Winter

Wonders: First grade

Winter Wonders: First Grade Winter

Classroom Visit

Developed by
Miranda Taylor-Weiss, Meagan Hamilton, and the Restoring Connections 2016 Team

Time
35 minutes

Overview

This lesson reinforces the knowledge first graders have about seasonal changes and life cycles.
In this lesson first graders will place the life cycles of four organisms.
Learning Outcomes

By the end of this activity, participants will be able to:

1. Use observational skills to understand the life cycles of local species that they will
encounter at Mt. Pisgah Arboretum.

Links to Standards

Adopted from Oregon Department of Education First Grade English Language Arts and Literacy
Standards
1.SL.1 Participate in collaborative conversations with diverse partners about grade 1
topics and texts with peers and adults in small and larger groups.
a) Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking
one at a time about the topics and texts under discussion).
b) Build on others talk in conversations by responding to the comments of others
through multiple exchanges.
c) Ask questions to clear up any confusion about the topics and texts under discussion.

Background Materials

See information attached to life cycle cards for extra information on life cycles (attached). The
fifth life cycle set is an extra.

Activity Description
Set-up
Two days before the lesson: check-in with the teacher to remind them that you are
coming to their class to give a presentation. Tell the teacher that you are planning on
having the students split up into four different groups (field trip groups) for the activity.
Tell the teacher what the activity is. With the teacher knowing ahead of time that the
class will be split and the activity, things will run more smoothly.

Classroom visit

Day of the lesson: While the facilitators are getting to know the class, the teacher should
set up four stations for activities. This includes making sure that each station has room
for 7-9 students and an adult. The teacher should prepare to separate the students into
four groups based off of their assigned field trip groups.

Step 1. Getting Started: Introductions (5-7 minutes)
Circle up for introductions, the facilitators will introduce themselves and say what their
favorite part about Mt. Pisgah is.
Ask students to share their name and one thing they remember from the Fall Restoring
Connections trip and that our goal is to try to name different things, so if someone says
your main idea, try to think of something else you saw, heard, smelled, felt, or learned
out at Mt. Pisgah Arboretum last fall.
Explain how today you are there to play a life cycle game with them and that they are
going to explore the life cycles of four different species and that their challenge at each
station is to see if they can put the different life stages in the correct order for each
species.

Step 2. Learning the life cycles of Mt. Pisgah organisms (15 minutes)
Split up into the four groups. Ask the students if they remember their groups from the
fall.
Each group will have 7-9 students and one facilitator (teacher, ELP facilitator, or
classroom aide).
The groups will have a set of cards (attached) with different stages of a plant or animal
life cycle on them.
Ask the students what they already know about life cycles before the activity starts.
Hand out the cards to the students.
The students in each group should work together to figure out each life cycle.
Ask questions to help the students put the life cycles in order, such as asking about how
size relates to age.
Once all of the life cycles are put in order, the facilitator will explain how different plants
and animals have different life cycles throughout the year as seasons change
Collect materials at the end and make sure all students understand all life cycles.

Step 3. Animal Senses in open classroom area (dependent on space and time) (5 minutes)
Ask students to name five senses (try and get 5 different students).
Explain that in nature, if you want to see animals, you have to act like an animal.
Who remembers their animal senses from the Fall?
Deer Ears: Cup your hands behind your ears to create larger ears similar to those of a
deer. Instruct them to take their hands away from their ears and then whisper, can you
hear me?. When most of them cant, have them try to hear your whisper again but
with their deer ears on.
Owl Eyes: Have the students place their palms together and then stick their arms
straight out in front of their faces, and wiggle their fingers. Emphasizing that they keep

Winter Wonders: First grade

their head and eyes straight forward, and without moving their head, have them slowly
bring their arms out while they wiggle their fingers. Tell them to stop when they can no
longer see their wiggling fingers out of the corner of their owl eyes. Play with different
view-points throughout the room, like the door or their teacher.
Fox Walking: Explain how foxes hunt by being stealthy and walking toe-to-heel (instead
of heel first). Have the students practice walking quietly by going slowly and putting
their toes down first. Do not call this coyote walking, as the term Quiet Coyote will be
used on the field trip.


