Extensions for WSTaR Magnet Lessons (refer to lessons in each magnet unit) 1st Grade Extensions Unit 1 Lesson 1 Take students to the garden, playground, or down the KRVT trail and have them choose 3 different objects. Draw a picture of each object. Return to class and think about how that object would be described. Label the characteristics of your object – have students get into groups and share their objects and observations. Have students describe shapes with their bodies. Show flat with your body. Show round. Show crooked. This can be done outside. This should be playful, fun and easy to remember. Read Caps for Sale by Esphyr Slobodkina Lesson 2 Take a walking tour of the school inside or outside – let students explore and search for an object to make their own bag of objects for their blind fold activity. Have them describe their objects and record their descriptions. Repeat the lesson activity with the student objects – have each participant describe the objects before they see what it really is. Compare the descriptions of the finder to the blindfolded participant descriptions. How different are the descriptions? Why are they different? The Missing Piece by Shel Silverstein would be a good book to go with this. Have students draw a picture of the piece that should fit into the missing piece before they see the actual piece. Lesson 3, 4, 5 Use recyclable materials from the cafeteria to make a creature or a mascot for your recycling efforts at the school. Include pictures of your creature in your posters. Let kids brainstorm and plan what can be made. They will use the observable characteristics to decide what works best for each part of the creature. Each class can make more than one creature if you choose. Have students imagine and share what the creature sounds like and smells like. How do you think the creature moves? Use descriptive words to share ideas. “Frog Belly Rat Bone” Is a good book about garden trash and cleaning it up so seeds can grow. There is a trash-made creature in the book that comes to life. Lesson 6 Invite in a neighborhood member or members to be an audience for students to share their knowledge with. See if they will bring in a full recycling bin from home. Let the students’ rate or grade them on their sorting skills. (Guest can be prompted ahead of time to mess some things up.) Take students on a walking field trip around the neighborhood on recycling day to count how many people have recycling bins. Discuss if this is a lot or a little. Include this information in the Stuart Newsletter. Lesson 7 Have students share their book with a kindergarten class. They could also share with neighborhood members or community members. Contact a local grocery store to see if students can display their work (poster, stories, etc.) in the store for the community to see. Lesson 8 Take students outside after a rainy day and have them find places where rain has fallen. Have them draw pictures of what shape this puddle or pond or storm water stream will be if the temperature drops to freezing. Freeze water in containers that have wide mouths and ones that have small mouths. Challenge the students to predict how they will get the water out of the container after it is frozen. See if they think about the water being stuck. Lesson 9 Go fishing! Lay out many note cards on a large mat or the floor. Put magnets on the bottom of some of them but not in others. Make sure all the note cards are numbered. Have students go fishing and record which numbers they catch. After everyone is done fishing have all students share what numbers they caught. Discuss why they all caught the same numbers. Why is it no one caught number ____? 2nd Grade Extensions Unit 1 Lesson 1 Have a potluck meal as a class. Divide students up into groups and have each group come up with a dish for the class. Students will make a dish with scrap paper ingredients that they color and cut up. Have students serve each other their dishes divided up into proper serving sizes. Each group can be assigned a food group Lesson 2 A visit to the grocery store would be appropriate for all of the lessons in this Unit. It may work well to do the first 4 lessons and then go on a walking field trip. Prepare a scavenger hunt type worksheet before-hand that asks students to look for all of the information they have learned about so far at the grocery store. Check out lesson 3 field trip ideas. Lesson 3 Walk to the Peoples Food Co-op located on Harrison St., Walk to the Park Street Market. Have students pick up 5 things that jump out at them. Record the sugar and protein content in each one being careful to write down what product it is. When back in the classroom compare and graph the data collected. Lesson 4 Walk to the Park Street Market and record how many produce items are from Michigan. Make a nutrition chart to hang in the cafeteria that shows vitamins and minerals found in Michigan Foods. Lesson 5 Invite a nutritionist from Bronson to come and talk to the class about fat, sugar and fiber. http://www.bronsonhealth.com/MedicalServices/ChildrensHealth/page929 - School out reach program. Lesson 6 Take a Cafeteria lunch and have students research how many calories might be in their lunch for the day. Ask the students to evaluate the health of the lunches served at Woodward. Do a group experiment. Exercise every morning at the beginning of class. Go outside on the track – do stretches, stand in place exercises in the classroom, whatever works for your students. Do this for one week. Ask kids to journal about how they feel after about 2 hours after exercise. Then spend the next week not exercising at all during class time. Have the student’s journal about how they feel 2 hours into the day with no exercise. When the experiment is over have