
and
cos
t of m
ulch
Plan
t the
Site
Seed
s to
Seed
lings
: See
d C
olle
ctio
n 7-
1 C
olle
ct se
eds f
rom
rem
nant
or r
esto
ratio
n
Se
eds t
o Se
edlin
gs: S
eed
Cle
anin
g an
d St
orag
e
7-2
Lear
n ho
w se
eds a
dapt
to su
rviv
e in
thei
r en
viro
nmen
t
4
Act
ivity
Nam
e A
ctiv
ity D
escr
iptio
n Su
bjec
ts
Gra
de
Lev
el(s
) N
umbe
r of
st
uden
ts
Seas
on
Seed
s to
Seed
ling:
Pro
paga
ting
Seed
s in
the
Cla
ssro
om 7
-3
Lear
n th
e m
echa
nics
of h
ow to
star
t se
edlin
gs
Mix
ing
the
Seed
7-4
M
ix se
ed a
nd fi
ller
A T
ime
to S
ow 7
-5
Sow
ing
seed
with
stud
ents
and
oth
ers
Plan
ting
Nat
ive
Plan
ts 7
-6
Plan
ting
trans
plan
ts, s
hrub
s or t
rees
Pl
antin
g B
irthd
ay C
eleb
ratio
ns 7
-7
Cel
ebra
te y
our p
lant
ing
Cel
ebra
ting
a C
omm
unity
7-8
Pr
int a
cel
ebra
tion
“qui
lt”
Man
age
the
Site
Man
agin
g Y
our R
esto
ratio
n 8-
1 M
anag
e re
stor
atio
n si
te w
ith w
eedi
ng,
mow
ing,
cut
ting,
mul
chin
g, a
nd w
ater
ing
Inva
sion
of N
on-N
ativ
e Pl
ants
8-1
Id
entif
y no
n-na
tive
plan
ts a
t site
W
eed
Car
ds
Cre
ate
a se
t of l
amin
ated
car
ds to
iden
tify
wee
ds in
the
rest
orat
ion
Wee
d Lo
tto: H
ow B
raze
n is
the
Inva
sion
? 8-
4 D
eter
min
e fr
eque
ncy
of n
on-n
ativ
e pl
ants
in
rest
orat
ion
You
ng R
esto
ratio
n C
heck
-Up
8-2
Inve
ntor
y an
d de
term
ine
heal
th o
f a
rest
orat
ion
site
Con
duct
Res
earc
h
Inqu
iry-b
ased
Fie
ld P
robl
ems 9
-1
Ask
que
stio
ns a
nd d
esig
n ex
perim
ents
on
sc
hool
yard
rest
orat
ions
Ger
min
atio
n D
eter
min
atio
n 9-
2 Te
st se
ed g
erm
inat
ion
Wha
t Doe
s a S
eed
Nee
d? 9
-3
Des
ign
an e
xper
imen
t to
germ
inat
e se
eds
Swee
ping
Dis
cove
ries 9
-10
Res
earc
h in
sect
div
ersi
ty
Inqu
iry L
earn
ing:
Stu
dent
s as E
colo
gica
l R
esea
rche
rs
Des
ign,
con
duct
rese
arch
and
pre
sent
re
sults
Inqu
iry L
earn
ing:
Wha
t’s y
our f
avor
ite c
olor
? C
ondu
ct re
sear
ch o
n in
sect
s with
col
ored
bo
wls
Lea
rnin
g G
roun
ds
Bis
on S
kin
Art
10-1
M
ake
art l
ike
Nat
ive
Am
eric
ans o
f the
Pl
ains
Dia
logu
e B
etw
een
a Pl
ant a
nd P
ollin
ator
10-
2 W
rite
a di
alog
ue a
fter o
bser
ving
pol
linat
ion
Geo
met
ry in
Nat
ure
10-3
Fi
nd a
ssig
ned
shap
es in
nat
ural
are
a
5
Act
ivity
Nam
e A
ctiv
ity D
