Course: Return of the Natives Eco Teacher Project

Topic: Environmental Education / Creative Writing

Lesson Title: Poet-Tree
Level: 5th Grade Lesson Duration: 45-60 min.

Lesson Objectives:
Students will express their points of view and attitudes about the environment through
poetry
Students will analyze their own and other people's poetry to discover its full meaning
Students will learn the basic 5-7-5 Haiku Structure
Students will reflect upon the importance of water and natural spaces

Materials
Pencil & Paper

Tasks
1. Introduce concept of Haiku.(5-10 min.)
a. Basic Haiku Structure
i. 3 lines long with five syllables in the first line, seven in the second line, and
five again in the third line. Doesnt need to rhyme. (See examples on
reverse side)
b. Traditional Japanese Haiku often used nature as the subject.

2. Ask students to brainstorm some reasons that natural areas and the environment are
important. (5-10 min.)
a. Ask students to recall some of the things covered in the Eco Ambassador visit
i. Native Plants, importance of water, saving water.
ii. Since our visit have they reduced the amount of water they use?

3. Have students go outside with a writing utensil and a notebook or paper with a clipboard
and write down what they see within the natural environment of their school. (5-10 min.)
a. Ask them to use concrete words and phrases and sensory details. Names of
plants, animals and nonliving things.
b. Ask them to think about how water provides life the area.

4. Ask students to find a spot where they are comfortable and write 2 or 3 Haiku about the
natural space on the same sheet of paper. (15 Min.)
a. Though at least 1 should be about the importance of water, not all of them have to
be. Have students write about something they see and describe it or how it makes
them feel to be in natural areas.

5. Return to the classroom and ask the students to split into groups of 2-5 and read each
other their favorite haikus. (10 min.)
a. Have them discuss why they chose this poem and what it means.
b. Ask students to develop a concluding statement on why water is important.

6. Finally have students, in their best handwriting, print a final copy of their poems on a
separate sheet of paper, and collect both the scratch paper and the final paper. (5 min.)
Take Home Tasks/Assessment:
Have the students write other Haikus about their environment outside of school. This could
be either a location that they like or their home, family members, pets, etc.
Compare scratch paper and first drafts of haikus versus final drafts to see how they
progressed throughout lesson

References:
Project Learning Tree: K-8 Environmental Education Activity Guide, Activity 5

CCSS Standards Addressed:

CCSS.ELA-LITERACY.W.5.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

CCSS.ELA-LITERACY.W.5.3
Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences.
CCSS.ELA-LITERACY.W.5.3.D
Use concrete words and phrases and sensory details to convey experiences and events
precisely.

CCSS.ELA-LITERACY.SL.5.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their
own clearly.
CCSS.ELA-LITERACY.SL.5.1.D
Review the key ideas expressed and draw conclusions in light of information and
knowledge gained from the discussions.

CCSS.ELA-LITERACY.SL.5.6
Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task
and situation. (See grade 5 Language standards 1 and 3 here for specific expectations.)

Toward those short trees
We saw a hawk descending
On a day in spring.
- Masaoka Shiki
Haiku Examples
When I brush my teeth Turning on the tap
I turn off the tap and brush I hear a groan and a growl
Im saving water The water runs brown

Patient little snail The sun sets slowly Mister President

Slides across the morning dew My dog in my lap sleeping Everyone should have water
In the zen garden Soon I will sleep too Children and adults
-Banto

Beautiful Green Plant I look at this tree Here there was green grass
Drinks its water to grow big And hear the sounds of the city Now there is only brown dirt
Look, a flower grows Soft in the distance It needs the blue water
Course: Return of the Natives Eco Teacher Project
Topic: Environmental Education / Creative Writing
Lesson Title: Ridin the Water Cycle
Level: 5th Grade Lesson Duration: 45-60 min.

Lesson Objectives:
Students will describe the various
components of the water cycle and the path
a water molecule might take on its way
through the cycle.
Students will explain how the water cycle is
important to living things
Students will describe how plants affect
movement through the watershed

Materials
One copy of Station Instructions
One copy of worksheet per student
Marker and Paper for labels

Set Up (Prep Time 20-30 Minutes)

1. Cut out Station Instructions and set a location for each station.
2. Using Markers and Paper, create large labels for each station, eg. Station 6 - Animal.
3. Place each set of station instructions in a bowl, box, or hat.
4. Make a copy of Student Worksheet for every student.

