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Habitat
Project
P B L U . O R G
CC BY-NC-ND 3.0 Pacific Education Institute, National Environmental Education Foundation & Buck Institute for Education | Last Revised 04-17-2014
Table of Contents
SECTION I. Project Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
SECTION II. 8 Essential Elements of PBL . . . . . . . . . . . . . . . . . 7
SECTION III. Teaching Schoolyard Habitat Project . . . . . . . 9
Sequence of the Project . . . . . . . . . . . . . . . . . . . . . . . 9
Step-By-Step Teaching Guide
Preparing for the Project . . . . . . . . . . . . . . . . . . . . . . 11
Launching the Project . . . . . . . . . . . . . . . . . . . . . . . . 13
Scaffolding and Managing the Project . . . . . . . . . 16
Assessing and Showcasing Student Work . . . . . . 24
SECTION IV. Student Handouts
School Site Description . . . . . . . . . . . . . . . . . . . . . . . 27
Stakeholder Description . . . . . . . . . . . . . . . . . . . . . . 31
Possible Solutions Table . . . . . . . . . . . . . . . . . . . . . . 33
The Project Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Project Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Argument Organizer . . . . . . . . . . . . . . . . . . . . . . . . . . 39
SECTION V. Teacher Materials
Potential Schoolyard Habitat Projects List . . . . . . 41
Schoolyard Wildlife Cards . . . . . . . . . . . . . . . . . . . . . 43
Guide to Taking Kids Outside . . . . . . . . . . . . . . . . . . 47
Observations and Flap Poem . . . . . . . . . . . . . . . . . . 49
Example Campus Map . . . . . . . . . . . . . . . . . . . . . . . . 51
What is a Problem? . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Schoolyard Habitat Project Resources
and References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Secondary Addendum and Common Core
Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
SECTION I.
Project Overview
Subjects
English Language Arts, Life Science
Time Required
Grade Level
3-5 (May be modified for grades 6-12; see Secondary Addendum, page 56)
Project Idea
Diminishing school district budgets and increasing demands on teachers can make it seem difficult to take
students to a place where they can study and interact with the environment. However, just outside the
school doors, whether in a city surrounded by high-rise buildings or in a rural community at the base of
a mountain range, students can see or find evidence of living creatures. All of these organisms, from the
tiniest ant to the largest elk, need healthy habitat: food, water, shelter, space and the proper arrangement
of these components.
Through the Schoolyard Habitat Project, students have an opportunity to positively impact their local
environment by meeting a challenge to improve habitat for wildlife on the school campus. Students
research, design and implement a plan to enhance or create insect habitat, provide nesting sites for
birds, plant native plants or even remove weeds and invasive plants from the school grounds. Habitat
improvement efforts do not require elaborate designs with expensive price tags; simple, low or no-cost,
student-led ideas can provide meaningful, tangible results for the students.
While the Schoolyard Habitat Project focuses on improvements in habitat for local wildlife, students
can also benefit from the addition of natural features, such as nest-boxes, plants and flowers. They may
have more opportunities to explore and examine the natural world during recesses, to participate in
investigations during class time or even to just get an emotional boost from seeing brightly-colored
flowers as they travel to and from school.
Content
The Schoolyard Habitat Project addresses the following science concepts from A Framework for K-12
Science Education: Practices, Crosscutting Concepts and Core Ideas.*
Crosscutting Concepts:
Systems and system models
GRADE
LEVEL
CATEGORY
SUBCATEGORY
STANDARD
3.RI.1
Reading
Informational Text
3.RI.4
Reading
Informational Text
3.RI.7
Reading
Informational Text
Integration of
Knowledge and
Ideas
4.RI.1
Reading
Informational Text
4.RI.4
Reading
Informational Text
4.RI.7
Reading
Informational Text
Integration of
Knowledge and
Ideas
4.RI.9
Reading
Informational Text
Integration of
Knowledge and
Ideas
5.RI.1
Reading
Informational Text
5.RI.3
Reading
Informational Text
5.RI.4
Reading
Informational Text
5.RI.7
Reading
Informational Text
Integration of
Knowledge and
Ideas
ID
GRADE
LEVEL
CATEGORY
SUBCATEGORY
STANDARD
5.RI.9
Reading
Informational Text
Integration of
Knowledge and
Ideas
3.W.4
Writing
Production and
Distribution of
Writing
3.W.7
Writing
Research to Build
and Present
Knowledge
3.W.8
Writing
Research to Build
and Present
Knowledge
4.W.4
Writing
Production and
Distribution of
Writing
4.W.7
Writing
Research to Build
and Present
Knowledge
4.W.8
Writing
Research to Build
and Present
Knowledge
5.W.4
Writing
Production and
Distribution of
Writing
5.W.7
Writing
Research to Build
and Present
Knowledge
5.W.8
Writing
Research to Build
and Present
Knowledge
Speaking and
Listening
Comprehension and
Collaboration
3.SL.1 3
ID
GRADE
LEVEL
CATEGORY
SUBCATEGORY
STANDARD
3.SL.4 3
Speaking and
Listening
Presentation of
Knowledge and
Ideas
4.SL.1 4
Speaking and
Listening
Comprehension and
Collaboration
4.SL.4 4
Speaking and
Listening
Presentation of
Knowledge and
Ideas
4.SL.5 4
Speaking and
Listening
Presentation of
Knowledge and
Ideas
5.SL.1 5
Speaking and
Listening
Comprehension and
Collaboration
5.SL.4 5
Speaking and
Listening
Presentation of
Knowledge and
Ideas
5.SL.5 5
Speaking and
Listening
Presentation of
Knowledge and
Ideas
SECTION II.
