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Overview:
In this lesson, students will be encouraged to become "Everyday Explorers" as they dig in, get dirty, and learn more about the physical and biological world around them. They will become hands-on scientists on a local level as they explore their schoolyard. They will also discuss ways they can continue to be Everyday Explorers all year long.
Connections to the Curriculum:
Geography, science
Connections to the National Geography Standards:
Standard 8: "The characteristics and spatial distribution of ecosystems on Earth's surface"
Time:
Two to three hours
Materials Required:
- Computer with Internet access
- Gardening shovels, magnifying glasses, buckets, and binoculars
Objectives:
Students will
- discuss exploration;
- perform an in-depth exploration of their schoolyard; and
- discuss ways they can be hands-on Everyday Explorers year round.
Geographic Skills:
Asking Geographic Questions
Acquiring Geographic Information
Answering Geographic Questions
Analyzing Geographic Information
S u g g e s t e d P r o c e d u r e
Opening:
Ask students to brainstorm ideas that come to mind when they hear the word "exploration." Answers may include the discovery of new lands, space exploration, or ocean exploration. Discuss with students how humans are constantly exploring their world. Even babies seem to have an insatiable need to see, touch, and even taste everything they can get their hands on. Ask them to share places and ways in which they have gone exploring in the past. Answers might include vacations to new places, hiking through a local green area, playing outdoor games, and more.
Tell students that the desire to explore the world and understand how things work remains strong right up through adulthood. Tell them that scientists even get paid to explore. Have students read the biographies on National Geographic's Emerging Explorers Web site. After students have finished exploring the site, lead a discussion on the many aspects of exploration, using the work of the Emerging Explorers as examples.
Development:
Activity 1:
Tell students that today they will be spending the class period exploring the world around them. On the board or on chart paper, make a two columned chart with the headings "Biological" and "Geological." Have students brainstorm ideas regarding what they'd like to explore in and around their schoolyard under those two headings. If they have trouble getting started, offer some suggestions, such as digging into the dirt to see what kind of bugs and worms live there (biological), hunting for rocks to see how many different types they can find (geological), or observing birds that may perch in trees and bushes (biological). Write the list on the board or on chart paper. Show students the shovels, magnifying glasses, buckets, and binoculars, and ask how they could use each one as part of their exploration. For a richer experience, start by having students create their own Everyday Explorer tool kits, as described in the Xpeditions activity Be an Explorer Every Day!
Divide the class in half and assign one half to be Bio-Blitzers and the other half to be Geo-Geniuses. Tell students that they should take notes in their journals where they can record their observations and findings. Remind them to include the date, time, weather conditions, and location in their notes. Lead the class outdoors for a 30-45 minute exploration of the schoolyard and surrounding area. Encourage students to use the tools (shovels, buckets, etc.) as part of their exploration.
After you return to the classroom, have students wash their hands or use a hand sanitizer to kill germs. Hold a class discussion on their findings. Start a new chart with the same two headings ("Biological" and "Geological") and list student observations in the appropriate column. (You may need to add an "Other" column if the students found any litter or other objects that don't fit the other categories.) Ask students the following questions:
- Did the class make more biological or geological observations? Why do you think this is so?
- Were you surprised by any of the discoveries? Which one(s), and why?
- Was there anything you expected to find, but did not?
- Did you find anything that really doesn't belong out there (such as trash)? If so, what might you do about it?
Have students answer the following questions, individually, in their journals:
- Based on the class research, what one thing would you like to know more about?
- How could you go about gathering more information? List the tools you would need, and the steps you would take to do more research into your chosen area.
Activity 2:
Tell students that the class will be making plans to keep up their everyday exploration year-round. Hang a calendar (PDF, Adobe Reader required) on the wall (and/or give a calendar to each student) and fill in the dates for this month. Tell students that each month the class will be entering some exploration activities (PDF, Adobe Reader required) into the calendar and ask the class to brainstorm ideas. Write down the ideas and pin them up next to the calendar. Suggest four activities that could be done this month and have students vote on which two they'd like to do. Remind them that there will be plenty of time to do other activities in future months, since they'll be exploring the world all year.
Consider the following ideas for encouraging student exploration:
- Have each student commit to doing an exploration activity on the date of their birthday each month.
- Each morning, select a different student to observe the weather (temperature, clouds, sun, wind, rain, etc.) and log the observations in a class journal. At the end of each month, have the class summarize the data using charts and graphs.
- Have each student or small groups of students select an ongoing activity to do over time. They can record the dates they explore on the class calendar.
- Each month, highlight important exploration-related dates on the calendar. On those mornings, spend a few minutes discussing the significance of each event. The following links will be helpful:
- Encourage students to share their own upcoming explorations (vacation, hiking trip, etc.) and mark them on the calendar.
Closing:
Have each student create a time line of exploration for their own life. Tell them to include anything they've done in their lives that could be considered exploring. This could include everything from learning to walk when they were babies, their first swim lesson, taking family vacations, exploring new parts of their neighborhood, and much more. Ask them to project into the future, adding things they plan to or would like to do at various ages as they get older. When they are done, have students share their time lines with the class.
Suggested Student Assessment:
Observe students during the outdoor activity. Make sure they are really getting involved in the exploration, using the tools provided, and taking notes. Collect student journals to read their field notes and ideas about future research. Make sure all students participate in the calendar activity.
Extending the Lesson:
- Students can prepare a poster depicting their findings in the schoolyard. The posters should be designed to teach fellow students about the diversity of biological and geological aspects of the schoolyard.
- Have students participate in a schoolyard cleanup to remove any litter they find. Keep a tally of the garbage they pick up (for example, what type of garbage is it, is it recyclable, etc.) and brainstorm ways to reduce littering in their schoolyard. Make sure you clean hands afterwards with soap and water or instant hand sanitizer.
- Continue to use the calendar in the class each month to foster exploration activities. Foster discussions about historic exploration and activities that encourage student exploration.
- Visit EdNet, National Geographic's Teacher Community, to access peer-suggested resources and ideas related to hands-on Earth science projects. Post your own ideas, resource suggestions, and class projects to share best practices with other educators.
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