escr
iptio
n Su
bjec
ts
Gra
de
Lev
el(s
) N
umbe
r of
st
uden
ts
Seas
on
Goi
ng A
fter t
he C
ows 1
0-4
Expl
ain
how
exp
erie
nces
in n
atur
e sh
ape
idea
s
Inse
ct C
hara
des 1
0-5
Act
out
pra
irie
inse
ct o
rder
s usi
ng k
ey
feat
ures
Lette
r to
a R
elat
ive
10-6
W
rite
a le
tter t
o gr
eat g
rand
pare
nt o
r gr
andc
hild
Nat
ure’
s Pat
tern
s 10-
7 Lo
cate
mat
hem
atic
al a
nd g
eom
etric
pa
ttern
s
Nav
igat
ing
the
Woo
dlan
d W
ebsi
te 1
0-8
Use
EPS
Web
site
to le
arn
abou
t woo
dlan
d ec
osys
tem
s
Phen
olog
ical
Nat
ure
Wal
ks 1
0-9
Obs
erve
and
reco
rd se
ason
al c
hang
es
Plan
t Im
mig
rant
s 10-
10
Res
earc
h in
trodu
ctio
n of
non
-nat
ive
plan
ts
Plan
t Pow
er! 1
0-11
R
esea
rch
Nat
ive
Am
eric
an u
ses o
f nat
ive
plan
ts
Ref
lect
ive
Jour
nal 1
0-12
R
ecor
d yo
ur o
utdo
or o
bser
vatio
ns
Scho
olya
rd P
oetry
/Rap
10-
13
Cre
ate
poet
ry o
r rap
abo
ut a
nat
ural
syst
em
Sprin
g Fe
ver 1
0-15
M
easu
re so
il te
mpe
ratu
res
Twig
s are
for K
ids 1
0-16
U
se tw
igs t
o id
entif
y tre
es o
n sc
hool
gr
ound
s
Phen
olog
y: S
harin
g an
d co
mpa
ring
your
sc
hool
yard
s’ c
lock
s Li
fe-c
ycle
s and
clim
ate
trend
s acr
oss
geog
raph
ic re
gion
s
Phen
olog
y: C
limat
e ch
ange
in y
our s
choo
lyar
d Ex
plor
e ho
w c
hang
es in
clim
ate
affe
ct li
fe
cycl
es
Rai
n G
arde
n C
urri
cula
r Sa
mpl
er
Why
Bui
ld R
ain
Gar
dens
?
A R
ain
Gar
den
Yea
r 1-1
Pl
ay a
bout
seas
onal
blo
omin
g
B
imod
al B
otan
y B
ouqu
et 1
-2
War
m-u
p to
intro
duce
rain
gar
den
plan
ts
Con
junc
tion
Func
tion
1-3
Illus
trate
s how
rain
gar
dens
func
tion
6
Act
ivity
Nam
e A
ctiv
ity D
escr
iptio
n Su
bjec
ts
Gra
de
Lev
el(s
) N
umbe
r of
st
uden
ts
Seas
on
Perf
orm
Site
Ana
lysi
s
Not
ing
Not
able
Fea
ture
s 2-1
Id
entif
y fe
atur
es re
leva
nt fo
r a ra
in g
arde
n
Fo
llow
the
Dro
p 2-
2 C
olle
ct in
form
atio
n ab
out w
ater
runo
ff o
n a
site
Iden
tifyi
ng Y
our S
oil f
or R
ain
Gar
dens
2-3
U
se so
il te
xtur
e fe
el k
ey to
iden
tify
soils
In
filtra
tion
Test
: Exp
lorin
g th
e Fl
ow o
f Wat
er
Thro
ugh
Soils
2-4
M
easu
re w
ater
flow
into
and
thro
ugh
soils
Mea
surin
g Sl
ope
for R
ain
Gar
dens
2-5
C
alcu
late
per
cent
slop
e fo
r rai
n ga
rden
site
Pl
an a
Rai
n G
arde
n
Sizi
ng a
