Phenology Poetry

Weatherguide Calendar Lesson

Created by Carolyn Serrano, ISD #1, 1/2008

Grade: 3

Subjects: Language Arts and Science

Standards

Subject / Standard / Benchmark
Writing / Compose various pieces of writing / Write in a variety of modes to express meaning including descriptive, narrative, informative, friendly letter, poetic

Time: Day 1 50 minutes

Day 2 50 minutes

Objective: After reading phenological observations for a given month, students will create an acrostic poem highlighting physical events in nature.

Concept: Phenology helps us become more aware of the natural world around us. Writing poetry and illustrating it can help to visualize events that happen in nature.

Skills

Template created by C. Rieckenberg, 1/2007

ReadingDrawing

Creative Writing

Template created by C. Rieckenberg, 1/2007

Materials: Science journal, 8-1/2 x 11 inch plain paper, clip board, dark-lined paper, Birds of Minnesota Field Guide,Wildflowers of Minnesota Field Guide, overhead projector, student copies of phenological observations for a given month from Minnesota Weatherguide Environment Calendar.

Key Words: Phenology

Day 1

  1. Begin a discussion about making observations of nature. What have students noticed occurring in nature most recently?
  2. Talk about how people since the beginning of time have been interested in what happens in nature. This information gets recorded and becomes a record of what happens each month. This is known as phenology.
  3. Let students know that they will have an opportunity to read the information and create an illustrated poem. Pass out an enlarged copy of the phenological information for the month of September (or any month). Teacher reads aloud or does a shared reading of each week.
  4. Highlight key information that could be incorporated into a poem. If possible, show pictures from field guides of plants, flowers, or birds that are mentioned for the month.
  5. Divide the class into groups according to the number of letters in a month. Assign a letter to each group. Each group will create one or more sentences that begin with that letter. Use the phenological information to write a sentence in their own words.
  6. Call the class together and have each group share its sentence. Record the sentences on the overhead. Put the poem together as a group. Make any changes to create a poem that flows and captures visual images.
  7. Students copy finished poem in science journal.

Day 2

  1. Revisit poem. Make any final changes. Have students copy the poem on a piece of 8-1/2by 11 inch plain paper with dark lined paper behind it on a clipboard. (You may also use paper clips to keep the two papers in place.) Make the beginning letter slightly larger. Skip lines between sentences.
  2. Illustrate around the border with birds, flowers, or plants mentioned in the poem.

Sample acrostic poem from a third grade class:

All around the woods, wildflowers are in bloom.

Pasqueflowers are blossoming on the prairies.

Rainy days help plants and flowers grow.

Ice leaves the lakes in central Minnesota.

Listen for the morning songs of birds.

Questions for Discussion

  1. Who might be interested in phenology in a given area? Examples: Scientists, hobbyists, people involved in agriculture, etc.
  2. What factors might cause phenological events to occur earlier or later than normal? Example: colder or warmer weather.

Taking it Further

  1. Create a poem for each month of the school year. Make a book.
  2. Guide students in creating a poem for the month, besides an acrostic poem.

Template created by C. Rieckenberg, 1/2007