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.

In this short unit of study, kindergarten students will learn about adaptations and behaviors that both domesticated and wild animals implement to protect themselves and their young.  This unit is a series of 3 video lessons and 2 field-based lessons.

This series of 5 high-quality, standards-aligned, inquiry-based activities have been field-tested by first grade students and families of Wequiock Children's Center for Environmental Science during Safer At Home orders. These activities encourage students to use natural areas around their homes and in their neigbhorhoods as they improve their science observation skils. The materials used are ones generally available at home and the activites require little preparation on the part of caregivers.Created as a part of a WISELearn OER Innovation project, Connect, Explore, and Engage: Using the Environment as the Context for Science Learning was a collaboration of the Wequiock Children's Center for Environmental Science and the Wisconsin Green Schools Network. One of the goals of the project was to create standards-aligned lessons that utilize the outdoor spaces of the school (as well as those of the students' homes).  Each section of this resource is an individual activity. While each activity builds on the previous ones, it is possible to use them individually.The observation protocol "I Notice, I Wonder, It Reminds Me Of, I Think Maybe" has been adapted from that of the BEETLES Project.The title image was used with permission and is courtesy of Joe Riederer.

The Boston School Forest is a field trip destination for 6,000 students each year providing high quality outdoor environmental education programs that expand and authenticate classroom learning. Science education in our district is transitioning to provide greater opportunity for inquiry, and teachers are now searching for resources that can be used in either face-to-face or e-learning formats. The Backyard Habitat Series focuses on connecting kids to an outdoor place through use of sensory observation, exploring the natural features and animals, and engaging in the improvement of habitat for neighborhood wildlife species. Classroom teachers, preservice teachers, and families will discover straightforward instructions, few materials or background knowledge required, and a format that is easily adaptable to the e-learning environment.

This culturally-relevant text set offer different perspectives for students to see as well aswonderful conversation starters. Students learn of different careers within the IndigenousWorld. Some of those careers being: Traditional Seed Keepers, Gardeners, KnowledgeKeepers, Storytellers, and More!Dig your bare feet into the soil and feel those connections to your ancestors, the land, theplants, animals, and all things. We are all connected. Let’s work together and connect our pastto the present, for the future... of learning!

In this short unit of study, four-year-old kindergarten students learn to differentiate and identify common domesticated animals and local wild animals by sight and sound. This unit is a series of 3 video lessons and 2 field-based lessons. 

The unit is a very basic introduction to phenology geared for the littlest of learners, preschool children ages 3-5. Over the course of five weeks we embrace winter fatigue and set our sights on Spring hoping to spy our very first signs of the season—we spend time looking for the first green shoots, explore the forest floor (moss, lichen and fungi), welcome back the robins, celebrate the spring beauties, embark on a frog hunt and observe the dancing dragonflies!Week One—On the hunt for greenWeek Two—Beneath our feet…Week Three—Birds!Week Four—Spring ephemerals and awakening bugsWeek Five—Pond StudyPrior to introducing phenology to my students and implementing this unit, we had been using simple journal prompts at the end of each week as an assessment tool. My students are primarily in the pre-writing stages—the bulk of our entries are fantastic imaginative crayon sketches that we have each student describe for us. I am incredibly fortunate to teach in a garden-based program where we are outside for the majority of our learning time together and teachable moments abound. For this unit, I really wanted our Sprouts to take a closer look at the things we see every day.

Students will learn to reduce waste, and will understand what we give to trees and what we receive from them.

This series of 5 high-quality, standards-aligned, inquiry-based activities and two environmental STEM challenge activities have been field-tested by kindergarten students and families of Wequiock Children's Center for Environmental Science during Safer At Home orders. These activities encourage students to use natural areas around their homes and in their neigbhorhoods as they improve their science observation and reasoning skils as they explore the science of pushes and pulls in nature. The materials used are ones generally available at home and the activites require little preparation on the part of caregivers. Created as a part of a WISELearn OER Innovation project, Connect, Explore, and Engage: Using the Environment as the Context for Science Learning was a collaboration of the Wequiock Children's Center for Environmental Science and the Wisconsin Green Schools Network. One of the goals of the project was to create standards-aligned lessons that utilize the outdoor spaces of the school (as well as those of the students' homes).  Each section of this resource is an individual activity. While each activity builds on the previous ones, it is possible to use them individually.The title image was used with permission and is courtesy of Joe Riederer.

This lesson incorporates the pursuits from Cultivating Genius (framework by Gholdy Muhammad) to a science lesson that can be taught during the science lesson for kindergarteners on 'wants and needs'. Or what living things need to survive. K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to surviveThe Pursuits addressedIdentity is addressed in this lesson as students are thinking about what they need to learn and how it is similar and different from that of their peers. They are thinking about their individual role in helping the community reach the goal of everyone learning and why everyone learning is important to them. Intelligence is addressed as students are assessing their own skills and knowledge and putting it to an action of making their classroom community a better place. Joy is a pursuit addressed in this lesson as students will feel a strength in their own ability to change the community in a positive way for everyone, respecting the different needs of each student in the classroom and working towards a shared goal.

