created by joanne connor, navarre garden club, inc ... · ditional activities. the programs have...

Created By Joanne Connor, navarre Garden CluB, InC.; ProPerty of ffGC �

Contents

PrefaCe

Introduction 3

acknowledgement 4

startingaJuniorGardenClub 5

ConductingaJr.GardenClubProgram 6

ProGrams

Butterfly 7

ButterflyGarden 29

Wildflower 38

trees 54

ArborDay 72

FloralDesign 83

terrarium 100

Tomatoes 112

Birds 127


OnemajorgoalofFlorida’sFederationofGardenClubsistoeducateyouthabouthomegardening.Withthisgoalinmind,theNavarreGardenClubdevelopedaseriesofinstructionalprogramsforFloridaGardenClubmemberstouseinaJuniorGardenClubProgram.

Theprogramsweredesignedtobeusedwithstudentsin3rdthrough5thgrade.Theycanalsobeappropriateformiddleschoolchildrenwiththeadditionofmorein-depthmaterialorad-ditionalactivities.TheprogramshavebeendesignedtomeetmanyScienceSunshineStateStan-dards,althoughtheyarenotdirectedtowardsanyspecificsciencecurriculum.LanguageArtsandotherareasofeducationarealsoincluded.

Eachprogramcanbeusedasastep-by-stepguideifneeded,orasaresourceforthosewhochoosetoapproachthesetopicsinadifferentmanner.Moreover,eachcanbeusedasanaidorsupplementtoaschoolcurriculum.Eachprogramconsistsofstep-by-stepinstructionalma-terialwithahands-onactivity,visualaids,studentguidednotesheets,areinforcementactivityforstudents,andasciencebasedwritingactivity.Thestudentmaterialscanbekeptinastudentjournal.

JoanneConnor

IntroDUCtIon


aCKnoWLeDGement

TheNavarreGardenClubhadconductedsomeJuniorGardenClubprogramsinpreviousyears.In2004,asthenewJuniorGardenClubCommitteeChairmanIdecidedtousemyteach-ingexperiencetoconductprogramswithagardeningandscienceeducationapproach.Iwrotetheprogramsthatwepresentedatalocalschoolwiththehelpofmycommittee.TheintentwastowritetheseprogramsinsuchawayastomakeiteasierforourGardenClubmemberstocon-ducttheseprogramsinfutureyears.Theplansalsoaidedusinpreparinganorganizedandwellthoughtoutprogramforthestudents.

SeveralmembersoftheNavarreJr.GardenClubCommitteemeteachmonthtohelpplanandprepareforeachofthemonthlyprogramswepresented.Theircontributionwasessentialtothedevelopmentoftheseprograms.Inparticular,theNavarreGardenClubwantstothankspecificcommitteemembersfortheircontribution.JudithBegue,ASantaRosaCountyMasterGardener,wasawealthofknowledgeforus.KayZilkabroughtprofessionalinstructionexper-tisetoourgroup.SharonJohnsonhelpedusincorporateentertaininginstruction.BarbaraDillonandBarbaraJonesweregreatstudentassistantsandhelpedusseetheprogramfromthestudents’viewpoint.Othercontributorsaidedusindevelopingourprograms.BettyLawsonprovideduswithinformationforourBirdProgram.LindaHendersonprovidedfloraldesignexperienceforourFloralDesignProgram.


startInGaJr.GarDenCLUb

TherearemanydifferentwaystoconductaJr.GardenClubProgram.Itcanbeanafterschoolprogram,alibraryprogram,achurchgroup,oraswehavechosentodo,aninschoolprogram.Ifeelthatwecanreachsomechildrenwhowouldnototherwisehaveaccesstoourprogramsbyconductingtheminthelocalschool.

ThemostimportantthingtorememberforaJr.GardenClubisPlanningandPreparation!Youshouldhaveaplanofwhatyouwouldliketodobeforeapproachingtheadministratorofyourchosenfacility.ThereisanexcellentdetailedarticleabouthowtoapproachanadministratorandpresentyourprogramintheNationalGardenClubs,Inc.’sQuarterlyPublication,November-January2007-2008,“President’sSchoolGardenProject”byBonniDinneen,Chairman.

Briefly,thereare9pointsinthisarticle,belowhighlightssomeofthem;

•Makinganappointmentwithaprincipalwithconciseinformation.

•Beprofessionalinyourappearanceandapproach

•Haveprintedinformationaboutyourprogram

•Conductrelevantconversation.

•Follow-upwithathankyounote

•Requestanappointmentwithteachersinvolved

•Ifnotsuccessfultryelsewhere.

Donottakeontoobigaproject!Youandyourcommittee’sexperienceofconductingprogramsandworkingwithlargegroupsofchildrenwillhelpyoudeterminehowmanyprogramsyoucancomfortablydothefirstyear.Itisimportanttodoaqualityprogramorafewqualityprogramssoyouwillbesuccessfulandwillbewelcomedbackthefollowingyear.

Inquireaboutsomethingstheschool/facilitycouldassistyouwith.Visualaidsareveryimpor-tant.Schoolsshouldhaveanoverheadprojectororpowerpointprojector.Dependingontheirbudgettheymaybeabletoprintmanyofthewrittenmaterialsusedbythestudents.Theschool/facilitymayevenbewillingtohavestudentstakehomea“wishlist”ofconsumablesuppliesforyourprogram.

Schoolsandmanyotherfacilitiesrequirebackgroundchecksonanypersoncomingincontactwithchildren.Thismaytakesometimeandshouldbetakenintoconsiderationforyourplanning.Youshouldalsobeawarethatphotostakenofyourprogramthathavechildreninthemmaynotbeprintedorpublishedwithoutwrittenpermissionoftheparent.


ConDUCtInGaJr.GarDenCLUbProGram

PlanningandPreparationarethemostimportantpartofanyprogram.Itisthekeytosuccess.

Visualaids,studentinteractionandhands-onactivitiesareimportanttothisprogram.Thishelpstoholdstudents’attentionandfacilitatelearning.

Whenfollowingtheprogramsinthisseriesitisimportanttothoroughlygooverandevenre-hearsetheprogramuntilyouarecomfortablewiththepresentation.Itmaybehelpfulandmoreinterestingtostudentstohavedifferentcommitteemembersconductdifferentpartsofthepro-gram.

Wheneverpossiblehaveenoughmaterialsforeachstudenttodoanactivity.Somethingscanbedoneaspartnersorinsmallgroups(normallynomorethan4).Thishelpstomaintainstudents’attention,aidtheirlearning,andpromoteasenseofaccomplishment.Notethatthematerialsthatwillbeusedinourprogramsaredividedintoindividualnumbersoramountspriortothepro-gram.Forexampleourcommitteeusesbaggiestopre-measureindividualamountsofsoilandbaggiesforindividualamountscharcoalforeachstudent’sterrarium.Thecoffeefiltersarealsoprecuttofitthecontainers.Wealsohave4-5spraybottlestomoistentheterrariumsoilsothatstudentsdonothavetowait.Wehaveseveralcommitteemembersdistributematerialstostu-dentstolessenthetime.Anylapseoftimespentgivingoutmaterialsduringapresentationwillcausethelossofstudents’attentionandtakeunnecessarytimefromthepresentation.Timeandeffortwillbeneededtoregainthestudents’attention.

Anotherdistractiontothestudentsismaterialsthataregivenoutbeforetheyareneeded.Theirattentionisdrawntothesematerialsandnottotheinformationbeingpresented.Somepeoplefeelitishelpfulforstudentstohaveeverythingtheyneedaheadoftimebutitisactuallyverydistracting.

ATEACHERORADMINISTRATORSHOULDBEPRESENTATALLTIMESDURINGAPRESENTATION.Thisisalegalrequirement.Pleasehavealldiscipline issues handled by the teacher or administrator.

Youwillhavetherespectandattentionofthestudentsifyouconveythatyouexpectitfromthem.Aninterestingandwell-plannedprogramwillbeyourbestasset!


Butterfly


bUtterfLyProGram

obJeCtIves Learntheimportanceofplantsforbutterflies Learnthemetamorphisofthebutterfly/moth Knowthedifferencebetweenabutterflyandamoth Learntheimportanceofbutterflies Learnthepartsofabutterfly LearnthemeaningofSymmetry

materIaLs: Transparencies: ButterflyandMoth(T-1) Emergingmoth/Wingscales(T-4) ButterflyVSMoth(T-2) CommonAreaButterflies(T-5,T-6,T-7,T-8) Metamorphis/Monarch(T-3) Butterflies-TheirCaterpillars(T-9) Completedguidednotesheet(T-GN) Defenses(T-10) CraftMaterials(foreachstudent): paintstick tracingpaper butterflybody(blackconstructionpaper) twisttieforantennae,(optional-3tiesfor6legs/feet) markers/crayons scissors staplersforassistants ClearAcetatesheet(smoothtransparency–erasable) Blanksheetofpaper(covertransparencytorevealonlydesiredinformation) ButterflyvsMothworksheet(1perstudent) StudentButterflyguidednotesheet(1perstudent) CrosswordPuzzle(1perstudent) WritingPrompt(1perstudent)

IntroDUCtIon–iffirstclassmeeting Pass out Journals–StudentsplacenameonfrontofJournaliffirstmeeting Program: 1.“Why are butterflies important to gardeners?” (Ans:Pollinators,environmentindicators,enjoyment) Pass Out Butterfly vs Moth worksheet 2.Butterfly vs Moth - (T-1) “One is a butterfly and one is a Moth. How can we tell the difference?” “Fill in the blanks as we discuss the differences”

(T-2)Useclear,smoothtransparency(acetatesheet)overT-2transparencytowriteinwitherasablemarkerasstudentsgiveanswers(optional–writeanswersonboard)

(Ans:) 1.)B:fly- Daytime– M:fly- mostlynighttime 2.)B:antennae– smoothwithknobs M:antennae- feathery/hairy 3.)B:resting- flatoverback M:resting- roofshape 4.)B:body- straight&smooth M:body- thickandhairy 5.)B:color- bright&colorful M:color- mostlydull


bUtterfLyProGram

3.Metamorphosis–(T-3)(T-GN) “Butterflies go through complete physical changes from egg to adult. > Metamorphosis. Unlike many animals and humans that look exactly like the adult but in miniature.” Stages(changes)

A)EggStage-femalebutterflylaysaneggonaspecifickindofplant–HostPlantB)CaterpillarorLarvalstage(T-GN)-emergesfromtheegg,eatsandgrowsoncertainplants HostPlant(T-GN)(verypicky). Mayshedtheirskin4-6timeswhilegrowing Fullygrown-attachestoafirmsupportandshedsforlasttimeC)ChrysalisorPupaStage-insidechrysalisitturnsinto“cellularsoup”toformadultbutterfly (likeachickenegg) Forcesitwayoutofchrysaliswhenformed(T-4)D)AdultStage-uponemergingwingsaredampandwrinkled. Whendry,fliestolookforfood–NectarPlant NectarPlant(T-GN)-“uses it’s probe to get nectar”(sugarysubstance) Livesabout2weeks–eats,matesandlayseggsE)CyclerepeatsorMetamorphosisrepeats Somespeciesproducemultiplegenerationseveryyear-some,justone

4.Habitat requirements-“Besides Host and Nectar plants what else do butterflies need?” (Ans:WaterandWarmth/Sun) Water–“Very shallow water (Puddling) Place pebbles or sand in container to keep feet dry.” Warmth/Sun-“A flat rock to heat their body.” 5. Common Area Butterflies

A)Transparencyofbutterfliescommontothisarea.(T-3, T-5, T-6, T-7, T-8) “Monarch is seen from Mexico to the northern US. Common to almost all the US” OtherButterfliescommoninourareaB)Transparencyofparticularcaterpillarsandtheirappearanceasanadultbutterfly(T-8) Note:“Markings on caterpillars do not necessarily match adult markings”C)(T-9)-“Markings of caterpillars help keep predators away”(falseeyes,learnawfultaste,camouflage)“Also some butterflies have defensive markings.”

