Snow

The white snow and whistling winds of winter have officially set in and it is the perfect time of year to play with and observe snow!

If possible, take students outside on a winter walk to observe the snow, let them touch it, smell it, listen as they crunch it, walk on it etc. Allow them to share their own observations. For example ask:  What does the snow feel like? Is it cold? Warm? What does it smell like? What does it sound like when you walk on it?  What do you think would happen to the snow if we brought it inside? Why?

When you are done exploring and playing outside bring a container of snow inside to observe as it melts. Ask the children why they think it melted. Is there anything they could have done to keep the snow from melting inside? Listen to and record their ideas and then do the classroom experiment below.

Insulation experiment:

Ask children what they wear when they go outside in the winter? Why do they wear these? Do the extra layers keep them warm? Would layers keep the snow/ice cubes cold? Explain that the layers they wear work as insulation to keep them warm. Insulation traps air and keeps the temperature the same or slows down the change of the temperature.

You are going to do an experiment to see if you can wrap snowballs or ice cubes in insulation to prevent them from melting in your classroom.  Ask the children what they think would prevent the ice/snowballs from melting (or use previously discussed ideas from above). Keep a list of their suggestions. Discuss as a class the ideas that you want to try. Pick the ones that you are going to try and gather the supplies that you need. Some suggestions for insulation for the ice/snowballs might be newspaper/paper, hats/mittens, aluminum foil, tissue etc…let the children lead the experiment.

Once you have decided on the insulation that you are going to use, gather snowballs from outside or use previously frozen ice cubes and place each one in a separate container. Wrap each snowball in its chosen insulator and place in its own container. Be sure to leave on ice cube/snowball without insulation to act as your “control” to see how fast the ice cubes/snowballs would otherwise melt inside.  Make predictions about what you think is going to happen to the ice cubes/snowballs.

Over the course of the day observe your ice cubes/snow balls and record what is happening. Take pictures so you can create a display board of your experiment to display in your classroom. As you observe the ice cubes/snowballs ask the kids to make observations about what is happening. Is it what they thought was going to happen? Why or why not? Why do they think it turned out the way it did?  What else do we use insulation for? Record your classroom results and observations.

In addition, bring snow into the classroom and place it in one of your centers in a water table and allow the children to play with it as it melts. Observe how it gets sticky before it melts. When was it the easiest to build with? Why? What can you do with frozen? Melted?

Book List

Bancroft, H. 1997. Animals in Winter. HarperCollins Children's Books.

Barasch, L. 1993. A Winter Walk. Ticknor & Fields.

Berger, M. 1995. What Do Animals Do in Winter?: How Animals Survive the Cold. Ideals Publications.

Brett, J. 1996. The Mitten. Penguin Group.

Buehner, C. 2002. Snowmen at Night. Dial.

Butler, M.C. 2006. One Winter's Day. Good Books.

Cartwright, A. 1990. The Winter Hedgehog. Simon & Schuster Children's Publishing.

Cole, J. 1973. Plants in Winter. Harpercollins.

Conrad, H. 2001. Lights of Winter: Winter Celebrations Around the World. Lightport Books. 

Denslow, S.P. 2005. In the Snow. HarperCollins Children's Books.

Dixon, A. 2002. Winter Is. Alaska Northwest Books.

Evans, L. 2002. Winter: An Alphabet Acrostic. Houghton Mifflin Company.

Fallon, J. 2005. Snowball Fight. Dutton Juvenile.

Finnegan, M.P. 2002. Winter: Signs of the Season around North America. Capstone Press.

Fleming, D. 2001. Time to Sleep. Henry Holt & Company, Incorporated.

Florian, D. 1999. Winter Eyes. Greenwillow Books.

Freedman, R. 1981. When Winter Comes. Penguin Young Readers Group.

Gershator, P. 2001. When It Starts to Snow. Henry Holt & Company, Incorporated.

Glaser, L. 2002. It's Winter. Millbrook Press.

Good, E.W. 1994. White Wonderful Winter! Good Books.

Hader, B. 2005. The Big Snow. Simon & Schuster Children's.

Hirschi, R. 1996. Winter. Penguin Group Incorporated.

Hiscock, B. 1995. When Will It Snow? Simon & Schuster Children's Publishing.

Jones, J.B. 2001. Who Lives in the Snow? Rinehart P.