students discuss their results. What did you find? Laura Sprague will come and do a kids exercise lesson with the class. She is a Pilates instructor, KPS mom, and very strongly focused on healthy bodies and body image. She will do a class exercise visit in dance party form. firstname.lastname@example.org http://www.learntobehealthy.org/parents-teachers/educational-materials/nutrition/ provides on-line activities and games concerning nutrition and being healthy. Invite someone in from Gazelle Sports store running team to talk about his or her experiences with running. Why run? How does it make them feel? Why is exercise important to them? What is a runner’s diet like? At the end of this Unit – Cook a healthy meal and share it. See if each student can bring/donate an ingredient from home. Cook together and eat together. Lesson 7, 8, 9 Present student work to community members. Connect with Bronson or Borgess to see if student posters can be hung in the halls. Connect with local grocery stores (the People’s Food Co-Op) to see if posters can be hung there. Speakers Cassandra Bey-Woodsen. Local caterer and KPS parent. May come and run a short lesson on cooking, measuring, and portion size. She may cook a meal with the students. (269) 598-9535 Hether Frayer – Local Fresh Food Fairy will come in costume to play with kids and talk about the importance of fresh food. email@example.com http://www.bronsonhealth.com/MedicalServices/ChildrensHealth/page929 - School out reach program. In School Resources Use the science lab kitchen- Provide the foods for a well-balanced, healthy meal so students can create their own healthy meal. Unit 2 Lesson 1 Have students write or draw stories of the water found around their homes to share with the class. They can draw their house then make a picture map around it describing the streams, lakes, puddles, storm water, and rivers that they have seen or visited near their homes. Is there a lot of water near you or a little? Take a field trip to the cafeteria and see if you can identify surface water in the city of Kalamazoo map. 2nd grade http://www.kalamazoocity.org/portal/water.php Kalamazoo “protect your water” website. Lesson 2 Take a walking field trip to Arcadia Creek. It crosses at Woodward and W. Main. Have students mark the water level of the creek on a meter stick. Write observations of the creek and its surroundings. Visit again one or more times to mark the water level and observe its changes. The changes are part of the water cycle. Ask students to talk about why and how the water levels change from day to day and week to week. Students can take their water wheels with them to guide them with the discussion about the creek. Lesson 3 Set up an experiment to track how much water your class uses a certain day or week. (Ex. How many gallons are used when the toilet is flushed? How many times in a day does your class flush the toilet? How much water is does this add up to in a day, in a week, in a month, in a year?) Share the Woodward Water Book with the class created by 2nd graders and others in the 2008/2009 school year. Lesson 4 http://waterstories.tulikabooks.com/ Choose different water stories from this website. Read various water stories from around the world in groups, as a class, or individually. Have students identify and label different parts of the water cycle from their stories. (Ex. In this story it is raining – precipitation. In that story water is being gathered from a stream. In the same story the water empties from a stream into a basin.) Have kids write a sentence describing each piece of the cycle they can find in the story. Share with the class. Lesson 5 Lesson 4 extension would fit well here as well – adding in a component for human impacts identified in the stories. Water stories can be found everywhere, the above website is just one resource. Take a walking field trip to the Kalamazoo River or Arcadia Creek. Observe the human infrastructure around the river. How does it impact the river? What happens to water that hits the pavement instead of natural ground? (Impervious and pervious surfaces). Lesson 6 http://www.globalwaternetwork.org/projects Stories of community water projects around the world. http://www.globalwaternetwork.org/ This site provides an opportunity for students to read water stories from around the world and submit their own story. Write a story about what water resources are like in your school. Do you have clean water? How do get it? What are you doing to protect it? Lesson 7 Take students back down to the cafeteria maps (or bring the maps to you) observe the City of Kalamazoo Map. Look at what choices people have made about Kalamazoo and what is along the river. Ask students what they think about people’s choices and if there is anything they would change. Ask Kalamazoo River Watershed Council Coordinator, Jeff Spoelstra in to discuss the “Kalamazoo River Eras” history and uses. firstname.lastname@example.org Lesson 8, 9 Invite the current Kalamazoo county drain commissioner in to visit. Share class stories and posters with the commissioner and ask for feedback and have them talk about his/her perspective on the most pressing issues. Office of the Kalamazoo County Drain Commissioner (269) 384-8117 Patricia A.S. Crowley, PhD, Drain Commissioner email@example.com Jeffrey Van Belle, Assistant Drain Commissioner firstname.lastname@example.org Zeña Vos, Administrative Assistant email@example.com Speakers See each lesson In school Resources Use the school pond for water experimentation. Measure water levels. Can water levels change due to water cycle steps? (Precipitation and evaporation) Collect water and ask students if they think it is healthy or not. What pollutants might get into it? How might pollution get into this