Tasks

1. Ask students whether they have heard of the water cycle before. ( 5-10 min.)
a. Divide the class into 7 groups.
b. Ask groups to come up with words that describe what they know about the
water cycle.
c. Ask volunteers to share their description with the class.
d. Draw a simple water cycle on the board. Use the picture above to help you.
2. Explain the Water Cycle. (5-10 min.)
a. Water cover 71% of the earth.
b. Water is constantly moving in a cyclical pattern. In general, it:
i. COLLECTS in the ocean,
ii. EVAPORATES into the atmosphere,
iii. CONDENSES into clouds,
iv. PRECIPITATES as rain, snow, or hail,
v. And then, as RUNOFF or as water in streams, either collects back in
the ocean or travels to another part of the cycle.
vi. It can also TRANSPIRE from plants into the atmosphere.
vii. Water can also wind up in GROUNDWATER or in GLACIERS.
3. Explain that the water cycle is a simple way of looking at the journey of a water
molecule. and that the activity will have them become a water molecule. (5-10 min.)
a. Hand out Student Worksheets and explain rules. (Game Instructions on back.)
Game Instructions (30 Minutes)

1. Assign each of the seven groups to start at one of the stations.

2. Have each student draw a paper and read the statement.
3. Then have each student write down the name of the station, what happened to the
water molecule at that station, and what station they are going to next. Then make
sure to explain that they have to put the paper back for the other students.
4. When you call out cycle, students should go the next station as directed on the
paper.
a. The students should not be traveling in groups, but rather should be moving
independently. (This allows for more variety in their stories)
5. Repeat Step 4 about 10 times or until most students have cycled through the Cloud
station a couple times.
6. Ask students to return to their desk for the reverse side of the worksheet.
7. Go over Vocabulary on back of sheet and have students.
8. Ask students to write a brief story from a water molecules point of view that
describes the journey they just took through the Water Cycle. Eg. Then I fell as rain
into the Ocean.
a. Review transition words like next, after, before, while, during, etc.

Take Home Tasks/Assessment:

Have students make observations of water use and steps in the water cycle at home.
Eg. Brushing my teeth, Boiling a tea pot, Watering a plant.
Check that students properly used transition words and vocabulary in their story.

References:

Based on: Project Learning Tree: K-8 Environmental Education Activity Guide, Activity 44

CCSS Standards Addressed:

CCSS.ELA-LITERACY.W.5.3
Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences.
CCSS.ELA-LITERACY.W.5.3.A
Orient the reader by establishing a situation and introducing a narrator and/or
characters; organize an event sequence that unfolds naturally.
CCSS.ELA-LITERACY.W.5.3.B
Use narrative techniques, such as dialogue, description, and pacing, to develop
experiences and events or show the responses of characters to situations.
CCSS.ELA-LITERACY.W.5.3.C
Use a variety of transitional words, phrases, and clauses to manage the sequence of
events.
CCSS.ELA-LITERACY.W.5.4
Produce clear and coherent writing in which the development and organization are appropriate
to task, purpose, and audience.
CCSS.ELA-LITERACY.W.5.5
With guidance and support from peers and adults, develop and strengthen writing as needed
by planning, revising, editing, rewriting, or trying a new approach.
 CLOUD You fall as rain onto an ocean. Go to Ocean.

CLOUD You fall as rain onto an ocean. Go to Ocean.

CLOUD You fall as rain onto an Stream. Go to Stream.

CLOUD You fall as snow onto a Glacier. Go to Glacier.

CLOUD You fall as snow onto the ground. Go to Groundwater.

CLOUD You fall as rain onto a parking lot. Go to Stream.

GLACIER You evaporate into the air. Go to Cloud.

GLACIER You stay frozen in ice. Stay at Glacier.

GLACIER You stay frozen in ice. Stay at Glacier.

GLACIER You melt and run into a stream. Go to Stream.

GLACIER You melt and run into a stream. Go to Stream.

