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  • Place-based Education
2nd Grade Unit on Seed Dispersal, Plant Life Cycles and Pollination
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This unit focuses on the diversity of life at Hartje School Forest ...

This unit focuses on the diversity of life at Hartje School Forest and centers around NGSS Standards on Ecosystem Interactions, Energy and Dynamics. Field experiences in observing and recording the diversity of life, seed dispersal methods, plant pollination, and plant life cycles will support science disciplinary core ideas, cross-cutting concepts, and hands-on engineering practices.

Subject:
Agriculture, Food and Natural Resources
Technology and Engineering
Education
Educational Technology
Elementary Education
Life Science
Environmental Science
Material Type:
Activity/Lab
Diagram/Illustration
Formative Assessment
Interactive
Interim/Summative Assessment
Learning Task
Lesson
Lesson Plan
Module
Unit of Study
Author:
Amy Workman
Stacy Stecker
Date Added:
08/02/2019
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Adams County
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Through a series of three learning experiences, taking place across multiple weeks, ...

Through a series of three learning experiences, taking place across multiple weeks, students will participate in inquiry-based learning about the county in which they live and learn. Students will write informative pieces to teach others about the natural and cultural communities of Adams County.

Subject:
English Language Arts
Environmental Literacy and Sustainability
Material Type:
Unit of Study
Author:
Ellen Wolosek
Paige Decker
Sandy Benton
Deb Diemert
Ann Benz
Dennis David
Date Added:
09/07/2019
Contested Places
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Contested Places is a Siftr-based activity that engages students in exploring their ...

Contested Places is a Siftr-based activity that engages students in exploring their school, neighborhood, or city as a contested place. You can view and comment on other people's examples or upload your own. 
In this activity your task is to locate places and spaces that are contested. You might ask: How do different people view and use this place? What uses cause conflict? How are these conflicts enacted and resolved? Who has power in this place? Who and what is excluded from this place? You may want to look at how people behave or act in the place, but don't forget to also pay attention to what you don't see.

Subject:
Environmental Literacy and Sustainability
Social Studies
Civics and Government
Economics
Geography
Sociology and Anthropology
Material Type:
Interactive
Learning Task
Lesson Plan
Other
Provider:
Field Day
Date Added:
02/29/2016
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Elementary Orienteering
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CC BY-NC
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This template is to be used in the Connect, Explore, Engage professional ...

This template is to be used in the Connect, Explore, Engage professional learning series. Sign into WISELearn to create your own copy of this resource and update the template and this abstract.

Subject:
English Language Arts
Environmental Literacy and Sustainability
Material Type:
Unit of Study
Author:
Sandy Benton
Rick Clark
Mary Peterson
Date Added:
09/07/2019
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Going Out on a Limb-Plant Communities of Wisconsin Central Sand Plains
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Through a study of the Central Sand Plains region of Wisconsin, students ...

Through a study of the Central Sand Plains region of Wisconsin, students will participate in learning experiences both in the classroom and outdoors, so that they can recognize and identify natural divisions and forest types within this region. Students will learn how the conditions essential for a native forest community can help us make decisions about what foods grow best in our region. They will write a research piece to compare and contrast the life cycles and structures of two plants, one forest and one garden plant) we have studied.

Subject:
English Language Arts
Environmental Literacy and Sustainability
Material Type:
Unit of Study
Author:
Sandy Benton
Pamela Bilderback
Kristin Grooms
Michele Crispell
Victoria Rydberg
Date Added:
09/07/2019
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Landforms of Adams County, WI
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Students will use hands-on models, maps, and the natural landscape to describe ...

Students will use hands-on models, maps, and the natural landscape to describe landforms in our area and and develop and understanding of the effects of water and wind on these landforms. Prior to these lessons, students will have had experiences with the use of "I Notice, I Wonder, It Reminds Me Of" protocols as well as field journaling. This is a unit for second grade landforms that culminates in a visit to Roche-A-Cri State Park.

Subject:
English Language Arts
Environmental Literacy and Sustainability
Geology/Earth Science
Material Type:
Unit of Study
Author:
Melissa Osborn
Sandy Benton
Deb Clark
Samantha Stormoen
Victoria Rydberg
Date Added:
09/07/2019
Natural Phenomena Investigators (NPI): A Multidisciplinary Investigation of the Cottonville Fire
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NUTSHELL:Â In this lesson, students work in teams and use primary data ...