Wrap Up (5- 7 minutes)
After all of the students have had time to try out the activities, bring everyone back into
a large circle. Ask the students to listen with their Deer Ears and use inside voices to
answer your questions. Ask the students what types of clothing they should wear out to
Mt. Pisgah (warm clothes, layers, rain boots, coats, gloves etc.) Also ask them what they
are most excited to see and learn about on the field trip. Say goodbye to the students
and remind them of the appropriate clothing to wear. Gather games from the teacher
and thank everyone for participating.

Classroom visit

Attachments

Life Cycle Card Pictures: 2-4 pictures per life cycle

Turkey vulture:
Adult females lay 1-2 eggs in bushes/under rocks/in hollow logs.
Males and females incubate the eggs for 28 days.
Males and females feed young regurgitated food.
Wild turkey vulture lifespan is about 15 years.

Allaboutbirds.org

Allaboutbirds.org

Amestrib.com

Winter Wonders: First grade

Gall wasp:
Adult wasps emerge from fallen galls
Adult wasps find a host to lay eggs in/on
Through lignification, larvae force host to form gall in order to conserve energy
Larvae, white and legless, develop into adults in galls
Most Gall Wasps have alternating generations: a sexual generation of males and females,
followed by an asexual generation of solely females

ess.com
Btweenblinks.worldpress.com

Thecarvingpath.net

Btweenblinks.worldpress.com

Mcmanarabros.com

Classroom visit

Western gray squirrel:

Females have one litter per year of 3-5 squirrels
Squirrels are born without fur, but start to grow it within a month
Adult size by eight months

Mcnamarabros.com

Wild-life-rehab.com

Nathistoic.bio.edu

Winter Wonders: First grade

Oregon white oak:

Grows into sapling from acorn
Can live up to 500 years
Can regenerate from fire

Oregonstate.edu

Oregonstate.edu

Oregonstate.edu

Classroom visit

Black-tailed deer:
Adult deer give birth to one or two fawn every spring
Sexually mature at two years old
General life span of seven years
Sjcmastergardeners.worldpress.com

Wildernesscollege.com

Wildernesscollege.com

Winter Wonders: First grade

Winter Wonders: First Grade Field Trip

Developed by

Miranda Taylor-Weiss, Meagan Hamilton, and the Restoring Connections Team of 2016

Time
6 hours (8:35-2:45), including lunch

Overview
This is the second field trip to Mt. Pisgah Arboretum this year. This lesson reinforces the
knowledge first graders have about seasonal changes and life cycles. Through a year round data
collection and scientific method activity, as well as discussion on the Oregon White Oak will
teach students the correlation between seasonal changes and life-cycles. Students will practice
their mathematical skill set through a collaborative lichen counting activity and wood cookie
ring counting. Students will learn about the steps involved in the scientific method through a
bandana hunt and a data collection activity. Students will learn to use binoculars, a critical
outdoors skill.

On this field trip, first graders will:
Gain AWARENESS of
The sights, sounds, smells and feel of the oak woodland and the incense cedar forest

Gain KNOWLEDGE of
The flora and fauna that live in the oak woodland
Three species of lichen: Old Mans Beard, Fishnet Lichen, and Loberia Lichen
What hazards to look out for when out for: Poison Oak
What animals and plants need to survive
Connect animals, plants, sunlight, rain, etc.
The complexity of interdependent life cycles

Gain SKILLS such as
Scientific observation
Deer ears, owl eyes, and fox walking

Develop an ATTITUDE OF CARE by
Watching for animals, hearing stories about animals, pretending to be animals, and
through scientific observation

PARTICIPATE in
Come back to volunteer at Mt. Pisgah
Attend the Wildflower Festival

Learning Outcomes:
By the end of this activity, first graders will be able to:
1. Draw the life cycle of an Oregon White Oak in a collaborative effort.
2. Connect seasons with natural life cycles of Oregon White Oak and Gall Wasps.
3. Identify three different types of lichen (Old Mans Beard, Fishnet, and Lung Lichen)

found in the Oregon white oak woodland
4. Build observational skills by finding hidden objects and using binoculars to see objects

far away
5. Use their counting skills to learn more about tree life-cycles

Links to Standards: Adopted from Oregon Department of Education First Grade Math
Standards
1. MD. J Represent and interpret data.
1.MD.4 Organize, represent, and interpret data with up to three categories; ask and
answer questions about the total number of data points, how many in each category,
and how many more or less are in one category than in another.