GLACIER You break off from the glacier and fall into the ocean. Go to Ocean.

You are one of the countless water molecules in an ocean and you stay there.
OCEAN
Stay at Ocean.

You are one of the countless water molecules in an ocean and you stay there.
OCEAN
Stay at Ocean.

You are one of the countless water molecules in an ocean and you stay there.
OCEAN
Stay at Ocean.

OCEAN You evaporate into the air. Go To Cloud.

OCEAN You evaporate into the air. Go To Cloud.

OCEAN You evaporate into the air. Go To Cloud.

STREAM You evaporate into the air. Go to Cloud.

STREAM You evaporate into the air. Go to Cloud.

STREAM An animal comes to the stream and licks you up. Go to Animal.

STREAM You continue rolling downhill and become part of the ocean. Go to Ocean.

STREAM You continue rolling downhill and become part of the ocean. Go to Ocean.

STREAM A human drinks from the stream. Go to Animal.

GROUNDWATER You move underground and eventually flow into an ocean. Go to Ocean.

 You move slowly downward and become part of an aquifer. Stay at
GROUNDWATER
Groundwater.

You move slowly underground and eventually flow downward into a

GROUNDWATER
wetland and from there into a stream. Go to Stream.

You move slowly underground and eventually flow downward into a

GROUNDWATER
wetland and from there into a stream. Go to Stream.

GROUNDWATER A plant takes you in through its roots. Go to plant.

You are pumped out of the ground from a well to irrigate a farm. Go to
GROUNDWATER
plant.

After using you to process food, the animal urinates and you end up in the
ANIMAL
ground. Go to Groundwater.

After using you to process food, the animal urinates and you end up in the
ANIMAL
ground. Go to Groundwater.

ANIMAL You are exhaled from an animals lungs into the air as vapor. Go to Cloud.

ANIMAL You are exhaled from an animals lungs into the air as vapor. Go to Cloud.

A person uses you for brushing their teeth and you end up going through a
ANIMAL
sewage treatment plant and then put into a stream. Go to Stream.

A person urinates and you end up going through a sewage treatment plant
ANIMAL
and then put into a stream. Go to Stream.

The plant transpires you through its leaves and you evaporate into the air.
PLANT
Go to Cloud.

The plant transpires you through its leaves and you evaporate into the air.
PLANT
Go to Cloud.

PLANT The plant uses you to grow. Stay at Plant.

The plant transpires you through its leaves and you evaporate into the air.
PLANT
Go to Cloud.

The plant stores you in its edible fruit. The fruit is picked and eaten by a
PLANT
person. Go to Animal.

The plant stores you in its edible leaves. The leaf is eaten by an animal. Go
PLANT
to Animal.

 Name: ____________________
Date: ____________________
Ridin The Water Cycle Worksheet
In this activity, you will follow the path of a Water Molecule as it passes through each stage of the water
cycle. Every path will be different! At each station draw a paper, write down the name of the station, what
happened to the water molecule at that station, and what station you are going to next. Then put the paper
back. After you have journeyed through 10 stations return to your desk and complete the reverse side.

Example: Station Stop What Happens Destination

Cloud Fall as Rain Ocean

10
 Vocabulary
Evaporation / Evaporate / Evaporated:
A change of state where a liquid is transformed
into a vapor or a gas, usually caused by the heat of
the sun.

Transpiration / Transpire / Transpired:

The process by which water evaporates from
plants.

Condensation / Condense / Condensed:

A change of state in which a gas or vapor is
transformed into a liquid, usually forms water
droplets when water vapor or gas cools.

Precipitation / Precipitate / Precipitated:

Water from the atmosphere that falls to the ground
as rain, snow, or hail.

Now that you have gone on an journey as a water molecule, craft the story into an epic tale!
Using transitional words, like next, after, before, while, during, write a story from the
perspective of your water molecule, as if you are the Water Molecule. Eg. Then I fell as rain into the Ocean.
Try to use each of the above vocabulary words. Use a separate sheet of paper if needed.


Course: ReturnoftheNativesEcoTeacherProject
Topic: EnvironmentalEducation/CreativeWriting
LessonTitle: MicroSafari
Level: 5thGrade LessonDuration: 4560min.

