1A) Life’s Needs: (Kindergarten/ 1st grade)

This class will introduce the students the difference between plants vs animals, what do plants need to survive. Students will use the position of the sun as evidence to explain, sunny vs shady areas and what kinds of plants live in each location.

1A) Life Odyssey (2nd-4th)

Join us on the quest for life! Create a treasure map marking where life is found in a forest. Students will understand what plants and animals need to survive and what the forest provide.

NGSS Correlations:

3-LS4-2, 2-LS4-1, 1-LS3-1. K-LS1-1, KESS3- 1

K-1st Grade: Identifying plants and animal needs.

1st Grade: How plant shape and leaf shapes are similar on one plant, even though they are different sizes.

2nd Grade: Landscapes that support biodiversity and what a plant needs.

3rd Grade: Collecting evidence on how the environment best meets the needs of its wildlife inhabitants.

1B) Animal Sounds

How do birds communicate? What does their calls mean? How do bird behaviors help them survive? We will identify and model how birds use their vocalizations for a variety of meanings. We will begin to introduce the structures and functions of bird anatomy.

NGSS Correlations:

1st grade: Animal Sounds, behavior of parents, babies, communication patterns and creating models that mimic animal sounds 1-LS1-2.

3rd grade: Life Cycle for survival, animals living in groups to survive

4th grade: Animal senses structure and function introduction 4-LS1-1.

1C) Life Cycles

Identify and understand life cycles of plants and animals by the lake. How does camouflage help the survival of a species? Find out the development of species birth to maturity.

NGSS Correlations:

3rd grade: Life Cycles for survival on how some species' offspring are miniature versions of the adults. How do species survive in different environments, and use camouflage for protection from predators? 3LS1-1, life cycles, 3LS4-2

Enter nature's laboratory and discover the story of land formation. Students will identify what is in their watershed. Understand where water comes from and goes after it has reached the student’s community.

NGSS Correlations:

4-ESS2-1, 2-ESS1-1

2nd grade: Landscapes shapes, and changing landscapes, some are slow and some are fast. Also, understanding maps and creating their own watershed map.

4th grade: Sculpting landscapes with a focus on erosion and changing landscapes. 4-ESS2-1. Weathering and rate of erosion 4-ESS2-2 identifying map features

NGSS/ 2-ESS1-1 (slow vs. fast Earth events) 4-ESS2-1. Make observations and or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.

Is fire a good or bad thing? It is complicated and we will introduce how they started, stopped and planned for in a forest. Also, an introduction to fire behavior within a forest ecosystem. There is also a possibility, if requested, for the local fire department to have “a meet a firefighter” introduction.

NGSS Correlations:

K-ESS3-2, K-ESS3-3

K-1st grade: Preparing and responding to severe weather K-ESS3-2

2nd grade: Biodiversity in landscape, what seeds need to survive and some seeds need fire to grow. Identify solutions to reduce impact of human use K-ESS3-3.

3rd grade: Weather impacts, and how to identify and reduce hazards.

A full class program

A class will need all of the students' individual strengths together to accomplish a series of team building challenges. Each challenge completed will gain the group one of many keys needed to open the ancient treasure chest.

The use of the rock wall is an option if requested. Students must be at least 40 lbs.

Class Inspired by social and emotional learning which unites students to become a community.