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Wildlife Garden

Wildlife Garden. Chiquita Brooks & Renee Main. Our Wildlife Garden.

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Wildlife Garden

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  1. Wildlife Garden Chiquita Brooks & Renee Main

  2. Our Wildlife Garden • Through this unit, we will transform the vacant lot into a wildlife garden. This will include a frog pond, bird feeders, a butterfly garden and a walking path. The creation and maintenance of the garden will cover topics in several content areas, including: science, language arts, math, art and social studies. Our activities will be aimed at second grade, though this project will be a school-wide effort. This unit could easily last the entire school year. The students would have to work on this project at least two times a week. A lot of the work and research can be done in the classroom, actual trips to the lot would happen about once a week.

  3. Essential Question • What impact will our garden have on our school, local wildlife and the community?

  4. Making Mosaic Pots • In this activity, the students will create mosaic pots using different colored pieces of tile. They will be encouraged to create continuing patterns around the pot. • (2.6.C)  Patterns, relationships, and algebraic thinking. The student uses patterns to describe relationships and make predictions. TLW identify, describe, and extend repeating and additive patterns to make predictions and solve problems.

  5. What Will We Need? • During this research activity, the students will decide what animals they would like to see in our garden. They will then conduct research to find out if it is possible at our location and what we will need in our garden in order to attract those animals. • (2.2.A)  Scientific processes. The student develops abilities necessary to do scientific inquiry in the field and the classroom. TLW ask questions about organisms, objects, and events.

  6. “In Our Garden…” • The student will write about what they see as most important for the success of our garden. The class will compare ideas and decide what we truly need. After the garden has been completed they can write a reflection about what worked out and what did not. • (2.14.A)  Writing/purposes. The student writes for a variety of audiences and purposes, and in various forms. TLW write to record ideas and reflections.

  7. Reduce, Reuse, Recycle! • The students will create items for the garden using recycled goods. For example, they could create bird feeders using old, plastic soda bottles. • (2.8.D)  Geography. The student understands how humans use and modify the physical environment. TLW identify ways people can conserve and replenish natural resources.

  8. Beautiful Butterflies • Students will observe butterflies or other wildlife to record and compare their markings. They can create their own butterflies with unique patterns and colors. • (2.1.A)  Perception. The student develops and organizes ideas from the environment. TLW identify variations in objects and subjects from the environment, using the senses.

  9. Resources • Tiny Seed by Eric Carle • From Caterpillar to Butterfly by Deborah Heiligman • Creating a Butterfly Garden by Marcus Schneck • From Tadpole to Frogby Wendy Pfeffer • The Pond Specialist: The Essential Guide to Designing, Building, Improving and Maintaining Ponds and Water Features by Alan Bridgewater

  10. Resources Continued • http://youthlearn.org/creations/garden.html • http://209.174.82.130/tg/study.html • http://landscaping.about.com/od/shrubsforbirdbutterfly/Shrubs_That_Attract_Birds_and_Butterflies_Enjoying_Wildlife.htm • http://www.uky.edu/Ag/Entomology/entfacts/misc/ef006.htm • http://www.mtlsd.org/foster_elementary/butterflygarden.asp

  11. Potential Problems • Physical safety will be a concern, especially when clearing out the vacant lot. Gloves will be a requirement. • Known or unknown plant allergies would be an area of concern. • Street safety, seeing as we will be outdoors. • Liability issues, because the lot is not on school property.

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