Essential Elements of PBL
1. Significant Content
The Schoolyard Habitat Project engages students in the Framework for K-12 Science Education practices
of defining problems, designing solutions and communicating information related to the crosscutting
concepts and core ideas of systems, habitats and interrelationships in ecosystems. Students learn
about their schoolyard as a local ecosystem and develop an understanding of how humans impact
systems.
Throughout this project, students collaborate and communicate as they examine their schoolyard
and determine a problem (Driving Question) related to the habitat on the school campus. The
students continue to interact as they problem-solve and apply critical thinking skills to develop
creative solutions to the problem. Technology, leadership, and presentation skills are also fostered and
expanded as students research, implement and showcase their projects to their peers, stakeholders
and community members.
3. In-Depth Inquiry
In order to understand the schoolyard as a habitat and a system, as well as how to improve that
habitat, students are motivated to ask questions about the potential wildlife on the school campus,
as well as the food, water, shelter, space and arrangement of these components. The students use
their questions to conduct a school site description resulting in data and new questions that will
the student projects. In addition, students examine and inquire about the stakeholders that have an
interest and potential impact on their project, such as other students, teachers and district staff.
4. Driving Question
The Driving Question is created after students participate in an engaging activity about habitat. While
this question will vary depending upon school location, student background and grade-level, it will
address the fundamental idea of improving habitat for wildlife on the school campus. The Driving
Question will guide student research concerning local wildlife and the components of habitat (food,
water, shelter, space and arrangement) that can be found on and around the school campus. It will
also inform the development of a Problem Statement or Problem Question that students will utilize to
determine and implement a plan to enhance habitat on the school campus.
5. Need to Know
After learning about the components of habitat and the interconnectedness of those components,
students are compelled to learn how they can improve the habitat on their school grounds. Students
develop a sense of ownership, and thus, a strong desire or need to know more about habitat, the
current status of their school habitat, the types of animals that might use the school for habitat and
the people, or stakeholders, who have an interest in or influence on a project related to habitat.
Students are given multiple opportunities to influence the direction of the Schoolyard Habitat Project.
With teacher facilitation, students collaborate and communicate to create the Driving Question, assess
schoolyard wildlife and habitat, determine a problem statement, propose and evaluate possible
solutions and ultimately determine the actual project. Because the students are involved in making
decisions throughout the process, they continually provide input and opinions. As a result, they are
engaged throughout the entire project to improve habitat for wildlife on their school grounds.
Opportunities for students to check in are imbedded within the Schoolyard Habitat Project steps.
Students periodically meet with the teacher, small teams or the entire class to provide and receive
feedback concerning the process, as well as to critique and revise documents. Each student is also
given time to self-reflect upon his/her role within a team, efforts toward the project and what he/she
has learned during the process.
8. Public Audience
Students not only have an audience at the end of the project, but must also address the public
(their peers, community members) and stakeholders at several points along the way. During the
Stakeholder Description, students develop interviewing skills as they talk with their peers, community
members and school district officials. Prior to project implementation, students present the Project
Plan to district stakeholders for approval. Upon completion of the project, students showcase their
efforts through presentations or displays/tours that highlight the actual project. These meaningful
opportunities provide a real-world context for learning how to address and communicate with
different audiences.
SECTION III.
Teaching the Schoolyard
Habitat Project
Students complete the Schoolyard Habitat Project by following a recommended set of activities in the
order below. Within these set activities, however, there will be variation in the timing and in the way
students complete them.
The sequence of instructional activities is described below. This sequence is based on pilot testing in
school classrooms. Although changes may be necessary to meet time constraints, address the needs of
specific student populations, or include additional instructional materials and learning opportunities, we
strongly encourage teachers to adhere to the sequence of activities as closely as possible at least for the
first several times the project is taught. Each step is discussed in more detail in the following section, the
Step-by-Step Teaching Guide.
1 Students participate in an Entry Event and are introduced to the basic components of
habitat.
3 Students then develop an initial Need to Know list related to their Driving Question about
improving habitat on the school campus.
5 Students virtually explore campus and surrounding area to practice using School Site
Description form.
15 Teacher facilitates a discussion to compile one Master Plan for the class.
16 Students reflect individually on the project at this point.
17 Students implement the Master Plan and keep records of their work.
Assessing and Showcasing Student Work
10
To learn how
to implement a
project, take classes
at PBLU.org, and earn
certification as a PBL
Teacher if you try this
project with students!
11
individuals both to help them visualize your goals and, if desired, for feedback (see the Potential Projects
section for more details).
Then approach the district Grounds and Maintenance department to both inform them of your project
and request feedback to ensure the end-product of the project is not removed or damaged by uninformed personnel. Be sure to integrate any feedback into the Determine Possible Solutions and Project
Plan documents so that students are prepared to address any school/district concerns.
Potential Hurdle: Keep in mind that the district focus is to ensure student safety and efficient
maintenance of school campuses. They have limited time and personnel, so they will be concerned
about any changes to the school campus that could potentially impact their ability to do their jobs effectively.
Most habitat enhancements will not be within the scope of typical grounds work. With this in mind, it will be
important to briefly share a list of potential projects with key personnel and ask for feedback. It can be helpful
to guide the feedback asking how to ensure district support and requesting additional project ideas or
suggestions for project placement on the campus, if needed.