Kirk, D. 2004. Snow Dude. Hyperion.

Kroll, L. 2003. Winter, Awake! SteinerBooks, Incorporated.

Lawlor, E.P. 1998. Discover Nature in Winter: Things to Know and Things to Do. Stackpole Books.

McDonnell, J. 1993. Winter: Tracks in the Snow. Scholastic Library Publishing.

Minor, W. 1996. Red Fox Running. Houghton Mifflin Company.

Moncure, J.B. 2000. In Winter. Child's World, Incorporated.

Moore, E. 2005. The Magic School Bus Sleeps for the Winter. Scholastic, Inc.

Moutran, J.S. 1987. Story of Punxsutawney Phil, "the Fearless Forecaster". Literary Publications.

Murray, M.D. 2003. Don't Wake Up The Bear. Marshall Cavendish Inc.

National Geographic Society. 1997. Animals In Winter. National Geographic Children's Books.

Partridge, E. 1992. Moon Glowing. Penguin Young Readers Group.

Pascoe, E. 2000. How and why Animals Prepare for Winter. Creative Teaching Press, Incorporated.

Pfeffer,W. 2003. The Shortest Day: Celebrating the Winter Solstice. Dutton Juvenile.

Prelutsky, J. 1984. It's Snowing! It's Snowing! Greenwillow Books.

Sabuda, R. 2005. Winter's Tale: An Original Pop-up Journey. Simon & Schuster Children's Publishing.

Sams, C.R. 2000. Stranger in the Woods: A Photographic Fantasy. Sams, Carl, R. II, Photography.

Schnur, S. 2002. Winter: An Alphabet Acrostic. Clarion Books; Library Binding edition.

Seuling, B. 2002. Winter Lullaby. Harcourt Children's Books.

Stewart, P. 1999. Little Bit of Winter. HarperCollins Children's Books.

Stojic, M. 2002. Snow. Crown Books for Young Readers.

Stringer, L. 2006. Winter Is the Warmest Season. Harcourt Children's Books.

Thayer, T. 2001. Winter. Lerner Publishing Group.

Thomson, R. 1989. Winter. Scholastic Library Publishing.

Vestergaard, H. 2004. Hello, Snow! Farrar, Straus and Giroux.

Wellington, M. 2000. Bunny's First Snowflake. Penguin Group Incorporated.

Wildsmith, B. 1991. Animal Seasons. Oxford University Press.

Yolen, J. and J. Stemple. 2005. Snow, Snow: Winter Poems for Children. Boyd Mills Press.

Tracks!

Wild animals are all around us, even in the winter. Most wild animals hide from us and so can be difficult to observe.  Luckily, wild animals often leave clues about themselves behind that we can find.  One of the biggest clues wildlife leaves behind are footprints or tracks.  By finding and observing animal tracks you can learn a lot about the animals that left them, such as, what kind of animal it was, where they were going, how many there were and what they were doing.  A whole wildlife story can be told by looking at footprints!  Winter is a wonderful time for looking for animal tracks because snow captures footprints well.

Take children on a walk around the schoolyard, backyard or local park to look for animal tracks.  If you are fortunate enough to have a bird feeder nearby that is a wonderful spot to find bird tracks.  Also look for squirrel tracks next to trees and deer tracks at the edge of wooded areas.  Encourage the children to share their observations.  Ask: What kind of animal do they think the tracks you found are from? What do they think the animal was doing?  Where was it going? Why?  As a class make up stories about what the animal was doing and where it was going.  When you get back to the classroom record your collective story and have the children draw pictures to illustrate it.  Collect the bits of story and save it as a new classroom book!  (Don't forget to have the children observe their own tracks in the snow too!)

Then when you get back to the classroom make tracks of your own!  You will need animal tracks stamps or stencils, butcher paper, paint, water and towels.  Lay out butcher paper and let each child remove their shoes and socks, dip their feet in paint and walk across the butcher paper.  Also, allow each child to use stamps or stencils to make tracks on the butcher paper.  Ask the children what they observe?  Were everyone’s tracks the same?  Why or why not? 

For snack time make “track crackers” with spread (cream cheese, hummus or something spreadable), crackers and veggies, chow mein noodles and dried fruit.  Arrange bits of carrots, noodles and/or raisins to make tracks on your crackers!

For more fun ideas use Project WILD’s Growing Up WILD “Tracks!”