Schedule
8:25 Adams day begins; attendance taken (40 minutes)
Facilitators or instructors: sign in as a volunteer on the computer in the office, then go
to the classroom by 8:25 (or make other arrangements to meet the group at Mt.
Pisgah).
Prepare class for field trip. Assign one role per facilitator when you are in the classroom:
Lunch Coordinator: As children arrive, have them place their lunch in the bin and
check off their names. Then make sure that lunches are loaded on bus, unloaded
off bus, and taken up to the pavilion. At end of field trip, make sure all lunches
loaded back in bin, loaded on bus, and returned to classroom.

Chaperone Coordinator: In back of room or hallway, welcome and thank
chaperones and go over their roles and responsibilities. These responsibilities
include: a) taking children to bathroom if needed; b) taking them to teacher if
sick/hurt; c) helping group stay on the trail, focused on facilitator and lesson; d)
making sure lunch area is cleaned after lunch. Mention that the facilitators will be
purposefully asking lots of questions, to try to encourage the children to think
critically and make observations and so wed like parents to try to refrain from
answering. Also note that during the sit spot activity, they will be given a journal
too and can sit, observe, and write and that they should not sit with their child.

Groups Coordinator: Arrive early and put out the group names (attached) at each
table and the morning work coloring page (attached).

Field trip

Winter Wonders: First grade

9:30

Group Facilitators: Greet the children and hand out name tags. On the group list,
make note of who is absent, and make sure you have all chaperone names and
who their children are. If you have any students with special needs, check in with
their 1:1 adult to see if there is anything you can do to support their participation.
In groups, one at a time, have children use the bathroom before they leave. Help
get children loaded onto bus on time for a 9:00 am departure.

Logistics Coordinator: Check with teacher to make sure they have their first aid kit,
and distribute medicines as needed to correct group backpacks. Check in with bus
driver to make sure they know directions (30th, over I5, to Seavey Loop Road). Text
Mt. Pisgah contact to let them know youve left Adams.

Intros, Expectations (15 minutes)

As children exit bus, separate into the four groups as quickly as possible.
See maps for specific timings for each group.
ELP students: ask chaperone volunteers to take lunch bins to the pavilion. (There is a
cart that can be used; pavilion should be opened already by August).
Start with cultivating gratitude; say how thankful you are to be here today, exploring
this magical forest with them.
Take time to share your name and your favorite thing about MPA, and then go around
group and learn everyones name and have them share one favorite thing, or if theyve
been here or something fun to set stage for participatory learning.
It is important to set ground rules, so children are clear on expectations, but do it in a
fun way that establishes a sense of exploring, adventure, freedom, and joy (rather than
a list of rules!) For example, it does not matter if they are in a straight line always, but
that they are on the trail. So put it in terms of respect for the plants rather than some
seemingly arbitrary rule that doesnt make sense.
Check and see if anyone needs to use the bathroom.
Have morning snack.

9:45 Morning hike with activities (1.5 hours)
These activities will take place in specific places along the trail. See map for details.
Activity 1: Using Animal Senses
Time: 5-10 minutes
Subjects: Performing Arts, Art, Physical Education
Concepts: This is a review activity to help the students get into character and ready to
be on the trails.
Ask the students if they remember their animal senses (laid out below). Dog nose will be
new for them. Have them quickly act out all of the senses.
Deer Ears:
Ask everyone to stand up and leave a big space bubble around them and
ask who has seen a deer in the wild? Then ask them to describe what
they looked like, and if they dont mention it, mention their big listening
ears.