Once school and district staff have signed off on a list of feasible projects for the particular school site,
it can be beneficial (but not necessary) to enlist support from outside groups (additional stakeholders).
These groups include state fish and wildlife/fish and game agencies, wildlife organizations, local
community groups and even businesses.
Determining a Site
Obtain or create a map of the school campus for use during the School Site Description process. The map
that is typically distributed to substitute teachers and visitors can be a good resource. It can be used as is
(after removing any writing that is placed in the school grounds areas) or modified to ensure space for
students to document features on the entire school grounds.
Depending upon student experience and administrator perspectives, it may be necessary to predetermine an area on the school campus that will be the focus of the Schoolyard Habitat Project. The predetermined area can be highlighted on the campus map.
Organization
Determine how student teams will be formed and which components of the project will be completed
by an individual, team, or as whole-class activities. Students developmental readiness, grade level and
prior experience with project based learning will influence how a project is organized in terms of student
work. It is recommended that students work in teams of 3 or 4 during the process, with some work being
accomplished by each individual and other activities being shared by team members.
Consider how the students will compile and organize their materials. Will they use a binder/folder or
digital format? Where will those materials be stored?
If needed, create a blank document that students can use to record the resources and materials they use/
access throughout the project. (In other words, a bibliography.)
Student Reporting and Assessment
Plan how and when the students will report on their teamwork and progress. Should they report daily? In
their journals or on a handout?
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Opportunities for assessment exist throughout the process. It is up to each teacher to determine when
and how students will be assessed for content knowledge and/or process knowledge, including journal
entries, quizzes or tests and presentations.
* NOTE: This section contains general project preparation recommendations. Be sure to read the entire
Project Sequence for specific planning and preparation recommendations for each step of the process.
1 Students participate in an Entry Event and are introduced to the basic components of
habitat.
13
represent the students findings is to create a blank table on the computer or board and have the students
provide the information to fill out the table, representing the findings for each animal or group of animals.
Now introduce the term habitat. Discuss with students the components of habitat the different features
they were looking for during the activity. Provide just enough information to define the term; wait until
after students complete the Need to Know list to provide more detailed content information.
Note: Habitat is defined as the area or place where an animal, plant or other organism naturally grows or
lives. The components of habitat include food, water, shelter (including places to raise young), space, and
the proper arrangement of the other components.
school grounds?
Example Driving Questions:
3 Students then develop an initial Need to Know List related to their Driving Question
about improving habitat on the school campus.
Once students have created a driving question, divide them into their project teams (they will be working
with these teams throughout the project).
Ask the project teams to respond to the question: What do we need to know about if we want to improve
habitat (make it better) to help wildlife live and grow on our school campus? or a similar question based on
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the actual Driving Question. (Explain how researchers, scientists and even engineers often create similar
lists.)
Be sure to rotate around the room, asking questions and providing guidance or coaching as needed as the
student teams create their Need to Know lists.
After project teams have had time to work separately, bring the class together and create a class Need
to Know List. Record all responses on the board, on a large piece of butcher paper or digitally so that
students can see the list on a regular basis. Relevant Need to Know questions will be used during different
stages of the project. This list will also inform the School Site Description data collection document in Step
6 below.
site?)
n How can we find out what animals live (or could live) in or around our school site?
n Is there actually habitat for animals on our school grounds? (and/or next to our school)
n What do those different animals need to live/survive?
n What components/parts of wildlife habitat do we already have on the school grounds?
n What animals (or can animals) live in a place where there is not a lot of grass/plants? (for more
urban schools)
n What do animals use for food on our school site?
n How do animals get water on our school site?
n Where might animals sleep or have babies on our school site?
n What types of plants are on our school grounds?
n What types of plants (and/or animals) are supposed to be here or used to be here (native
natural features and/or man-made structures are on the land that surrounds our school
grounds?
n What type of habitat can we find next to the school?
15
The School Site Description may be found in Section IV: Student Handouts.
After students have completed the Need to Know List, introduce the concept of a survey or study. Explain
that a scientist can conduct a study by visiting a location and recording observations (data) to answer
questions about that place. Sometimes the study results in the scientist also asking new questions. This
type of study is called a Site Description.
Revisit the Need to Know List, asking students to highlight/share/discuss the questions that they could use
or ask to get information about habitat, wildlife and the school campus: the Site Description questions.
Star, underline or re-write those questions in a new space on the board or chart paper. (Note: This helps
separate out the schoolyard and habitat-relevant Need to Know questions. Depending upon student
background and grade level, it may be more or less necessary to rewrite the relevant questions on a new
poster or in a new digital document. The key is for students to clearly see the questions that can be used
for the schoolyard habitat study.)
Once students have selected the questions from their Need to Know List, pass out the School Site
Description form. Have students compare their questions to those on the description document. Have
them consider: What information (or data) is being collected? Does it answer all of our questions? Do we need
to revise anything? What is missing? Do we need to add anything?
Potential Hurdle: Students may begin adding questions that are too specific for a site description
(such as, What are the names of all of the plants on the school site?). Let them know that they will be
asking more specific questions once they determine their specific habitat improvement idea. If desired, you can
post the extra questions in a Question Parking Lot for use later in the project.
Work with the students to either revise the document by hand or digitally with a computer, projecting
the document on the screen, or take suggestions to revise the document at a later time (but before
conducting the site description).
5 Students virtually explore campus and surrounding area to begin the School Site
Description.
As a demonstration in class or with students on individual computers in the computer lab, use Google
Earth, Arc GIS Explorer Online or another mapping program to help students locate the school. If possible,
project the computer image onto a screen. Have students look specifically at the school grounds, and then
at the surrounding area first just to see what they can see.