water? Is it an important water source for anything? Use the “Pond Investigation Station” box from the garden rotations (in storage in closet next to science lab in hallway). Unit 3 Lesson 1 In lesson Lesson 2, 3, 4, 5, 6, 7, 8, 9 Research different project ideas that would work towards protection of the watershed and resources used by Woodward. This project would be different every year. You could work with different community organizations on designing a project with them. This could be used throughout the unit. Ideas include installing a rain barrel to catch water from the roof that will water the garden. Expanding the Wildlife garden outside that will decrease the amount of mowed lawn and increase the amount of deep-rooted plants that help filter pollutants out of water. Use posters or stories or presentations to educate the neighborhood. Hold a rain barrel design workshop to teach families how to use them. Take students on a walking field trip to the Peoples Food Co-op interview the manager and ask for a tour of the facilities to look at how they are having a smaller impact on water. Lesson 6, 7, 8, 9 In lesson Lesson 9 Take students out to observe the signs made in prior years. Unit 4 Lesson 1 Contact the North side Community Association. Set up a visit to the garden by the Park Street Market. Have students create a large paper mache’ plant for the classroom. Get in groups and have each group create a part of the plant. They will be connected at the end. Use photos attached to each plant part to illustrate the purpose of that plant part. (Ex. Cover the roots with images of water. Cover the leaves with images of air and sun. Cover the stem with images of different building structures like bridges or scaffolding, and straws or pipes.) Take a walking field trip around the neighborhood. Observe, analyze and record observations of different types of leaves, stems, and seeds. Discuss why a plant may have bigger or smaller leaves, roots, stems or seeds. Talk about plants working together to find different ways of living in plant community – living off of the same resources. Compare it to the classroom community. How do you share resources and get resources in different ways at school? Lesson 2 In lesson Lesson 3 Have students brainstorm natural resources that are available by their homes. What needs could they meet for themselves right by their homes if they had the skills? (Ex. Could they plant a garden? Do they have the resources? Could they water themselves? Could they shelter themselves if their house wasn’t there? Repeat this exercise at the end of Unit 4. Is there an increase in ideas? Lesson 4 Take the students to the wildlife garden by the play ground ask them to identify resources there. Are there enough resources for animals to live? What animals? What is missing that might support other animals (bird house, bird food, water for toads) have students add something to the garden that would support more life. Lots of recycled materials could be used for this activity. Lesson 5 Make a toothpick forest of Oak trees. It takes a new oak tree 50 -70 years or more to grow large enough to be “renewed” (replace a tree that has been cut down and be able to be used again as a resource). Make a toothpick forest of bamboo. Bamboo takes 1-5 years to re-grow strong and big enough to use again. Create scenarios for students to read describing uses of trees. (Ex. 1- 30 bamboo plants cut to install a wood floor. Ex 2- 3 oak trees cut to build kitchen cabinets for apartment complex). Then decide on a number of minutes for bamboo and oak trees to replenish depending on how much time you have for the activity. (Ex. 1 minute = 1 year so every 1-5 minutes 10 bamboo trees are re-grown – added to your toothpick forest and every half an hour 10 oak trees are re- grown. After a while of this activity, students should observe that if you use trees before they can be re-grown you will run out. Which resource is more sustainable? This can also be done with water. Visit the Oak tree out side in the school yard (in the back of the play ground) have student guess how old it is. How many houses, cupboards, pencils, floors or tables or chairs could you make with that tree? Could Woodward grow another in your lifetime if you cut it down? Lesson 6 Take a school tour or a downtown tour and allow students to look in windows of shops or classrooms taking note of things they find that are made of natural resources they can identify. Have them brainstorm ways to create products in a way that conserves resources. Lesson 7 Show students a Google image of another natural area that has been developed. Show different perspectives. Find old pictures of Kalamazoo before much of its development. Look at before and after photos. What would our lives be like if Kalamazoo was not developed? Is some of it necessary? Then show an area that just has shopping malls and shops that don’t meet basic needs. What is the difference? Lesson 8 http://illinois.sierraclub.org/calumet/past/index.html A picture and description of what Chicago used to be like, what it is not and what people are looking towards in the future. Read this with your class. On This Spot: An Expedition Back Through Time by Susan E. Goodman and Lee Christiansen (Mar 30, 2004) A look through time at the development of one of our biggest cities Lesson 9 Look at the Kalamazoo City plan www.kalamazoocity.org take a walking tour of one of the areas that is cited for development or redevelopment. Have students observe what is there and talk about the benefits and/or consequences of this new development. 