6.Butterfly Body Parts-

A)SegmentedBody–(separatesections)Head,Thorax(chest)Abdomen(lowerbody) HumanshaveasegmentedbodyB)Wings–2pairs–“What do butterflies use their wings for?”(Ans:Fly,Camouflage) MadeupofThousandsofOverlappingScales(color,iridescent) (T-4)C Antennas–“What do you think the knobs on the antennae are for?”(Taste,Smell)D)Legs-3pairsofjointedlegs–fortasting,landing/findingfood,hangupsidedownE)CompoundEyes–Manyhexagonallenses(6)-similartolookingthroughakaleidoscope

Created By Joanne Connor, navarre Garden CluB, InC.; ProPerty of ffGC 10

bUtterfLyProGram

7.Insect(T-GN)-“What kind of animal is a Butterfly?”(Ans:Insect)Insect=segmentedbody3pairsofjointedlegsAntennae(afewspeciesdonothaveantennae)Wings(someareflightlessinsects)

“Does the Butterfly fit the requirements to be an Insect?” (Ans:Yes)Note:CaterpillarispartoftheButterflygrowthstageandisthereforeanInsect

8.Symmetry(T-GN)Monarchtransparency– “Look at the left and right wing. What do you notice?” (Ans:sameonbothsides) MirrorImage=Symmetry,explain,giveotherex.(humanbody,human face,fireplacemanteldecor,traditionalhouse)Otherbutterflytransparencies–noteSymmetry

9.Craft/ Review–“We are going to make butterflies with symmetrical wings.”PassOut-tracingpaper,butterflywingpattern,pencil,markersforeachstudent

A) Tracepatternontotracingpaper.Createabutterflyinanycolororpatterntheychoose Must Be SYMMETRICAL Studentscutoutthewings.

PassOuttwisttie,optionaladditional3ties,segmentedbodyandpaintstickB) KnobAntennae–whenstudentshavecompletedthewings “What is at the end of the antennae?”(Ans:Knobs) Studentsrollendoftwisttieandbendinhalftocreate2antennae “How many legs do butterfly’s have?”(3pairsofjointedlegs) Studentsbend3tiesinhalftoform3pairsoflegsandbendatkneesC) Assembly–ShowtheBodyformtostudents “What type of body does the butterfly have?” (Ans:segmented) Explaintheattachmentofbodyandantennaetopaintstick.(legsattachatthorax) Asstudentsarecompletingworkandarrangingparts,aides/teacher staplebody, antennae,legsandtracingpaperbutterflytopaintstick.D) Flybutterflies–Asstudentsfinishhaveonetable/groupatatimeshowothertheirbutterflies Congratulatestudentsontheirdecorativeandsymmetricalbutterflies

10.Reinforcement –Asstudentfinishcraft: Pass Out: 1.“ButterflyCrosswordPuzzle”

2.WritingPrompt


bUtterfLyProGram

evaLUatIon:

source: unlabeled photos from Birds and Bloom

bUtterfLyProGrammeetsthefoLLoWInGsUnshInestatestanDarDsScience-Grades3-5

ProcessesofLife-Standard1:Thestudentdescribespatternsofstructureandfunctioninliving things(SC.F.1.2) SC.F.1.2(3),(4)HowLivingThingsInteractwithTheirEnvironment–Standard1:Thestudentunderstandsthe competitive,interdependent,cyclicnatureoflivingthingsinthe environment.(SC.G.1.2) SC.G.1.2(1),(2),(5),(7)

LanguageArts–Grades3-5Language–Standard2: Thestudentwritestocommunicateideasandinformationeffectively. (LA.B.2.2) LA.B.2.2(1)

Created By Joanne Connor, navarre Garden CluB, InC.; ProPerty of ffGC 1�

Butterfly

Metamorphosis _____________________________________________________

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Larvastage _____________________________________________________

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Chrysalis _____________________________________________________

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Hostplant _____________________________________________________

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Nectarplant _____________________________________________________

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Symmetry _____________________________________________________

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Insect _____________________________________________________

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IsitaButterflyoraMoth?

1.ItFliesduringthe____?

2.Itsantennaeare____?

3.W

henrestingitswingsare____?

4.Itsbodytextureis____?

5.Itscolorsare____?

_____________________________

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Moth

Butterfly


GrowinG Good times

Date:_______________________________________

Topic:________________________________________

Whatwedid:_______________________________________________________

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WhatIlearned:_____________________________________________________

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WhatIliked:_______________________________________________________

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GrowinG Good times

ACROSS1.Abutterflycommoninourareaaswellasmanyotherstates.10.Caterpillarsfeedon_________plant.21.Thechangesabutterflygoesthroughfromeggtoadult.44.Butterfliesfeedon_______plants.

DOWN6.Theegglaidbyabutterflyhatchesintoa_______.9.Acaterpillarformsa__________whereitchangesintoabutterfly.15.Whenonewingisamirrorimageoftheother,itisanexampleof________.

WORDBANKSymmetry Nectar FlowersCocoon Caterpillar HostChrysalis PupaMonarch Metamorphosis

1 6

10

15

21

9

44

transParenCIes


(T-1)

source: Wikimedia Commons

source: Wikimedia Com

T-1





3.W



5.Itscolorsare____?

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_____________________________

_____________________________

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_____________________________

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Moth

Butterfly

T-2

Created By Joanne Connor, navarre Garden CluB, InC.; ProPerty of ffGC �0




3.W



5.Itscolorsare____?

Mostlyatnight

UsuallyFeather-like

Spreadout

Rough

UsuallyDull

Day

HaveKnobs

FoldedTent-like

Smooth

UsuallyBright

Moth

Butterfly

T-2a


T-3

Created By Joanne Connor, navarre Garden CluB, InC.; ProPerty of ffGC ��

T-4


(T-5)

source: Wikimedia Commons; GULF FRITILLARY

source: fcps.edu/islandcreekes/ecology/easternblackswallowtail.htm;

EASTERN BLACK SWALLOWTAIL

T-5


(T-6)

source: Wikimedia Commons; PAINTED LADY

source: Wikimedia Commons; PAINTED LADY

T-6


(T-7)

CLOUDLESS SULFUR

source: Drees, Agri LIFE Extension

(T-7)

T-7


T-8


T-9


Butterfly

Metamorphosis completephysicalchangesfromeggtoadult

Larvastage comesoutoftheeggasacaterpillar

Chrysalis orPupastage,insidethecaterpillarturnsintosoupy/egg mixturetoformanadultbutterflyHostplant aplantthatthebutterflylaysit’seggsonandthecaterpillar chewsandeatsforfood

Nectarplant hasasugarysubstanceinit’sflowerforfoodforthe adultbutterfly

Symmetry sameonbothsides,mirrorimage

Insect aspecifictypeofanimalthathasasegmentedbody, 3pairsofjointedlegs,andusuallyantennaeandwings

T-GN


ButterflyGarden


bUtterfLyGarDenProGram

obJeCtIves LearnwhatisneededforasuccessfulButterflyGarden LearnthatbothhostandnectarplantsareneededforaButterflyGarden Identify5hostandnectarplantsintheButterflyGarden NamesomeplantsneededforaButterflyGarden

materIaLs Partyfavorblowtubehorn LiveHostandNectarplantexamples Gardenthatcontains: hostandnectarplants puddlingstation flatrock GardenActivity Plantsticksmarked“host”or“nectar”forthenumberofplantsineachgardensection– (Oneextramarkerforeachgroup–9plantstoidentify,give10markerstostudents) Rope/stringtodividegardenintosectionsforeachteam Notesforguidesabouttheplantsinthepartofthegardeninordertoassistthestudents StudentButterflyGardenguidednotesheet(1perstudent) Transparency CompletedguidedNotes(T-GN) BigIdeapage(1perstudent) Optional:hostandnectarplantstobeplantedinthegarden

PreParatIon Gardenweededandpreparedforplantingorpreplanted Sectionoffthegardenforeachgroup(sameminimumnumberofeachhostandnectarplants ineachsectionofthegarden) Determinethenumberofstudentsineachgroup(preferablynomorethan6) Guidesneedtoknownameandcategoryofplantsintheirgardensection

ProGram1.Review-- A.GardenRequirements–“What is needed to be able to have a Butterfly Garden” (Ans:water,sun,soil(goodoramended),andplants) B.Plants: 1)HostPlants–“What are plants called that are food for the caterpillar?” (Ans:Host) a)ShowexamplesofHostPlants(ex.dill,passionvine,parsley,honeysuckle) b)Milkweed–VIPPlant--“Monarch caterpillars will only eat Milkweed plants” “Picky Eaters”,MonarchButterfliesonlylaytheireggontheseplants c)ShowanexampleofaMilkweedplant 2)NectarPlants–“What are plants called that are food for Butterflies?” (Ans:Nectar) 3)Proboscis(T-GN)(rolledtongue)tosuckthenectarfromplants ShowexamplesofNectarPlants(ex.verbena,butterflybush,lantana,yarrow,honeysuckle)



Probiscus--Tubularflowersfortheproboscis(butterflybush,honeysuckle) Blow into party favor blow roll-up tube to illustrate a probiscus Landing Platform offlower heads(verbena,lantana) C.Water: 1)Puddlling–“Butterflies do not like wet feet. They need shallow water in sand or pebbles. This is called Puddling.” D.Sun: 1)Sunnylocation–butterfliespreferplantsthatrequiresun–theylikewarmth 2)Flat Rock – “needed to warm the butterfly so it can fly.”(circulatefluidintoitswings) E.Summary–“What is needed for a successful Butterfly Garden?” (T-GN) (Ans:Sunnylocation,hostandnectarplants,puddlingstationandflatrock)

2.Garden Groups–(3min.) A.Dividestudentsintogroups 1)Studentspickaspokesman/leader 2)Studentsdecideonagroupname 3)Assignoneadulttoeachgroup B.StudentLeaderwithAdultGuidegototheButterflyGarden

3.Garden Activity-- Optional– studentsplanthostandnectarplantsintheirsectionofthegarden(coulddividetasksto diggingahole,plantingandfillinginbydifferentstudentstogiveeachstudentan opportunitytoparticipate) A.Garden–“Look at our garden. Does it have all the things necessary for a successful garden?” “Show me these things in our garden”(Ans:sun,hostandnectarplants,puddlingstation andaflatrock) B.GardenSections– 1)Assigngroupstoasectionofthegarden 2)Observation- “Look at the plants in your section.”Allowobservationtime (coupleofminutes). (aideshelpstudentswithplantnames) “Do you see host and nectar plants?”(Ans:Yes) “Do you see anything else?”(Ans.possiblycaterpillars,andbutterflies)

4.Garden Game – “We are going to play a game. The Rules are:” A.Rules: Eachgroupshouldidentifytheplantsinit’ssectionashostornectarplants Plantmarkersgiventoeachstudent(markedhostornectar)forplantID 5pointsgiventothegroupforeachcorrectID GroupLeaderisthefinaldecisionmaker Bonuspointgivenforcorrectnameofplant 5-7minutes(dependingonnumberofplants) Groupleaderisthespokespersonforthegroup B.Procedure:AfterGameisexplained 1)Groupdecidesthecategoryandplantname(aidesassiststudentswithnamesbyaskingquestions -notdirectinformationifpossible)



2)Markersareplacedateachplantinthegroup’ssection(1extrahostornectarmarkerisleftover) C.Judging: 1)AfterallottedtimetheJudgeasksthegroupleadertonameandgivethecategoryofeachplantand nameoftheplantasthegrouphasdecided 2)Judgeawardspoints(5/category,1/plantname)astheleaderreportsitsfindings 3)Judgeannouncesgroupwinner/winners

Return to room--Reinforcement: Pass out “Big Idea” page 1.BigIdeaaboutButterflies–Studentsexpress3ideasaboutButterfliesandButterflyGardensby drawingorwriting

evaLUatIon

bUtterfLyGarDenProGrammeetsthefoLLoWInGsUnshInestatestanDarDs

Science–Grades3-5 HowLivingThingsInteractwithTheirEnvironment– Standard1:Thestudentunderstandsthecompetitive,interdependent,cyclicnatureofliving thingsintheenvironment. (SC.G.1.2)(1),(2),(5),(7)LanguageArts–Grades3-5 Language Standard2:Thestudentwritestocommunicateideasandinformationeffectively (LA.B.2.2)(2)


examPLesofbUtterfLyGarDenaCtIvIty

IdentificationofButterflyGardenPlantsperQuadrant

Quadrant 1:Fiveplantstoidentify;2Host,3nectar Passion Vine — Host Dill — Host Butterfly Bush — Nectar Lantana — Nectar Cigar Plant — Nectar

Quadrant 2:Fiveplantstoidentify;2Host,3nectar Milkweed — Host Parsley — Host Lantana — Nectar Liatrus — Nectar Butterfly Bush — Nectar

Quadrant 3:Fiveplantstoidentify;2Host,3nectar Passion Vine — Host Parsley — Host Butterfly Bash — Nectar Penta — Nectar Mexican Petunia — Nectar

Quadrant 4:Fiveplantstoidentify;2Host,3nectar Bronze Fennel — Host Parsley — Host Penta — Nectar Cigar Plant — Nectar Liatrus — Nectar

EACH GROUP OF STUDENTS WILL RECEIVE SIX STICKS; 3 MARKED ‘HOST’ AND 3 MARKED ‘NECTAR’