LessonObjectives:
Studentswilldescribesomeoftheplantsandanimals
thatcharacterizeseveralofthemicrohabitatswithin
theschoolgarden

Studentswillbeabletodefinemicrohabitatandgive
severalexamples

Materials
CopiesofStudentWorksheetandTheForestS.T.Shrewforeverystudent
CopyofCommonSpeciesListpergrouportable
Markers,Crayons,orColoredPencils
Optional:MagnifyingGlasses

Tasks

TIP:YoumaywanttodothisactivityonawarmdayinSpringorFalltoincreasethechanceofseeingwildlife
1. AskstudentstodefinethewordHabitatandwritethesedefinitionsontheboard.Also
askforexamplesofhabitats.(510min.)
a. AHabitatistheplacewhereananimalorplantlivesandgetsallthethingsitneedsto
survive,suchas,food,water,shelter,andspacetogrow,breed,andraiseyoung.
Examplesofhabitatscouldincludeaforest,lake,ocean,desert,orevenyourown
backyard!

2. NowaskifanystudentsknoworcanguesswhatthewordMicrohabitatmeans.
a. Withinanyhabitattherearemanysmallermicrohabitatsinwhichtemperature,light,and
otherconditionsvaryfromthoseofthehabitatasawhole.Thesespecificareascan
providerefugeorresourcesthatareasslightlyoutsideofthemdonot.
b. Someexamplescouldincludeadecayinglog,apileofleaves,apatchofdirtunderneath
arainspout.

3. TellstudentsthatyouaregoingtoreadthemastoryaboutagirlnamedJackiewhohas
quiteanadventureinaforest.

4. DistributeTheForestofS.T.ShrewandCommonSpeciesList.
a. Readstoryaloud,givingstudentsrolestoread.
b. ExplainthatTheShortTailedShrewandotherspeciesincludedinthestoryarentnativeto
montereyandthatthespecieslistprovidedsomeequivalentsofwhatcouldbefoundina
montereyversionofthestory.

5. Then,transitionstudentsintogettingreadytoexploretheirownschoolgardens
microhabitats.
a. DistributeStudentWorksheetsotheyarefamiliarwithwhattheywillbedoingafterthey
explore,butinstructthemtoleavetheworksheetontheirdesks.
6. GooutsidetotheSchoolGardenandhavestudentsexplorefor2030minutes.
a. Optional:DistributeMagnifyingglassestostudents.
b. TakeCommonSpeciesListalongtoassistinidentification.
c. Theyshouldtakenoteofbugs&animalsthattheysee,butalso,keepawatchfuleyeout
forevidenceoflife,suchasburrows,scat,orprints.

7. ComebackinsideandexplainStudentWorksheet.
a. Thiscanbecompletedashomeworkorclasswork,butshouldbestartedinclasswiththe
aidoftheCommonSpeciesList,incasenotmanyanimalsweresighted.

TakeHomeTasks/Assessment:

StudentWorksheetcanbeTakeHomeassignment,thoughshouldbestartedinclass.

AssessStudentWorksheetbyreviewingtheirstoryandcheckingiftheyincludedtwo
microhabitatsandtwoanimals.

References:

Basedon:ProjectLearningTree:K8EnvironmentalEducationActivityGuide,Activity8
ProjectLearningTree:K8EnvironmentalEducationActivityGuide,Activity46

CCSSStandardsAddressed:

CCSS.ELALITERACY.W.5.3
Writenarrativestodeveloprealorimaginedexperiencesoreventsusingeffectivetechnique,
descriptivedetails,andcleareventsequences.
CCSS.ELALITERACY.W.5.3.B
Usenarrativetechniques,suchasdialogue,description,andpacing,todevelop
experiencesandeventsorshowtheresponsesofcharacterstosituations.
CCSS.ELALITERACY.W.5.7
Conductshortresearchprojectsthatuseseveralsourcestobuildknowledgethrough
investigationofdifferentaspectsofatopic.
CCSS.ELALITERACY.W.5.5
Withguidanceandsupportfrompeersandadults,developandstrengthenwritingasneededby
planning,revising,editing,rewriting,ortryinganewapproach.