Cup your hands behind your ears to create larger ears similar to those
of a deer. Now tell them they need to listen very carefully, and in a very
quiet voice, ask can you hear me? (or say something funny) Wait.
Now, ask them to put on their deer ears, and say it again.
Owl Eyes
Ask who has seen an owl, and ask them to describe it. If they dont
mention it, mention their big eyes, designed to help them see better at
night when they hunt
Have the students place their palms together and then stick their arms
straight out in front of their faces, and wiggle their fingers.
Emphasizing that they keep their head and eyes looking ahead, and
without moving their head, have them slowly bring their arms out while
they wiggle their fingers
Tell them to stop when they can no longer see their wiggling fingers out
of the corner of their owl eyes
Fox (Coyote) Walking:
Who has seen a coyote? Then ask them to describe what it looked like,
and if they dont mention it, mention how stealthy they are, sneaking
around hunting so very quietly.
Have students practice walking quietly,
Dog Noses:
Ask the students if any of them have a dog at home. Then ask if anyones
dog ever smells them. Mention that dogs have a very strong sense of
smell.
Have the students sniff the air around them to see if they smell anything
unusual.
Ask the students if their animal senses are the same as their human senses.
What are the five human senses (touch, smell, taste, sight, and sound)? Do they
match up with animal senses?
Explain how our human senses help us to differentiate the seasons. Use a couple
examples and then ask the students to brainstorm some examples.
Examples: We can see the leaves change color and the leaves fall in the
fall; we can hear the baby birds chirping in the spring; we can smell
flowers blooming in the summer. Try not to give examples of the winter
season.
Next, ask the students to observe their surroundings with their senses.
Encourage them to look in every direction, smell the air in different places, and
listen. Do not let them taste or touch anything, as it could be hazardous for their
health.
After a minute or so, bring them into a circle and ask them to share something
about winter that they noticed while using their senses.
Key observations to bring up if the students dont:
Sight: leaves are off of most of the trees
Smell: without pollen, the air smells clean

Field trip

Winter Wonders: First grade

Sound: possibly rain, wind moving natural objects around, etc.

Activity 2: Scientifically observing lichen
Time: 15 minutes
Subjects: Science
Concepts: Many different species from the same family can live in the same area.
Skills: Identify different types of lichen. Use magnifying glasses to see lichens up
close.
Activity instructions:
Stop in the oak woodland near a tree that is close to the path. This tree
must have more than one kind of lichen on it.
Point out the lichen and ask the students if they know what it is. If they
guess it is moss, explain that it is actually a similar being called lichen.
Lichen is different from moss because lichen consists of a symbiotic
relationship between fungus and algae, while moss is a plant.
Ask the students to step far enough away that they can see the entire
tree.
After 30 seconds or so, the facilitator will ask students what they see.
Direct this conversation towards the lichen, asking what students observe
and how many kinds of lichen are on the tree.
Ask the students to come as close to the tree as possible while being
respectful to the plant life at Mt. Pisgah. If the tree is close enough to the
trail, the students should circle around it. If not, just get as close as
possible and try to let everybody see.
Once again, students will spend 30 seconds or so observing the tree up
close, ask students what they see. Ask them again what the notice about
lichen and if they can spot different types.
Take out hand lenses from the backpack and hand one to each student.
Ask if they know what the tool is and make sure they know to be careful
with it.
Ask the students to get very close to the lichen and observe it through
the hand lens.
If the students do not know how to use the hand lens, show them
how to hold it close to the object and then bring their heads down to
see it.
Staying close to the tree, come back into a circle and ask again what the
students noticed about the lichen and how many types they spotted.
Show the students the different types of lichen you noticed on the tree.
Old Mans Beard, Loberia, and Fishnet Lichen should be visible. Pictures
of each are provided in Background Materials.