Butterfly Garden

Proboscis _____________________________________________________

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ButterflyGarden _____________________________________________________

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_____________________________________________________

HostPlant _____________________________________________________

_____________________________________________________

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NectarPlant _____________________________________________________

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tHe BiG idea

aBout Butterflies & Butterfly Gardens

transParenCIes


Butterfly Garden

Proboscis butterfly’stonguethatunrollstosuckinflowernectar

ButterflyGarden shouldbeinasunnylocation,andhavehostandnectarplants, apuddlingstationandaflatrock

HostPlant foodforcaterpillar

NectarPlant sugar,waterandfoodforbutterfly

T-GN


Wildflowers

Created By Joanne Connor and navarre Garden CluB, InC.; ProPerty of ffGC 39

wildflower program

objective: Identifythreewildflowers DefineNativeplants Knowrulesofpickingwildflowers KnowtheStateWildflower Plantawildflowergarden

materials: Transparencies: Completedguidednotesheet(T-GN) StateFlower(T-1), StateBird(T-2),and Coreopsis(T-3) WaltGermination(T-4) Wildflowerseedsforeachstudentand1packettotakehome Wildflowerpostersforeachstudent,“WildflowersofFlorida” Wildflowerseedsadheredtopaper(onepergroupofstudents) LiveWildflowersforexamples Containersofwater(sprinklingcans,1per3-4students) Smallcontainersofsand BlanketFlowerColoringpage(1perstudent) StudentWildflowersguidednotesheet(1perstudent) Wildflowerwritingprompts,(1perstudent) Crosswordpuzzle(1perstudent) PreparationofWildflowerGarden–gardenequipment-dependingonconditionofgarden

program:1.“What is a Wildflower?” (T-GN)(Ans;Flower/plantthatgrowswithouthumanhelp)

“There are Two types of Wildflowers”:Nativeplant(T-GN)-growinginFl/areasincefirstsettlers(1500AD)

Naturalized–growsw/ohumanhelp“DoWildflowersdoanythingbesideslookprettyinnaturalareasandsomegardens?”(Ans;Stoperosion,cleargroundwateremptyingintostreams,riversandthesound) “Who/What plants Wildflowers?”(Ans;Wind,birds,animals(fur,droppings)“Who takes care of Wildflowers?”(Ans:Nature–sun(heat),rain(water))(Lessthan70mi.frombodyofwateranywhereinFla.-warmmoistheat)2.“What happened to Wildflowers after the hurricane?”(Ans:Livethrough,orregrowfromseeds)AresuitedoradaptedtoadverseweatherSeedsarefrosttolerant,plantstakeheat,drysand,soiletc.“Why are Wildflowers disappearing?”(Ans:Landdevelopment)Helpbyplanting–plantbetweenSept.andJan.inourarea


wildflower program

3.Pass Out – toeachgroup - seedsadheredtopaper. “Notice that seeds of different WILDFLOWERS are all different.” “Different types of flowers have different types of seeds.” (T-GN)“A seed is a box containing a plant”

4.“What is the Florida State Flower?”(T-GN)–(Ans:OrangeBlossom)–(T –1) “What is the Florida State Bird?”(T-GN)–(Ans:NorthernMockingBird)–(T- 2) Pass Outor(T-3) -- pamphlet(Coreopsis)5.PamphetActivity: “Why do you think it is the State wildflower? It grows in most of Fl.” (Ans:Coreopsis)MapSkills:“Which Coreopsis .........” Common in your area?, Grows in most of FL?, Different coloration?, etc.Pass out -- posters (WildflowersofFl.)A. PartnerActivity–1studentplacesposterflowersideup,1studentplacesposternamesideup

1) Directstudentstolookforflowersyouhaveseenbeforeandfindoutwhatitsnameis.Givetimetolookatflowers.

2)Asksomestudentstotell#andnameofaflowertheyhaveseentotheentireclassB.Hold upactuallive(picked)wildflowersandaskstudentstofindoutits’namefromtheposter.

6.PickingWildflowers--A. “Can You Pick Wildflowers?” (T-GN)(Ans:YES-IFmeetingtheseconditions)1.DoNotTrespass(Signs(NoHunting,BewareofDog,etc.)2.Askowner’spermission3.Donotpickunless10ormoreofthesamekindavailable4.Onlytakeuptohalf–WHY?Neededtoproduceseedsfornewplants5.Wearproperclothing-(shoes)

B.“How do you pick a Wildflower?”(Ans:Snapoff,donotremoveroots,leavesomeleaves.)

7.HowtoplantWILDFLOWERS?LikeMotherNature,1)“How Deep?”Ontopofground(fromwindandanimals)Coverwithalittleamt.ofsoil(dustandplantdebris)2)“Anything else needed?”(Ans:Water(rain))Sprinklelightly–over-wateringwillwashthemaway

8.Germination-- A. “When will seeds start to grow?”(Ans:rightconditions–tempofsoil,(sun),enoughwater)“What do we call it when the seed starts to send out its’ roots and first leaf?”(Ans:Germinate)-B.GerminationTransparency–(T-4)and(T-GN) W (water),A(air),L(light),T(temperature)


wildflower program

Wild Flower Garden: (Outside Garden)Givestudentsapacketofseedstoplant–Instructthemnottoplantuntiltheyaredirectedtodoso.Directstudentsstandinfrontofanareathattheyaretoplanttheirseeds

1.“Can you point out and identify any existing wildflowers in the wildflower garden?”Identifyotherwildflowersforstudents.2“How are you going to plant the seeds?”(Ans:SprinkleontopofthegroundCoverwithasmallamountofsoilSprinklelightlywithwater)Studentsplantseedsaseachstepisdirected(sprinkleseeds,sprinklesand,sprinklewater).Return to room

Reinforcement--1. BlanketFlowercoloringpage–“What colors will you be using to color the Blanket Flower?”(Ans:Rededgeswithyellowcenters)

Pass Out:1.Crosswordpuzzle2.WritingPromptonWildFlowers


wildflower program

evaluation:

Pamphlets:“TheWildflowersofFlorida”,byFloridaDept.ofAgricultureandConsumerServices(P189G-05)“Coreopsis-AGuidetoIdentifyingandEnjoyingFlorida’sStateWildflower”byUofFl,IFAS(ENH867)

Wildflower Program meets the following Sunshine State Standards:

Science-Grades3-5 HowLivingThingsInteractwithTheirEnvironment–

Standard1:Thestudentunderstandsthecompetitive,interdependent,cyclicnatureoflivingthingsintheenvironment.(SC.G.1.2)(2),(7)

Standard2:Thestudentunderstandstheconsequencesofusinglimitednaturalresources(SC.G.2.2)(1),(2),(3) ProcessesofLife– Standard2:Thestudentunderstandstheprocessandimportanceofgeneticdiversity

(SC.F2.2)SocialStudies–3-5 Time,Continuity,andChange Standard6:ThestudentunderstandsthehistoryofFloridaanditspeople (SS.A.6.2)(2)LanguageArts–Grades3-5 Language Standard2:Thestudentwritestocommunicateideasandinformationeffectively (LA.B.2.2)(1)


wildflowers

Wildflower _____________________________________________________

_____________________________________________________

NativePlant _____________________________________________________

_____________________________________________________

StateWildflower _____________________________________________________

_____________________________________________________

Seed _____________________________________________________

_____________________________________________________

Germinate _____________________________________________________

_____________________________________________________

Pickawildflowerif

1._____________________________________________________

2._____________________________________________________

3._____________________________________________________

4._____________________________________________________

5._____________________________________________________

‘WaltGerminate’

W A L T________________


GrowinG Good times

Date:_______________________________________

Topic:________________________________________

Whatwedid:_______________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

WhatIlearned:_____________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

WhatIliked:_______________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________


GrowinG Good times

ACROSS4.Whenaseedhastherightconditionstostartsendingoutitsroots23.Nativeplantseedsdonotdiewhenitiscoldbecausetheyare_______-tolerant

DOWN1.Whenyouarelookingforwildflowers,itisimportantthatyoudonot____onprivateproperty2.Donotpicka______flowerifthereisonlyacoupleofthemgrowinginonearea.3.PlantsthathavebeengrowinginFl.sinceearlysettlersfirstcameherearecalled_____plants.

WORDBANKcold germinate naturalizedsprout wild frosttrespass native

1 2

4

23

3

transParenCIes


(T-1)


ORANGE BLOSSOM -- Floriada State Flower

T-1


(T-2)


NORTHERN MOCKINGBIRD

x

T-2


T-3


T-4


wildflowers

Wildflower Afloweringplantthatgrowswithoutanyhumanassistance.

NativePlant AplantthathasgrowninFloridasincethefirstsetters arrived(1500AD).

StateWildflower Coreopsis.ManydifferentvarietiesinFlorida

Seed Aboxcontainingaplant.

Germinate Whenaseedsendsoutits’rootsandfirstleaf

Pickawildflowerif

1.youDoNotTrespass 2.youreceiveowners’permission 3.10ormoreofthesamefloweraregrowinginthearea 4.onlypicklessthanhalfoftheflowers 5.wearproperclothingandshoes

‘WaltGerminate’

W A L Twater air light temperature

T-GN


Trees


treeProGram

obJeCtIves: Learnthedefinitionofatree Learntheimportanceoftrees Learnthe2maintypesoftrees Learnwhatgrowthringsare Learnhowtotellthelifehistoryofatree Learntheeffectsoftheenvironmentonatree

materIaLs: Transparencies: Fla.StateTree-SabalPalm,T-1 GrowthRingHistory,T-2,T-2a,T-2b CompletedTreesguidednotesheet,T-GN GiantSequoiaT-5 Blanksheetofpaper(useascoversheet) Slicesoftreetrunk(oneperstudentgroup) Seedling(example) Sapling(example) Treeseeds(acorn,pinecone,etc.) ReadingtheRingsworksheet(1perstudent) StudentTreesguidednotesheet(1perstudent) WordSearchpuzzle(1perstudent) Writingprompt(1perstudent)ProGram:Pass out Guided NotesCompleted guided note transparency(uncover,withblankpaper,termmeaningsasdiscussed)1.“What is a Tree?” (T-GN)–(Ans:Singleelongatedstem(trunk)andthemaintrunkhasfewornobranches.)

2.“Do you know what the State Tree (T-GN) is?”(Ans:SabalPalm(CabbagePalmorPalmetto)–(T-1)“Tallest Trees in Sequoia Nat’l Park, CA., Giant Sequoia (T-5), Cutting the whole greatly damaged the tree. It is not possible to drive through the tree anymore.”

3.“Two typesof trees – What do you think they are? It has something to do with the way theylook or what they do during the year.”A.Deciduous(T-GN)-losesallitsleavesatthesametime,usuallyinthefall,andreplacestheminthespring. Reason:Animalsgetreadyforwinterbyaddingmorefatandgrowingthickerfurtokeep

warm.Treesgetreadyforwinterbydroppingtheirleavestokeepfromdyingofthirst.Whenthegroundisfrozentherootscannotdrawwaterupthroughitsroots.Itmustsurviveonstoredwaterinit’strunkandbranches.

1) Turn color-“Why do leaves have different colors in the fall?” Reason:DuringthespringandsummerasubstancecalledChlorophyll) (T-GN)usesenergy

fromthesuntohelpmakefoodfortheplant.Chlorophyllisalsowhatmakesleavesgreen.Thereareothercolorsinleavestoo.Itisjustthatduringthegrowingseason,thereissomuch


treeProGram

boldgreenChlorophyllthatyoucan’tseetheothercolors.Thehiddencolorsareyellow,orange,red,brownandpurple.

Leavesrecyclethemselves(becomenutrients) B.Evergreen(T-GN)-losesleavesallyearlong,butreplacesthemastheyfalloff.Theyalwayshaveleaves4.Forests -1/4ofearth’slandisforestA..Benefits:“Why are trees important?” Oxygen–1largetreesupplies1dayofoxygenfor4people Cleantheair-leavestrapdust,ashandpollenSoilErosionprevention Shelter-forwildlife. Providegoodclimate-shade,lowertemp.bywaterevaporationfromleaves,increasehumidityindryarea,slowdownforcefulwinds, Lowersnoisepollution Foodforhumans-Ex.Bananas,oranges,lemonslimeapples,nuts, Woodforhumanuse-buildingmaterial,fire(heat)1)“What things can you Identify in the classroom that come from a tree?” (T-GN) (Ans:desk,Kleenex,paper,etc.Manyproductsfromcellulose,atreebyproduct)5.Life Cycle:similartootherplantsA.seedling-whenitfirstsprouts–ShowexampletreeseedsB.sapling-matureproduceseeds–Showexampleofasapling

6.Growth: (T-2)A.Growth Rings(T-GN)–Treesaddnewlayersofwoodeachspringandsummer. Spring-growsfastandthewoodcellsarelargeandcausesthelightcolor Summer-growthisslowerandthewoodcellsaresmallerandaredarker Countthedarkringsfortreeage.–Oldesttree:WesternJuniperinStanislausNat’lForest,CA,over4,000yrs.old1) New growth occurs –inouterlayerswherefoodandwateraretransported.Importantnottodamageouterlayerswithstringtrimmers,lawnmower,etc.