Once students have had a chance to explore the satellite image, pass out paper copies or use a projector
to put an image of the revised School Site Description data sheet onto a different screen. (Keep in mind:
Students will need to see both the satellite image and the School Site Description document at the same
time. If only one screen is available, it is more important to project the satellite image to model how to
explore the site and have students look at a printed copy of the document.)
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Work with students as they look at the satellite image and answer the two general questions on the first
page of the School Site Description document.
Potential Hurdle: Students may attempt to fill out other sections of the School Site Description from
memory of what they know of the school site or by the satellite image. Explain that what people
remember and satellite images are not real time since they are more like snapshots from the past. Using the
Internet and satellite images to explore a site can be helpful for gathering general information about a site, but
the satellite images do not have enough detail to give students the information needed to answer most of their
questions. In addition, while students spend a considerable amount of time on campus, they have most likely
not made the kind of detailed observations that are needed for the site description.
Once students virtually explore the school grounds and surrounding area, have them share and discuss
their findings, recording any significant information on the board and/or the School Site Description forms.
17
have at all?
n What did you find as far as the proper arrangement of the food, water, shelter and space for
different wildlife? (Perhaps in one area, students found a source of food and shelter for insects,
but the only water source is on the other side of the building. If this were the case, then the
arrangement is not adequate and a water source needs to be located closer to the food and
shelter.)
Next, ask students, With all of these thoughts in mind, is there a certain animal group that we want
to help? Then ask, What habitat component do we want to add or improve? Write down student
responses on the board and then help students narrow down their ideas to one animal group and one
habitat component. Note: If desired, the problem can be further narrowed down to focus on a subgroup
of animals such as certain birds (for example: swallows) or a particular type of insect (for example:
butterflies).
Then, work with students to define the problem by writing a specific Problem Statement.
Example Problem Statements:
n We, ____________ (grade level/class name) want to improve/provide/add _____________
(habitat component or feature) for ____________ (type of wildlife) on our school campus.
n We, Ms. Smiths 5th grade class, want to provide more nesting sites for birds on our school
campus.
n We, Mrs. Smiths 4th grade class, want to create more places for helpful insects to lay their
eggs.
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n We, Mr. Smiths 3rd graders, want to add places for butterflies to get food on our school land.
Post the Problem Statement where it is visible in the classroom, under the Driving Question.
19
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real and mock interviews, rather than Internet research. For the mock interviews, the teacher (or a
volunteer) briefly researches several of the stakeholders and then becomes each of those different
stakeholders (changing costumes, hats, etc. can help with this charade). Students then ask questions
of the stakeholder, who responds in a grade-level appropriate manner, allowing time and guidance as
the students record his/her responses. While this can be particularly effective for younger students, they
should still, at the very least, have an opportunity to interview other students and/or staff in the school
and read simplified text from one stakeholder group.
Guide students as they complete their Stakeholder Descriptions.
Potential Hurdle: Resources, such as websites and printed materials, from stakeholder groups
(including the school district, organizations, agencies, etc.) are not typically written for a young
audience, and may be too difficult for elementary students to understand. They can also be difficult to navigate
to find the information needed. It may be necessary to provide revised resources, specific hyperlinks/printed
website materials or compiled (re-written) resources for younger students. The Stakeholder Descriptions can
also be completed through whole-class guided reading and discussion.
In addition, it may also be necessary to prepare and coach any potential interviewees before they come
to the classroom so that they use grade-level appropriate terms and explanations.
Keep in mind that this does not have to be an in-depth research project for elementary students. The
main purpose of the Stakeholder Description is for students to gain a basic exposure to the idea that other
people and groups have an interest in and can impact/be impacted by the project.
Once Stakeholder Descriptions are completed, have students share the most important information they
learned, either formally through a presentation or informally through discussion, about stakeholder
opinions. Record the key points on the board or a poster and make note of any potential hurdles or
concerns that may influence project planning or implementation.
Optional: Have students reflect upon their own perspectives related to the problem and compare their
perspectives to those of other stakeholders.
21
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15 Teacher facilitates a discussion to compile one Master Plan for the class.
Once teams have completed their plans, facilitate a whole-class discussion and/or have students share
their plans. Then compile a project plan for the whole class, or Master Plan, soliciting input from all teams.*
A blank digital or paper copy of the Project Plan document can be projected onto the board and used to
create the Master Plan. (In other words, the Master Plan is the compilation of the different student teams
Project Plans.)
* Note: Teacher familiarization with student plans, as well as information from the experts (fish and
wildlife agencies, wildlife organizations, local community groups, etc.) concerning the proposed solution,
can ensure the Master Plan includes all pertinent details for a successful project. For example, if students
are developing a plan to build and install bird nest boxes, background knowledge about different designs,
materials and procedures for construction provides the teacher with valuable insight when guiding class
discussions during the creation of the Master Plan.
17 Students implement the Master Plan and keep records of their work.
Guide students to work as a class to implement the plan on the school campus.
Create a realistic timeline based on the Master Plan for students to follow. Discuss this timeline with the
students.
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Determine and communicate the roles and responsibilities for each student/team of students prior to plan
implementation.
Remind students of appropriate behaviors during outdoor field studies or projects.
Utilize the Master Plan and timeline to implement the project.
Potential Hurdle: Throughout the process, it may be necessary to adjust and/or revise the Master Plan.
