FLUSHING TOWNSHIP NATURE PARK

ENVIRONMENTAL School Programs

The Nature Park offers environmental School Programs for the Flushing Community Schools, and for organized groups such as scout troops.

All programs are designed for groups of 30 students or less. Larger groups may be possible upon request and sufficient adult supervision. The programs can also be flexible to meet specific goals or time frames.  Several of the programs are designed as outreach programs, which can be done inside a classroom, or on the school grounds. Descriptions of the state benchmarks are provided on separate attached sheets.  Please contact Thomas Enright at 810-639-6161 to schedule a program or for any questions.

Forever Forests        Grades 4-12

Late Spring / Fall       Duration 1 ½ - 2 ½ hour

 Students will learn how to identify trees in the Beach-Maple Forest through using tree identification books. Students will measure the circumference and diameter of trees, and record the tree names and measurements. Students will also learn about the products people use from different types of trees found in the forest. Further discussion will include animals that benefit from the forest, and how the forest benefits from the animals. Students will engage in the “Human Tree Game” where students will act out the inner parts of a tree.  This game teaches students different cell structures and operations of a tree including leaves, roots, bark, xylem, phloem, cambium, sunlight, O2, and CO2. Older students will also learn more advanced parts of trees including stomates, and mycorrhizal fungi.

Students will have the choice of creating a plot graph of the tree data collected, draw a picture, or write a story or poetry about the forest and the things learned from this program.

Higher grades will learn why this type of forest is here, the succession of the forest, and what type of forest will be here in the future.  Students will also discuss and compute some general forest practices for a hypothetical-logging project.

(Optional) Leaves can be collected to create a leaf booklet on sight or back in the classroom (pre-arrange this project with teacher and naturalist).

This program corresponds with the following state benchmarks:

Science                      Mathematics          Social Studies

C e-1, 3, 4, 6       C m-1, 2, 3,4                l.1 EL1                 ll.1 E-EL 2   

R e-2, 4               R m-5                          ll.3 EL2                 ll.3 E-EL 1, 2

LEC e-4              LEC m-4, 5, 6              ll.1 EL1, 2               ll.4 E-EL 1

EG e-5, 6           lV.1 E-EL 2                    V.1 E-EL 2                ll.2 L-EL 1

Whether Weather makes a difference Grades 1-8   (1^st and 5^th)

Fall / Spring (most effective in Fall due to the leaves on the trees)      Duration: 1 – 2 hours

Students will learn how weather affects the environment and how the environment affects the weather. Students will set up several different weather stations in separate areas of the park.  Specific weather instruments will be used to collect data for air temperature, ground temperature, wind speed, wind direction and rainfall. Students will fill out a question form (see attached), and graph the data for each weather station. Discussion will determine why weather conditions vary in the areas, and how plants and animals are effected / adapted by the different conditions.

Older students will also collect data for relative humidity and sunlight readings. 

This is an outreach program, and can be performed on school grounds.

This program corresponds with the following state benchmarks.

   Science                 Mathematics           Social Studies

  C: e-1, 3, 4, 6        C m-2, 3           ll.2 EL5                          ll.1 E-EL 2

  EAW e-1                                          ll.3 EL1                          V.1 E-EL 2

  LE e-2                                             lll.1 EL1, 2                     ll.2 L-EL 2

  LO e-4                                             lll.2 EL2

Wind and Seed Dispersal      Grades 1-8

Fall       Duration: 1 ½ - 2 ½ hours

Students will learn how wind affects local weather and the environment.  Discussion will focus mainly on seed dispersal.  While hiking through the park students will collect a variety of seeds and determine how the wind plays a role on dispersal. Students will use an anemometer and compass to measure and record wind speed and direction at different locations along the hike. Further discussion will include other means of seed dispersal including water and animals. Students will play a “seed dispersal game” where they will learn of different types of seeds and whether wind, water, or animals disperses them. 

Older students will set up an experiment to see the effects of wind on the seeds that were collected on the hike. Students will create a chart for the results of the experiment.

This is an outreach program, and can be performed on school grounds.

This program corresponds with the following state benchmarks:

• Science                Mathematics            Social Studies       
•  
• C: e-1, 2, 3, 4, 6                 l.1 EL1  lll.3 EL4                   V.1 E-EL 2                     C m-1, 2, 3

PMO e-1                              ll.2 EL5                                  lll.1 EL1, 2

• PME m-2 

  

Super Soil Samples     Grades 2-12   (2^nd and 6^th)

 

Spring / Fall      Duration: 1 – 2 hours

Students will learn the importance of soil. They will learn how soil is made, examine soil profiles, and discuss soil erosion, soil conservation, and how plants and animals depend on soil. Soil samples will be taken at several different locations in the park. Students will complete a soil worksheet (see attached), and draw pictures of each soil sample.

Older students will use handbooks to determine soil composition and horizons, and will perform simple soil chemical tests. The soil horizons’ depth will be measured and graphed for comparisons to other soil sample sites. Students will discuss the soil samples and how their differences effect the type of plant growth in the sample area. 

