BostonSchoolForest

Sixth Grade

Curriculum


Introduction

The mission of the Boston School Forest is toprovide the youth of Stevens Point area schools educational opportunities that foster personal growth as well as awareness, knowledge, and appreciation of the natural world leading to sound stewardship of the earth.

Environmental education programs that are the most effective emphasize students’ involvement and interaction with the natural environment. The BostonSchoolForest is the living laboratory for our youth to study, learn from, and explore. The BostonSchoolForest curriculum is intended to provide classroom teachers, school forest staff, and volunteers with lessons, activities, and background information on the environmental education topics studied in our living laboratory, the school forest.

The BostonSchoolForest’s curriculum is designed to correlate directly with the Stevens Point Area Public School District Curriculum. Our goal is to have students benefit the most from their school forest experiences. They will develop a deeper understanding of the concepts learned at the school forest if they are prepared and have time to reflect and review concepts learned.

The curriculum contains optional pre and post fieldtrip lessons that are flexible and brief. Teachers can apply their professional knowledge and insight as to how extensively these activities will fit into their teaching plans. These activities aren’t intended to add an additional burden to our very busy classroom schedules. It is hoped that they can be of help to teachers and enhance the learning experiences of our students.

When teachers have a multi-aged or split grade class, they can choose which school forest lessons they would like to have the school forest staff teach. Contact the Environmental Education Coordinator to make arrangements.

The first curriculum written for the school forest in the 1967-1968 school year has been lost in time. It is intended that this renewed effort will be continued into the future with regular updates and additions. The curriculum writers invite teachers to share their ideas and suggestions for additional activities that will enhance this document. All contributors’ activities included will be acknowledged in updated copies of the curriculum.

The following people deserve acknowledgement for their time, dedication, and thoughtful insight into the planning and development of this document; Allison Bancker, Jerry Corgiat, Karen Dostal, Pat Hoffman, Kathy Kruthoff, Lori Lampert, Judy Mansavage, Cris Miller, Casey Nye, and Susan Zook.

Curriculum

Scope and Sequence

Students in the Stevens PointSchool District visit the BostonSchoolForest each year from Kindergarten through 6th Grade. The visit occurs in a designated season and engages students in activities related to an age-appropriate theme.

Environmental Education Curriculum Topics
Grade / Environmental Appreciation / Sensory Awareness / Adaptations / Biodiversity / Ecology / Ecosystems / Energy / Forestry / Habitat / Life Cycles / Outdoor Recreation / Service Learning / Taxonomy
K /  /  /  / 
1 /  /  /  /  / 
2 /  /  /  /  /  /  / 
3 /  /  /  /  /  /  / 
4 /  /  /  / 
5 /  /  /  /  / 
6 /  /  /  /  /  / 
Seasons and Themes by Grade Level
Grade / Season / Major Theme(s)
K / Winter / Basic Needs
1 / Winter / Life Cycles through the Seasons, Animal Groupings
2 / Spring / Pond and Forest Ecosystems
3 / Fall / Biodiversity, Food Chains and Webs
4 / Winter / WisconsinForests, Seasonal Differences
5 / Fall / Orienteering, Classification, and Characteristics of Trees
6 / Spring / Renewable Energy, Geocaching, Service Learning

1

Stevens Point Area Public Schools

Sixth GradeBostonSchoolForest Curriculum

Curriculum Areas:
Environmental Science, Social
Studies, Language Arts, Math,
Physical Education / General Topic:
Renewable Energy & Service Learning / Subtopics:
Solar Energy Applications
The Value of Service to Others
Standards and Benchmarks / Teaching Strategies & Student Activities / Teacher Resources / Assessment tools
Environmental Education
A.8.1 Identify environmental issue* questions that can be investigated using resources and equipment available (see SC Inquiry; LA Research)
A.8.2 Collect information from a variety of resources, conduct experiments, and
develop possible solutions to their investigations*
A.8.3 Use techniques such as modeling and simulating to organize information
gathered in their investigations* (see Mathematics [MA] Process)
A.8.4 Use critical-thinking strategies to interpret and analyze gathered information (see
SC Inquiry)
A.8.5 Use the results of their investigations* to develop answers, draw conclusions, and
revise their personal understanding
A.8.6 Communicate the results of investigations* by using a variety of media and
logically defend their answers (see LA Writing; Math [MA] Process)
B.8.3 Explain the importance of biodiversity
D.8.1 Identify options of addressing an environmental issue and evaluate the consequences of each option.
D.8.2 List the advantages and disadvantages of short-term and long-term solutions to an environmental issue or problem.
D.8.3 List reasons why an individual or group chooses to participate or not participate in an environmental activity in the home, school, or community
D.8.5 Explain how personal actions can impact an environmental issue
D.8.6 Develop a plan for improving or maintaining some part of the local environment and identify their role in accomplishing this plan.
D.8.7 Identify examples of how personal beliefs can influence
environmental decisions. / Geocaching and Solar Energy (Geocache Du Sol)
Service Learning activity / Websites: Earthday Network and