Activity 3: Bandana Game

Adapted from Young et.al. Coyotes Guide to Connecting with Nature 2nd Edition.
Shelton, WA: Owlink Media Corporation

Time: 30 minutes
Subject: Physical Education
Concepts: This activity is similar to an Easter egg hunt, except the students will be
searching for bandanas using their observational skills
Skills: Visualization
Activity instructions:
This game uses the students animal senses to see if they can find all of the
hidden bandanas along the trail.
While the group is stopped and observing the lichens, one of the facilitators will
run ahead and hide 10 bandanas along the trail where the group is about to
walk.
Place the bandanas in spots where first grade students will be able to see them
(on the ground, in tree branches). This should be challenging for students, so
make sure bandanas are fairly well hidden.
The hider will come back to the main group when all of the bandanas are
hidden.
Tell the students the rules of this game:
The students will fox walk in a single-file line.
Ask them to count how many bandanas they see as they walk up the
trail.
Tell them to keep the locations of the bandanas to themselves (this
ensures that all of the students will have an equal opportunity to find
the bandanas.)
o After everyone has walked past all of the bandanas, ask the students to quietly
hold up their fingers with how many they saw.
o Observe everyones answers.
o Tell the students that you will be walking back down the trail to collect all of the
bandanas.
o Remind them to continue to use their animal senses and walk quietly and listen
to the sounds of the forest.

Activity 4: Wood cookie counting
Time: 5-10 minutes
Subject: Math and science
Concepts: This activity will give students a visual on how long it takes trees to grow by
counting their rings and understanding that each ring equals one year.
Skills: Students will use their counting skills to see how old their tree was before it was
made into their name tag.
Activity instructions:
Stop by a larger Oregon white oak tree on the trail and ask the students if they
know how trees age and grow. Explain that they add another ring each year.
Have them count the rings on their wood cookie name-tags (as high as they can).

Field trip

Winter Wonders: First grade

Create a rough and fun hypothesis as to how old the tree is. Let the students
know that it takes more scientific information to tell the exact age, but this lets
them get a grasp of how long an Oregon white oak takes to grow.

Activity 5: Using Binoculars
Time: 15-20 minutes
Subject: Science and Outdoor Pursuits
Skills: Using binoculars
Activity instructions:
o Ask the students if they have ever used binoculars before.
o Explain that binoculars are used for seeing things that are far away.
o Teach the students how to use them
o Show them how to focus them and adjust them to fit their eyes.
o Let each student use the binoculars to look at the landscape around them.
o Focus on one far-away, non-moving object (i.e. bird nest) so that all of the
students will be able to see it.
o Circle up the students after everyone has had time to focus on the object
o Ask the students to share their observation with the group

Talking points along hike
While on the trail, stop and look at the trees. Notice if any have broken branches
hanging, or any on the ground. Ask the students to point out any trees that look
interesting (i.e. broken branches, split trunks, dead trees, trees held up by stakes,
vandalized trunks, etc.).
Point out any animal tracks that are along the trail. If a paw print is visible, ask the
students if they know what made it. Was it a dog? A wolf? Or a coyote?
Point out the gopher mounds along the trails and have the students hypothesize
about where they go underground.
At various locations, the facilitator should stop and ask if any of the students know
the life cycle of the Oregon white oak. If the students do not, then the facilitator
should pull out the tree life-cycle handout (attached) and explain it to the students.
The facilitator should do the same thing with the life-cycle of the Gall Wasp. (Since
the students will be tested on these concepts, it is important to go over them more
than once).
Point out any poison oak that may be along the trail.

11:15 Lunch (20 minutes)
The students, staff, volunteers, and facilitators will all gather at the picnic tables in
the oak woodland to eat lunch.
If it is raining, everyone will eat in the pavilion. The facilitator should collect the
students ponchos and hang them up on hooks on the wall.

11:35 Game Time (20 minutes)

Make sure that all of the students have eaten lunch and picked up after themselves
before playing games. Students may wander in the specified boundaries or play this
tag game.
Tell the rules and parameters of all games before playing.
One handed tag
o Have everyone place one hand on their lower back. This is where they have
to be tagged. Everyone is it. Once one gets tagged, he/she must crouch
down and hold one hand up. Another player must come along and un-tag
him/her. This game makes students use their owl eye sense by implementing
peripheral vision.