Rai
n G
arde
n 3-
1 D
eter
min
e ra
in g
arde
n si
ze w
ith fo
rmul
as
Des
igni
ng a
Rai
n G
arde
n 3-
2 D
esig
n ra
in g
arde
n an
d op
tiona
l pla
ntin
g pl
an
Rai
n G
arde
n Sp
ecie
s Sel
ectio
n 3-
3 C
reat
e na
tive
spec
ies l
ist f
or a
rain
gar
den
Prep
are
and
Plan
t a R
ain
Gar
den
Wha
t’s a
Squ
are
Foot
Any
way
? 4-
1 Tr
ansf
er ra
in g
arde
n de
sign
to th
e gr
ound
Pl
antin
g a
Scho
ol R
ain
Gar
den
4-2
Lear
n ho
w to
pla
nt tr
ansp
lant
s
M
aint
ain
a R
ain
Gar
den
Rai
n G
arde
n M
aint
enan
ce 5
-1
Lear
n ab
out p
lant
and
gar
den
care
M
ake
Com
mun
ity C
onne
ctio
ns
G
ettin
g th
e W
ord
Out
6-1
D
evel
op o
utre
ach
mat
eria
ls fo
r the
co
mm
unity
Woo
dlan
d Sa
mpl
er
Stud
y th
e M
odel
Woo
dlan
d Ec
osys
tem
Obs
erva
tion
Car
ds 1
-1
O
bser
ve a
woo
dlan
d ec
osys
tem
thro
ugho
ut
the
year
Woo
dlan
d Sc
aven
ger H
unt:
Stud
ying
Pla
nt
Ada
ptat
ions
1-2
St
udy
how
pla
nts
adap
t to
env
ironm
enta
l co
nditi
ons
7
Act
ivity
Nam
e A
ctiv
ity D
escr
iptio
n Su
bjec
ts
Gra
de
Lev
el(s
) N
umbe
r of
st
uden
ts
Seas
on
Phot
osyn
thes
is F
ollie
s 1-3
Take
par
t in
a pl
ay th
at il
lust
rate
s the
pro
cess
of
pho
tosy
nthe
sis
Tree
of L
ife: C
lass
ifyin
g W
oodl
and
Org
anis
ms
1-
4 Le
arn
woo
dlan
d pl
ant
taxo
nom
y in
clud
ing
fern
s, fu
ngi,
liche
ns a
nd m
oss
Myc
orrh
izal
Mag
ic 1
-5
Ex
plor
e th
e w
oodl
and
to o
bser
ve i
ts f
unga
l lif
e
Old
Log
’s N
ew L
ife 1
-6
Ex
amin
e de
com
posi
tion
of a
log
Jack
-O-L
ante
rn A
rcha
eolo
gy 1
-7
Ex
perim
ent w
ith d
ecom
posi
tion
Soil
Expl
orat
ions
1-8
Iden
tify
com
pone
nts o
f soi
ls fr
om d
iffer
ent
ecos
yste
ms
Act
ivity
Nam
e A
ctiv
ity D
escr
iptio
n Su
bjec
t G
rade
le
vel(s
) N
umbe
r of
st
uden
ts
Seas
on
Inve
stig
ate
Site
His
tory
Rea
ding
the
Land
2-1
Expl
ore
a w
oodl
and
look
ing
for e
vide
nce
of it
s hi
stor
y to
info
rm re
stor
atio
n ch
oice
s
Ana
lyze
the
Site
Woo
dlan
d N
otin
g N
otab
le F
eatu
res 3
-1
A
sses
s you
r sch
ooly
ard
for a
woo
dlan
d si
te
Woo
dlan
d La
yer A
sses
smen
t 3-2
Inve
stig
ate
a w
oodl
and
usin
g sc
ient
ific
data
co
llect
ion
met
hods
Twig
s are
for K
ids 3
-3
O
bser
ve tw
igs a
nd b
ark
to id
entif
y tre
es in
win
ter
Plan
, Pre
pare
, and
Pla
nt th