7.Life history of a tree:A.Givethehistoryofthetreeonthetransparency. (T-2), (T-2a), (T-2b) “What can you tell about the last years of the tree?”(Ans:undisturbedgrowth(evenrings) “Can you List the things that alter the normal growth pattern of a tree?” (T-GN) (Ans:insects,fire,overcrowded,drought,physicaldamage) B. Pass out Reading the Rings worksheet ReadingtheRingsworksheet–studentscomplete Gooverworksheetwithstudents C. Group Activity - (studentsseatedingroupsof4-5each) Pass Out treeslicestoeachgroupofstudents 1) DirectGroupstopickaspokesman


treeProGram

2)Askgroupstodeterminethefollowing: *Howoldisthetreethatthisslicecamefrom? *Whatcanyoutellaboutthetreefromthissliceofthetree?3)Allowgroupstimetocometoconclusionsonthetwoitems4)Askeachgroupspokesperson toreporttotheentireclasstheirfindingsabout theirfindings. 5)Congratulatestudentsontheirfindings

8. Reinforcement --Pass Out 1.WritingPrompt 2.WordSearchPuzzle

evaLUatIon:

Tree Program meets the following Sunshine State Standards:Science-Grades3-5 ProcessofLife Standard1:Thestudentdescribespatternsofstructureandfunctioninlivingthings. (SC.F.1.2)(2)

Standard2:Thestudentunderstandstheprocessandimportanceofgeneticdiversity. (SC.F.2.2)(1) HowLivingThingsInteractwithTheirEnvironment Standard1:Thestudentunderstandsthecompetitive,interdependent,cyclicnatureoflivingthingsintheenvironment. (SC.G.1.2)(1),(2),(3),(7) TheNatureofScience Standard1:Thestudentusesthescientificprocessesandhabitsofmindtosolveproblems. (SC.H.1.2)(2),(3) Standard3:Thestudentunderstandsthatscience,technology,andsocietyare interwovenandinterdependent. (SC.H.3.2)(2)LanguageArts–Grades3-5 Language Standard2:Thestudentwritestocommunicateideasandinformationeffectively. (LA.B.2.2)(1)


trees

Tree _____________________________________________________

_____________________________________________________

StateTree _____________________________________________________

_____________________________________________________

Deciduous _____________________________________________________

_____________________________________________________

Evergreentree _____________________________________________________

_____________________________________________________

Chlorophyll _____________________________________________________

_____________________________________________________

Listclassroomitemsfromtrees:

_____________________________________________________

_____________________________________________________

_____________________________________________________

Growthrings _____________________________________________________

_____________________________________________________

Listitemsthatalterthenormalgrowthofatree:

_____________________________________________________

_____________________________________________________

_____________________________________________________


GrowinG Good times

Date:_______________________________________

Topic:________________________________________

Whatwedid:_______________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

WhatIlearned:_____________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

WhatIliked:_________________________________________

_______________________________________________

______________________________________________

___________________________________________________


find tHe items made from trees

word listNEWSPAPERENVELOPEFLOORINGDESKSLEDCLOTHINGMAGAZINE

TISSUEPAPERGUITARPENCILHOUSEBOOKSAILBOAT

BIRDHOUSEDIAPERCHAIRMULCHTOOTHPASTENOTEBOOKCORK

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trees

Tree Asingleelongatedstem(trunk)withfewornobranches

StateTree SabalPalm(sometimescalledCabbagePalmorPalmettoPalm)

Deciduous Itlosesallits’leavesatthesametime,usuallyinthefall andreplacestheminthespring.

Evergreentree Itlosesleavesallyearlong,butreplacesthemastheyfalloff.They alwayshaveleaves.

Chlorophyll Itgivesplantstheirgreencoloring.Itusesenergyfromthesunto helpmakefoodfortheplant.

Listclassroomitemsfromtrees: Desks,chairs,pencils,tissues,etc.

Growthrings Theyaremadeofnewlayersofwood.Springwoodlayersarelight coloredduetofastgrowth.Summerwoodlayersaredarkdueto slowgrowth.

Listitemsthatalterthenormalgrowthofatree: Fire—insects—overcrowding—drought—physicaldamage

T-GN


(T-1)

source: Wikimedia Commons; SABAL PALM, Florida State Tree

T-1


T-2

2

3 4 5 6 7

81


T-2a

Note:Align(T-2a)and(T-2b)numbersinparenthesiswiththoseon(T-2)

Thistreeis62yearsold.Itsbeenthroughfireanddrought,plagueandplenty.Andallofthisisrecordedinitsrings.

Eachspringandsummeratreeaddsnewlayersofwoodtoitstrunk.Thewoodformedinspringgrowsfast,andislighterbecauseitconsistsoflargecells.Insummer,growthisslower;thewoodhassmallercellsandisdarker.Sowhenthetreeiscut,thelayersappearasalternatingringsoflightanddarkwood.

Countthedarkrings,andyouknowthetree’sage.Studytheringsandyoucanlearnmuchmore.Manythingsaffectthewaythetreegrowsandthusaltertheshape,thickness,colorandevennessoftherings.

1904Thetree—alobiollypine—isborn.

1909Thetreegrowsrapidlywithnodis-turbance.Thereisabundantrainfallandsunshineinthespringandsummer.Theringsarerelativelybroadandevenlyspaced.

(1)

(2)


T-2b

1914Whenthetreeis6yearsold,somethingpushedagainstit,makingitlean.Theringsarenowwideronthelowersideasthetreebuilds‘reactionwood’tohelpsupportit.

1924Thetreeisgrowingstraightagain.Butitsneighborsaregrowingtoo,andtheircrownsarerootsystemstakemuchofthewaterandsunshinethetreeneeds.

1927Thesurroundingtreesareharvested.Thelargerthreesareremovedandthereisonceagainamplenourishmentandsunlight.Thetreecannowgrowrapidlyagain.

1930Afiresweepsthroughthefor-est.Fortunately,thetreeisonlyscarredandyearbyyearmoreandmoreofthescariscoveredbynewlyformedwood.

1942Thesenarrowringsmayhavebeencausedbyaprolongeddryspell.Oneortwodrysum-merswouldnothavedriedthegroundenoughtoslowthetree’sgrowththismuch.

1957Anotherseriesofnarrowringsmayhavebeencausedbyanin-sectlikehelarvaofasawfly.Iteatstheleavesandleafbudsofmanykindsofconiferoustrees.

(3)

(4)

(6)

(7)

(8)

(5)


T-5


Treesandproductsmadefromtreescontributetomanyaspectsofourdailylives.Notonlydotheyprovidecleanair,cleanwater,soilconservationandprovisionsforwildlifebuttheyalsoprovideamul-titudeofproductsconsumersuseeveryday.Everythingfromtoothpastetopingpongballs&paddles,towritingstationery,pencilsandeventheadhesiveglueonanenvelopeandstamp.Forestproductsarefoundeverywhereyoulookandeveninplacesyou“wood”not.

How can this be? Whenatreeiscut,nothinggoestowaste.Allparts,bigandsmall,areusedinoneformoranother.Thebarkforgardeningmulch;limbsandtrunksforbuildingmaterialsandtomakewoodpulpfoundinavarietyofproducts,derivativesfromthemanufacturingprocessforperfumes,toiletriesandindustrialproducts;sawdustandwoodchipsforenergyinmills;treesapforsyrupsandturpentine;androotsformedicines,spicesandteas.ScientistsestimatethattheaverageAmericanconsumestheequivalentofa100-foottreeeachyeartofulfillwoodandpaperneeds--notsurprisingwhenyoulookattheforestproductswithinyourownhome.

Aquickinventorywillrevealthousandsofforestproducts,nottomentionthebiggestoneofall--yourhome.Justafewitemsinclude:

Bathroom:toiletseats,liquidsoap,bathroomcleansers,rayoncurtains,hooksandtowelracks,dispos-ablediapers,toiletpaper,toothpaste,toothbrush,makeup,antacids,aspirinandotherpharmaceuticals,hairspray,nailpolish,shampooandconditioners,combsandbrushes.

•Cosmeticcompaniesusetalloil,abyproductofthepulpingprocess,inPerfumesandcelluloseDerivativesinLipstick.Thisenableslipsticktostayonyourlipsandonacheekortwo.

Kitchen:linoleumfloor,vinegar,teabags,coffeefilters,flavorings(suchasvanillalemon,lime,pep-permint,spearmint,nutmeg,lilac,violet,lilyofthevalley,rose),pancakemix,maplesyrup,parmesancheese,petfood,waxpolish,recipebox,papertowels,beerandliquor,bakingcups,cuttingboard,hotchocolatemix,yeast,paperplatesandcups,handlesforcookingutensils,rollingpins,highchair,applecider,cellophane,candlesticks,cellulosesponges,jams&jellies.

•Treesaddspicetolife.Vanillin,abyproductofthepulpingprocess,usedtomakeartificialfla-voringsandfragrancesfoundinmanyCommerciallybakedgoodsandconfections.

Living area:eyeglassframes,clocks,furniture,fireplaces,plaques,carpeting,wallpaper,stairways,pianos,chairsandtables,bookshelves,playingcards,boardgames,paintings,photographs,bookends,billiardtables,guitars,speakercasings,baskets,toys,curtainrods,clothing,imitationleather.

•Hardimpact-resistantplasticssuchasthoseusedfortoysoreyeglassframesaremadewithcel-lulose.

Garage:paint,tires,waterproofing,paintthinner,seedlingpots,roofingcompounds,handlesforgarden-ingtools,puttyandcaulkingcompounds,wagons,croquetballs&mallets,birdhouses,epoxyresins,mousetraps,plasticpipes,handlesforscrewdriversandothertools,varnish,carbumper,enamel,woodstain,footballhelmets,luggage,rake,airandoilfilters.

•Methylcellulose,aproductmadefromcellulose,givespaintstheirthickconsistency.

forestProDUCtsfoUnDInthehomeInmorePLaCesthanone‘WooD’thInK

ADDITIONALINFORMATION


A list of some products made from trees: animalbeddingartificialhumanlimbsbarrelsandkegsbasketsbillboardsbirdhousesboatsboxes:wood,bin,corrugatedbridgesbroomsmopscablereelscasketsChristmastreestandsclockscorks

decksfencesfishingluresflooringdoghousesdrumsticksexcelsiorfiberdrumsfitnessbenchesgamecallsgaugesticksgazebosguitarshandlesindustrialpatternsironingboardsladderslandscapetimbers

loghomeslumbermalletsminepropsmobilehomesmulch:bark,pinenuggetsnoveltiespaddlesandoarspalletsskidspanelingparticleboardpencilspianoframesandkeyspictureframespolesandpiling

plantersplaygroundequipmentplywoodpottingsoilrailroadcarsandtiesrooftrussesskisshedstonguedepressorstoystrailerstrashbinswagonswagonswoodsculpturetoothpasteshoepolish

Chemicals and byproducts: acetateacetoneadhesiveartificialflavoringscellophanecleanerscosmeticscreosote

disinfectantsdrillingcompoundsenamelfoamrubberfuelguminsecticideslacquer

lubricantsmedicinesnailpolishpaintphotographicandmoviefilmprintinginkputtyandcaulking

rayonresinsstaintanningcompoundsturpentinevarnishvinegarwoodalcohol

Paper products: adhesivetapebagsandsacksbooksboxesbankcheckscartonsconfetticrepepaper

copyingpapercupsdeskpadsdiapersdisposableclothingenvelopeskitesmagazines

mapsmoneynametagsnapkinsnewspaperspapertowelspostagestampsribbon

roofingfeltstationerytelephonebookstissueswrappingpaper

Millwork: banisterscolumnscountertopsdoors,dowels

drawerslatticemantlesmirrorframes

moldingpartitionspictureframesplaques

porchswingsshelvesshutterswindows


Furniture:

Prepared by the Georgia Products Commission Mirrored from IBM Education Server

SteveShooks’sDirectoryofForestProducts,WoodScienceandMarketingChristianWeb

barstoolsbedsboxspringsbenchesbookcasescabinetscedarchestschairschests

chinacabinetschurchpewsandfurniturecomputerstandscouchescredenzasdesksdinettesdiningrooms

dressersentertainmentcentersguncabinetshutcheskitchencabinetslampsnightstandsofficefurniturepicnicbenches

recliningchairsrockingchairsschoolfurniturespeakercabinetstablestelephonestandsupholsteredchairsvanitiesworkbenches


