NatureWorks Park
Bedford Street, Hollidaysburg, PA
2nd Grade Stations
www.natureworkspark.org
Preparation:
Items to bring:
Packed lunch
Sunscreen applied the morning of the field trip
Insect Repellant: we will do tick checks, check your student when they arrive home and have them shower (Almost all of the time spent will be on a gravel trail, boardwalk or cement, occasionally students will be walking through the grass. Even when playing in your backyard, you always want to be vigilant and check for ticks on your child.)
Poncho (if calling for rain)
Appropriate clothing, we will be outdoors the entire field trip
Sneakers, no sandals or dress shoes
Timeline: all times are approximate depending on student arrival
9:45am: Introductions, split students into three groups
10:00am – 11:00am: Station 1
11:00am – 12:00pm: Station 2
12:00pm – 12:45: packed lunch at the large pavilion and restroom break by the barn
12:45pm – 1:45pm: Station 3 and dismissal
If we complete the field trip and you have additional time, we can help escort students to Canal Basin Park for them to play at the playground.
Bus Parking:
Buses may back into the parking lot at the entrance of the park, if they feel they have room to do so, or they may park on the stone driveway by the barn. Do not park in the grass, if is too soft and they may not be able to get out.
Please inform your bus driver they are welcome to join us, or to be back by 1:30pm.
Station 1: Ampitheater (this station is subject to change due to the availability of an IRC employee)
Recycling
Background: Students will learn to identify different types of solid waste and how to best dispose of it.
Key Topics: recycling, waste management, composting, landfills
Subject Area: Humans and the Environment
4.5.2.C Identify how people can reduce pollution.
4.5.2.D Describe how people can help the environment by reducing, reusing, recycling and composting.
Duration: 20 minutes
Materials Needed:
Paper Plastic Aluminum Paint can Yard waste
Objective: Students will learn how to identify different types of solid waste and how they should dispose of it.
Litter Naught Relay
Background: Students will learn to identify options for solid waste management: source reduction, composting, recycling, and sanitary landfills.
Key Topics: Hazardous waste/ pollution, landfills, recycling, composting
Subject Area: Constructing and Gathering Knowledge, Stages of Play/ Humans and the Environment
AL.1.2.C1 Engage in cooperative, purposeful, and interactive play experiences that enhance learning.
4.5.2.D Describe how people can help the environment by reducing, reusing, recycling and composting.
Duration: 20 minutes
Materials Needed:
- Index cards with masking tape labeled
- Aluminum cans Apple core Ash Automobile oil Cereal Box
- Chicken bones Egg shells Glass bottle Milk jug Newspaper
- Plastic Bags Lettuce Lumber Paint can Grass clippings
Objective: Students will participate in a relay race in which they will select waste items and identify how they should be disposed of.
Station 2: Boardwalk
Turtle Talk!
Background: Students will learn about turtles that live in Pennsylvania, why we need to protect their habitat, and meet Franklin the Tortoise.
Key Topics: living organisms rely on their environment to stay alive and healthy
Subject Area: Constructing and Gathering Knowledge/ Stages of Play, Ecology
AL.1.2.C1 Engage in cooperative, purposeful, and interactive play experiences that enhance learning.
4.1.2.A Describe how a plant or animal is dependent on living and nonliving things in an aquatic habitat.
4.1.2.D Identify differences in living things (color, shape, size, etc.) and describe how adaptations are important for survival.
Duration: 20 minutes
Materials Needed: Turtle Talk kit, Franklin the Tortoise
Objective: Students will learn about native species of turtles in Pennsylvania. They will get to act like snapping turtles, box turtles, and wood turtles, and meet Franklin the Tortoise. Students will learn the importance of protecting wetlands and native turtle habitats.
Native Seed Balls
Background: Students will learn the importance of native plants in our local habitat.
Key Topics: living organisms rely on their environment to stay alive and healthy
Subject Area: Applying Knowledge/ Ecology
AL.3.2.B1 Create an object to serve a functional purpose.
4.1.2.D Identify differences in living things (color, shape, size, etc.) and describe how adaptations are important for survival.
Duration: 20 minutes
Materials Needed: seasonal native seeds seedball soil wipes
Objective: Students will learn the importance of native plants in their local habitat. They will make a seed ball to throw and plant at the park.
Station 3: Large Pavilion
Is your stream clean?
Background: Students will learn how every day activities can pollute our local streams and waterways.
Key Topics: Non-point and point source pollution/ water pollution
Subject Area: Humans and the Environment/ Watersheds and Wetlands/ Applying Knowledge
4.5.2.C Identify how people can reduce pollution.
4.2.2.C Identify and describe the basic needs of plants and animals in an aquatic ecosystem.
AL.3.2.C1 Use materials and objects to represent new concepts.
Duration: 20 minutes
Materials Needed: Macroinvertebrates, boots, macro kit and key
Objective: Students will learn about water quality and the necessity for clean water to promote life in our local streams. They will identify macroinvertebrates and determine if our local stream is clean or polluted.
Fred the Fish
Background: Students will know how every day activities can pollute our local streams and waterways.
Key Topics: Non-point and point source pollution/ water pollution
Subject Area: Humans and the Environment/ Watersheds and Wetlands/ Applying Knowledge
4.5.2.C Identify how people can reduce pollution.
4.2.2.C Identify and describe the basic needs of plants and animals in an aquatic ecosystem.
AL.3.2.C1 Use materials and objects to represent new concepts.
Duration: 20 minutes
Materials Needed:
Fred the Fish box, Water
Objective: Fred the Fish decides to go on an adventure and explore life downstream. Fred starts swimming towards the Chesapeake Bay. He swims into farm country, a housing development, under a highway bridge, by salted roads, a city park, factories, sewage treatment plant, and an abandoned hazardous waste dump. Pollution will be added by students into the water and they will be asked how Fred “feels” each time.