e W
oodl
and
Site
A W
oodl
and
Yea
r 5,6
,7-1
Put o
n a
play
that
illu
stra
tes t
he se
ason
al o
rder
of
bloo
m in
a w
oodl
and
A G
ood
Fit 5
,6,7
-2
Id
entif
y w
oodl
and
com
mun
ities
to re
stor
e ba
sed
on o
bser
vatio
n, a
naly
sis,
and
rese
arch
Spec
ies S
elec
tion:
Her
bace
ous P
lant
s 5,
6,7-
3 C
reat
e a
list o
f spe
cies
for a
woo
dlan
d re
stor
atio
n
8
Act
ivity
Nam
e A
ctiv
ity D
escr
iptio
n Su
bjec
tG
rade
le
vel(s
) N
umbe
r of
st
uden
ts
Seas
on
Spec
ies S
elec
tion:
Woo
dy P
lant
s 5,6
,7-4
C
reat
e a
list o
f spe
cies
for a
woo
dlan
d us
ing
an
elec
troni
c da
taba
se
Plan
ning
a W
oodl
and
Res
tora
tion
5,6,
7-5
D
evel
op a
pla
ntin
g pl
an a
nd o
rder
pla
nts f
or a
w
oode
d or
non
-woo
ded
site
Trai
lbla
zers
5,6
,7-6
Pl
an a
nd c
reat
e a
woo
dlan
d tra
il
M
anag
e th
e Si
te
M
anag
ing
You
r Woo
dlan
d Si
te 8
-1
M
anag
e th
e re
stor
atio
n si
te fr
om w
eed
cont
rol t
o es
tabl
ishi
ng n
ew p
lant
ings
Woo
dlan
d R
esto
ratio
n C
heck
-up
8-2
In
vent
ory
and
dete
rmin
e th
e he
alth
of a
re
stor
atio
n
Mob
ilizi
ng W
ork
Gro
ups 8
-3
L
earn
how
to o
rgan
ize
a w
ork
party
for s
afet
y an
d su
cces
s
Hab
itat D
etec
tives
8-4
Expl
ore
a w
oodl
and
asse
ssin
g its
wild
life
habi
tat
valu
e
Hab
itat A
sses
sors
8-5
Ana
lyze
wha
t to
plan
t for
wild
life
usin
g a
Phen
olog
y W
heel
Hab
itat E
nhan
cers
8-6
Plan
and
impl
emen
t a h
abita
t enh
ance
men
t
Nor
ther
n H
emis
pher
e Te
mpe
rate
W
oodl
ands
: The
Rai
nfor
est /
Bor
eal
Con
nect
ion
8-7
Col
lect
dat
a an
d re
sear
ch to
enh
ance
a w
oodl
and
for m
igra
ting
song
bird
s
Con
duct
Res
earc
h
Long
Ter
m T
ree-
Gro
wth
Mon
itorin
g 9-
1
Mon
itor t
ree-
grow
th in
a w
oodl
and
Tree
s as C
arbo
n Si
nks:
For
est
Ecos
ervi
ces 9
-2
Cal
cula
te c
arbo
n se
ques
tratio
n an
d ev
alua
te o
ther
ec
oser
vice
s tre
e pr
ovid
e
Polli
natio
n O
bser
vatio
ns 9
-3
R
esea
rch
polli
natio
n by
inse
cts
Lea
rnin
g G
roun
ds
W
oodl
and
Nei
ghbo
rs M
ake
a C
omm
unity
10
-1
Inve
stig
ate
the
role
s pla
yed
by p
lant
and
ani
mal
co
mm
unity
mem
bers
9
Act
ivity
Nam
e A
ctiv
ity D
escr
iptio
n Su
bjec
tG
rade
le
vel(s
) N
umbe
r of
st
uden
ts
Seas
on
Cam
oufla
ge C
ritte
rs 1
0-2
Le
arn
how
ani
mal
s use