3rd grade extensions Unit 1 Websites http://www.eia.gov/kids/index.cfm A resource for teachers with thorough information about all types of energy sources used in the U.S. This site is very teacher and kid friendly Beauforts scale – created to measure force of wind – still used today http://www.rcn27.dial.pipex.com/cloudsrus/beaufort.html Speakers Wind Energy: Tom Sutton and Greg Meeuwsen from the KVCC Wind Technician Academy o tsutton@KVCC.edu or gmeeuwsen@KVCC.edu Biodiesel: Sarah Hill from WMU Biodiesel can connect you with a speaker o Sarah.hill@WMU.edu Geothermal: Kalamazoo Nature Center – visits to view and learn about their geothermal heated building. Contact: Jen Wright, Director of Education o firstname.lastname@example.org In school resources Lesson 1 Hand crank generators for energy activity can be found in the science lab – they can be hooked up to small light bulb, each other, a multi-meter (registering energy on a scale that lights up to indicate an electrical current) also found in lab. Hand crank flashlights, jump ropes, and pinwheels, all in the lab. Find the Circuit box in the school to show students where all electricity in the school is connected. Do they know where the circuit box is in their home? Do an Internet search for the locations of our power plants in Kalamazoo and then identify them on the maps in the cafeteria. Lesson 3, 4, 5 Don’t forget to talk about and view the solar panel on the school. Check out how much energy it makes for the school. When talking about Geothermal the ground water model (found in science lab) may be used for a demo. Put a miniature house on top of the model and show where the pipes would reach down into the water with consistent temp. Research where the power plants are in our community. What is our main source of power? Find their locations and mark them on the maps in the cafeteria for the school to see. Lesson 6, 7, 8 Wind turbine kits – in the lab Get the pinwheels from the lab, take them outside and see if you can find the strongest Wind force. Use Beauforts scale found - http://www.rcn27.dial.pipex.com/cloudsrus/beaufort.html Bring in an electric bill that advertises wind energy. Where is wind energy produced in Michigan? Mark it on the maps in the cafeteria for the whole school to see. Lesson 8 Bring in a bicycle into the classroom and turn it upside down. Turn the pedal with your hands. Ask the students to compare this to the wind turbine and how it works. Could the bike power something? Draw a diagram of the bike and label the energy transfers that are taking place. Lesson 9 http://geothermal.marin.org/ a fun image for marketing artist project. This is advertising geothermal energy – not to be copied for wind – but is an exciting image to inspire students as artist marketing for wind power. Unit 2 Websites Lesson 1, 2, 3 http://solarcooking.wikia.com/wiki/Haiti_Solar_Oven_Project - article relevant today. Solar ovens are donated to Haiti as part of Hurricane relief effort. There are solar ovens in the storage closet in the hall next to the Science lab http://solarcooking.org/ organization working to provide sustainable cooking tools to communities in need. Video footage included. http://www.rcn27.dial.pipex.com/cloudsrus/beaufort.html WMU solar car site – The Sunseeker Lesson 4, 5, 6 http://www.wisc-online.com/Objects/ViewObject.aspx?ID=SCE304 detail web tour covering heat conduction, convection and Radiation. Fun animated descriptions Speakers email@example.com can connect with speaker who will talk about solar car at WMU. In school resources Lesson 1, 2, 3 Take a “field trip” around the school. You can go inside or out. Teacher can designate the different stops on the trip. Bring a clipboard to take notes. At each site describe if it would be a good spot to collect solar energy. Why or why not. When you are done, compare all the stops to one another. Which would be the best spot to put a solar oven? Lesson 4 If there is snow on the ground. Take a “field trip” around the school. Identify the places where to snow is melting faster than others or where snow is dripping off of things and freezing on to icicles lower down. Why is the snow melting faster in some places than in others? What makes the snow melt once is touches the icicles? Be sure that students are on the right path with their train of thought rather than insisting they have the exact answer. This activity will get them thinking about the movements of hot and cold all around us. o What kind of heat transfer is melting the snow on the black top or lawn (sun=radiant) o What kind of heat transfer is melting snow on the windowsills of the roof? (Convection - heat rising inside the building. Radiant – heat from the sun) o What kind of heat is melting the snow under foot? (Conduction-heat is moving straight from our feet to the snow well - the consistent energy created from lots of little feet over the snow) Tape different materials to the window – which is the best conductor? Lesson 5 Take the kids outside for a minute without their coats (maybe just from the main building to the annex). How do they feel? Take them back in to get their coats and then repeat your minute outside. o What is the difference? Why do you feel warmer when you have your coat? o Our coats provide insulation for our body heat. With out them our bodies lose heat faster. Compare this to your house or school. Unit 3 Web sites http://www.vermiculturenorthwest.com/WormTalk/ Extensive info on worm bins and why they are important. Lots of links from this site as well. http://www.ecokids.ca/pub/games_activities/waste/index.cfm Games kids can play online to support learning about waste. http://www.kalamazoocity.org/portal/pubserve.php?page_id=557 Comprehensive guide to what you can and cannot recycle in Kalamazoo Lesson 7: Extension: graph the break down rates of different materials using this website: http://www.divinecaroline.com/22355/49745-landfill-trash-really-last Speakers Chris