Name:____________________
Date:____________________
MicroSafariWorksheet
Now that youve gone on your safari and you have explored some microhabitats found within your school yard,
itstimetoshrinkdown,justlikeJackiefromIntheForestofS.T.Shrew,andexplorefromasmallerperspective.

Whata resomee xamplesofMicrohabitatsyou
exploredonyourschoolyardorinthegarden? Didyoufinde videnceofa nya nimalsorbugs
(ex.Smallbush,c rackinsidewalk,barkoftree, inthesea reas?(ex.burrows,prints,scat)
pileofleaves,dirtunderneatha rainspout)

Use the notesyouve suppliedabove,aswellasanyofthe animalsonthe CommonSpeciesList,

to create a story where you shrink down and visit your school garden as an animal.Choose anything
froma squirreltoa bird,buttrytovisitatleast2microhabitatsandtalktoatleast2otheranimals.

Nowdrawapictureoftheadventureyouwentonorjustonescenefromit!

ReturnoftheNatives
EcoTeacherProjectLesson#3
MicroSafari

Course: ReturnoftheNativesEcoTeacherProject
Topic: EnvironmentalEducation/CreativeWriting
LessonTitle: WhatsHappeningatMySchool?
Level: 5thGrade LessonDuration: 4560min.

LessonObjectives:
Studentswillconductasurveyinvolvingtheirfamilyandfriends
Studentswillrecognizethatsurveysrevealcurrentpublicunderstanding,knowledge,
feelings,orinvolvementrelatedtoatopicorissue,inthiscaseaboutwateruse.
Studentswillinterpretresultsofasurveytoprovideinformationaboutatopicorissue

Materials
Pencil&Paper
CopyofatleastoneSurveySheetforeverystudent
Calculators

Tasks

Note:Thislessonsfirstsectionisahomeworkassignment,soitshouldbetaughtattheendofaschoolday.

Section1

1. Havethestudentsdescribesurveysorpollsthattheyarefamiliarwith.(510min.)
a. TV/MovieRatings,MagazinePolls,Presidentialelectionpolls

2. Askthestudents,Whydopeopletakesurveys?
a. Surveyscanbeusedtosolicitfactsfrompeopleandtodeterminepeoplesopinions
aboutatopic.Surveysoftenprovideinformationhelpfultosolvingaproblemor
answeringaquestion.

3. Discusswhatsurveyresultscouldbeusedfor.
a. Whywouldyouwanttoknowatv/movierating?(possiblyguideyourchoiceon
decision)
b. WhywouldsomeonewanttoknowwhothemostpopularmemberofOneDirection
is?(Focusadvertisingonthatmember)
c. Whywouldyouwanttointerviewacommunityaboutpeoplesthoughts,feelings,and
actions?

4. DistributeanddiscussStudentSurveySheet.
a. Studentswillgohomeandinterviewseveralfamilymembersorfriendsabouttheir
schoolandwaterrelatedissues.Remindstudentsthatthefirstsectionofevery
surveyisforinformationabouttheirinterviewees,notthemselves.

Optional:Havestudentsprepareashortscripttopracticebeingprofessional
Section2

1. Havestudentsretrievetheirsurveysand,astablegroups,compiletheirdata.
a. StudentsonlyneedtocompiletheanswerstotheYes/Maybe/Noquestions.

2. Havestudentsworktogetherorelectstudentleaderstocompiletheclassesdataandwrite
theresultstothefourYes/Maybe/Noquestionsontheboard.

3. AskforsomeoftheanswerstoWhatwatersavingtechniquesareyouusingathome?.
a. Compilesomeoftheseanswersandwritethemonthewhiteboardsothatstudents
cangetexposedtowatersavingtechniquestheymaynotknowabout.Thereisno
needtospendmorethanacoupleminutesonthis.

4. Havethestudentsdiscussthesurveyandtheresults.
a. Didtheclassdatamatchtheirowndata?Theirtablesdata?
b. Weretheresultswhattheyexpected?
c. Whatdotheyknownowthattheydidntknowbefore?
d. Wasthereavarietyofopinionsordidpeoplethinkandfeelinasimilarway?
e. WerethereanyrelevantWhyorWhyNotanswersonyoursurvey?