cam
oufla
ge fo
r sur
viva
l by
mak
ing
anim
als f
or o
ther
s to
find
Livi
ng T
ree
His
torie
s 10-
3
Usi
ng L
eopo
ld’s
Goo
d O
ak a
s a m
odel
and
fiel
d ob
serv
atio
ns w
rite
a tre
e’s h
isto
ry
Phen
olog
y W
heel
s: B
irthd
ay P
heno
logy
10
-4
Gai
n aw
aren
ess o
f phe
nolo
gy a
nd e
ach
othe
r by
conn
ectin
g bi
rthda
ys w
ith a
nd lo
cal p
heno
logy
Phen
olog
y W
heel
s: E
nhan
cing
a S
ense
of
Plac
e 10
-5
Dee
pen
a se
nse
of p
lace
thro
ugh
writ
ing
or
artw
ork
and
asse
mbl
ing
wor
k on
a W
heel
Wat
er S
tew
ards
hip
Dis
cove
ring
Spe
cies
, Hab
itats
& C
ycle
s
Lear
ning
Abo
ut W
ater
Crit
ters
1-1
Inve
stig
ate
mac
roin
verte
brat
e lif
e
Und
erst
andi
ng H
abita
t 1-2
Expl
ore
basi
c su
rviv
al n
eeds
of h
uman
s and
w
ildlif
e by
lear
ning
wha
t is a
hab
itat
Ecos
yste
m O
bser
vatio
ns a
t Wat
ers’
Edg
e 1-
3
Fam
iliar
ize
your
self
with
the
ecos
yste
m a
t di
ffer
ent t
imes
of y
ear
Wat
erdr
op Jo
urne
ys in
the
Wat
er C
ycle
1-
4
Play
a g
ame
of c
hanc
e an
d m
ovem
ent t
o un
ders
tand
the
com
plex
ities
of t
he w
ater
cyc
le
Wat
er in
the
Wat
ersh
ed 1
-5
C
reat
e a
wat
ersh
ed m
odel
and
lear
n ab
out
wat
ersh
eds,
stor
m w
ater
, and
pol
lutio
n
Stop
the
Dro
p 1-
6
Sim
ulat
e a
rain
stor
m a
nd m
easu
re st
orm
wat
er
runo
ff re
leas
ed
Inte
rcep
tion
1-7
Pl
ace
rain
gau
ges i
n ar
eas t
o se
e ho
w m
uch
wat
er
trees
trap
Wat
er P
athw
ays 1
-8
D
epic
t the
wat
er c
ycle
on
your
scho
ol g
roun
ds in
th
e pa
st, a
t pre
sent
, and
in th
e fu
ture
10
Act
ivity
Nam
e A
ctiv
ity D
escr
iptio
n Su
bjec
tG
rade
le
vel(s
) N
umbe
r of
st
uden
ts
Seas
on
Win
ter E
colo
gy O
bser
vatio
ns -
In Y
our
Wat
ersh
ed 1
-9
Col
lect
dat
a to
und
erst
and
of h
ow sn
owfa
ll an
d sn
ow m
elt a
ffec
ts la
nd a
nd w
ater
Exp
lori
ng a
nd M
appi
ng th
e W
ater
shed
Scho
olya
rd F
ollo
w th
e D
rop
2-1
O
bser
ve, m
ap a
nd c
olle
ct in
form
atio
n ab
out w
ater
ru
noff
on
your
scho
ol p
rope
rty
Nei
ghbo
rhoo
d Fo
llow
the
Dro
p 2-
2 O
bser
ve a
nd c
olle
ct in
form
atio
n ab
out t
he jo
urne
y of
wat
er fr
om y
our s
choo
l to
a bo
dy o
f wat
er
Land
scap
e Fo
llow
the
Dro
p 2-
3
Take
a v
irtua
l jou
rney
from
you
r loc
al w
ater
bod
y to
the
ocea
n us
ing
map
s & G
