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Paddy's Lament, Ireland 1846-1847: Prelude to Hatred
Thomas Gallagher
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Jenny K. Blake
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Vision and Art: The Biology of Seeing
David Hubel, Margaret S. Livingstone
Achieving Your Potential As A Photographer: A Creative Companion and Workbook
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Man's Search for Meaning
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No Student Left Indoors: Creating a Field Guide to Your Schoolyard (Take a Walk series)

No Student Left Indoors: Creating a Field Guide to Your Schoolyard - Jane Kirkland No, I'm not a teacher, but I received a recommendation to look at this from a teacher, as suggestions for nature activities to do with our nephews. It's really a wonderful book, full of lots of great resources. I'm just summarizing a few notes for my own purposes here, but there's lots more in the book. Also, there are a series of "take a walk" books: backyard bird, tree, butterflies and dragonflies, city nature, beach. Make a book --1 or 2 page spread per species. Name, illustration, other info. Scientific names. Common name. Size, physical description and field marks. Range. Multiple illustrations or photos if seasonal changes result in physical changes. Growing season, seasonal movements and migrations. Habitat and food needs. Native, non-native, endemic, invasive, threatened or endangered. How the plant or animal reproduces. The value of the plant to wildlife, or the value of wildlife to the plant (pollinators) and any synergistic relationships with like kind or others. Time, date, and a map or written description of the plant's location. A theory or speculation about why the plant is where it was found -- was it planted. Is the animal a year-round resident? How does the location meet the survival needs of the species? A natural history of the species. Known conservation issues. Observed behavior. Its value to humans, other wildlife and plants and/or its habitat. Scheduling observations. Choose multiple locations. Provide ample time for observations and writing. Stagger schedules -- try different times of day. Span seasons. Observe frequently. 20 second nature break. Not a test or a contest. No right or wrong answers. Prep them by closing their eyes or putting their heads down first. Then have them observe for 20 seconds and then write or tell their observations for 60 seconds. Can also be applied to listening, smelling, feeling (bark on a tree, etc.)Talk about the laws. Endangered species act. Migratory bird treaty act of 1918. Clean water act. Bird observation chart. Location of bird (on birdbath, in bushes, etc). Overall colors. Wing bars, yes or no? Color of wing bars. Color on head. Color on chest. Color on back. Other physical characteristics. Approximate size and shape. Behavior notes. Identification?Caterpillar observation notes. Habitat and location. Color and pattern. Description of spikes or hair (if it has any). Name of the plant or description/drawing. Butterfly observation notes. Habitat and location. Size. Posture. Colors and pattern. Shape. Flight pattern. Tree notes. Date. tree location. Tree shape. Broadleaf or conifer? Bark color and texture. Leaf type. Leaf color. Flower or seed description. Tree name. Animal description. How big? Where does this animal find food? What does your animal eat? What type of home does your animal live in? How is it made? What materials are needed? What features make your animal unique? Does it have any unusual habits? When is your animal active? Does your animal sometimes use the homes of other animals? Will offspring need to use the home too? Does your animal live alone or in a group? Make a dichotomous key. Provides a method for distinguishing between species of animals or plants. Each subgroup must divide into 2 or more subgroups. Movies to watch. Fly Away Home (1996, Sony, PG). Happy Feet (2006, Warner Home Video, PG). Life in the Undergrowth (2006, Attenborough on invertebrates, 2 disc set, BBC Warner). Pale Male (2003, Questar Inc. PBS Nature series, about a hawk in Central Park). Planet Earth (2007, BBC Warner, 11 part documentary on Discovery Channel)Books. Everybody needs a rock. (ages 4-8). Growing flower series: flowers, leaves, seeds, and stems (K-2). Look what I did with a leaf. (4-8). Look what I did with a shell (4-8)