ArborDay


arborDayProGram

obJeCtIves: Learnthehistoryandimportancearborday Learnthepropertreeplantingprocedure Learn3factsaboutthe“BaldCypress”tree(orothertreechosen) Plantatree

materIaLs: Transparency: Completedguidednotesheet(T-GN) Treetobeplanted TreePlantingGuide(1perstudent) Tarp 3shovels 3wateringcanswithwater Mulch Signpost(shortposttoattachtreenameanddatetobedetermined) RubberMallet Studentguidednotesheet(1perstudent) WritingPrompt(1perstudent)

PosterContest:oPtIonaL ProvideinformationaboutArborDayPosterContestwithgrouptosubmittoFLArborDay PosterContesttoconformtocontesttimetable. Awardsforwinners-cupons,ribbons,etc.asdesired Certificatesforparticipants

PLantInGsItePreParatIon:Predigholefortreeandrefill

ProGram:Pass out - guidednotesGuided Notes–useblankcoversheettouncovereachtermasdiscussed1.Arbor Day History(T-GN)–startedin1872inNebraskabyajournalist,J.SterlingMorton, editorofthefirstNebraskanewspaperhespreadagricultureinformation.Headvocatedtreeplantingfor notonlyfortheirbeautybutalsoforwindbreaks,topreventsoilerosionbuildingmaterialsandfor shade.ThefirstArborDayprizesweregivenforthemosttreeplantings.Eachclassroomplantedatree andstudentsmarchedinaparade.Over1milliontreeswereplantedinNebraskathefirstArborDay. ArborDayiscelebratedinthespringformoststates.InFlorida,ArborDayiscelebratedinJanuary

becauseitisthebesttimetoplanttrees.Ithasspreadtobecelebratedinmanyothercountriesintheworld.

2.(?) tree–(treetobeplanted)Givedescriptionoftreetobeplanted-shape,size,deciduous/evergreen,etc.


arborDayProGram

Pass Out-TreePlantingGuide3.Tree Planting Guide(T-GN)–Goovereachstepwithgroupwithexplanations1.Lookup2.Digawide,shallowhole3.Findthetop-mostroot 4.Placetree5.Positionheightoftreeinhole6.Straightentree7.Removesyntheticmaterials8.Waterinbackfill9.Mulch10.Stakeifdiameter<1.5in.

Outside Planting Site1.Plant Tree– “What was the first thing on the Tree Planting Guide?”(Ans:lookup)“Is this a good place to plant the tree”(Ans:hopefullyyes)Select3studentstoremovedirtfrompredughole(placeontarp)“Have we dug the proper size hole? Why?”(Ans:wideandshallow)Select2studentstoputtreeinhole“Is the tree in the hole at the correct height?”(Ans:top-mostrootatsoilline)“Is it straight?”(Ans:hopefullyyes)RemoveanysyntheticmaterialifneededSelect3studentstobackfillthehole“What should we do next?”(Ans:waterthebackfill)Select3studentstowatertree“Is there anything else to do?”(Ans:mulch)“Why?”(Ans:retainmoisture,keepweedsaway--mowersandtrimmerswillnotgetclosetotreeanddamageit)Select3studentstomulchtreePlacePlaqueattree

Classroom–studentsreturntoclassroom1. Optional Poster Contest Awards–awardsfor1-3and2honorablementionsCertificatesforallparticipatingstudents.Posterstobedisplayedatpublicvenue

2.Review -A.Askstudentstogivename,typeandgrowthhabitsofthetreeplanted.B.Treename–studentsaskedfornamesuggestionsthenvoteonanameforthetreeplanted.

Pass Out – worksheetsC.Reinforcementactivities:1.WordSearch2.WritingPrompt.


arborDayProGram

evaLUatIon:

Arbor Day Program meets the following Sunshine State Standards:

Science–Grades3-5HowLivingThingsInteractwithTheirEnvironment-Standard2:Thestudentunderstandstheconsequencesofusinglimitednaturalresources.(SC.G.2.2)(2)SocialStudies–3-5Time,Continuity,andChange-Standard4:ThestudentunderstandsU.S.historyto1880(SS.A.4.2)(5)LanguageArts–Grades3-5Language-Standard2:Thestudentwritestocommunicateideasandinformationeffectively.(LA.B.2.2)(1)


arBor day

ArborDay _____________________________________________________

_____________________________________________________

J.SterlingMorton_____________________________________________________

_____________________________________________________

ImportanceofTrees

1._______________________________________________________

2._______________________________________________________

3._______________________________________________________

4._______________________________________________________

5._______________________________________________________

TreePlantingGuide

1._______________________________________________________

2._______________________________________________________

3._______________________________________________________

4._______________________________________________________

5._______________________________________________________

6._______________________________________________________

7._______________________________________________________

8._______________________________________________________

9._______________________________________________________

10._______________________________________________________


GrowinG Good times

Date:_______________________________________

Topic:________________________________________

Whatwedid:_______________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

WhatIlearned:_____________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

WhatIliked:_______________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________


unscramBle

Unscramblethewordsbelowbyplacingoneletterineachbox.Thenusethenumberedblockstofineheanswertotheriddleatthebottom.

YDBUD

KEDS

ENILCP

HCREATE

rIDDLe:Whatsomebirdsdoinatreetomakeahome

1 2

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arBor day

ArborDay Aholidaycelebratingtheimportanceoftreeswitha treeplanting

J.SterlingMortonNebraskajournalistwhoheldthe1stArborDayin1872

ImportanceofTrees 1.Shade 2.Buildingmaterialsandotherwoodproducts 3.Windbreak 4.SoildErosion 5.Beauty

TreePlantingGuide 1.LookUp 2.Digawideshallowhole 3.Keeptop-mostrootatsoilline 4.Placetreecarefullyinthehole 5.Positionheightofthetree 6.Straightentree 7.Removesyntheticmaterials 8.Waterinbackfill 9.Mulch 10.Stakeiflessthan1½in.indiameter

T-GN


FloralDesign


fLoraLDesIGnProGram

obJeCtIves: KnowthatFloralDesignisanartform LearnbasicfloralDesigntermsandtheirmeanings:depth,proportion,scale,textureandbalance CompleteaMassDesign,(Optional)Lineorothersimpledesignform LearnwhataFlowerShowis

materIaLs: Transparency:Completedguidednotesheet(T-GN)GeometricForms(T-1)DesignShapes(T-2)BasicDesigns(T-3)ElementsandPrincipalsofDesign(T-4)MassDesign(T-5)Blanksheetofpaper(coversheet)Studentguidednotesheet(1perstudent)“Recipe-FloralDesignCake”(1perstudent)completedfloraldesign(exampleofthedesigntobecreated)Plastictablecovering(lg.plasticbagscutopen)DryoasissampleDesignActivity:(oneorgroupofperstudent)Containerfordesign(apple,mostmeatremoved) FlowersOasis(presoakedandtapedinplace) Greenery(conditioned)FeaturedObject–pencil(dependentontheme) Scissors/clippers Ruler

Prep Tables - withplasticcovering

ProGram:Pass Out – Studentguidednotesheets(useblankcoversheettouncovereachtermasdiscussed)1.Floral Design:“Flowers and plants are grown to make arrangements as well as to make yards attractive. Called: Cutting Gardens.”“ Why would you make an arrangement?” (Ans: specialoccasions-celebrations,holidays,decorate) “What is a Floral Design (T-GN)?”(Ans:Theuseofflowersandplantmaterialinaunique,interesting, imaginative,andbeautifulmanner)2.Types of Design:A.“Designs come in different shapes and sizes.”

1. “3 basic geometric forms of designs.”(T-1)–Cone,TriangleandSphere(round)2. “Many shapes come from these 3 geometric designs.”(T-2)3. “Basic designs are formed in these shapes.”(T-3)


fLoraLDesIGnProGram

B.“Today’s design is a Mass Design (T-GN) --A sphere/round shape”(otherdesignselected)“Contains several flowers and greenery creating a 3 dimensional design without any open spaces.”

Pass Out – Cake Recipe3.“Recipe – Floral Design Cake”“When making a design there are things to keep in mind.” Selectstudentstoreadaloudthe“CakeRecipe”Show--completeddesign(useasanexampleofElementsandPrinciplesofDesign)A.ElementsofDesign:(T-4) Brieflygothroughtermsandtheirmeaning.Showonthecompleteddesign Light–lightinandarounddesign Line-continuouspath Size-sizeofshape,formorspace Space–openareainandaroundthedesign Form-3dimensionalshape Pattern-outlineofadesignTexture(T-GN)–surfacesarerough,smooth,dull,shinyetc. Color-whattheeyesees(whiteisacolor)

B.PrinciplesofDesign:(T-4)Brieflygothroughtermsandtheirmeaning.Showonthecompleteddesign Balance-looksstable Proportion(T-GN)–howonepartofthedesignistoanotherpartorthewholedesign Scale(T-GN)–partsofadesigncomparedtootherparts Contrast--unlikepartscauseinterestDominant–themostoforwhatstandsoutAnothertermneeded:

Depth(T-GN)-notflat,showsdistance,moreinteresting

4. Design Activity:*Usethisapproachifotherthemeortypeofdesignischosen

Show--finisheddesignA.Introductiontodesignconstruction--1)“Our design is for a “School Days” theme.”2)Explainthatstudentswillbeshownstepbystephowtocreatethedesign.Waitforinstructions

B.Design Construction:Pass Out-containerstoeachstudentwithpresoakedoasis 1) Showdryoasis-Explainoasisandthepresoaking-(placeoasisinwater,itwillfloatthenabsorb waterandsinktothebottomwhensaturated-donotpushoasisdown) *InstructstudentstowaitfordirectionsbeforeputtinganythingintheirdesignPass Out-greenery(fern) 2) Show itsplacementonthefinisheddesignandonanewinstructionaldesigncontainer. andon“MassDesign”transparency – (T-5) Proceedwiththeremainderofgreeneryinthesamemanner.


fLoraLDesIGnProGram

Pass Out-flowers3) Cutting of stems:instructstudentsonsizeofstemsneededforthesizeoftheflowerheadinthedesign a) “1½ - 2 times the height or width (which ever is greater) of container determines the height of the tallest flower or greenery in the design.”

(1) Askstudentstomeasuretheheightoftheappleanddeterminehowhighthetallestflowerinthedesignwillbe.Askindividualstudentstotelltheircomputationtotheclass.(therewillbeslightdifferences.)

Showflowerplacementonthedesign,oninstructionaldesign,andontransparency(T-6)(acircle=flowerplacement)PassOut--filler(pittesporum)4)Fillerisusedtocovertheoasiswhereitcanbeseen.PassOut--redpencil5)FeaturedObject--RedpencilhelpsbringupthecolorofthecontainerintothedesignandhelpsinterpretthetitleofthedesignShow --placementoftheFeaturedObjectforstudentstofollow 6) Completion ofDesigns:a)“Name your design remembering that the overall theme is “School Days”.” b)Students,individually,holduptheirdesignsandgiveit’snamefortherestoftheclasstoappreciatec)Congratulatestudentsontheirdesigns.

5. Flower Show (optional):A.Description:ItisacompetitionsimilartoaScienceFair. Thereisatopictheme–ThedesignsintheshowmustmeetalltheElementsandPrinciplesofDesign Ribbonsawardedfor1st,2nd,3rdplace,andhonorablemention Children’scategoryinflowershows.OurGardenClub’sFlowerShowthisyearis______________Themethisyearis___________________B.EnteraFlowerShow“You (students) could make designs to enter in the show!” “I think there are some very talented floral designers in this class”6.Congratulate studentsontheirdesigns--Takephotos(optionalandpermittedbyschoollaw)ReinforcementPass Out – worksheets

1. CrosswordPuzzle2. WritingPrompt

Options: Otherlineformsandthemesmaybesubstituted.(ThemessuchasHalloween,Valentine’setc.)ADesigncanbemadeinathemecontainerwithoutflowers.Candy,smallornamentsonfloralpicksandchennelpipecleanersetc.canbeusedinsteadofflowers.


fLoraLDesIGnProGram

Evaluation:

Floral Design Program meets the following Sunshine State Standards:

TheArts–Grades3-5VisualArts–SkillsandTechniques Standard1:Thestudentunderstandsandappliesmedia,techniques,andProcesses. (VA.A.1.2)(1),(3)

Mathematics–Grades3-5Measurement–Standard4:Thestudentselectsandusesappropriateunitsandinstrumentsformeasurementto achievethedegreeofprecisionandaccuracyrequiredinreal-worldsituations (MA.B.4.2)(2)GeometryandSpatialSense-- Standard2:Thestudentvisualizesandillustrateswaysinwhichshapescanbecombined,Subdividedandchanged(MA.C.2.2)(1)LanguageArts–Grades3-5 Language–Writing Standard1:Thestudentuseswritingprocesseseffectively (LA.B.1.2)(1)


floral desiGn

FloralDesign _____________________________________________________

_____________________________________________________

_____________________________________________________

MassDesign _____________________________________________________

_____________________________________________________

_____________________________________________________

Texture _____________________________________________________

_____________________________________________________

_____________________________________________________

Proportion _____________________________________________________

_____________________________________________________

_____________________________________________________

Scale _____________________________________________________

_____________________________________________________

_____________________________________________________

Depth _____________________________________________________

_____________________________________________________

_____________________________________________________


To bake a cake, we use the ingredients of flour, sugar, eggs, butter, and

chocolate (and whatever else you want to add). We mix them together and

pour them in the pan to bake.