oogl
e Ea
rth
GPS
Bas
ics 2
-4
U
se c
ompa
sses
and
GPS
uni
ts to
bec
ome
fam
iliar
w
ith G
PS a
nd lo
catin
g ob
ject
s
Parti
cipa
tory
Pho
to M
appi
ng 2
-5
Ex
plor
e th
e ex
perie
nce
of p
lace
by
com
bini
ng
phot
ogra
phs,
stor
ies,
and
map
s
Inqu
irin
g, In
vest
igat
ing
& M
onito
ring
Mon
itorin
g Y
our S
choo
lyar
d R
esto
ratio
n –
Wat
er S
tew
ards
hip
3-1
Mon
itor y
our r
esto
ratio
n to
trac
k pr
ogre
ss a
nd
chan
ge a
nd c
ontri
bute
to c
itize
scie
nce
“Wat
er”
You
Doi
ng w
ith H
ydro
logy
? (A
W
ater
Inve
ntor
y) 3
-2
Ass
ess p
oten
tial r
isks
to w
ater
from
stor
m w
ater
co
min
g of
f the
ir sc
hool
or h
ome
prop
ertie
s
Tiny
Tra
nsfo
rmat
ions
3-3
Use
eng
inee
ring
met
hods
to e
stim
ate
run
off a
nd
deve
lop
scen
ario
s to
redu
ce v
olum
e
Rai
n G
arde
n Pr
oces
ses M
odel
3-4
Use
a c
ompu
ter p
rogr
am to
mea
sure
the
effe
ctiv
enes
s of
rain
gar
dens
you
may
con
stru
ct
Rai
n G
arde
n Tr
acki
ng T
ool 3
-5
C
alcu
late
and
qua
ntify
cha
nge
in w
ater
run
off
thro
ugh
wid
espr
ead
cons
truct
ion
of
rain
gar
dens
Trac
king
Rai
n G
arde
ns in
you
r Wat
ersh
ed
3-6
Trac
k th
e nu
mbe
r of r
ain
gard
ens i
n yo
ur
wat
ersh
ed
11
Act
ivity
Nam
e A
ctiv
ity D
escr
iptio
n Su
bjec
tG
rade
le
vel(s
) N
umbe
r of
st
uden
ts
Seas
on
Res
tori
ng N
ativ
e E
cosy
stem
s
Not
ing
Not
able
Fea
ture
s 4-1
C
ondu
ct si
te a
naly
sis f
or w
ater
stew
ards
hip
and
wild
life
habi
tat
Hab
itat A
sses
smen
t: Th
e Pa
rts E
qual
the
Who
le 4
-2
Iden
tify
and
asse
ss th
e el
emen
ts o
f a st
ream
ha
bita
t (W
ater
Act
ion
Vol
unte
ers,
a U
W
Exte
nsio
n Pu
blic
atio
n)
Des
igni
ng a
Res
tora
tion
for W
ater
St
ewar
dshi
p an
d W
ildlif
e H
abita
t 4-3
C
reat
e a
colla
bora
tive
nativ
e la
ndsc
ape
plan
Nat
ive
Spec
ies S
elec
tion
for W
ater
St
ewar
dshi
p an
d W
ildlif
e H
abita
t 4-4
C
reat
e a
list o
f nat
ive
spec
ies f
or y
our r
esto
ratio
n
Plan
, Pre
pare
, and
Pla
nt S
hore
land
s 4-5
R
esto
re sh
orel
ines
, stre
amba
nks,
and
buff
ers
Dev
elop
ing
a M
anag
emen
t Pla
n 4-
6
Man
age
a re
stor
atio
n si
te w
ith w
eedi
ng, c
uttin
g,
mul
chin
g, a
nd w
ater
ing
Eng
agin
g in
Com
mun
ity A
ctio
n an
d Se
rvic
e L
earn
ing
Why
Car
e A
bout
Wat
ersh
ed P
rote
ctio
n?