Students should be included in the revision process. Be sure to explain to students that even scientists
and researchers sometimes have to revise their plans, as they discover new opportunities and/or challenges.
Have students keep records of the project process, plan revisions and, eventually, the results of their
efforts. These records can be journal entries, writing assignments, drawings, photographs, etc.
Ask students, providing guidance as needed, to create a summary that communicates the project process,
as well as the results and success of their project in relation to the evaluation criteria they established in
the Project Plan (How will we know this project worked?). Students should also discuss what they would
change or do differently next time. In addition, have students individually reflect upon their experiences,
efforts, and what they learned during the project.
The Project Summary may be found in Section IV: Student Handouts.
The Project Summary handout can be completed by students and turned in to the teacher and/or the
handout can be used as a framework for students as they create a presentation to showcase their efforts.
(See Step 19.)
24
If you and your students decide to provide tours on the school campus that highlight the project, work
with students to determine the tour route. Perhaps small groups of attendees will be led through different
components of the project in different areas of the school. For example, small groups can start in the
classroom as students discuss the learning process. Then the groups could go to a site on the school
campus where students can talk about their decision-making process and then move to the site on the
school campus where the project took place. At that site, students can describe the project and its benefits
to the schoolyard wildlife and surrounding community. Develop a script or list of talking points for
students to address during the tour. The Project Summary document can be used to determine the most
significant information to be shared.
25
SECTION IV.
Student Handouts
School Site Description . . . . . . . . . . . . . . . . . . . . . . . 27
Stakeholder Description . . . . . . . . . . . . . . . . . . . . . . 31
Possible Solutions Table . . . . . . . . . . . . . . . . . . . . . . 33
The Project Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Project Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Argument Organizer . . . . . . . . . . . . . . . . . . . . . . . . . . 39
26
Tell about the school and what is around or near it such as the city, buildings (businesses,
apartments, or houses), fields, farms, rivers, lakes, and any other important features.
Examples:
n The school is in a neighborhood thirty minutes away from the city and has houses on three
sides. A creek and a field are on the fourth side of the school grounds, near the playground.
n The school is in the middle of downtown and is surrounded by 6-story tall or taller buildings.
The sidewalk in front of the school has trees planted in the empty patches every 15 or 20 feet.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
How much of the school property is green or natural? How do you know?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Other questions about the school grounds and/or the specific school site:
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
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Temperature _________F or C
Complete Cloud Cover Rain Wind: calm breezy gusty
Notes or Information
Birds
Mammals
Reptiles and
Amphibians
Insects and Spiders
Note: If you see a large number of animals (like a line of ants) you can write the actual number down and
add it to the tally later.
Description
What does it look like? Where exactly was it found? Other details
Tally of Total
Number Found
Scat or Tracks
Feathers or Fur
Homes or Nests
Other
bones, scratches,
chewed leaves,
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Temperature _________F or C
(circle:)
Clear
Scattered Clouds
Rain
What habitat features can you find? (Be sure you SEE them.) Fill out the table below:
FOOD
What might animals eat? Think about nuts, fruits,
plants, insects, human food/garbage, etc.
WATER
Think about puddles, drainage ditches, creeks/
streams, ponds, lakes, etc. How big is it?
Is it there all the time?
SHELTER
Where can animals sleep, hide, get out of the
weather or have babies? Think about: rocks, logs,
bushes, trees, bird houses, roofs, fence posts, etc.
SPACE
Are the green spaces big enough for a larger
animal or smaller animal? Usually, the larger the
animal, the more space it needs.
ARRANGEMENT
Are there places for animals to find food, water, shelter and a place to have babies or lay eggs on
the site without having to travel too far away from the site? How do you know?
(Think about how too far might be different for different size animals.)
29
Land Conditions
How much of your site is covered with buildings and/or pavement?________________________________
_______________________________________________________________________________________
Are there places on your site where the dirt or soil is showing? Where? Can you tell what happened?
_______________________________________________________________________________________
_______________________________________________________________________________________
Are there any weeds or invasive plants on your site? Are they scattered or do they cover a whole area?
_______________________________________________________________________________________
_______________________________________________________________________________________
30
Name(s)____________________________________________________ Date_________________________
Stakeholder Description
What is the name of the stakeholder the person or group that cares about your project? If you talked to
a person, what is his or her job and who does he or she work for? (Being a student is a job, too! Be sure to
include the grade level.)
How did you get the information you needed to fill out this form?
(Check one or more of the boxes below and answer the questions.)
Website
Printed
material
What does this person or group have to do with the school site? (Does he or she play on it, mow it, walk
past it, make sure kids are safe when playing on it, etc.?)
Does this person or group need to approve your project before you begin? If so, what things does that
person or group think are important for you do or include with your project?
31
Would this person or group like to see more animals or plants on the school site? If so, what kinds?
Would this person or group like to see a part or parts of the school site change? How?
Will a habitat project change this persons or groups job? If so, will it make the job harder or easier, or will it
not change it at all?
Does this person or group have any worries about a wildlife habitat project taking place on the school
site? If so, what are they?
Does this person want to help with the project? If so, what skills does he or she have that could help the
project? (building, gardening, etc.)
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Possible Solutions
What not good
things might happen
on the school site
because of this
project?
Yes
Maybe
No
Yes
Maybe
No
Yes
Maybe
No
Name(s)___________________________________________________________________________________________ Date______________________
Name(s)____________________________________________________ Date_________________________
Project Plan
What is the problem?
What is the solution (the project)? How will it help wildlife on the school grounds?
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Does anything need to be done to make sure your project keep working this year and in future years? If
so, what needs to be done and who is going to do it?