Dilley at People’s Food Co-op can describe the process the Co-op went through in designing a sustainable building – Using earth building materials wisely firstname.lastname@example.org http://www.kalcounty.com/hhw/index.htm Household hazardous waste - invite a representative to come and talk about what to do with the yuckiest chemicals in your house. email@example.com Coffee grinds from Waterstreet coffee shop for your worm bin or garden. http://www.waterstreetcoffeejoint.com/contact-us.php There is an email contact form on this site – you can email in a request for a large amount of coffee beans for the school – saving your more matter from the landfill. Also Use food scraps from the cafeteria. Potential speaker from the WMU society of plastics engineers firstname.lastname@example.org Unit 4 Lesson 1 http://www.seedsavers.org/ Vegetables, Herbs & Fruit: An Illustrated Encyclopedia Farm N’ Garden is within walking distance from school. - View greenhouse and rows of growing seeds. Owner, Ben, is happy to talk with kids about how the greenhouse works and other projects they have going on. This is also a great place to go see lots of different seeds. They sell them in clear bulk jars. www.farmngarden.com email@example.com Fair Food Matters (FFM): www.fairfoodmatters.org EricaBarajas - firstname.lastname@example.org is the Growing Matters Garden educator for FFM. She works at Woodward on a regular basis, Can help with worm bins too! In the lab/storage you will find large light carts to start your seeds in, garden exploration stations from our spring garden programs (each has directions in it for an activity in the garden –in large bins), and microscopes that can be used to examine the plants on a microscopic level. Magnifying glasses can be used to locate the different characteristics of a seed and identify the where the seed will sprout, tweezers in the lab can be used to hold the seeds. You will find little wooden pot makers that will turn any re-useable paper into a plant pot! It may be fun to take a daily picture of one of the starts and create a journal or presentation showing the growth! Make a flow map of daily garden observations. Lesson 2 Fair Food Matters Consultant www.hhydro.com Horizon Hydroponics store – supplies! Can make small hydro units that are very easy to deal with, build, and care for yourself. Manager can also come in as a speaker. Find Rainforest Hydroponics Units in Woodward storage or lab. Directions can be found with it and online. Smaller units can be student made with 2 liter bottles (direction on the Web). Explore how regions with poor soil could benefit from hydroponics growing. Discuss ways to market and sell your final product. Visit Edison Elementary greenhouse. They sell hydro plants to Food Dance Café and the Bronson Friday Farmers Market. Lesson 3 http://plantsinmotion.bio.indiana.edu/plantmotion/earlygrowth/germination/germ.html Videos that show slow motion plant growth and germination. Use the Woodward garden! Connect with the Growing Matters Garden Manager Erica Barajas Erica@fairfoodmatters.org http://www.cfaitc.org/wegarden/ Resources for a school garden and lessons on agriculture. http://classroom.jc-schools.net/basic/sciplants.html Online plant part games (lots of them) Visit the Northside Association for Community Development Greenhouse and garden.on Visit the school food garden or wildlife garden and observe how plant needs are met. Improve a plant habitat by picking up trash, watering, weeding or adding compost. Organize a workday in the Woodward Garden. Give students an opportunity to try some of the tools from the game. Have them journal about their experience. www.eatersguild.com Bring in a local farmer to speak and share real experiences from their farm. They will bring in food, stories and photos from their local CSA! Garden on Park street (walking distance) email@example.com Lesson 4 Healthy Foods from Healthy Soils Farming information: http://www.answers.com/topic/how‐do‐farmers‐grow‐food Visit the school food garden or wildlife garden and observe how plant needs are met. Improve a plant habitat by picking up trash, watering, weeding or adding compost. Organize a workday in the Woodward Garden. Give students an opportunity to try some of the tools from the game. Have them journal about their experience. http://www.cityfarmer.info/2010/07/05/urban-agriculture-in-philadelphia-lessons- for-citizenship-and-ecological-democracy/ an article for very interested teachers Lesson 5 The experiment explained in this lesson can be done without starting a huge hydro project. You can use hydro nutrients, add them to soil based plants and make the same observations. www.hhydro.com will give you some ideas and contact the Kalamazoo store for help. Lesson 6 http://www.organic.org/articles/showarticle/article-206 Eaters’ Guild Farmers (resource for lesson 3) can talk about pesticides and organics with students. Blue Dog Greens of Bangor, another Organic CSA farm, very friendly and willing to educate www.bluedoggreens.com Jeff Spoelstra of the Kalamazoo River Watershed Council can speak about the issues with pesticide run-off. firstname.lastname@example.org Fair Food Matters has a lesson(s) on organic vs. non-organic agriculture and can connect you will other local food partners who may come to your classroom for free! K College Farms to K program – have a College student or professor come and share the work of this program and why it’s important with your class. Use the groundwater model in the lab to show how pesticides may get into our groundwater and run off the surface to local water bodies. http://farmosafarms.org/lessons.shtml A resource list for environment and agriculture lessons and connections to the world. www.usda.gov U.S. department of agriculture