This is an ongoing lesson, which provides that during the course of this unit students will be encouraged to produce at least one, but potentially many of the following products in response to the materials presented in the unit. The realm of choices encourages students who may not be good at one skill ( i.e. writing) to still become fully involved by using a skill in which they feel more confident (i.e. art).
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1.
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Take pictures of your neighborhood during the different seasons and mount them on posterboard.
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2.
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Think about the changes that occur in our neighborhood during the different seasons and write them down. Print them out on our computers to be mounted with our photographs.
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3.
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Draw a mural of any of the seasons, or divide your picture to show all of the seasons in one mural.
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4.
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Collect samples of brightly colored leaves in the fall and mount them in a collage or make a see-through window by mounting them between sheets of waxed paper and adding a bright construction paper border.
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5.
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Read the poem “Trees” by Joyce Kilmer and draw a picture to go with it. Or volunteer to recite it to the class. Or share it with a friend on your own.
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6.
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Keep a journal during this ecology unit. Record your feelings about the things you do and learn.
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7.
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Draw a diagram representing the water, carbon or nitrogen cycle. Hang it up in our room.
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8.
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Create a bottle ecosystem and take notes on what happens.
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9.
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Predict the weather for a two week period in general terms based on the season. Write your predictions on a chart. Then chart the real weather as it happens. Compare results.
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10.
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Make a list of five things you saw on your way to or from school that were related to the season.
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11.
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Think of a way you can observe evaporation. Write down what you will do and then do it. Write down what observations follow. If you like, draw pictures or take photographs to show your ideas. You might like to talk to the class about what you have done. If that makes you uncomfortable, you might make a tape recording to accompany your display at our open house.
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12.
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Write a short story illustrating a food chain.
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13.
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Plant seeds in several containers and observe the results. Keep a chart of their growth measurements.
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14.
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Change the growing conditions for your seeds by putting them in different lighting, giving differing amounts of water, or in some other way varying their environment. Keep track of the results. Think about the differences and/or similarities and try to explain why they might be there.
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15.
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Name some ways in which the four seasons are the same. Then name ways they differ from each other.
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16.
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Help generate a list and then take part in a scavenger hunt in which you have to find objects connected with nature.
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17.
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Demonstrate your ability to learn new vocabulary words connected with ecology by learning our list and then taking part in a “vocabulary bee” (like a spelling bee) where you give the meaning and/or spell the word.
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18.
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Talk to a person you know who is younger than you and teach them something about ecology that you have learned from this unit.
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19.
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Choose a book that is connected with ecology (fiction or non-fiction) and do a book report on it. Your report can be written, drawn or painted, or made of clay models.
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20.
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Make a diorama in a shoebox depicting one of the seasons or one of the cycles we have studied.
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21.
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Think about and present ideas to the Principal or the Student Council of ways to improve our school environment.
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22.
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Take part in an Open House to present projects to your parents and friends.
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23.
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Write your teacher a letter telling her your feelings about this unit. Did you like it? Did you learn anything? Was it interesting? What would you like to know more about?
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24.
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As you walk to and from school, notice examples of pollution in our environment. Write them down along with possible ways we can help clean them up.
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25.
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In the Fall, find seeds in the environment around you. Plant some in soil in the classroom or at home, and dry some to plant in the Spring. Record your observations of what happens.
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26.
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In Spring, find seeds in your neighborhood and plant them. Record observations.
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27.
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Write a letter to someone you feel can help clean up our environment. State what you are concerned about and what you would like them to do.
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28.
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Use music you like to make up a dance about one or more of the seasons showing themes you connect with that season. Present your project to the class and/or open house.
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29.
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Make up a rap about what you have learned about the seasonal changes in our environment and share it with the class and open house.
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29.
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Create your own rap about ecology and ecosystems and share it with people you know.
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30.
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Write a simple play about new ideas you have learned in this unit and ask your classmates for help presenting it.
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31.
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Help the class to put together a show for the elementary schools which includes many of the above projects, and which will help teach younger children what you have learned.
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Give students the following vocabulary list and have them work on it as the unit progresses. Compare vocabulary meanings periodically to be sure students are on the right track. Use the words for “vocabulary bees” (like spelling bees), classroom jeopardy games, etc.