(For example: If you added bird feeders on the school grounds, what do they need to be filled with and who will
fill them after the end of this school year?)
Who do you need to tell about your project before you begin?
35
Name(s)____________________________________________________ Date_________________________
1. Who are the team members that you worked with to complete this project?
3. Why is this Problem important for your school and the surrounding community?
4. Who were the stakeholders or people that you worked with? What did they do?
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5. In three for four sentences, tell about the project. Be sure to include the steps you went through and
any big changes you had to make to the original plan (if any).
6. Did your project work? How do you know if it did or didnt work? (Think back to your Project Plan and
how you answered the question How will you know the project worked?)
7. Describe anything that happened because of your project that you did not expect.
37
8. What are two or three of the most important things that you learned about habitat, wildlife and/or your
school site during this project?
9. Think back to what you did and how you worked with others during the project. Answer the following
questions:
a. What did you enjoy about the project?
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39
CONCLUSION
POSITION
Argument Organizer
SUPPORT
REASONS
(Solution Description)
BASIC INFORMATION
SECTION V.
Teacher Materials
Potential Schoolyard Habitat Projects List . . . . . . 41
Schoolyard Wildlife Cards . . . . . . . . . . . . . . . . . . . . . 43
Guide to Taking Kids Outside . . . . . . . . . . . . . . . . . . 47
Observations and Flap Poem . . . . . . . . . . . . . . . . . . 49
Example Campus Map . . . . . . . . . . . . . . . . . . . . . . . . 51
What is a Problem? . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Schoolyard Habitat Project Resources
and References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Secondary Addendum and Common Core
Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
40
41
42
Butterfly
Earthworm
Mason Bee
Orb-Weaver Spider
43
Crow
Sparrow
Hummingbird
Hawk
44
Frog
Snake
Salamander
Lizard
45
Squirrel
Raccoon
Bat
Robin
46
n Before involving students in outdoor field studies, get to know the school grounds or area of
study and try to visit the site (even if it is just the sidewalk in front of your school) a day or two
before you take the students. Make note of how students will move from one place to another (trails,
sidewalks, open areas, etc.), sensitive areas (delicate plants, nesting sites, etc.), traffic patterns (cars,
bicycles, etc.) and potential hazards (sharp objects, dangerous plants, etc.)
n If there are serious hazards, remove them, choose a different area, or designate with flags/rope
that the areas with hazards are off-limits. (Serious hazards include broken glass, sharp objects,
poison oak/ivy, stinging nettle, dangling tree branches, etc.)
n To eliminate or minimize unnecessary distractions, be aware of campus or study site maintenance
schedules and other events that might make it difficult to focus. It is hard to compete with a loud
lawnmower!
n When going off site, be sure to inform the school office and gather necessary medications and a
school campus, off site), volunteers will be needed for student teams and paraprofessionals should
accompany students with special needs. (Studies on the school campus may not require additional
adults.)
n Establish buddies or teams of students prior to going out in the field. Its much more difficult to
organize students as they step off the bus or out the door. Periodic buddy checks can be called for
while outdoors.
n Talk about and model appropriate attire. Students will benefit not only from hearing about what
to wear, but seeing what to wear. Layers are usually a good choice in any climate. Also, dont forget to
discuss footwear. Sneakers or hiking shoes with traction are best. It can be helpful to have a couple of
extra jackets on hand and a class set of trash bags can be great ponchos or sit-upons when outdoors.
Hats and sunscreen can also be recommended.
n Discuss the difference between recess and learning outdoors. Tell students: Turn off your recess
brain, and turn on your Scientist brain. And have them physically turn a knob or flip a switch on the side
of their heads. This is a silly, but effective way to remind students of all ages that they are going outside
to learn.
n It can be effective to have students sign a contract that outlines appropriate behavior when
learning outdoors. This contract gets put in each students Science notebook/journal.
n Discuss Safety! Students should understand that the outdoor study site has the same rules as the
school/classroom (no running, no throwing, etc.). In addition, you will need to share additional safety
rules that are outdoor and/or site-specific (stay with your buddy, do not climb the trees, etc.)
n Make students aware of the purpose of the field study prior to going outside. Clear expectations
47
n Explain that the students will be in someones house. Then ask how they would expect someone
to act in their own homes. Relate the behaviors to plants and wildlife in the outdoors.
Would you want your house guests to:
u Pull parts off your toys? [No pulling leaves off plants, breaking branches, etc.]
u Throw things at you? [Do not throw anything.]
u Take your toys? [Use the look and leave philosophy.]
u Smash your roof? [Lift and replace rocks gently, dont stomp on mounds or brush piles.]
u Pick you up and put you somewhere away from your home? [Dont pick up animals. If you do pick
up something like an insect put it back exactly where you found it.]
u Take your food away or ruin it? [Again, no pulling off leaves, damaging plants, etc.]
u Yell loudly? [Quiet voices.]
n Establish a signal (loud whistle, bike bell, etc.) and a central meeting point. Practice with students
outside by letting them wander and then give the signal. Students then come appropriately (no
running, cutting through roped off areas, etc.) to the central meeting point.
n Involve students in simple outdoor experiences first. Have students practice walking to and from an
area. Then take them through a brief, simple activity the first few times they go outside.
n Once outside, provide lots of reminders related to appropriate behavior and respect for the
environment.
n Explain to students that wildlife can be disturbed easily. When conducting a study that requires
students to observe wildlife, they should walk calmly and quietly to a spot and sit without taking for
at least 3-5 minutes before recording observations. This gives wildlife a little time to get used to the
students being there.
n If working in a large area, it can be helpful to establish visual boundaries. If land features are easily
designated, those can be used, or flagging tape/wire flags can be used to mark boundaries.
n Be aware of sun and wind when talking with your students. When speaking to students in a group,
have the sun in YOUR face and the wind at YOUR back. Its easier for students to pay attention when
they dont have to squint or strain to hear you over the wind.
n Know your agenda, but be open to teachable moments. For example, if a salamander wanders
across you path while you are talking about trees, use the opportunity to share nature with your
children.
n Be sure to make note of what works and doesnt work for you and your students. This will be a
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6. Next to each set of words (I see, I hear, etc.), students can choose
one or two of favorite/most descriptive observations to write
down for each category.