Backup Activity: Animal Imitation for Extremely Stormy Weather
If the weather is bad enough that the students need more time inside, they can play
the animal imitation game.
o Ask the students to line up at one wall of the pavilion so that they each have
some space.
o The goal of the game is to get from the starting wall to the opposite wall by
imitating the movements of the western gray squirrel, black-tailed deer, and
turkey vulture, which the facilitator will demonstrate before each turn.
o If there is extra time, the facilitator can split the students into three groups
and assign one of the species to each group. Then students will once again
cross the room in a race to discover which of the three species is the fastest.

11:55 Hike with math and science (1 hour)

Seasonal Question Quest
Time: 50 minutes
Subjects: Math and Science
Concepts: Learn the life-cycle of gall wasps and connect them to the seasons. Create
a scientific hypothesis through observation.
Skills: Data collection and observational processes.
Activity instructions:
o Stop at a place on the trail with many acorns and galls on the ground (for part
2 of the activity).
o Ask where those acorns went (i.e. eaten, buried, collected etc.).
o Pick up a gall and ask if the students know what galls and gall wasps are. If
nobody knows, explain that galls hold wasp larvae all winter and they fall
from trees but still protect the wasp young within.
o Explain the life cycle of Gall Wasps (see background information for more
details)
o Ask the students to look for and gently pick up a gall close to the trail.
o Ask students to observe the galls. After the students have had time to
observe, ask each student to tell the group about their observation. Their
observations may include for the number of spots, any holes, if they are open
or not, and possibly what tree they may have fallen from.

Field trip

Winter Wonders: First grade

o Facilitate a group discussion about the students observations.

o Challenge: Ask the students to see how many questions they can come up

with about the galls. Record their answers. Identify one student who wants to
count up the number of questions to report it back to the class. Make this a fun
competition.
Wrap up this section by asking the students how they would find out the
answers to the questions (i.e. research any experiments about the oak
galls in the library or on the internet).

12:50 Story Time for Sit Spot Intro (5 minutes)
The facilitator will tell the students about an experience that they had at Mt. Pisgah to
get the students excited about their sit spots.
Gall wasp species story (to inspire students):
Do you want to hear a story about my time at Mt. Pisgah last winter? (Lean in and wait for an
answer) Well, I was hiking one of these trails through on a bright, clear winter day. I had woken
up that morning and it wasnt raining, so I decided to take advantage of the clear skies and go
on a hike through the beautiful woods. I got myself ready with several warm layers. I put on my
thick wool socks to keep my toes warm in my rainboots grabbed my raincoat and rain pants just
in case and was ready to leave! But before I left, I made sure that I had put my water bottle,
field notebook and a pencil to write with. One of my favorite trees here is the Oregon white
oak, because they are so tall and in the winter they are decorated with lots of lichens. I was
hiking and looking at all the oak trees around me. I was looking up at the lichen covering the
oak branches when I felt a sudden drop (look up at the branches and use a small but excited
hand gesture when you say drop). I blinked and focused on the sky above, which a few minutes
ago had been partially blue and partially white, but was now full of dark clouds! It quickly
started to pour down on me, so I ran over to the closest tree I could find that had a little cover.
This oak tree had tons of branches with lichen, and the lichen was all tangled together and
caught some of the water over my head. I didnt want to get wet and cold from the storm, so I
crouched down (crouch down) under the cover of the tree and waited for the rain to lighten up.
I sat there waiting, listening to the pitter patter of the rain, when a little ball fell at my feet.
(look up) Where did that come from?! I picked the little ball up and saw that it was a gall from a
wasp. It was no larger than a ping pong ball, and cradled it in my palm while I thought about the
little wasp baby nestled inside. This baby wasp had lived up on a branch of the oak tree, hidden
from harm inside its protective gall, but it fell all the way down to the ground. I observed it to
check for damage, but the gall was ok. The galls go through a process called lignification, (can
you all say lignification?) Where they transform from soft and squishy to hard like wood. This
keeps the wasps inside safe. I held this gall, noticing its pink polka dots and soft shell. I
wondered how many other wasp galls lived in just this tree, so I looked up again and focused
hard on the ends of branches for little knobbles, and to my surprise I saw galls on nearly every
branch! In just this tree, there were at least 25 galls with at least 25 wasp larva inside! They
were no bigger than this! (hold up your hands to show how big the galls are) I was so busy
looking at all the galls around me that I hadnt even noticed that the storm was over. I gently
put the gall back on the ground and continued my hike, but I like to think that that tiny wasp
inside wanted to come down and say hello. I think it wanted me to notice all the life around me,