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.

Students in Grades 1 & 2 at Chain Exploration Center developed an understanding of the maple syrup production and its importance as an agribusiness. Students also learned about plant structures and their role in photosynthesis and the ecosystem services of sugar maple trees. The culmination of student learning was a project showcase in the form of a Maple Tree Museum to which parents and community members were invited. What follows is an outline of key place-based lessons and experiences that supported students’ learning.

Author: Ned Dorff, Teacher, Aldo Leopold Community School, Green Bay Area Public SchoolsUnit Title: Nature Journaling Indoors and Outdoors for the Primary GradesGrade Level: 1st and 2nd gradeContent Area(s): Writing, ScienceStudents learned how to nature journal in the classroom during the late winter and then used our skills to head out into our neighborhood for outdoor journaling experiences. With the aid of an eagle cam, we were able to explore science concepts of life cycles over the period of several months. Our practice indoors also allowed us to transfer knowledge to what we were seeing outside.

Content Area(s):Environmental LiteracyWisconsin Standards for Environmental Literacy and Sustainability Addressed: ELS.C1: Students develop and connect with their sense of place and well-being through observation, exploration, and questioning.Context: Individual children participated in observing nature outside the public library (or online or natural exhibits inside the library). Observation Experiences:1) Daffodils2) Painted Lady Caterpillars and Butterflies3) Tree frogs4) Mosquitoes5) One Square Foot Observations

This is a series of outdoor lessons about the needs of animals and plants .

This series of 5 high-quality, standards-aligned, inquiry-based activities and one STEM challenge have been field-tested by secong grade students and families of Wequiock Children's Center for Environmental Science during Safer At Home orders. These activities encourage students to use natural areas around their homes and in their neigbhorhoods as they improve their science and engineering skils relating to plant and animals interdependence. Created as a part of a WISELearn OER Innovation project, Connect, Explore, and Engage: Using the Environment as the Context for Science Learning was a collaboration of the Wequiock Children's Center for Environmental Science and the Wisconsin Green Schools Network. One of the goals of the project was to create standards-aligned lessons that utilize the outdoor spaces of the school (as well as those of the students' homes).  These lessons were created to take place during the spring. However, some of the lessons could be conducted during the fall. Cut flowers from a florist may be used in place of ones found living outdoors.The title image was used with permission and is courtesy of Joe Riederer. The observation protocol "I Notice, I Wonder, It Reminds Me Of, I Think Maybe" has been adapted from that of the BEETLES Project.

Context: Our Ancient Roots Homestead collaborates with students, elders, and community members in the surrounding Tribal Nations— both Menominee and Stockbridge Munsee. We recognize all students learning in different ways. Some students join us in person, while others join us virtually. People are invited to tell stories, garden, preserve food, make mystic, create art, and learn different Indigenous life skills. The culturally-relevant text sets offer different perspectives for students to see as well as wonderful conversation starters. Students learn of different careers within the Indigenous World. Some of those careers being: Seed Keepers, Gardeners, Knowledge Keepers, Storytellers and more! Dig your bare feet into the soil and feel those connections to your ancestors, the land, the plants, animals, and all things. We are all connected. Let’s work together and connect our past to the present for the future… of learning!

The following six OERS for grades K-5 are designed for teachers to use the outdoor spaces around their schools for learning with the goals of connecting students with their sense of place and well-being. Together, the six experiences comprise a school-wide mini-unit in which each grade level explore an Investigative Question.  Collectively, each Investigative Question leads the entire student body in considering the Essential Question of the mini-unit.  A school leadership team identified the Wisconsin Standards for Environmental Literacy and Sustainability (ELS) to be addressed at every grade level and developed an Essential Question to be explored.Wisconsin Green Schools Network FIELD coaches provided teachers with an introduction to outdoor, place-based inquiry learning, unpacked ELS, and met with grade level teams to co-create inquiry questions (called Investigative Questions in the lessons that follow) for their students to investigate outside each quarter. These OERs were co-taught with teachers and FIELD coaches and were refined during co-reflection.

The following six OERS for grades K-5 are designed for teachers to use the outdoor spaces around their schools for learning with the goals of connecting students with their sense of place and well-being. Together, the six experiences comprise a school-wide mini-unit in which each grade level explore an Investigative Question.  Collectively, each Investigative Question leads the entire student body in considering the Essential Question of the mini-unit.  A school leadership team identified the Wisconsin Standards for Environmental Literacy and Sustainability (ELS) to be addressed at every grade level and developed an Essential Question to be explored.FIELD Edventures educators provided teachers with an introduction to outdoor, place-based inquiry learning, unpacked ELS, and met with grade level teams to co-create inquiry questions (called Investigative Questions in the lessons that follow) for their students to investigate outside each quarter. These OERs were co-taught with teachers and FIELD educators and were refined during co-reflection.

This is a series of spring phenology lessons where students observe and explain changes in nature as the season changes from winter to spring.