To make a floral design, we use the ingredients of light, line, size, space,

form, pattern, texture, and color, (Elements of Design) We mix them

together and put them in our container.

Then we bake the cake. We decorate it nicely. We hope that it will be

balanced, and that the top layer will not slide off, or that the cake will not

be lopsided. We try to see that there is the correct proportion of icing to

cake and that the candle and other decorations are in scale with the cake.

We do not color everything the same, because we hope to have pleasing

contrast. To be really pleasing, something must be dominant, (Principle

os Design).

Likewise, when we view our finished design, we want to be sure that it is

balanced, has the right proportion of flowers to foliage, has contrast, but

that something is dominant. It should be in scale with its surroundings,

and elements should be in scale with each other. We now have an

appealing design.

Marie Harrison


GrowinG Good times

Date:_______________________________________

Topic:________________________________________

Whatwedid:_______________________________________________________

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_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

WhatIlearned:_____________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

WhatIliked:_______________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________


GrowinG Good times

ACROSS3.Thematerialinthedesignmustbein____tooneanother.21.Thefirstthingtoconsiderwhenmakingadesignis______.33.Thevisualpathofthedesignisits_______.

DOWN1.Flowersshouldbein_____withthecontainer.2.Howlargeorsmallapartofthedesignis______.15.Openareasinandaroundthearrangementis______.20.Thevisualpathofthedesignisits________.

Answers:Across: Down:3.proportion 1.contrast21.balance 2.size33.line 15.space 20.scale

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floral desiGn

FloralDesign Theuseofflowersandplantmaterialinaunique,interesting, Imaginative,andbeautifulmanner

MassDesign Containsseveralflowersandgreenerycreatinga3dimensional designwithoutanyopenspaces

Texture Surfacesarerough,smooth,dull,shiny,etc.

Proportion Howonepartofthedesignistoanotherpartorthedesignor thewholedesign

Scale Partsofadesigncomparedtootherpartsofthedesign

Depth Notflatbutshowsdistance

T-GN


Three basic Geometric Forms (T-1)

Cylinder (Line Designs)

Cone (symmetrical and asymmetrical triangles)

Designs by Marie Harrison

T-1


Sphere (crescent, Hogarth)

Designs by Marie Harrison

T-1


T-2


T-3


(T-4)

Light -- light in and around the design

Line -- a continuous path

Size – size of shape, form or space

Space – open area in and around the design

Form – 3 dimensional shape

Pattern – outline of a design

Texture – surfaces are rough, smooth, dull, shiny, etc.

Color – what the eye sees (white is a color)

Balance – looks stable

Proportion – how one part of a design is to another part of the

whole design

Scale – parts of a design compared to other parts

Contrast – unlike parts cause interest

Dominant – the most of, or what stands out

T-4


T-5


Terrarium


terrarIUmProGram

obJeCtIves: LearnwhataClimateis Learnwhatmicroclimateis Learnwhataterrariumsisanditsuses LearnaboutthewatercycleinaterrariumandnatureCreatealivingterrarium

materIaLs: Transparency:Completedguidednotesheet(T-GN)WaterCycle(T-1)Clear,smoothacetatesheet(erasabletransparency)Blanksheetofpaper(coversheet)Studentguidednotesheet(1perstudent)WaterCycleworksheet(1perstudent)Blue,Green,andBrowncrayons(1eachperstudent) Plasticbags(cutopen)ornewspaperforstudenttablecoveringTerrarium:(40oz.pretzeltype-oneeachperstudent) Prepackage:3/4Cgravelper40oz.container1/8Ccharcoalper40oz.container2Csoilper40oz.container Semipermeablebarrier(coffeefilter)3plantspercontainer(preferablyvariedgrowthheightsandmediumtoloselight)AccessorydecorationsifdesiredforeachcontainerSpraybottlesofwaterforadultassistants(1/8Cperterrarium) CrosswordPuzzle(1perstudent) WritingPrompt(1perstudent) Optional:onepresenterdressedasexplorerwithbinoculars

ProGram:Pass out- GuidedNoteSheet,“Terrarium”“Today we are going to be talking about Climate and the relationship with plants.”GuidedNoteSheetTransparency--uncover(blankpaper)eachtermafterstudentresponse

1.Climate(T-GN)–“Do you know what makes up a “Climate”?(Ans:temp.,wind,rain,humidity,sunshine)

2.Microclimate(T-GN)–“Do you know what it means when we put the word/prefix, “micro” in front of another word, as in microscope ?”–(Ans:small) “A Microclimate is a small area that has its own special climate”

3.Terrarium–Bypresenterthatisdressedasanexplorer–looking,withbinoculars,up(trees)anddown (smallplants)Showaterrarium


terrarIUmProGram

A.History – “Centuries ago explorers heard of different plants and animals in far off lands. They wanted to bring these new beautiful and interesting plants home. They had long journeys by ship that took many months to get home from these far away lands.” (ReferencePiratesoftheCaribbean) “How could they keep plants alive on those long journeys with enough fresh water?” – (Ans:Terrariums) “The first terrariums were created for this purpose. Many plants were first brought to Europe from South America and Asia in Terrariums. Then they were glass containers. We can use decorative containers made of glass today.” B. Microclimates – “We create a microclimate inside a terrarium.” “What parts of a climate can we control in this terrarium?”(Ans:temperature,light,moisture,wind) “Is there anything else we can control in a terrarium that would help plants behealthy”

(Ans:insectsanddisease) “We will see how a little amount of water lasts a long time in a terrarium.”

4.MeetingPlantRequirementsinaterrarium–A.Requirements–“What do plants need to grow?(sunlight,temperature,moisture,food)“ How does a terrarium supply these things for plants? 1)Sunlight and Temp.–byLocation(notinasunnywindow) 2) Food –Photosynthesis,(T-GN) “Plants make their own food for energy. They take n energy from the sunlight, carbon dioxide and water from the soil and turn them into sugar for food for the plant and oxygen is put back into the air.”

3) Respiration (T-GN) –Plantsburn(energy)thesugarbyusingoxygenfromtheairandgivebackcarbondioxide

Pass Out - WaterCycleworksheet 4)Water Cycle–(T-GN),(T-2)colorbluewaterdropsstartingattherootzoneasdirectingthestudentstocolortheirworksheet.Explain-“Roots absorb moisture. The moisture travels from the roots, up the stem to the leaves. Some is used by the plant and the rest is given off from it’s leaves and evaporates or spreads out into the air. When the moisture in the air touches the sides of the jar they gather together into a liquid form again and drips down the sides returning to the soil.”

*Directstudentstocolorthedifferentstagesofwaterinblue,thenthestemandleavesingreen, andtherootsinbrown

“Where does this water cycle occur besides in a terrarium?”(Ans:Nature,rain)


terrarIUmProGram

Pass Out - Terrariums,gravel,charcoal,coffeefilterandsoil5.ConstructTerrariumInstructstudentstowaitforinstructionsbeforemakingtheirterrarium.A.StepbyStepInstruction-(statepurposeofeachcomponent) 1)Gravel–necessaryforwaterdrainage 2)Charcoal(optional)--todeodorize 3)Coffeefilterorstacking–preventsoilfrommixingwithgravel 4)Soil–holdrootsandprovidenutrientsPass out Plants to students Plants–InstructstudentshowtoremoveplantsfromtheircontainersInstructstudentstomakeaholeinsoilwiththeirfingerGentlyplantandfillsoilaroundplantbutnotabovetheprevioussoillineSpray - studentterrariumswithabout1/8Cofwater

6. Care of Terrariums:A.Observation–“You must help control the environment in the terrarium. It requires observation”1)Correctlightrequirements–toosunnytheleaveswillburn2)Moisture accumulationonsidesofcontainer-isgoodatwarmesttimesoftheday3)Cloudyallthetime–toomuchmoisture(openthelidforevaporation)4)Moisturedoesn’tcollectoncontainersides–toolittlewater

Conclusion:“Terrariums create what kind of environment for plants?(Ans:Microclimate)Reinforcement:Pass Out:“CrossWordPuzzle”“WritingPrompts”fortheprogram.


terrarIUmProGram

evaLUatIon:

Terrarium Program meets the following Sunshine State Standards:

Science-Grades3-5 TheNatureofMatter Thestudentunderstandsthatallmatterhasobservable,measurableproperties. (SC.A.1.2)(2)

ProcessesthatShapetheEarth Standard1:Thestudentrecognizesthatprocessesinthelithosphere,atmosphere,hydrosphere,andbiosphereinteracttoshapetheearth. (SC.D.1.2)(3)

HowLivingThingsInteractwithTheirEnvironment Standard1:Thestudentunderstandsthecompetitive,interdependent,cyclicnatureoflivingthingsintheenvironment. (SC.G.1.2)(2),(3),(7) Standard2:Thestudentunderstandstheconsequencesofusinglimitednaturalresources. (SC.G.2.2)(2),(3)

LanguageArts–Grades3-5 Language Standard2:Thestudentwritestocommunicateideasandinformationeffectively. (LA.B.2.2)(1)


terrarium

Climate _____________________________________________________

_____________________________________________________

_____________________________________________________

Microclimate _____________________________________________________

_____________________________________________________

_____________________________________________________

Photosynthesis _____________________________________________________

_____________________________________________________

_____________________________________________________

Respiration _____________________________________________________

_____________________________________________________

_____________________________________________________

Watercycle _____________________________________________________

_____________________________________________________

_____________________________________________________


GrowinG Good times

Date:_______________________________________

Topic:________________________________________

Whatwedid:_______________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

WhatIlearned:_____________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

WhatIliked:_______________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________


GrowinG Good times

ACROSS6.Theprocesswhereplantsmanufacturetheirownfoodis_____.7.______holdstheplantrootsandprovidesnutrientsforaplant.

DOWN1.Asmallareawheretheclimateisdifferentfromtheareasarounditisa_______.2.______iscondensedandcollectedonthesidesofaterrariumandthengoesintothesoiltobeusedbytheplant.3.Anareawherethetemperature,rain,windandhumidlyaresimilariscalled____.4.The______oftheplantabsorbsmoistureandnutrientsfortheplanttouse.5.Anenclosedcontainerthatmaintainsamicroclimateforplantstogrowinisa____.6._____putoxygenintotheairwhichishelpfulforhumansandanimals.

WORDBANKphotosynthesis plants soil microclimate roots terrarium climate water

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terrarium

Climate Thetemperature,wind,rain,humidity,andsunshineinanarea

Microclimate Asmallareathathasitsownspecialclimate

Photosynthesis Plantsmaketheirownfoodforenergy.Theyusesunlight, carbondioxideandwatertomakesugarforfood

Respiration Plantsburnthesugarandreleaseoxygenintotheair creatingenergy

Watercycle Plantsabsorbwaterthroughtheirrootsuptoitsleaves. Theunusedwaterisreleasedintotheairandreturnstothe soil.

T-GN


T-1


Tomatoes


tomatoesProGram

obJeCtIvesLearntheScientificMethodLearntheimportanceofplantobservationLearnproperplantingmethodLearnproperstakingofplantKnowtherearevarietiesoftomatoesandcolorsoftomatoes

Learnthehistoryofwhytomatoesarescientificallyfruitsbutcustomarilycalledvegetables

materIaLs:Transparency:Completedguidednotesheet(T-GN)

TypesofTomatoes(T-1)PLANT(T-2)ScientificMethodworksheet(T-3)Blankpaper(coversheet)Farmer’shat,labcoat,andmagnifyinglensforinstructor

AssortmentoffreshtomatoesforvarietydisplayAssortmentoftomatoproducts(ketchup,sauce,salsa,etc.)