website. Explore the current events of agriculture in the United States. Check out the USDA kids links. Lesson 7 See lesson 6 resources Lesson 8 Good resources provided in lesson from GMG garden manager. Lesson 9 See Lesson 6 resource websites. Look at other websites on Hydro vs. traditional farming and observe the presentation of comparison. Speakers www.hhydro.com Manager of the store will can come in and talk and work with class on how hydroponics works. Free Edison Science teachers and support staff will come and work with Woodward on Hydro stuff. Visit the Hydro set up at Edison! It’s really cool 4th Grade Extensions Unit 1 Lesson 1 Think pair share - Brainstorm businesses in your area that you may think are local businesses and ones students would guess are not. Mark them on a copy of the best map in the cafeteria or flag them on the actual map with sticky flags that can be removed. Use the maps in the cafeteria to look at what maps would cover local area and what maps would not. Lesson 2 In lesson Lesson 3 Eaters Guild or Blue Dog Greens have CSA (community supported agriculture) shares – bringing food straight from Farmer to your table. They may share a sample share with the class – they will bring it and talk about it if you ask nicely. www.eatersguild.com www.bluedoggreens.com (Some teachers at Woodward participate in CSA’s—ask around and see if any of them would talk to your class about purchasing a share and how they benefit from the farmer’s hard work) Lesson 4 Have a cook off in the science lab. Make a meal with non-local foods and a meal with local foods. Maybe you can get some local farmers to donate or cook with you. Have students compare all things in the lesson and also do a taste off. Which one tastes better? – Pizza or spaghetti are cheap and easy things to make. www.fairfoodmatters.org look up the Can-Do kitchen on this web site. This is a non- profit kitchen (in walking distance from the school) that provides a licensed and fully functional, stocked kitchen for local people to cook and sell their food. For example – you cannot make salsa at home and sell it because it is not made in a licensed kitchen. You can rent the Can-Do kitchen to make it and then you are able to sell your products. They may have space for 4th graders to come and cook a meal in the kitchen. Lesson 5 Research and present your findings on the questions – What would make local food less expensive? Lesson 6 Set up a mock city in the classroom. Break students into groups and label each group a different part of the city (local and non-local business people, consumers, government, etc.) Have them go through a day of life in the city using monopoly money to make purchasing decisions. Make sure to have some of the students get their paychecks from the local and non-local businesses so they can see how the money flows through the whole cycle. Find a current news article on the economy to share an example of what we are facing today. This will also show students how real and present these issues are. Lesson 7, 8, 9 In lesson In school Resources The Roots of Knowledge Garden at Woodward. Use some of your own local ingredients to cook a meal. Speakers Fair Food Matters www.fairfoodmatters.org a non-profit that works toward raising awareness of fair and local food issues. Speaker will come to the classroom. Rich from Martini’s pizza is a local business advocate and owner call him in for pizza samples and ask him to talk with students about the importance of supporting local business. Ask questions about local businesses. Invite in a manager from Pizza Hut or Little Caesars. Have the students write up questions to ask the manager about local food and where their ingredients and where the money goes when you buy a pizza. Compare the two pizza businesses. Unit 2 Lesson extensions are complete in lessons. Speakers MSU Graduate students are involved in climate change research and several National Science Foundation scholars are required to do outreach education for a chosen school. They do not have a partnership with KPS but will visit upon request. Contact Kellogg biological station. Jeff Spoelstra www.kwrc.org He will talk about the effects of climate change as pertaining to water issues, sharing maps and photographs as well as personal experience. Unit 3 Lesson 1, 2 http://resources.schoolscience.co.uk/britishenergy/11-14/circh3pg1.html A handful of different challenges to try that enhance the circuit lessons. Try some of the challenges and compare them to the lab. Lesson 3 http://energyquest.ca.gov/teachers_resources/index.html teacher resources for energy and circuits http://www.oe.energy.gov/information_center/faq.htm Frequently asked questions about electricity. This website takes a look at People and Policy around electricity. Extension: Take a look at cultures around the world how are they using electricity differently. Which communities use if more? Less? Lesson 4, 5, 6, 7, 8, 9 email@example.com can connect with speaker who will talk about solar car at WMU. Wind Energy: Tom Sutton and Greg Meeuwsen from the KVCC Wind Technician Academy o tsutton@KVCC.edu or gmeeuwsen@KVCC.edu Biodiesel: Sarah Hill from WMU Biodiesel can connect you with a speaker o Sarah.hill@WMU.edu Geothermal: Kalamazoo Nature Center – visit to view and learn about their Geothermal heated building. Contact: Jen Wright, Director of Education o firstname.lastname@example.org In school resources Hand crank generators for energy activity can be found in the science lab – they can be hooked up to small light bulb, each other, a multi-meter (registering energy on a scale that lights up to indicate an electrical current) also found in lab. Hand crank flashlights, jump ropes, and pinwheels, all in the lab. Find the Circuit box in the school