Kit : Solar Electric House
Video: Renewable Energy: Clean Power for Wisconsin / Evaluate student reactions to ecological footprint activity
Evaluate solar house projects through lab reports, journaling or rubric.

1

1

1

Boston School Forest

Sixth Grade Lesson Outline

I.Purpose
These lessons are intended as an option for classroom teachers to extend students’ experiences at the BostonSchoolForest. The pre- and post-field trip sixth grade lessons can be used in whole or part with the mission of introducing basic concepts and vocabulary, extending enthusiasm generated at the forest, and exciting students to assimilate their knowledge beyond the forest visit.
II.Pre-Field Trip Options
a.What is Service Learning? How Can I Help?
b.Geocaching Scavenger Hunt
c.Video: Renewable Energy: Clean Power for Wisconsin
And Website: / 14
III.Post-Field Trip Options
a.Solar Home Kit
b.Big Foot: My Ecological Footprint
c. Read aloud “The Man Who Planted Hope and Grew Happiness” (Sharing Nature with Children II by Joseph Cornell. / 18
IV.Family Extension Activity / 23
V.BostonSchoolForest Activities
a.Service Learning
b.Carbon Relay Race
c.Solar Car Geocache / 24
VI.Appendix 1. Multiple Intelligences / 28
VII.Appendix 2. EE Subgoals Model / 29
VIII.Appendix 3. Boston School Forest History / 30
IX.Appendix 4. Location and Directions / 34

Boston School Forest

SixthGradePre-Field Trip Option 1

District Curriculum Topic:Environmental Appreciation, Biodiversity, Outdoor Recreation, Service Learning

SchoolForest Theme:Service Learning

Alignment to State Standards:EE A.8.1, EE A. 8.2 EE A.8.3, A.8.4, EE A. 8.5, EE A 8.5 EE A.8.6, EE D.8.1, EE D. 8.2, EE D.8.3, EE D.8.5, EE D.8.6, EE D.8.7

Multiple Intelligence Connections:Verbal-Linguistic, Naturalist, Interpersonal Intelligence

Lesson Length:30 minutes

Supplies/Technology:

TeacherBackground: According to Eyler & Giles, 1999, Service-learning is a form of experiential education where learning occurs through a cycle of action and reflection as students work with others through a process of applying what they are learning to community problems and, at the same time, reflecting upon their experience as they seek to achieve real objectives for the community and deeper understanding and skills for themselves.

Service-learning experiences have some common characteristics:

  • They are positive, meaningful and real to the participants.
  • They involve cooperative rather than competitive experiences and thus promote skills associated with teamwork and community involvement and citizenship.
  • They address complex problems in complex settings rather than simplified problems in isolation.
  • They offer opportunities to engage in problem-solving by requiring participants to gain knowledge of the specific context of their service-learning activity and community challenges, rather than only to draw upon generalized or abstract knowledge such as might come from a textbook. As a result, service-learning offers powerful opportunities to acquire the habits of critical thinking; i.e. the ability to identify the most important questions or issues within a real-world situation.

Method: In small groups have students reflect on their past experiences at the school forest. Have them spend a couple of minutes on these topics: favorite memories, most meaningful moments, caring for the environment. Lead a large group discussion about the importance of giving back to the community. Discuss the need for getting work done at the school forest that wouldn’t get done without student help. Identify those who will benefit from the service project(s) completed with sixth grade student help.

BostonSchoolForest

SixthGradePre-Field Trip Option 2

District Curriculum Topic:Environmental Appreciation, Biodiversity, Outdoor Recreation, Service Learning

SchoolForest Theme:Renewable Energy, Outdoor Recreation

Alignment to State Standards:EE A.8.1, EE A. 8.2 EE A.8.3, A.8.4, EE A. 8.5, EE A 8.5 EE A.8.6

Multiple Intelligence Connections:Verbal-Linguistic, Naturalist, Logical Mathematical, Spatial Intelligence

Lesson Length:30 minutes

Supplies/Technology: Computer and access to Internet.