no matter how small. For the rest of this hike, I challenge all of you to notice little signs of life.
As big humans, it can be easy to only see things as big as us or even bigger, but all around us,
right now, there are smaller beings, waiting to be noticed.

1:00 Sit spot (45 minutes)
Walking in a line, drop children off in their sit spots.
Leave the chaperone at one end of the students and you will stay at the other end until
activity is over.
Make sure the students are well spaced out so that they cant talk or distract one
another, on the trail, but all to one side of the trail so that someone could pass if
needed. I recommend placing the tarp sit spot on the ground to ensure good spacing.
Although it is tempting, dont walk back and forth and check in with students. The time
is too short, and your presence too disruptive to the goal of a sit spot. Note: We want to
cultivate in these children the ability to open their senses, and experience being in
nature. This will take time, and it is 100% OK if they are wiggly, digging in dirt, building
little fairy houses, etc. Their sit spot time is meant to be a gift of alone time in nature.
Over the years we will cultivate their ability to sit quietly and observe, but it should
never be forced. We meet our goal just by having them out in nature. Magic takes time
to happen, so it is ok if they are restless. I encourage everyone to trust the process, and
try to do the full sit spot time.
It might work best if you and the chaperone everyone- does the sit spot activity. Role-
modeling..and not hovering over them. Set timer to really get a full 15 minutes.

1:15 Story of the day (5 minutes)
Before hiking back to the pavilion, circle up the students and ask the students about
their sit spots. Go around the circle and have every student say one thing that they
saw, smelled heard, or felt. Keep note on what the students share and use the art of
questioning to ask the students one or two more questions to help them expand
upon their observation skills.

1:45 Hike to Pavilion (15 minutes)
Have the students continue to use their senses ( deer ears, owl eyes, dog nose, fox
walking) as they hike back to the pavilion

2:00 Assessing Understanding (10 minutes)
In the pavilion, split your group of students into two equal groups.
Give them each a set of markers and a poster sized paper (from backpack).
Ask one group of students to draw the life cycle of the gall wasp and the other group
to draw the life cycle of the Oregon White Oak. The chaperone should assist with the
life cycle of the Oregon White Oak and the facilitator should assist with the life cycle
of the gall wasp if needed.
After about seven minutes, the students will present their life cycle to each other.

2:10 Moment of Gratitude (3 minutes)

Field trip

Winter Wonders: First grade

Gather both groups back together and have a moment of gratitude. Thank them for
being great students. Thank Mt. Pisgah for being an amazing place to spend the day
at. Thank the adult volunteers for their time and patience.
Tell the students about other opportunities at Mt. Pisgah (the Wildflower Festival,
Mushroom Festival, nature walks etc.)

2:15 Load buses (get on bus with students or drive yourself)
Make sure that all of the students and their associated adults make it back on the
bus.

Back at Adams
ELP students: collect the four backpacks; give thanks to the teachers and the
children for a fun day! Sign out in the office

Back at ELP office
ELP students:
Clean backpacks
Fill out evaluation forms make sure to write down the number of
participants
Hang tarps and nametags to dry if wet
Count the journals, stash them in a safe spot and make sure they are not wet,
then put the next groups journals in backpacks

Field trip

Attachments

Lichen Identification

Fishnet lichen
Grows on Oregon white oak trees
Birds (bushtits and hummingbirds)
use it for their nests

http://bobklips.com/eagle-

Old mans beard

Use to be used for perfumes
High in Vitamin C
Can be eaten

http://bobklips.com/eagle-

Lung lichen (Dragon skin)

Prefers damp, moist ecosystems
Can be used to produce an orange dye

http://bobklips.com/eagle-

hill/