This is an outreach program, and can be performed on school grounds.

 

This program corresponds with the following state benchmarks:

  Science              Mathematics           Social Studies

C: e-1, 3, 4, 6                          ll.3 EL1                           ll.1 E-EL 2

• C m –1, 3, 5

R e-4                                      lll.1 EL1, 2                       V.1 E-EL 2

EEG m-3                                                                          ll.2 L-EL 2

• EG e-2  

 

H2 Whoa!       Grades 3-8      (3^rd and 5^th)

 

Spring / Winter / Fall   Duration: 1 - 2 hours

Students will learn the physical properties of water, the water cycle, erosion properties, and water as a solvent.  Discussion will also focus on the importance of water to all living things, and reasons to conserve water. Several experiments will be conducted involving evaporation, condensation, water-dissolving properties, and surface tension.

This is an outreach program, and can be performed in the classroom.

 

This program corresponds with the following state benchmarks:

Science                    Mathematics       Social Studies

C e-1                C m-1                l.1 EL4, 5                   ll.2 E-EL 1, 2, 3 

R e-4                LEC m-6                                               ll.3 E-EL 1

PCM e-1            PME m-4                                              ll .4 E-EL 1, 3

EG e-3, 6          PCM m-3                                              lll.1 E-EL 1

EH e-1, 2, 3       EG m-3                                                  lV.1 E-EL 2

EH m-1, 2          EAW m-3                                               ll.1 L-EL 2

 

• Predator/Prey & Web of Life      Grades 4-12

 

Spring / Fall      Duration: 1 ½ – 2 ½ hours

Students will learn to define and identify decomposers, producers, and consumers, while hiking through the park.  We will discuss predator/prey relationships and play a predator/prey game. During the game we will pause and count the numbers of predators and prey to create a graph of the cyclical population levels of each.  Students will create a human food web, and will discuss the interconnections between all things.  Scenarios of change will enter the food web and students will portray the effects to the web of life.  Discussion will focus on human impacts to the food web, and that any change will alter all parts of the web.

This is an outreach program, and can be performed on school grounds.

 

This program corresponds with the following state benchmarks:

Science                  Mathematics        Social Studies

C e-1, 2         C m-1                l.1 EL4, 5                       ll.2 E-EL 1, 2

R e-4              R m-5               l.2 EL 1, 3, 4, 5              V.1 E-EL 2

LEC e-1, 4       LEC m-2, 3, 6                                           lll.1 EL1, 2   

•         lll.2 EL2, 3
•  
•  
• Wonderful World of Water       Grades 3-8

 

Spring / Fall        Duration:

Students will visit and experience the different aquatic systems in the park, and learn about the plants and wildlife that use them. The Flint River, a man-made pond, wetlands, ephemeral ponds, back swamp, and the effects on the park from past glacial activity will be topics of discussion. We will focus on the importance of wetlands to humans and wildlife, and how they are rapidly disappearing.  Students will play a “Disappearing Wetlands Game”, which emphasizes the problems with waterfowl and their migration.  Further discussion will include how to protect and conserve wetlands and other water resources.

 

This program corresponds with the following state benchmarks:

Science            Mathematics      Social Studies

C e-1, 2         C m-1           l.1 EL4, 5                ll.1 E-EL 2 

R e-4            R m-5                                           ll.3 E-EL 1, 2  

LO e-3         LEC m-5, 6                                    ll.4 E-EL 1, 3 

LE e-2         EH m-2, 3, 4                                 lll.1 E-EL 1 

LEC e-2, 4                                                         V.1 E-EL 2             

 EG e-2, 3                                                         V.1 E-EL 2                                                                                                       ll.1 L-EL 2

•                                                                           ll.2 L-EL 1

Ecosystem Exploration

We will explore all the different ecosystems in the park.  Students will identify and discussion transition zones, environmental resistance, and succession.  Prairie restoration will be highlighted, explaining how we are halting succession through several management methods including prescribed burns.

Spring / Fall    Grades 6-12

Unique Plants

We will hike through the park and identify and discuss various unique plant, and wildlife features. Topics will include clones, environmental resistance, seed dispersal, leaf adaptations, and pollination. We will discuss how these unique qualities benefit the species and the entire ecosystem.

Spring / Fall    Grades 8-12

State Standards and Benchmarks Key

Benchmark Code     Description

Social Studies

Early Elementary

ll.1 E-EL 2  Describe the natural characteristics of places and explain the basic        causes for those characteristics

ll.2 E-EL 1 Describe how people use the environment to meet human needs and wants

ll.2 E-EL 2 Describe ways the environment has been changed by people and how environment affects people

ll.2 E-EL 3 Suggest ways people can help improve the environment

ll.3 E-EL 1 Identify locations of significance in their immediate environment and explain reasons for their location

ll.4 E-EL 1 Identify regions in their immediate environment and describe their characteristics and boundaries.

ll.4 E-EL 3 Describe changes in the region over time as well as presently.

lll. 1E-EL 1 Cite examples of government carrying out its legal authority in their local environment

lV.1 E-EL 2 List ways that individuals can conserve limited resources.