5. Havestudentswriteashortreportaboutthesurveyprocess.
a. Includeareviewoftheprocessofwhatitwasliketodothesurvey.Whatdidthey
likeornotlikeabouttheprocessandwhatmighttheydodifferentlynexttimethey
helpedwithasurvey?
b. Includeareviewoftheresults.Didtheclassdatamatchtheirowndata?Theirtables
data?Weretheresultswhattheyexpected?
c. Optional:Havestudentscreateagraphoutofcollecteddata.

TakeHomeTasks/Assessment:
Checksurveysheetforcompletion.
Analyzereportsonresultsandprocess.Gradebasedonhowwellstudentswereableto
reflectontheprocessoranalyzethedata.

References:
ProjectW ETK12Curriculum&ActivityGuide,page425428WhatsHappening?

CCSSStandardsAddressed:
CCSS.ELALITERACY.SL.5.1
Engageeffectivelyinarangeofcollaborativediscussions(oneonone,ingroups,andteacherled)
withdiversepartnersongrade5topicsandtexts,buildingonothers'ideasandexpressingtheirown
clearly
CCSS.ELALITERACY.SL.5.1.D
Reviewthekeyideasexpressedanddrawconclusionsinlightofinformationandknowledge
gainedfromthediscussions.
CCSS.ELALITERACY.W.5.7
Conductshortresearchprojectsthatuseseveralsourcestobuildknowledgethroughinvestigationof
differentaspectsofatopic.
CCSS.ELALITERACY.W.5.8
Recallrelevantinformationfromexperiencesorgatherrelevantinformationfromprintanddigital
sourcessummarizeorparaphraseinformationinnotesandfinishedwork,andprovidealistof
sources.


StudentSurveySheet
Name:_____________________
Date:__________

WhatsHappeningatMySchool?
With this survey sheet, you will interviewfamilymembersorfriendsaboutsome waterrelated
issues surrounding your school and its garden. Try to use your professional voice and dont forget to
introduceyourselfbeforea skingyourintervieweesname.(Evenifyoua lreadyknowit!)

Name: Time/Date: Name: Time/Date:

Relationshiptoyou: Relationshiptoyou:
Age: Age:

Haveyounoticedtheschoolgarden? Haveyounoticedtheschoolgarden?

YesNo YesNo

Doyouthinkhavingplantsandnature Doyouthinkhavingplantsandnature

inschoolsisimportant? inschoolsisimportant?

YesNoMaybe YesNoMaybe

WhyorWhynot? WhyorWhynot?

DoyouknowwhyMPUSDschoolsare DoyouknowwhyMPUSDschoolsare

removinggrassandputtingingardens? removinggrassandputtingingardens?

YesNoMaybe YesNoMaybe

Why? Why?

Whatwatersavingp racticesareyou Whatwatersavingpracticesareyou

usingath
ome? usingathome?

Wouldyoubeinterestedin Wouldyoubeinterestedin

volunteeringintheschoolgarden? volunteeringintheschoolgarden?

YesNoMaybe YesNoMaybe

Name: Time/Date: Name: Time/Date:

Relationshiptoyou: Relationshiptoyou:
Age: Age:

Haveyounoticedtheschoolgarden? Haveyounoticedtheschoolgarden?

YesNo YesNo

Doyouthinkhavingplantsandnature Doyouthinkhavingplantsandnature

inschoolsisimportant? inschoolsisimportant?

YesNoMaybe YesNoMaybe

WhyorWhynot? WhyorWhynot?

DoyouknowwhyMPUSDschoolsare DoyouknowwhyMPUSDschoolsare

removinggrassandputtingingardens? removinggrassandputtingingardens?

YesNoMaybe YesNoMaybe

Why? Why?

Whatwatersavingp racticesareyou Whatwatersavingpracticesareyou

usingath
ome? usingathome?

Wouldyoubeinterestedin Wouldyoubeinterestedin

volunteeringintheschoolgarden? volunteeringintheschoolgarden?

YesNoMaybe YesNoMaybe

ReturnoftheNatives
EcoTeacherProjectLesson#4
WhatsHappeningatM ySchool?