5. Then, with the Observations page facing up, students should fold
the left side of the page so that they cover the bird design and
the words I see, I hear, I smell, I feel, I wonder and Where I am are
on the same side of the paper as their Observations.
2. Have the students fold the paper in half like a book, with the
Observations page to the outside.
1. Print these two pages front-to-back (be sure to flip on the short
edge and cover or delete this text box first!)
Where
I am:
I wonder:
I feel:
I smell:
I hear:
I see:
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What I feel:
What I smell:
What I wonder:
What I hear:
What I see:
Weather:__________________________________________________
Location:______________________________ Date:________________
Observations
A2
A3
A1
A4
B1
B2
B3
B4
C1
C2
C3
C4
D1
D4
D2
D3
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1. Write or post the word problem on the board. Ask the students to work with partners/small groups to
define problem.
2. Have students share their definitions, either by writing them on large paper (such as sentence strips)
and posting them or by writing them directly on the board.
3. Work with the students to compare the different definitions while discussing the common words/
themes present.
4. Ask the students if they have ever solved a problem? Have them explain to a neighbor the problem they
solved (briefly).
5. Discuss how scientists and engineers also solve problems. However, they define problem in a different
way. Post and share this simplified definition:
A problem is a challenge that can be solved through a set of steps.
6. Compare the definition with the student definitions. Discuss as needed.
7. Explain that the students are actually going through the design process, which is also called ProjectBased Learning. Then, work with the students to brainstorm a list of possible problems that engineers
and/or scientists (and even students) might use the design process to solve.
For example:
n Building a bridge
n Reducing a certain type of pollution in a stream
n Constructing a more aerodynamic car
n Attracting birds to a site
n Reducing erosion
n Increasing the production of a garden
n Reducing animal damage on crops
n Getting rid of (or preventing the growth of ) non-native and/or invasive plants
n Determining the population and/or distribution of an animal population
n Constructing a new soccer field that will not flood
8. Conclude by revisiting the definition of problem (keeping it posted for the duration of the Project-Based
Learning Model process) and reminding the students that they will be defining and solving a problem
with their teams as they continue to work through this project.
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Community Resources:
n Master Gardeners program members (http://www.ahs.org/master_gardeners/)
n Local Cooperative Extension Office (http://www.csrees.usda.gov/Extension/)
n United States Fish and Wildlife Service (http://www.fws.gov/)
n State Fish and Wildlife/Fish and Game Department
n State Department of Natural Resources
n Local colleges and/or universities
n Local conservation and education organizations/groups, such as:
Education foundations
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http://www.inklingmagazine.com/articles/tentacled-tree-hugger-gets-legs-up-on-twelve-yearolds/ In an article titled Tentacled Tree Hugger Disarms Seventh Graders, Matthew Bettelheim describes
research conducted on 7th graders to determine their digital literacy. Links to bogus websites can also be
found in this article.
http://edtechdunny.blogspot.com/2011/11/save-pacific-tree-octopus.html The Learning with
Meaning website is a blog that highlights technology in education. In this article, the author describes a
digital literacy lesson conducted with students (utilizing the Save the Pacific Tree Octopus website) to teach
them to be critical of what they see and read on the Internet. Links to related research and other bogus
websites can be found at the end of this blog.
55
1 Students participate in an Entry Event and are introduced to the basic components of
habitat.
Although students at the secondary level will have some familiarity with the term habitat and the
components of habitat, wait until after the activity to formally define or discuss the term and its parts.
Using the same wildlife cards described in the elementary version of this project (see Section V: Teacher
Materials), inform the students that they have become wildlife rehabilitators. The animal card each pair/
team receives represents an animal that was rescued and brought to them to be rehabilitated (nursed
back to health) and then released into the wild. The students task is to examine the school campus and
determine if their assigned animal would have a good chance of survival (the more components/checks in
the boxes on the left side of each wildlife card, the better chance of that animals survival). Once students
have explored the campus, they can report out as to whether they would release the animal and why they
would or would not release it.
After students have shared and explained their findings, introduce or review the term habitat and discuss
the components of habitat as thoroughly as needed.
5 Students virtually explore campus and surrounding area to begin the School Site
Description.
Using classroom computers or in a computer lab, demonstrate and walk students through the process of
utilizing GIS software (a number of free versions are available, such as ArcGIS Explorer Online http://
www.arcgis.com/explorer/ or Google Earth http://www.google.com/earth/index.html) to locate
the school and examine the school grounds and surrounding areas. While completing the first page of the
CC BY-NC-ND 3.0 Pacific Education Institute, National
Environmental Education Foundation & Buck Institute for Education
56
School Site Description, students can choose different features and/or add different layers to enhance their
views and learn more about the region.
