Creating a Nature-Classroom Interface

Creating a Nature-Classroom Interface.

By Emily Martin 

To synthesize their knowledge of biomes, the 3^rd graders at TNS along with the 1^st and 2^nd graders were involved in a lesson allowing them to delve deeper into these habitats.  Emily Martin, senior at SUNY ESF, brought to the table a lesson plan about competition in the natural world, and worked with teachers at The New School to develop a lesson plan in which students would apply their knowledge to real life scenarios. 

At the first of a series of mini-lessons, the 1^st and 2^nd graders needed to be caught up to speed about what biomes were and what characteristics existed in each.  The 3^rd graders were able to use their knowledge to help teach the other students and we came up with lists of plants and animals in the six biomes that the 3^rd graders had previously learned about. We discussed the weather/climate and habitat type of tropical rainforests, temperate forests, grasslands, desserts, the taiga, and the tundra.  The following days consisted of each student being assigned a plant and animal and working in pairs to research their organisms.  The students filled out fact cards on which they had to write the food, water, and habitat requirements of their organism and sketch a picture of it.  They seemed to thoroughly enjoy learning new in-depth facts about the plants and animals they were assigned and were very engaged, helping each other learn.

The final portion of the lesson consisted of a role-playing game in which the students were split into groups representing each biome. The plant and animal fact cards were used as a reference in each group in addition to water and sunlight graphs that the older students help make.  Students took turns rolling the die and then a question would be read from a deck of cards from the corresponding category.  Categories included Human Impact, Natural Disturbance, Climate Change, Plant Mix-Up, and Animal Mix-up.  Each card had a scenario that was read to the students, and the students had to determine what the associated impact on the biome and its plants and animals would be.  Students seemed to really enjoy this role-playing exercise, and were able to establish some very feasible answers exercising their critical thinking skills.

The students especially liked the Plant Mix-Up and Animal Mix-Up scenarios because they consisted of questions such as, “What would happen if an elephant moved to the desert?” or “Would a grey wolf be able to survive in the tundra? What would happen to the Arctic wolves?”. Students were able to develop sensible answers to these questions, discussing with one another about the needs of the given plant or animal and whether or not it could survive in a different environment.  With some guidance they were able to determine the consequences of relocating animals and plants not only on the individual organisms but on the plants and animals of the new ecosystems to which they were introduced.

They were also expected to determine whether the impact or change was a positive or negative for the biome and for the plant/animal.  At the end of the game, they were able to synthesize that not all human impacts or climate change impacts are negative and that they have ability to make positive human impacts to preserve the different biomes.

The students seemed to really enjoy learning about new plants/animals by partaking in the research of their own organisms. They also were able to develop critical thinking skills while having fun applying their knowledge to real-life situations.  

Mystery Powder

 Starting in January 2013, all the third grade students were part of a “Mystery Powder” unit. The unit started with the shocking news of a “robbery" at the Temple up the road! Left at the scene of the “crime” was a white powder as the only evidence. All the students were engaged in observing the physical characteristics of three powders, Eek, Bug and Ace. Then students tested each powder with three liquids to observe the physical or chemical reactions that happened when liquids, Zip, Bop and Tap were added to each powder. Students were encouraged to write detailed descriptions of color, texture, hardness and smell. Finally when presented with the “evidence” from the crime, students had to identify which company was the culprit and provide evidence to support their suspicions. 

Midsummer Night's Dream

The older students at The New School thoroughly enjoyed Syracuse Stage’s production of Midsummer Night’s Dream. Once again we were treated to front row, center seats.  Following are comments, compliments and observations made by our students

Ben, Ciara, Ace, and Maia particularly enjoyed the costumes: All the costumes were very detailed. The costumes were really clever, especially Titanias. I never expected Puck to have pilot goggles. I especially liked Puck’s.

Emmy commented on the lighting: I liked how dream like the lights made it.

Josh, Neona Jonas, and Nora, all had observations about the staging: Why did Puck use the puff balls on his head? Maybe to be funny? I thought all the actors played their parts really well. I especially liked Lysander and Demetrius when they were off stage fighting. Puck was really, really funny. When he was hiding under the puff balls and taking them off his head, he replaced them. Puck was hilarious because he shut down when Oberon asked him to take the head of the ass off.  Every one did well with their voices. We could really hear just about everything.

Zerbie had an observation about the music: Welcome to the Jungle was a good choice of song on the boom box. The dress and the set as a whole were an anachronism stew.

Jake, Agnes and Nick had questions: Why did the fairies have boxing gloves? Why were the fairies wearing clown wings. Why did Puck sit on the guy fairy? At the ending they missed a part of the poem. Did they miss now I sweep the dust behind the door?

Alaira, Juliette, and Marina all had compliments about the scenery: The scenery was very cool, especially the giant puff balls. When the stars were on it didn’t look like they were on the ceiling. I liked the grass and the puff balls. It was very creative that you used bubbles for rain.

Max’s favorite part was the choreography: I liked the slow motion part. It was really well done.

Finally Monae and Savannah summed it all up: I really liked it. You should see it because it makes you laugh out loud and have fun. They did a really good job sticking with the play.