5-1
Enga
ge in
a c
lass
dis
cuss
ion
and
prac
tice
inte
rper
sona
l com
mun
icat
ion
usin
g th
e So
crat
ic
Sem
inar
lear
ning
met
hod
Prio
ritiz
ing
Act
ions
: Wat
er S
tew
ards
hip
5-2
Use
inve
stig
atio
ns a
nd in
form
atio
n to
dev
elop
pr
ojec
t ide
as a
nd u
ltim
atel
y se
lect
a p
roje
ct
Com
mun
ity A
sset
s Map
ping
: Wat
er
Stew
ards
hip
5-3
Lear
n ho
w to
iden
tify
asse
ts o
f the
com
mun
ity
Out
reac
h M
ater
ials
: Pro
mot
ing
Solu
tions
to
Wat
er P
ollu
tion
5-4
Dev
elop
mat
eria
ls su
gges
ting
a so
lutio
n fo
r co
mm
unity
mem
bers
to a
ddre
ss w
ater
shed
issu
es
Pow
erfu
l Pow
erPo
int P
rese
ntat
ions
5-
5 D
evel
op a
pre
sent
atio
n ab
out y
our r
esea
rch
to
info
rm y
our c
omm
unity
and
Dec
isio
n-m
aker
s
Telli
ng th
e W
ater
Ste
war
dshi
p St
ory
5-6
Cre
ate
a w
ritte
n or
pho
togr
aphi
c es
say
to
docu
men
t you
r wat
er st
ewar
dshi
p pr
ojec
t
Shar
ing
Stud
ent D
ata
and
Lea
rnin
g
Gre
at L
akes
Ear
th P
artn
ersh
ip D
igita
l N
etw
ork
6-1
U
se G
oogl
e M
aps t
o sh
are
your
dat
a an
d pr
ojec
ts
with
Ear
th P
artn
ersh
ip sc
hool
s
Shar
ing
and
Com
parin
g Y
our S
choo
ls’
Wat
er S
tew
ards
hip
Proj
ects
6-2
Le
arn
how
and
wha
t to
shar
e an
d co
mpa
re
amon
g Ea
rth P
artn
ersh
ip sc
hool
s
12
Act
ivity
Nam
e A
ctiv
ity D
escr
iptio
n Su
bjec
tG
rade
le
vel(s
)N
umbe
r of
st
uden
tsSe
ason
Oth
er A
ctiv
ities
or
Fiel
d E
xper
ienc
es
13
Step
1: C
heck
all
of th
e ac
tiviti
es th
at y
ou h
ave
unde
rtake
n in
pr
epar
atio
n fo
r a re
stor
atio
n/na
tive
plan
ting
Step
2: I
ndic
ate
who
has
bee
n in
volv
ed in
thes
e pl
anni
ng a
ctiv
ities
. (C
heck
all
that
app
ly.)
Stra
tegi
c Pl
anni
ng
Don
e?
M
e St
uden
ts
Lead
ersh
ip
team
m
embe
rs
Oth
er
teac
hers
, sc
hool
st
aff
Adm
inis
trato
rs C
omm
unity
m
embe
rs
and
othe
r gr
oups
D
ecid
e to
dev
elop
a n
ativ
e pl
antin
g pr
ojec
t on
or n
ear m
y sc
hool
Pr
epar
e na
tive
plan
ting
site
Pl
ant a
nat
ive
plan
ting
or p
lan
to th
is sp
ring
Dev
elop
a c
omm
ittee
for s
ite m
aint
enan
ce a
nd/o
r dev
elop
men
t
En
act s
ite m
aint
enan
ce p
lan
Seek
com
mun
ity re
sour
ces t
o su
ppor
t nat
ive
gard
en p
roje
ct
Mee
t with
scho
ol a
dmin
istra
tion
abou
t nat
ive
gard
en p
roje
ct
Iden
tify
off-
scho
ol n
ativ
e si
tes t
o be
use
d fo
r stu
dent
stud
y
W
rite
gran
t(s) t
o su
ppor
t nat
ive
gard
en p
roje
ct
Pres
ent t
o th
e sc
hool
boa
rd
Invo
lve
com
mun
ity m
embe
rs in
nat
ive
gard
en-r
elat
ed e
vent
s
M
eet w
ith o
ther
teac
hers
to e
ncou
rage
them
to u
se th
e si
te
Invo
lved
stud
ents
in a
serv
ice-
lear
ning
pro
ject
Succ
esse
s C
halle
nges