Teacher Background:

Geocaching (pronounced Geo-cashing) is a relatively new outdoor recreation activity that involves using a GPS unit to find caches hidden by other Geocachers. The basic idea is to have individuals and organizations set up caches all over the world and share the locations of these caches on the internet. GPS users can then use the location coordinates to find the caches. Once found, a cache may provide the visitor with a wide variety of rewards. All the visitor is asked to do is if they get something they should try to leave something for the cache.

Method: Have students visit the official Geocaching website Have them do a scavenger hunt of the website to answer the questions listed on the student Geocaching Scavenger Hunt page below.

Discuss the answers students found on the website. Explain that they will learn to use a GPS unit and do some Geocaching at the school forest.

Geocaching Scavenger Hunt

What is Geocaching?

What is a GPS unit and how does a GPS unit work?

What are the rules for Geocaching?

What is a cache? Where are they found? What should and shouldn’t be in a cache?

What are some types of caches?

How are caches hidden and found?

What are the 4 steps for finding a Geocache?

How many total records are there for Geocaches in zip code 54481?

How many Geocaches are in Antarctica?

What is the symbol for Cache in Trash out? What do people do for this type of cache?

What is a Geomuggle? Hint: look in the glossary.

What does THTC mean? What other abbreviations specific to Geocaching can you find?

BostonSchoolForest

SixthGradePre-Field Trip Option 3

District Curriculum Topic:Environmental Appreciation, Biodiversity, Outdoor Recreation, Service Learning

SchoolForest Theme:Renewable Energy

Alignment to State Standards:EE A.8.1, EE A. 8.2 EE A.8.3, A.8.4, EE A. 8.5, B.8.5, B.8.14, B. 8.15, D.8.2

Multiple Intelligence Connections:Logical-Mathematical, Verbal-Linguistic, Naturalist

Lesson Length:Two 45 minute lessons

Supplies/Technology:

  • Video: Renewable Energy: Clean Power for Wisconsin
  • After viewing the video have students go to the website: for some fun energy related riddles and information on energy sources.
  • Website: to view detailed information on BSF solar power plant (data, graphs, emission comparisons, electricity generated, etc.). Go to website, type in Boston School Forest, open, and click on plant overview (correlated withcarbon game)

Teacher Background: The video,Renewable Energy: Clean Power for Wisconsin includes nine segments that describe: Solar water heating, Hydro-power, Ground source heat pumps, Industrial wood burning, Cool daylighting, Commercial Photovoltaics, On and Off-grid renewable energy homes. It is a 30 minute video produced by Wisconsin Public Television.

Process:(Strategies and Activities)Group discussion: Before watching the video have students reflect on the fact that in the United States, with 5% of the worlds population uses 25% of the world’s energy. Discuss how we can reduce our dependence on imported energy sources by using less energy and replacing some of our energy needs with alternative energy sources.

BostonSchoolForest

SixthGradePost-Field Trip Option 1

District Curriculum Topic:Environmental Appreciation, Biodiversity, Outdoor Recreation, Service Learning

SchoolForest Theme:Renewable Energy

Alignment to State Standards:EE A.8.1, EE A. 8.2 EE A.8.3, A.8.4, EE A. 8.5, EE A 8.5 EE A.8.6, B.8.14, B. 8.15, D.8.2

Multiple Intelligence Connections:Logical-Mathematical, Verbal-Linguistic, Naturalist

Lesson Length:Two 45 minute lessons

Supplies/Technology:

  • Solar Electric House Kit

Process:(Strategies and Activities)

  • Have students in small groups design and build a solar electric house using the kits provided. Shoeboxes work well but other materials like foam board can be cut and used as well.
  • Evaluate student work through lab reports, journaling or rubric.

BostonSchoolForest

SixthGradePost-Field Trip Option 2

District Curriculum Topic:Environmental Appreciation, Biodiversity, Outdoor Recreation, Service Learning

SchoolForest Theme:Renewable Energy

Alignment to State Standards:EE A.8.1, EE A. 8.2 EE A.8.3, A.8.4, EE A. 8.5,

EE B.8.14, B. 8.15, D.8.2

Multiple Intelligence Connections:Logical-Mathematical, Verbal-Linguistic, Naturalist

Lesson Length:45 minutes

Supplies/Technology:

  • Computer and access to Internet.