to show students where all electricity in the school is connected. Do they know where the circuit box is in their home? Do an Internet search for the locations of our power plants in Kalamazoo and then identify them on the maps in the cafeteria. Don’t forget to talk about and view the solar panel on the school. Check out how much energy it makes for the school. When talking about Geothermal the ground water model (found in science lab) may be used for a demo. Put a miniature house on top of the model and show where the pipes would reach down into the water with consistent temp. Research where the power plants are in our community. What is our main source of power? Find their locations and mark them on the maps in the cafeteria for the school to see. Wind turbine kits – in the lab Used in 3rd grade curriculum Get the pinwheels from the lab, take them outside and see if you can find the strongest Wind force. Use Beauforts scale found - http://www.rcn27.dial.pipex.com/cloudsrus/beaufort.html Bring in an energy bill that advertises wind energy. Where is wind energy produced in Michigan? Mark it on the maps in the cafeteria for the whole school to see. Bring a bicycle into the classroom and turn it upside down. Turn the pedal with your hands. Ask the students to compare this to the wind turbine and how it works. Could the bike power something? Draw a diagram of the bike and label the energy transfers that are taking place. http://geothermal.marin.org/ a fun image for marketing artist project. This is advertising geothermal energy – not to be copied for wind – but is an exciting image to inspire students as artist marketing for wind power. Unit 4 Lessons 1-5 Choose a large mammal that lives in the area to study. Talk about range and what this animal’s habitat is. How much space does this animal need? Does this animal need to roam? Take students to the cafeteria maps. Observe the connected green space in the city, county or watershed. If you were a deer, would you have the space you needed to roam with out running into roads? Or… use the maps to look at how much area is covered by human infrastructure and natural ecosystems. What would you predict based on this information? Who is able to survive better in this area? Humans? Other creatures? How are they related? Look at the Predator Prey studies on Isle Royal. www.isleroyalewolf.org Use the wildlife area in the back of the school. Choose an animal that may live there. Research its needs. Discuss the ecosystem it has available there. Is there anything you can add that would increase health of the habitat or ecosystem for this creature? If it there is time add this extra piece for your creature. Jenny Doezema email@example.com will come and do an activity where students become the ecosystem. Invite Binney Girdler to speak. She is a biology teacher from Kalamazoo College. Binney.Girdler@kzoo.edu Lesson 6 Steve Kohler at WMU Environmental Studies Department. Will come and talk with your classes about water species and their relationships – native and invasive. Tyler Bassett firstname.lastname@example.org will talk about the relationships between native and non-native plants. Lesson 7, 8, 9 In lesson Take a walk on the Kalamazoo River Valley Trail. Compare this ecosystem to the garden. Observe the human impacts along the trail. Take a walk to Arcadia Creek. Observe the difference between aquatic ecosystems and terrestrial ecosystems. Observe the human impacts on the creek. Include this information in your class posters. Compare the needs of each. What do each of them need in order to be healthy systems? Ask Jeff Spoelstra of the Kalamazoo River Watershed Council to lead one of these walking tours email@example.com 5th Grade Extensions Unit 1 Lesson 1 Challenge students to begin a Waste Audit in their homes during the same time period. Connect with a classroom in another country to set up a waste audit partnership. Talk to a school about the doing the waste audit at the same time and communicate with the classrooms while this is happening. http://www.marketwire.com/press-release/all-chilean-schools-doing- environmental-projects-improve-our-earth-via-new-social-network-1515836.htm www.projectearth.net See these sites for a start on how to do this. Lesson 2 Write a letter to your partner school sharing your action plan. Lesson 3, 4 In lesson www.ecoschools.com/Waste/Waste_wSidebar.html Look at what other schools in our country are doing. http://www.agcchicago.org/pdf/AGC_book_2_28_forweb.pdf a resource for creating a sustainable school. http://www.methodhome.com/behind-the-bottle/TerraCycle Instructions on what to do with materials that cannot be recycled Lesson 5 Have students set up a meeting with the administration and other involved/affected parties to discuss their plan for the recycling program. Prompt the staff to ask challenging questions to the students. Guide the students to develop the pertinent questions to ask the staff. Make sure staff members are prepared to outline the real challenges of a recycling program in the school. Have students create a meeting agenda before the meeting and prompt them on how to run the meeting choosing a facilitator and timekeeper, etc. Brainstorm ways to use materials that cannot be recycled. Create new things with them. Have students bring things from home that need to be thrown away (with guidelines). Have the class work in groups to make new inventions or new materials for existing products. Allow students to choose one of the ideas and make it. Unit 2 Lessons 1 Ask students to make a list of things they do every day or very often that are not necessary for life - they are “wants” rather than needs. They should be things that add to the student footprint. Share your lists as a class. Now ask students if they