Stakeandorcagefordemonstration4lg.plantedTomatoplantsfordemonstration(largestenoughtoneedstaking)Plastic/newspapercoveringforstudenttables(largeplasticbagscutopen)PlantingActivity:

Tomatoplants(1perstudent) Bagfortransportation(1perstudent)Cottonstriptotieplanttostick(1perstudent)Pottingsoilprepackaged(1perstudent)

Largerpotforuppotting(1perstudent)Studentguidednotesheet(1perstudent)ScientificMethodworksheet(1perstudent)TomatoCrosswordpuzzle(1perstudent)Writingprompt(1perstudent)

PenPalWritingActivityProGram:Preptables(desks)withplasticcoveringAssortmentoftomatoesondisplayInstructorindescribedattire(farmerandscientist)

1. Introduction:TodaywearegoingtobeGardenersandScientists--(farmerattire) WearegoingtotalkabouttheTOMATO

A. Uses:Tomatoesarepopular.“What do we use tomatoes for?” (Ans:raw-asinsalads,saucesandketchup,soup,juice,etc.)


tomatoesProGram

Show--Takeeachitemfromboxbelowasitismentionedbyastudent–finallydisplayanyunmentioneditem.1.“Tomatoes are the 2nd most important crop in the US”2. “Florida is one of the biggest producers of fresh tomatoes”Show – Display of variety of tomatoes

3. Types:“You can see different types of tomatoes” (GivenamesBeefsteak,Roma,Cherry,etc.)

(T-1)TypesofTomatoesTransparency“There are different Sizes, Shapes and Color - not all are red some are Yellow”B.History--

1.“Not Native to U.S. like our wildflowers. They are from S. America and Mexico Christopher Columbus brought tomatoes to Spain.” 2.VegetableorFruit:“In the grocery store, what department do we buy tomatoes?” “Is a tomato a Fruit or a Vegetable?”(Ans:FruitCorrect!,VegetableCorrect!)“How can it be both a Fruit and a Vegetable?” “Scientifically it is a fruit. It has seeds and grows from the flower or bloom on the plant. “Customarily it is a vegetable. It is grown as a food crop and was called a vegetable to avoid a fruit tax by the government.”

Pass Out–GuidedNotesheets2. Planting of a Tomato:“Now we are going to be GARDENERS”P L A N T(T-2) -- uncovereachletterofacronymasdiscussedA. Requirements –

1.“We need to up pot or PLANT the tomato plant in order to have tomatoes.”2. “ A place should have full sun.”(LIGHT)3. “ The plant needs an open space for the mature plant.”(AIR)4. “The soil should contain NUTRIENTS (T-GN) for the plant.”Mayneedtoamendorfertilize5. “The plant will need water. It will be THIRSTY.”

B.Demonstrateplanting: “We are planting _(type)_ tomatoes today.”

1. Reviewremovalofplantfromsmallcontainer.(fingerplacementonbothsidesofstemandinvert)2. Planttomatoinpot–“The depth of the plant is not important for tomatoes but shouldbe at

same level when planting other plants. You can trench it down to the firstleaf.”3.Water/Fertilize–moistensoil,notflood,waterwhendry,fertilizeasdirectionsstate4.Stakeplant--“Why do we stake tomatoes?”(Ans:lessinsectsandpreventRotfrom sittingontheground)Demonstratetechnique:createan“X”afterwrappingaroundstickandbeforewrappingaroundtheplant

Pass Out–Alargetomatoplanttoeachgroupofstudents3.GroupActivity:(dividestudentsattheirdesksinto4groups) “Each student will take a turn staking and tying plant on lg. tomato plant.”(Adultaideswillsupervise)Pass Out–smallertomatoplant,apot,andsoil(1perstudent)


tomatoesProGram

4.IndividualUp-pottingoftomatoplants:A. Planting: “Remember how to correctly remove the plant from its’ pot and how deep to plant it.” “DO NOT press soil firmly down in the pot. The roots need air and space for water.”

B.Reviewstakingplants:Instructstudentsagainonhowtostaketheplantwhentheyplant,oruppottoamuchlargerpotattheir homeorintheirgarden.Informthemthattheywillneedalargesticktoplantathomewhenplant growslarger.

Pass outbagsforplantstoeachstudent5. Scientific Method:(scientistattire-labcoat,andmagnifyinglens) “Now we are going to become SCIENTISTS. We will use the Scientific Method”(T-GN) Theprocessthatscientistsusetoobtaininformationthatcanbetestedrepeatedlyandgivethesameresults

A. StepsoftheScientificMethod:(T-GN)1.“Problem -- What is it you want to know or learn”2.“Hypothesis -- What we think the how, why, or result will be”3.“Observation -- See and write down what is observed on a regular basis” 4.“Conclusion/Theory --What was discovered or learned about the Problem”Pass Out:ScientificMethodObservationforms

B.ScientificMethodWorksheet–(T-3)1. Problem:“What do you think our Problem is today?(Ans.togrowtomatoes)2. Hypothesis:“What is our Hypothesis for our problem?”(Ans:Properlight,air,moisture,andnutrientswillcausetheplantstogrowtomatoes)

3.Observation:“The Observations is very important. “What kinds of things do you think we might observe during our tomato plant experiment?”(Ans:leafwilt,insects,blooms,smalltomatoes(green)etc.)“We have added specific questions to the form to help you with your observations” 4.Conclusion:“Can we tell what our Conclusion/Theory will be yet?”

(Ans:No,wehaveahypothesisnotaconclusion)C. ObservationResults–1.“Record your observations. Add any other observations you may see about your plant.”

2. “You will make a conclusion about your Hypothesis based on your observations.” Your co conclusion and worksheet are due ______________.”

6. Review:Pass outTomatoCrosswordPuzzleWritingPromptPenPalWritingActivity


tomatoesProGram

evaLUatIon:

“VarietyofTomato”,BetterHomesAndGardens,April2006

Tomatoes Program meets the Sunshine State Standards:

Science–Grades3-5 HowLivingThingsInteractwithTheirEnvironment Standard1:Thestudentunderstandsthecompetitive,interdependent,cyclicnatureoflivingthingsintheenvironment. (SC.G.1.2)(7) TheNatureofScience Standard1:ThestudentusesthescientificprocessesandhabitsofmindtosolveProblems(SC.H.1.2)(1)

SocialStudies–Grades3-5 Time,Continuity,andChange Standard1:Thestudentunderstandshistoricalchronologyandthehistoricalperspective (SS.A.1.2)(1) Standard5:ThestudentunderstandsU.S.historyfrom1880topresentday (SS.A.5.1)(7)

LanguageArts–Grades3-5 Language Standard1:Thestudentuseswritingprocesseseffectively (LA.B.1.2)(1),(2)


tomatoes

Nutrient _____________________________________________________

_____________________________________________________

ScientificMethod _____________________________________________________

_____________________________________________________

Problem _____________________________________________________

_____________________________________________________

Hypothesis _____________________________________________________

_____________________________________________________

Observation _____________________________________________________

_____________________________________________________

Conclusion _____________________________________________________

_____________________________________________________


SCIENTIFIC METHODTOMATOES

PROBLEM: ________________________________________________________

HYPOTHESIS:________________________________________________________

________________________________________________________

OBSERvATION:

Tomatoseedwasplantedon:___________________________________________

Plantwasuppottedon:_______________________________________________

Theplantwas________________________________inchestall.

Thefirstbloomwason(dayanddate):____________________________________

thebloomturnedintoalittlegreentomatoon_____________________________

Thefirsttomatoturnedredandripeon:__________________________________

Ipickedmyfirsttomatoandateiton:____________________________________

2weeksfromthefirsttomatothereare________________tomatoesonmyplant.

Theplanthasproduced________________tomatoesasof__________________.

CONCLUSION:

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

P L A N TPLant LIGht aIr nUtrIents thIrsty

SCIENTIFIC METHOD FORM DUE: ________________


GrowinG Good times

Date:_______________________________________

Topic:________________________________________

Whatwedid:_______________________________________________________

_______________________________________________________________

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_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

WhatIlearned:_____________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

WhatIliked:_______________________________________________________

_______________________________________________________________

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_______________________________________________________________

Created By Joanne Connor, navarre Garden CluB, InC.; ProPerty of ffGC 1�0

GrowinG Good times

ACROSS1.TomatoesarenotnativetotheU.S.TheyareoriginallyfromSouthAmericaand_______.2.Tomatoesarescientificallyclassifiedasa_________.3.Whentomatoesareripe,theycanberedor_______incolor.

DOWN4.Hypothesis,observationandconclusionarepartsofthe________method.5.Iftomatoesarenotstaked,theymaygetinsectsandwill______.6.Tomatoesgrowfromthe_____ontheplant.

ANSWERSDOWN ACROSS1.Mexico 4.scientific2.fruit 5.rot3.yellow 6.bloom

3

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Studentsaredirectedtonametheirtomatoes.Forexample,RomantomatoescouldhaveItaliannames,TonyTomatto.

Theteacher’stomatoplantnamed______writesalettertothestudents’tomatoplants.Ittalksaboutits’experienceswhilegrowing.Itinquiresabouthowthestudent’stomatoplantisdoingathis/herhome.

Thestudent’stomatoplantnamed______writesbacktotheteacher’stomatoplantabouthisorherexperienceandfeelings.

tomato Pen Pal activity

transParenCIes

Created By Joanne Connor, navarre Garden CluB, InC.; ProPerty of ffGC 1��

tomatoes

Nutrient Anythingthatisafoodformaintenanceandgrowth

ScientificMethodTheprocessthatscientistsusetoobtaininformationthatcan betestedrepeatedlywiththesameresults

Problem Whatisitthatyouwanttoknoworlearn

Hypothesis WhatyouthinktheHow,WhyorResultwillbe(theory)

Observation Seeandwritedownwhatisobservedonaregularbasis

Conclusion Whatwasdiscoveredorlearnedabouttheproblem

T-GN


T-1


PLANT

T-2

LIGHT

AIR

NUTRIENT

THIRSTY

P L A N T


SCIENTIFIC METHODTOMATOES

PROBLEM: ________________________________________________________

HYPOTHESIS:________________________________________________________

________________________________________________________

OBSERvATION:

Tomatoseedwasplantedon:___________________________________________

Plantwasuppottedon:_______________________________________________

Theplantwas________________________________inchestall.

Thefirstbloomwason(dayanddate):____________________________________

thebloomturnedintoalittlegreentomatoon_____________________________

Thefirsttomatoturnedredandripeon:__________________________________

Ipickedmyfirsttomatoandateiton:____________________________________

2weeksfromthefirsttomatothereare________________tomatoesonmyplant.

Theplanthasproduced________________tomatoesasof__________________.

CONCLUSION:

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

P L A N TPLant LIGht aIr nUtrIents thIrsty

SCIENTIFIC METHOD FORM DUE: ________________

T-3


Birds


bIrDsProGram

obJeCtIves:LearnthedefinitionofabirdLearnthemeaningofOrnithologyLearnatleastthreebasicOrnithologytermsLearntherequirementsofabirdhabitatLearnhowtoattractbirdstoyouryardNameatleast4birdscommontoourarea

materIaLs:Transparencies:CompletedGuidednotesheet(T-GN)Flightlessbirds(T-1)WalkingandWadingbirds(T-2)Flightpatterns(T-3)BackyardBirds(T-4,T-5,T-6,T-7,T-8,T-9)Blanksheetofpaper(coversheet)BirdNestasanexampleExamplesofdifferenttypesofBirdBoxesExamplesofdifferenttypesofBirdFeedersSunflowerseedsandorangeasfoodexamplesVarietyofplantsthatarefoodsourcesforareabirdsBirdbathtrayBirdFeederCraft:Birdfeedermadefromalimbwithpegholesandahanger(1perstudent)Perchesforfeeders(pegs)(3perfeeder)Woodglueonsmallpaperplate--foreachgroupofstudentsSuet(1pkg.perstudent)RubbermalletforadultaidestoassistwithplacementofpegsGuidedNotes(1perstudent)BirdSuetRecipe(1perstudent)WritingPrompt(1perstudent)WordScramble

ProGram:PassoutGuidedNotesheets(uncover,withtheblankpage,thedefinedtermsasdiscussed) “ We are going to talk about Ornithology today”1.Terms–Ornithology(T-GN)–“What is Ornithology?”(Ans:Thestudyofbirds)Bird(T-GN)–“What is a Bird?”(Ans:Avertebrate(backbone)animal,layseggs,andhaswingswithfeathers)A.“Do all birds Fly?”–(Ans:No)“What birds do not fly?”-(Ans:penguins,ostrich,etc).


