Students will be able to describe the habitat needs and behavior of animals or plants.
In the form of a story, students will describe a day in the life of an animal or plant that they learned about at Outdoor Education.
Adaptation, change, communities/ecosystems, and diversity.
Language arts and science.
Adaptation, diurnal, food chain, habitat, niche, and nocturnal.
Humans often observe wildlife when animals are hiding or running away from intruders. Creative writing about the activities of wildlife can provide a new perspective of the natural world we may not have the opportunity to see without the use of our imaginations.
Writing paper and pencils or pens.
- Ask students to picture the animals and plants they learned about and observed at Outdoor Education. A descriptive story about forests or other wild areas can add to the visualization.
- Discuss change with students. Ask what changes animals and plants experience during the day. Encourage students to include habitat, niche, food needs, predators, communication, etc. in their story.
- Have students choose one animal or plant they learned about (see Appendix for a list of plants and animals). Ask students to write a story about "a day in the life" of the plant or animal of their choice.
- Allow time for students to share their stories with the class.
A Council of All Beings meeting. Explain to the students that a change – fire, logging, or land development – threatens their land. Organize a meeting of all the students' involved in role-playing and have them represent their plant or animal in a discussion about the threat of change and its potential effects on their plant or animal. A teacher can play the role of a human being interested in using the land for a certain purpose.
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