Analysis Of Outdoor Experiential Learning

According to Lazear (2000), children who are stronger in this type of intelligences in elementary can tell stories and are competent in reading and writing (p. 107). After viewing of the Plants and Animals of the Everglades (Everglades National Park, n.d.), students will utilize the Internet and research two animals as characters in a story of their Life in the Everglades to be compiled in a Booklet, along with drawings. A rubric of the contents of the story telling would include challenges they go through in their environment, which includes their interaction with plants and other animals in the Everglades. A sharing session provides an avenue for the reading of the animals’ adventures in the Everglades. Students will perform this task

An assessment will be set in place through questions. “I will be able to see how much you previously know about habitats. Please work by yourself and try your best. This will not count as a grade, it is just a practice to perceive what you by this time know and what you will still need to learn as we do a class on habitats. The questions will be a variety of multiple choice, true or false, and short answer. Have fun! Everyone will receive a sticker just for complete this test”. C:\Users\sergioletyvega\Documents\Pre-assessment questions.docx

Angel Villavicencio and I Luis. Alvarenga will be heading to Landers Elementary school to present the fourth grade class taught by Ms. McCall information about Earth and its ecosystem. As we go into each presentation, we will question the students to see how they are gathering and receiving the information. We will be going to the class for four days spending fifteen minutes each day. We will use the materials provided in the room such as the whiteboard to get our information through to the students.

Students were given a school map that had a key for physical features of the land; students had to draw where they found spiders (p. 75, 2012). Students also had to draw pictures of the spiders they found and describe them. Then, the teachers had the students explain by having them explain their discoveries and make a large school map of all the spiders they found. Through this activity, students were able to see where spiders were found throughout the school grounds (p.75, 2012). During the elaborate stage, McDonald and Dominguez had students make ID cards for the different spiders that they found and created “Adventure Stories,” (McDonald and Dominguez, p.76-77, 2012). The adventure stories involved students creatively describing their explorations and observations of spiders. Finally, the teachers had students evaluate the information they have collected about spiders and the misconceptions they debunked by going back to their answers to what they knew and making changes based on what they know now (p.77,

Minnesota Conservation Volunteer magazine's Young Naturalists series is designed to engage elementary and middle school students with a wide variety of nonfiction topics on natural science and outdoor life. Each Young Naturalists teachers guide includes ready-made classroom activities. Current and past Young Naturalists stories and guides can be downloaded

Explore: The teacher will take the students around the school and the school garden. Students will be able identify living things and write then in their circle map.

Based on the given worksheets, most of us learned about consumers, producers, decomposers, herbivores, omnivores, carnivores, and how they all relate. On the Ecosystem Webquest that was given on 3-8-17 talks about producers, consumers, and decomposers and how the students had to know and learn about it. Students also did part 2 of the worksheet which was the food chain that we did on 3-16-17. The paper talked about carnivores, omnivores, and herbivores and how 1st hour had to draw pictures of the classification and write what we learned about from each slide. The final sheet students did 3-20-17 was all about forest food chains and northern food chains. The class had to draw and label parts of the northern

Next, the teacher will explain mammals such as bats and dolphins. Bats are unable to see so they must employ other senses to survive. Much like bats, dolphins use echolocation for movement and locating objects. Both the bat and dolphin have an excellent sense of hearing. The next classification the students will study is reptiles, such as snakes. Snakes use their tongues to bring smells and tastes into their mouths. Following reptiles the students will learn about fish, fish not only live in water but they also get their oxygen from water. The next classification is amphibians, such as frogs. Frogs eat insects and their habitat depends on the frog. Most frogs in our climate live on land and in water, there are also desert frogs. Lastly, the students will learn about insects, the variety of food they eat, and how they are born. The next activities organized in Smore are two videos. The first video teaches the students about animals and what they eat. The second video is about beavers, this video will explain the life or beavers and how they build dams to survive. The third section is a link the students will follow on their iPads or laptops. This link is to build-a-fish, with-in this

The reliability of an assessment piece ensures that consistent and stable results are achieved (Black, 2015). By incorporating guidelines that state students are to use “collage materials provided” (Black, 2015. Assignment One, Appendix Two), when creating their animal habitats, the reliable factor of this assessment is strengthened. This allows all students to be marked to the same criteria, and have an identical understanding of the task.

Throughout the spring semester of Biogeography and Macro-ecology the class has discussed as well as learned multiple foundation concepts that have provided us with a concrete understanding of several fundamental concepts of biogeography and macro-ecology. Through the reading of the Song of the Dodo, the biogeographical terms were represented and reinforced in various real life situations, which made them easier to remember. Although we did not spend a significant amount of time on macro-ecology with the readings of articles I definitely feel like I have a broad understanding of its concepts as well.

Objective(s)/Learner Outcome(s): Students will be able to list characteristics of a grassland and different animals in it.

He spent the morning going through the various topics, core ideas, and frameworks of Next Generation Science Standards. He then highlighted the areas well suited for integrating garden-based instruction. He laid out performance expectations, lesson plans, and best practices to make the connections clear, effective, and transferable to teachers.

NYS Science Standard mandates that second graders learn that each generation of animals goes through changes in form from young to adult. This completed sequence of changes in form is called a life cycle. Therefore, this unit will concentrate on this aspect. This curriculum unit is called “The Life Cycles” and the focus content areas are ELA and Science. However, this unit also promotes art, social skills, and math. This unit is intended for a second grade classroom. This specific second grade classroom has fifteen students, in which one has ADHD and two are ELLs, whose primary language is Spanish. The purpose of this unit is to make students aware that each living thing has a life cycle and that although similar, life cycles differ from species to species.

Statistical calculations were performed using Microsoft Excel 2010 (Microsoft Corporation, NY, USA) and SPSS (Statistical Package for the Social Science; SPSS Inc., Chicago, IL, USA) version 15 for Microsoft Windows. Student’s t and χ2 tests were used to compare continuous and categorical variables respectively. A probability value (p value) of less than 0.05 was considered significant.

It is in the "primary grades, students begin collecting data from their immediate surroundings...[teachers] help them formulate questions on topics that interest them, such as nature-what kinds of leaves are in the school yard, in their backyard, or at the park-and limit