are willing to challenge themselves by choosing one or two things on the list to give up for the duration of the Unit. Have the student’s journal about it as they go and share their experience with the class periodically or at the end. Lesson 2 In lesson Lesson 3 Research where there are landfills in our community. What are they near? How do you think they affect the people or environment around them? Did you know landfills there? Have you seen them before? Predict what they will look like in 50 years if we continue to use them like we do today. Mark the locations of the landfills on the maps in the cafeteria. Invite Jeff Spoelstra in to talk with the class about the landfill that sits right on the shore of the Kalamazoo River. www.kalamazooriver.org Lesson 4 What can we do if we don’t have landfills? http://zerowastehome.blogspot.com/ Check out this blog for ideas. Have students read pieces of it and discuss whether this is reasonable or attainable for them. Unit 3 Lesson 1-4 Take students outside and have them locate the sun. Use the models to talk about and decide how the earth’s movements make the sun look like it is rising and setting. Where is it in our sky and why isn’t directly overhead? Draw the path of the sun across the sky – making sure to be consistently clear that the earth rotates and revolves rather than the sun actually moving across our sky. Draw the path of the sun on the Earth that students created in their solar system models. Have student predict how this changes the climate and weather of our community compared to communities in other places like Alaska or Costa Rica. Lesson 4 Have students walk the path of shadows. Take several visits outside during a school day and trace the path of the shadow of a tree (the big Oak tree in the far south east corner of the play ground would be good). They can mark points throughout the day with stakes of some kind and at the end of the day connect the stakes by laying a rope down connecting them all. Then have students draw the shadows .path Present the following scenario: A person goes out to find the best location for a garden in his or her yard. This person goes out each morning with his/her morning tea. They decide to place their garden on the East side of their beautiful willow tree because it is the sunniest there. What do you think about this person’s choice? THE LESSONS ARE ALL NUMBERED FUNNY IN THE COPIES THAT I HAVE. I AM DOING MY BEST TO LABEL THEM APPROPRIATELY PLEASE ASK QUESTIONS IF NEEDED. Lesson 5 Take a walking field trip and identify as many natural resources as possible. Discuss the different ways you could use the resources identified. Were any of the resources needed for making electricity found or identified on your walking trip? Which ones? Lesson 6 Research what kinds of natural resources are locally available in Hawaii. Compare and Contrast these with Michigan. Now discuss how this changes the lives of people in Hawaii compared to us. Discuss (simply) what life would be like in both places without the ability to import and export goods. Pay special attention to the growing season and the idea the Hawaii is able to grow almost all of its produces year round. Michigan can only grow during a limited season. How does this affect our community in comparison? Lesson 7 – 9 Write a fictional piece predicting what would happen if we lost our ability to import goods from other places. In other words, what we have here now in Michigan is what we get. How would this change your lifestyle? Would you make any changes in the way you care for resources? Why or why not/ http://www.fairfoodmatters.org/eatLocal.php http://www.localharvest.org/ These two websites cover local foods in Michigan. Use the map on the local harvest site to compare the foods that are available locally in different parts of the country today. http://1greengeneration.elementsintime.com/?page_id=9 Looks at a lifestyle that focuses locally in all aspects Unit 4 Lesson 1 Make a list of the vitamins and minerals essential to a healthy diet and graph the class data in a bar graph giving each meal item one point for whichever vitamin category it falls into. Ex: If someone ate an orange for breakfast they will get one point in the vitamin C category. http://www.fauxpress.com/kimball/med/essentialv.htm http://www.greenleafy.org/ A colorful chart the describes all the foods in each important nutrient category Be sure to look at the click to view sample of the poster. Order one if you can! Lesson 2 Bring in or collect as many mainstream magazines as you can. Have students bring magazines in from home. Break students up into groups and have them cut out all the ads for junk food they can find. Then watch a kids television show – a popular one. Have students write down every time they see a reference to or and advertisement for junk foods. Have students choose their favorite healthy foods and make their own advertisement for healthy foods. Display them in the cafeteria. Lesson 3, 4 Have student keep a journal of how they feel just before lunch every morning for 2 weeks. Have them give their feeling a number between 1 and 5. Institute a classroom fitness plan where the whole class exercises together each morning for 20 minutes. Do not tell the class you are tracking changes in how they feel through their journaling – just keep doing it. Do this for 2 weeks. At the end of the four weeks have the students graph their feeling numbers by week on a class bar graph. Compare the first two weeks with the second two. Is there a difference? Why? http://www.livestrong.com/article/405563-physical-exercises-for-the-classroom/ http://www.edutopia.org/classroom-exercise-video In the above websites are some ideas for exercises!
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