Noah+and+the+ARC

The links next to the cover are filled with potentially helpful information in the presentation of this lesson. @http://eelink.net/pages/Lesson+Plans+-+Grades+PreK-5@http://www.teachervision.fen.com/earth-day/teacher-resources/6612.html@http://www.teachervision.fen.com/childrens-art-activities/lesson-plan/350.html pressing and identifying leaves@http://www.teachervision.fen.com/tv/printables/Second_Grade.pdfhttp://sciencespot.net/Pages/nclessons.html#Anchor-49575a-z list idea @http://sciencespot.net/Media/ncatoz.pdfMath GARDEN @http://sciencespot.net/Media/Math/MathGardenLayout2010.pdf

//“//** Exploring nature is a complete sensory experience, and early experiences with the natural world excite children’s imaginations and foster their inborn sense of wonder and curiosity—important motivators for lifelong learning,” ** Kathy McGlauflin, Director Project Learning Tree

**Standards addressed:** //SL.2.3.// //Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.//

//SL.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.//


 * //Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).//
 * //Build on others’ talk in conversations by linking their comments to the remarks of others.//
 * //Ask for clarification and further explanation as needed about the topics and texts under discussion.//

//W.2.3.// //Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. Following the event.//


 * //Objective;//** Students will develop an appreciation of the natural world around them. They will begin to observe, recognize and articulate the variety of wildlife (both plant and animal) that surround them every day here at Westmeade. Following the reading of //__**Noah and the ARC**__// students will practice creating questions from their reading, and explore ways of locating answers.

The lesson is developed in three sessions with a culminating activity. After viewing the [|Westmeade FieldTrip] slide show which has photos of plants in late summer in our school yard, students will go outside and tour the area. Then they will come in and see which plants they observed.
 * 1) The reading Noah and the Arc followed by discussion and announcement about our "field-trip." Students will read along as one of them reads aloud. After students have read the book the teacher will solicit information/questions from the students. (recording these on the white board) and on their wiki page. Vocabulary and Questioning Link
 * 2) Visit by a naturalist – followed by more questioning and planning how they may observe nature.
 * 3) A "fieldtrip" to our natural places boarding the playground to gather leaves and observe -
 * 4) Leaves help us identify plants - students will have opportunities to observe differences in the appearance of leaves.
 * 5) by noticing patterns on the bark on the trees ---
 * 6) flowers, nuts, berries observed will help students to develop inquiry and observation skills --- bring them back to the class room identify them and press them Students will be divided into small groups which will be guided by adults who have preparation to help the kids find various plants and with luck animals as well. Using a “journal” they will record what they see, hear, taste and smell….
 * 7) Students will create an nature book or journal depending on the preference of the teacher.

We will experience and explore some of the wooded areas including the creek on our school property seeking to observe plants and animals.

Make a list from your senses --- Do you see what I see game []

Art might like to participate with the project either with rubbings or Leaf panels -- -- let’s check with Aimee

Vocabulary and Questions
 * ||  || =Animal Kingdom= ||   ||   || =Plant Kingdom= ||   ||
 * **Amphibians** || **Birds** || **Insects/Bugs/Spiders** || **Mammals** || **Reptiles** || **Fungi** || **Trees** ||
 * Bullfrog

Cave salamanders

Cope’s gray tree frog || American goldfinches

Grosbeak

Cedar waxwings

Carolina wrens

Downy woodpecker

Hawks

Northern cardinals

Owls

Pileated woodpecker || Luna moths

Swallowtail butterflies

Red-spotted purple butterly

Zebra swallowtail butterflies

Fiery searcher beetles

Six-spotted tiger beetle

Carolina mantids

Barn spiders || Deer

Groundhogs

Raccoons

Red fox || Ring-neck snake

Fence lizards

Box Turtles

Skinks || **​**bolete fungus Shelf fungi

Wild grapes

Trout lily

Squirrel corn

Sweet betsy trillium

Ebony spleenwort || Persimmon

Shagbark hickory

American beech

Tulip Poplars

Paw Paw trees

Dogwood

Shellbark hickory

Oak trees ||

Other words we might not know.... Arc Corridor Habitat destruction Pastures Pathway Woods.

http://www.teachervision.fen.com/tv/printables/Second_Grade.pdf 