Process:(Strategies and Activities)

  1. Access the website adventures with Bobbie Bigfoot at
  2. Click on teacher’s lesson plans and find Measuring Ecological Footprint (E.F.) .
  3. Use the handouts to help students understand that the more we use and throw away the more natural resources we use – this is our symbolic ecological footprint.
  4. Have students visit the same website and have them determine Bobbie’s E.F.
  5. Close with a discussion about what a sustainable lifestyle entails. Discuss how our lifestyle choices all are connected to and are dependent on energy use.

1

Boston SchoolForest

SixthGradePost-Field Trip Option 3

District Curriculum Topic:Environmental Appreciation, Biodiversity, Forestry, Outdoor Recreation, Service Learning

SchoolForest Theme:Wilderness Survival, Service Learning

Topics:Serving Others/Giving Back

Alignment to State Standards:EE D.8.1, D.8.5, E.4.1, E.8.2

Multiple Intelligence Connections: Interpersonal, others depending on the service project chosen

Lesson Length:Dependent on the project(s) chosen and individuals involved

Supplies/Technology:

  • Information from A Kid’s Guide to Service Projects by Barbara A. Lewis (attached)
  • “The Man Who Planted Hope and Grew Happiness” from Sharing Nature with Children IIby Joseph Cornell

Process:(Strategies and Activities)

  1. Follow the “Ten Steps to Successful Service Projects” fromA Kid’s Guide to Service Projectsto carry out a meaningful service activity with your students.
  2. Read aloud and discuss with students “The Man Who Planted Hope and Grew Happiness” from Sharing Nature with Children IIby Joseph Cornell.

1

THE KID’S GUIDE TO SERVICE PROJECTS

1. Research your project.

Choose an issue that concerns you, then come up with a project related to that issue. Consider that issue. Consider these questions:

  • What would I like to do?
  • What might benefit the most people?
  • What might make the biggest difference?
  • What can I afford (in terms of time, money, etc.)?
  • What is really possible for me to do?
  • What ______? (Add your own question.)

2. Form a team.

If you don’t want to go it alone or if the project seems too complicated to do by yourself, invite others to join you.

  • Choose people who share your interest in the project and who are likely to stay with you until it is completed.
  • Look around at your family, friends, school, neighborhood, community, or faith community for possibilities.
  • Don’t limit your group to people your own age. Invite younger kids to get involved. See if college students and seniorsin your area want to help.

3. Find a sponsor.

Ask a responsible adult (teacher, parent, neighbor, scout leader, etc.) to act as your sponsor. This can give your project credibility with other adults whose help and/or permission you might need.

4. Make a plan.

  • Decide when and where to meet. You’ll want to meet frequently to discuss your project, decide who will do what, identify any problems, and report on your progress.
  • Decide how you will get to the meeting place and service location. Will you need cars, buses, adult drivers? You might need permission slips from your parents. Can you walk or bike there?
  • Define your goal. What do you hope to achieve?
  • Set a schedule. How long will your project take? How much time will you spend each week on your project? When is the date you want to be finished with your project?
  • Estimate your costs. How much money will you need? Make a list of everything you can think of that might or will cost money. What about transportation? Materials? Equipment? Supplies? Photocopying? Postage? Donations? What else?
  • Think hard about your project. Is it realistic? Is it too complicated? Too simple? How could you improve it?

5. Consider the recipient.

Make sure that the people you plan to serve really want your help. What’s the best way to do this? Ask! Then find out as much about them as you can. For example:

  • What are their needs? (They may be different than you think and you may need to revise your plan accordingly.)
  • When are they available? During what hours on what days?
  • Are there any limitations or restrictions? What about special diets? Physical limitations? Allergies? Other health issues?

1

6. Decide where you will perform your service.

Will you go to the people you plan to serve or will they come to you?

  • If you go to them, be sure to visit the location ahead of time. Is there enough room to do your project? Does the location have everything you will need? If not, what will you have to bring? How will you get it there? Will you have a place to store things?
  • If they come to you, make sure that your location has what you need.

7. Get any permissions you need to proceed.

Depending on your project, you might need to get permission from:

  • your principal
  • your teacher(s)
  • school district personnel
  • your youth leader
  • your parents
  • your neighbors
  • community organizations
  • owners of any facilities you will want to use
  • anyone else?

8. Advertise.