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1) “Flightless Birds can be grouped by habitat and feeding pattern”a)WalkingbirdsareFlightless(T-1)b)Runners–(T-2),canflywhennecessaryc)WadingBirds-(T-2)canflywhennecessary,Wadeinshallowwaterandhavelongnecks orreachingtofeed2)“Birds of flight by habitat and feeding patterns”a)Waterbirds-feedonmarinelifeb)Fruit,Nectar,andSeed-Eaters-c)HuntersonLandandTrees-seektheirpreyandsuddenlypounceonitd)SpecializedFeeders-feedonanimalstheydidnotkillB.FlightPaths(T-3) “Birds have different ways of flying or Flight Paths?”“Flight patterns can help identify different bird types.”1)SteadyFlightwithregularwingbeats-“Like peddling a bike steadily”2)Riseonawingbeatandswoopuntilnextwingbeat-methodtoconserveenergyforsmaller birds-“Like peddling a bike and then coasting”3)Burstsofstrongwingbeatsthenlevelglides-methodtoconserveenergyforlargerbirds. Similartopeddlingabikeandthencoasting. “Do you know what large bird we have in our area that fly over the water this way?”(Ans:pelican)

2. Importance in our Environment: “Why are we discussing birds? “Do birds have any importance in Nature or our Human World?”Answers:A.Culture–folklore,artandreligion-ex.(ritualgarments,featherart,costumes,decorations)B.Economy–food,insulationandcushioning,scienceofflight-ex.(eggs,meat,downfeathers, quillpens,airplane)C.EcoSystem–pollinators,BalanceofNature(foodchain)D.Pleasure–Song,Colorful,InterestingBehaviors,Domesticatedbirdstalk,Companions

Display on table top:assortmentofnestsandbirdboxes,berries,fruit,feeders,nectarplant,birdbath(providesstudentswithanswersfor“Whatisahabitat?”)3.Habitat(T-GN) –Thenaturaldwellingplaceofananimal“What 3 things are needed in a habitat?”(Ans:home/shelter,waterandfood)A.Shelter–frompredatorsandweather1)Natural–buildinwild,bushesandtrees–Adult’s Bird’s Home Show–SparrowNest– “Never touch a nest”2)ManMade–NestingBoxesorBirdBox(birdhouses),“Used only for reproduction (eggs and young) Not a shelter for adults”SpecificBirdBoxTypes–verychoosyabouttheirhouses Show–BirdBox–Shouldopenforcleaning–Cleanyearlypreventingbacteria,ants,mites Show–DifferenttypesofbirdboxesNote:sizeofbox,sizeofopening(deterpredators)heightofopening,(deterpredators)perchesnotneeded(provideaccessforpredators)


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B.Water–stillandflowingwater1)Natural-puddles,shallowstreams2)ManMade-Birdbaths–“Clean every week, (prevent algae & bacteria)” “Need shallow edges - backyard birds do not swim - they like to wade”C.Food–Forage(T-GN)–Searchforfood1)NaturalSources–a)Nativeplants– Show – examplesof(berries)waxmyrtle,beautyberry,pyracantha,blueberries,etc.b)Insects–grasshoppers,earthwormsc)FruitsandNuts–d)Nectar–fromflowers(hummingbirds)2)ManMadeSources– a)Nuts–rawpeanutsinshell,sunflowerseedsb)Nectar–hummingbirdfeederliquid c)Fruit–tomatoes,figs,oranges,apples d)Feeders–hummingbirdnectar,seed(finch), Show – examplesoffeeders“Place feeders away from brush and predators”*Woodpeckercanhangupsidedowntoeat

4.Recap –“What is meant by Habitat?”(Ans:Naturaldwellingplacecontainingfood,shelterandwater)“Name types of Food for a bird’s habitat”(Ans:berries,insects,andnuts)“What types of water sources should be in a bird’s habitat”(Ans:runningandstill,Naturalandprovided)“What are examples of shelter for a bird?”(Ans:bushes,trees,nests,andprovidedbirdboxes)5.Types of Birds–Manydifferenttypesofbirds.LargeclassoftheAnimalKingdomBackyard Birds– “We are going to discuss the birds we see in our backyards” “ 6 Species of Birds Common To Our Area”*(Brieflydiscussmaterialoncommonareabirds,donotgointodetailunlessquestions) A)Natural Habitat Only–“Does Not Use Provided Bird Boxes”1)NorthernMockingBird(T-4)–FloridaStateBirdFood–FruitsandInsectsBehavior–Foragesongroundandperches,picksfruitwhileperched,hoverforsomefruitNestType– “Open cup of dead twigs lined with grasses, rootiets, and dead leaves, Placed low in shrubs and trees, 3-10 ft. high” 2)Hummingbird(T-5)Food–flowernectar,smallinsectsandtreesap,Feeders“Does Anyone remember the name of a nectar plant from our Butterfly Garden?” (Ans:butterflybush,firecracker,cigarplant,etc.)Behavior–Forages:“Hovers at flowers and feeders, sap wells, catches insects in flight, from leaves, and spiders from web “Beneficial or not? Why?” (Ans:someinsectsareharmful)NestType–Opencupontopofsmalltreebranchmadeofdandeliondown,spiderweband coveredwithlichens.Placedonaverage10-20ft.high


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3)Cardinal(T-6)Food–seeds,fruits,buds,andinsectsBehavior–Forages:commonatbirdfeeders,especiallyatdawnandduskNestType–Openbowlofweedstemsandtwigs,leaves,grapevinebark,linedwithgrass,oftenpaper,plasticonoutsidePlacedinthickvinesortwigsinshrub/smalltree3-20ft.high,av.10ft4)RedBelliedWoodpecker(T-7)Food–insects,seeds,fruit,sap,occasionallylizards,treefrogs,smallfish,nestingbirdsandeggsBehavior–Foraging:“Forages for insects from tree bark, hawks for flying insects, can hang upside down for berries and insects.”NestType–“It makes a nesthole in dead tree. Eggs are laid on wood chips left from excavation.” B)Natural Nesting or Man Made Nesting Boxes“You can attract these birds to your yards by providing a home for the young”

1)EasternBluebird–(T-8)Food–insects,smallfruitsandSuetBehavior–Forages:huntsfromperch,dropstogroungtocatchprey,someflycatchingNestType–wovengrassesorpineneedleslinedwithfinegrass,hair,feathersPlacedintreecavities,snags,andfrequentlynestingboxes2)CarolinaChickadee–(T-9)Food–insects,spiders,seeds,andfruitsBehavior–Foraging:insectsfromfoliageandtreebark,“Chickadee also often hangs upside down to feed.” OftenusesfeedersNestType–inholesindeadtreesmadeofmosslinedwithfur

6.Review:“How can you attract birds to your yard?”(Ans:provideabirdhabitatoffood,waterandshelter) “Give 1 example of each”(Ans:fromabovematerial)

7. Craft Activity:SuetBirdFeeder:Pass Out–Woodfeeders,woodperches(pegs)Smallpaperplate,andplaceadabofglueontoeachplateforeachgroup1.MountPerches–Instructstudentstorollendsofthepegs/perchesinglueandplaceinholesinthefeeder.2.ExplainHowtoplacesuetintofeederswhenathome.Pass Out–suetandsuetrecipes

8.Reinforcement:Pass OutWritingPromptWordScramble


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evaLUatIon:

Referenceandillustration: Birds of The World byColinHarrisonandAlanGreensmith;DorlingKindersleyInc.publisher

Additional ActivityProviding Nesting MaterialsUsealargepinecone,Tiestringaroundpineconetohangfromafenceortreebranch(12”long)Studentsusevarietyofmaterialsandembedtheminthepineconeforabirdtobuildit’snest.Useofbrightcolorswillhelpstudentfindthenestwhenusedbythebirds.Itemsfornesting:pinestraw,dryerlint,string,coloredyarn,animalfur,stripsofcoloredpaper

Bird Program meets the following Sunshine State Standards:

Science-Grades3-5 ProcessofLife– Standard1:Thestudentdescribespatternsofstructureandfunctioninlivingthings.(SC.F.1.2)(2),(3) HowLivingThingsInteractwithTheirEnvironment–

Standard1:Thestudentunderstandsthecompetitive,interdependent,cyclicnatureoflivingthingsintheenvironment.

(SC.G.1.2)(1),(2),(5) Standard2:Thestudentunderstandstheconsequencesofusinglimitednaturalresources. (SC.G.2.2)(1),(3)


Birds

Ornithology _____________________________________________________

_____________________________________________________

_____________________________________________________

Bird _____________________________________________________

_____________________________________________________

_____________________________________________________

Habitat _____________________________________________________

_____________________________________________________

_____________________________________________________

Forage _____________________________________________________

_____________________________________________________

_____________________________________________________

BirdBox _____________________________________________________

_____________________________________________________

_____________________________________________________


Navarre Garden Club Bird Suet

Judith Begue

1 ½ C crunchy peanut butter

1 ½ C shortening

2C yellow cornmeal

1C flour

2C quick-cook uncooked oatmeal

1 Cup of peanut hearts or sunflower meats can be added. Do Not use regular

sunflower seeds or wild bird seed in this mix.

Melt peanut butter and shortening in microwave for one (1) minute. Stir well.

Gradually add in the rest of the ingredients. Chill in refrigerator for one (1) hour.

Seal in container or cut into small pieces and wrap in clear plastic wrap.

This suet will attract woodpeckers, wrens, cardinals, thrashers, titmice,

mockingbirds and many others including SQUIRRELS!

Navarre Garden Club Bird Suet

Judith Begue

1 ½ C crunchy peanut butter

1 ½ C shortening

2C yellow cornmeal

1C flour

2C quick-cook uncooked oatmeal

1 Cup of peanut hearts or sunflower meats can be added. Do Not use regular

sunflower seeds or wild bird seed in this mix.

Melt peanut butter and shortening in microwave for one (1) minute. Stir well.

Gradually add in the rest of the ingredients. Chill in refrigerator for one (1) hour.

Seal in container or cut into small pieces and wrap in clear plastic wrap.

This suet will attract woodpeckers, wrens, cardinals, thrashers, titmice,

mockingbirds and many others including SQUIRRELS!


GrowinG Good times

Date:_______________________________________

Topic:________________________________________

Whatwedid:_______________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

WhatIlearned:_____________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

WhatIliked:_______________________________________________________

_______________________________________________________________

_______________________________________________________________

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word scramBle

1.ThestudyofBirdsIs_____________________. RNHLGOITOYO

2.Birdsareanimalswith____________________. SHEFTRAS

3.Thenaturaldwellingplaceofananimalis_________________. BAHITTA

4.Birdsprovidefoodandfeathersforour_________________. NECOYOM

5. TheFloridaStateBirdistheNorthern_____________. NMKCGOIIRDB

6. Byhavingsugarwaterfeedersinout yardswecanattract________________________. BUIHDMIRMNG

7. Likepeoplemanybirdseat_________________ and______________________. UIFRTSUNT

8.Notallbirdswilluseman-made__________________. STINGENOXB


word scramBle

1.ThestudyofBirdsIs___(Ornithology)____. RNHLGOITOYO

2.Birdsareanimalswith__(Feathers)______. SHEFTRAS

3.Thenaturaldwellingplaceofananimalis___(Habitat)___. BAHITTA

4.Birdsprovidefoodandfeathersforour___(Economy)____. NECOYOM

5. TheFloridaStateBirdistheNorthern_(Mockingbird)___.NMKCGOIIRDB

6. Byhavingsugarwaterfeedersinout yardswecanattract__(Hummingbird)______. BUIHDMIRMNG

7. Likepeoplemanybirdseat___(Fruit)_____ and___(Nuts)___. UIFRTSUNT

8.Notallbirdswilluseman-made__(NestingBox)___. STINGENOXB

transParenCIes


Birds

Ornithology Thestudyofbirds

Bird Avertebrate(backbone)animalthatlayseggs,haswingsand feathers

Habitat Thenaturaldwellingplaceofananimal.Itcontainsfood,water, andshelter.

Forage Tosearchforfood

BirdBox manmadebirdhouseforshelterandnesting

T-GN


T-1


T-2


T-3


(T-4)


NORTHERN MOCKINGBIRD

T-4


(T-5)

RUBY-THROATED HUMMINGBIRD - female


RUBY-THROATED HUMMINGBIRD - male

T-5


(T-6)


NORTHERN CARDINAL -female

source: Wikikimedia Commons

T-6


(T-7)

NORTHERN CARDINAL – male


RED-BELLIED WOODPECKER

T-7


(T-8)


EASTERN BLUEBIRD – female

source: Wikimedia Commons; EASTERN BLUEBIRD - male

T-8


(T-9)


CAROLINA CHICKADEE

T-9

created by joanne connor, navarre garden club, inc ... · ditional activities. the programs have...

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