V.1 E-EL 2 Acquire information from observation of the local environment.

Social Studies

Later Elementary

ll.1 L-EL 2 Locate and describe diverse kinds of communities and explain the reasons for their characteristics and location.

ll.2 L-EL 1 Explain basic ecosystem concepts and processes.

ll.2 L-EL 2 Describe the location, use, and importance of different kinds of resources and explain how they are created and the consequences of their use.

Mathematics

l.1 EL1 Recognize, describe and extend numerical and geometrical patterns.

l.1 EL 4 Explore various numeric and geometric patterns (repeating, growing, shrinking)

l.1 EL 5 Apply their experience with patterns to help solve problems.

L.2 EL 1 Recognize change and variability when it occurs in a variety of settings.

l.2 EL 3 Explore change, and realize that changes are frequently interdependent.

l.2 EL 4 Use tables, charts, open sentences and hands-on models to represent change and variability.

l.2 EL 5  Begin to describe and differentiate between types of relationships, especially repeating, growing and shrinking.

ll.2 EL 5 Use concepts of position, direction and orientation to describe the physical world and to solve problems.

ll.3 EL 1 Compare attributes of objects, develop standard units of measure, and select and use standard tools for measurement.

ll.3 EL 2 Identify the attribute to be measured and select the appropriate unit of measurement for length, mass, area, perimeter, capacity, time, and temperature.

lll.1 EL 1 Collect and explore data through counting, measuring and conducting surveys and experiments.

lll.1 EL 2 Organize data using concrete objects, picture, tallies, tables, charts diagrams and graphs

lll.2 EL 2 Describe the shape of the data using informal language.

lll.2 EL 3 Draw, explain and justify conclusions, such as trends based on data.

lll.3 EL 4 Make and explain predictions based on data.

Science Elementary

C e-1 Generate questions about the real world

C e-2 Develop solutions through reasoning, observation, and investigation.

C e-3 Manipulate simple devices that aid observation and data collection.

C e-4 Use simple measurements devices in scientific investigations.

C e-6 Construct charts and graphs and prepare summaries of observation.

EAW e-1 Describe weather conditions

EG e-2 Recognize and describe different types of earth materials.

EG e-3 Describe the natural changes in the earth’ surface.

EG e-5 Describe uses of materials taken from the earth.

EG e-6 Demonstrate ways to conserve natural resources and reduce pollution through reuse and recycling of manufactured materials.

EH e-1 Describe how water exists on earth in three states.

EH e-2 Trace the path that rain water follows after it falls.

EH e-3 Identify sources of water and its uses.

LE e-2 Explain how physical and behavioral characteristics of animals help them to survive in their environments.

LEC e-1 Identify familiar organisms as part of a food chain or food web and describe their feeding relationships within the web.

LEC e-2 Describe the basic requirements for all living things to exist.

LEC e-4 Describe positive and negative effects of humans on the environment.

LO e-3 Describe life cycles of familiar organisms.

LO e-4 Compare and contrast environmental needs for organisms.

PCM e-1 Describe common physical changes in matter – size, shape: melting,freezing, dissolving, and evaporating.

PMEO e-1 Describe and compare motions of objects in terms of speed and direction.

R e-2 Show how science concepts can be illustrated through creative expression such as language arts and fine arts.

R e-4 Develop an awareness of and sensitivity to the natural world.

Science Middle School

C m-1 Generate scientific questions about the world based on observation.

C m-2 Design and conduct simple investigation.

C m-3 Use tools and equipment appropriate to scientific investigation.

C m-5 Use sources of information in support scientific investigation.

EAW m-3 Explain the behavior of water in the atmosphere.

EG m-3 Explain how rocks are broken down, how soil is formed and how surface features change.

EH m-1 Use maps of the earth to locate water in its various forms and describe conditions under which they exist.

EH m-2 Describe how surface water in Michigan enters the oceans and returns.

EH m-3 Explain how water exists below the earth’s surface and how it is replenished.

EH m-4 Describe the origins of pollution in the hydrosphere.

LEC m-2 Describe how organisms acquire energy directly from sunlight.

LEC m-3 Predict the effects of change in one population in a food web on other populations.

LEC m-4 Describe the likely succession of a given ecosystem over time

LEC m-5 Explain how humans use and benefit from plant and animal materials.

LEC m-6 Describe ways in which humans alter the environment

PCM m-3 Explain physical changes in terms of the arrangement and motion of atoms and molecules.

PME m-2 Explain when length, mass, weight, density, area, volume or temperature are appropriate to describe the properties of an object or substance.

PME m-4 Describe the arrangement and motion of molecules in solids, liquids and gasses.

R m-5  Develop an awareness of and sensitivity to the natural world.

Flushing Township Nature Park
8301 N. McKinley Road
Flushing, MI. 48433
Phone: 810-639-6161
Fax: 659-4212
Email: ftnp@centurytel.net