If utilizing ArcGIS Explorer Online, students can work in the maps mode (by clicking on the New Map tab)
to add layers that depict watershed boundaries [layer: EPA Watershed Boundaries], soil types [layer: USA
Soil Survey], and even the river and stream systems [layer: The National Map Hydrography Dataset
(NHS) WMS]. These layers can be turned on or turned off as students examine the school grounds and
local areas. By utilizing the measurement tool, students can even include the distance to the nearest
boundary or feature in the written portion on the first page of the School Site Description.
Within Google Earth, students can look under the More folder and then the Parks and Recreation folder to
show (click on) layers depicting parks, US Forest Service Land and even US Fish and Wildlife Service areas.
Students can also use a measurement tool in Google Earth to determine the distance to the nearest park,
etc. This information can be recorded the first page of the School Site Description.
Potential Hurdles: Before having students use the computers, work with your schools technology
specialist to ensure the GIS program of your choice is loaded and/or accessible from every student
computer, as well as the teacher computer. Google Earth must be downloaded and ArcGIS Explorer Online may
initially be blocked by the districts firewall.
Once you know the GIS program works on the student computers, be sure to spend some time on your own,
walking through the procedure or steps in their entirety before working with the students to complete a task or
set of tasks using the GIS program. For more information or tutorials, search the help or resources section of the
GIS program.
Additionally, always have a backup plan. In spite of all of your hard work and preparation, the technology may
just not work at that moment on that day. With a variety of outside factors that could cause program issues, be
prepared to do something else that day and revisit the computers at a different time.
57
As students complete the School Site Descriptions, they can supplement their written notes and
information by taking pictures, recording video or capturing sound using their cell phones and/or
cameras. The digital materials can then be used as they create short summaries that communicate their
findings.
Potential Hurdle: If students will be accessing personal cell phones and/or cameras during this
activity, be sure to thoroughly discuss the appropriate use of these tools. Additionally, to prevent
unintended mishaps, emphasize that only the owner of the phone or camera should operate the device.
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59
GRADE CATEGORY
LEVEL
SUBCATEGORY
6.RI.4
Reading
Craft and Structure
Informational Text
6.RI.6
Reading
Craft and Structure
Informational Text
6.RI.7
Reading
Integration of
Informational Text Knowledge and Ideas
7.RI.4
Reading
Craft and Structure
Informational Text
7.RI.6
Reading
Craft and Structure
Informational Text
8.RI.4
Reading
Craft and Structure
Informational Text
9-10.RI.4
9-10
Reading
Craft and Structure
Informational Text
STANDARD
60
9-10.RI.6
9-10
Reading
Craft and Structure
Informational Text
11-12.RI.4
11-12
Reading
Craft and Structure
Informational Text
11-12.RI.7
11-12
Reading
Integration of
Informational Text Knowledge and Ideas
6.W.1
Writing
6.W.2
Writing
6.W.4
Writing
Production and
Produce clear and coherent writing in
Distribution of Writing which the development, organization and
6.W.5
Writing
Production and
With some guidance and support from
Distribution of Writing peers and adults, develop and strengthen
6.W.6
Writing
Production and
Use technology, including the Internet,
Distribution of Writing to produce and publish writing as well as
6.W.7
Writing
7.W.1
Writing
61
7.W.2
Writing
7.W.4
Writing
Production and
Produce clear and coherent writing in
Distribution of Writing which the development, organization
7.W.5
Writing
Production and
With some guidance and support from
Distribution of Writing peers and adults, develop and strengthen
7.W.6
Writing
Production and
Use technology, including the Internet, to
Distribution of Writing produce and publish writing and link to
7.W.7
Writing
8.W.1
Writing
8.W.4
Writing
Production and
Produce clear and coherent writing in
Distribution of Writing which the development, organization,
8.W.5
Writing
Production and
With some guidance and support from
Distribution of Writing peers and adults, develop and strengthen
8.W.7
Writing
9-10.W.2
9-10
Writing
62
9-10.W.4
9-10
Writing
Production and
Produce clear and coherent writing in
Distribution of Writing which the development, organization and
9-10.W.5
9-10
Writing
Production and
Develop and strengthen writing as
Distribution of Writing needed by planning, revising, editing,
9-10.W.7
9-10
Writing
9-10.W.8
9-10
Writing
11-12.W.2
11-12
Writing
11-12.W.4
11-12
Writing
Production and
Produce clear and coherent writing in
Distribution of Writing which the development, organization
11-12.W.5
11-12
Writing
Production and
Develop and strengthen writing as
Distribution of Writing needed by planning, revising, editing,
11-12.W.7
11-12
Writing
63
11-12.W.8
11-12
Writing
6.SL.1
Speaking and
Listening
Comprehension and
Collaboration
6.SL.5
Speaking and
Listening
Presentation of
Knowledge and Ideas
7.SL.1
Speaking and
Listening
Comprehension and
Collaboration
7.SL.5
Speaking and
Listening
Presentation of
Knowledge and Ideas
8.SL.1
Speaking and
Listening
Comprehension and
Collaboration
8.SL.5
Speaking and
Listening
Presentation of
Knowledge and Ideas
9-10.SL.1
9-10
Speaking and
Listening
Comprehension and
Collaboration
64
9-10.SL.5
9-10
Speaking and
Listening
Presentation of
Knowledge and Ideas
11-12.SL.1
11-12
Speaking and
Listening
Comprehension and
Collaboration
11-12.SL.5
11-12
Speaking and
Listening
Presentation of
Knowledge and Ideas
65