NUTSHELL:  In this lesson, students work in teams and use primary data sources, such as weather data and an emergency radio traffic log, to investigate the Cottonville Fire.  Using primary documents such as newspaper articles, students study how the fire was suppressed and evaluate successes and limitations to fighting the fire.  To conclude, teams are given post-fire landowner dilemmas to discuss.  
BIG IDEAS
In Wisconsin, there are two main types of wildland fire – wildfire and prescribed fire. Wildfires start without the intent of the landowner or land manager and are uncontrolled and unwanted. Prescribed fires are contained and are planned to meet the goals of a landowner or land manager.The ignition of wildland fire can be caused by human activity (e.g., debris burning and other outdoor burning, machine sparks, children playing with matches, power lines, fireworks) or natural sources (e.g., lightning, spontaneous combustion). Human activity is responsible for most wildland fires in Wisconsin.Fire requires oxygen, heat, and fuel to exist. Collectively these elements are known as the fire triangle. Under most conditions, the three elements can be manipulated to slow or stop the spread of fire.Fire behavior is influenced by topography, weather, and fuel characteristics. The fire season is determined by seasonal changes in weather and fuel.Wildland fire management has direct and indirect costs and benefits for the economy. Effective wildland fire management requires both financial and human resources.The wildland/urban interface is an area where human structures exist among wildland fuels. As people move into fire prone areas, the potential for ignition of wildland fire increases, and buildings and other human-made objects become a possible fuel source.
OBJECTIVES Upon completion of this lesson, students will be able to:
Explore the ecologic, economic, and social affects of wildfire.Examine multiple data sources to make predictions and draw conclusions about a natural phenomenon.Discuss how wildfire behaves and the factors that influence this behavior.Analyze wildfire suppression efforts and evaluate challenges in each.
SUBJECT AREAS Geography, Mathematics, Science, Social Studies
LESSON/ACTIVITY TIME
Total Lesson Time: 235 minutesTime Breakdown: Introduction--5 minutes; Activity 1--60 minutes; Activity 2--90 minutes; Activity 3 --40 minutes; Conclusion--40 minutes

Subject:
Environmental Science
Mathematics
Social Studies
Geography
Material Type:
Lesson
Lesson Plan
Provider:
LEAF, Wisconsin Department of Natural Resources - Division of Forestry, and Wisconsin Center for Environmental Education
Date Added:
01/01/2007
SIFTR
Restricted Use
Copyright Restricted
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Siftr is a fieldwork tool that helps extend learning beyond the classroom ...

Siftr is a fieldwork tool that helps extend learning beyond the classroom walls - preparing people of all ages to learn in the wild. Siftr has been used in a variety of contexts to help students make connections between what they are studying in the classroom and the real world.
Vist www.siftr.org to learn more about the platform, see how others are using it, and create you own Siftr-based activity.

Subject:
Education
Material Type:
Interactive
Other
Provider:
Field Day
Date Added:
02/17/2016
What Makes a Forest?
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NUTSHELL: In the optional Field Enhancement portion of the lesson, the class ...

NUTSHELL: In the optional Field Enhancement portion of the lesson, the class explores the living and nonliving parts of a forest while on a hike. Students spend individual quiet time observing and drawing parts of a forest. In main portion of the lesson, students match plant species with forest ecosystems and learn that living things are influenced by the nonliving things around them. They create a song or skit to show what they have learned about living and nonliving connections. The students conclude the lesson by creating a mural of different types of Wisconsin forests.
BIG IDEAS
Forests are ecosystems characterized by a dominance of tree cover and they contain a variety of other organisms (e.g., other plants, animals).Forests differ in composition (species within a forest) and structure (layers in a forest). These are both affected by biotic (e.g., animals, plants, humans) and abiotic (e.g., soil moisture, sunlight, climate) factors. 
OBJECTIVES Upon completion of this lesson, students will be able to:
Explain how living things in a forest depend on nonliving things.Recognize that all forests do not contain the same plants and animals.
SUBJECT AREAS: Arts, Language Arts, Science
LESSON/ACTIVITY TIME
Total Lesson Time: 190 minutes (including optional Field Enhancement)Time Breakdown: Field Enhancement (optional)--50 minutes; Introduction--15 minutes; Activity 1--35 minutes; Activity 2--45 minutes; Conclusion--45 minutes
TEACHING SITE Classroom; well-forested site for optional Field Enhancement

Subject:
Biology
Environmental Science
Material Type:
Lesson
Lesson Plan
Provider:
LEAF, Wisconsin Department of Natural Resources-Division of Forestry, and the Wisconsin Center for Environmental Education
Date Added:
01/01/2004
Wood's Worth
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NUTSHELL In this highly interactive lesson, students explore the tools used by ...

NUTSHELL In this highly interactive lesson, students explore the tools used by foresters to measure tree diameter and height, then calculate the number of board feet in a tree and the number of products that can be made from that tree. Afterwards, students go on a scavenger hunt to explore many ways that forests are valuable.
OBJECTIVES Upon completion of this lesson, students will be able to:
Determine the number of board feet in a tree.Identify social, economic, and environmental values of trees.
SUBJECT AREAS Mathematics, Science, Social Studies
LESSON/ACTIVITY TIME
Total Lesson Time: 150 minutes (not including optional add-on lesson)Time Breakdown: Pre-activity--60 minutes; Introduction--10 minutes; Activity 1--40 minutes; Activity 2--30 minutes; Conclusion--10 minutes (Optional classroom lesson "We All Need Trees--90 minutes)
TEACHING SITE: A wooded area with trees at least 10 inches in diameter. Ideal species include maple, oak, aspen, birch, and pine.

Subject:
Environmental Science
Mathematics
Material Type:
Lesson
Lesson Plan
Provider:
LEAF, Wisconsin Department of Natural Resources - Division of Forestry, and Wisconsin Center for Environmental Education
Date Added:
01/01/2004