Book List

Arnosky, J. 1998. Animal Tracker. Random House Value Publishing, Inc.

Arnosky, J. 1979. Crinkleroot's Book of Animal Tracks and Wildlife Signs. Penguin Group (USA).

Arnosky, J. 1995. I See Animals Hiding. Scholastic.

Arnosky, J. 1994. Crinkleroot's Twenty-Five Mammals Every Child Should Know. Simon & Schuster Children's Publishing.

Arnosky, J. 2008. Wild Tracks!  A Guide to Nature's Footprints. Sterling Publishing.

Boring, M. and L. Garrow. 1996. Rabbits, Squirrels, and Chimpmunks (Take-Along Guide). T&N Children's Publishing.

Dingwall, L. 1994. Deer (Getting to Know Nature's Children Series). Grolier Academic Reference.

Dorros, A. 1991. Animal Tracks. Scholastic, Inc

George, L. B. 1999. In the Snow: Who's Been Here?. HarperCollins Publishers.

Giogas, V. 2007. In My Backyard. Sylvan Dell Publishing.

Herkert, B. 2001. Birds in Your Backyard. Dawn Publications.

MacLulich, C. 1996. Animal Feet. Scholastic, Inc.

Nail, J.D. and H. Skudder. 1994. Whose Tracks Are These? A Clue Book for Familiar Forest Animals. Rinehart Publishing.

Ricci, C. and S. Hall. 2003. Follow Those Feet! (Dora the Explorer Ready-to-Read, Level 1). Simon & Schuster Adult Publishing Group.

Robertson, K. 1986. Signs along the River: Learning to Read the Natural Landscape. Rinehart.

Rockwell, A. 1992.  Our Yard is Full of Birds. Simon and Schuster Children’s Publishers.

Ruurs, M. 2007. In My Backyard. Tundra.

Sams, C.R. and J. Stoick. 2000. Stranger in the Woods: A Photographic Fantasy. Carl R. Sams II Photography.

Selsam, M. E. and M.D. Hill. 1999. Big Tracks, Little Tracks: Following Animal Prints. HarperCollins Publishers.

Selsam, M.E. and J. Hunt. 1991. Keep Looking! Simon & Schuster Children's Publishing.

Sill, C. 1997. About Birds: A Guide for Children. Peachtree Publishers.

Wiesmuller, D. 2003. In the Blink of an Eye. Walker & Company.

Wolff, A. 2006. Stella and Roy Go Camping. Yosemite Association.

Yee, W.H. 2007. Tracks in the Snow. Square Fish.

Trees in Winter

If possible take children on a winter tree walk around the neighborhood or schoolyard to observe trees during the winter.  Note the difference between evergreen trees and trees that lose their leaves during the winter.  Feel the difference textures of the bark on different trees.  Allow each child to pick a tree to be “their tree”.  Take a picture of each child with their tree, and let them make observations about their tree.  Note which tree each child picked so they can return to visit their tree in the spring to observe the changes the seasons bring to their tree.

After returning to the classroom display a collection of evergreen and deciduous tree twigs and allow children to explore them.  Smell them, scratch them, feel the difference in their bark, use magnifying glasses to look closer.  Note that the evergreen twigs have “needles” on them but that the deciduous twigs do not.  Ask: Which twigs do you like best?  How are the leaves the same?  How are they different? How are the leaves of evergreen trees different from the leaves of the trees that lose their leaves in the fall?

After children have had an opportunity to fully explore the twigs get out paint and paper and let them paint with evergreen branches or make prints using the needles.  Or they could paint a picture of their tree that they adopted while outside.

For snack time make evergreen tree sandwiches together.  You will need: bread, cream cheese (green-tinted if possible), dried fruit and/or nuts.  Using plastic knives, show children how to cut bread into triangles, how to spread cream cheese on their bread and then allow them to “decorate” their trees with dried fruit and nuts.  Serve with hot cocoa (which comes from trees!).

For this and other great ideas use Project Learning Tree’s Environmental Experiences for Early Childhood “Evergreens in Winter”.

Book List

Arnosky, J. 1992.  Crinkleroot's Guide to Knowing the Trees.  Simon & Schuster Children's Publishing.

Arnosky, J. 1999. Crinkleroot's Nature Almanac. Simon & Schuster Children's Publishing.

Barasch, L. 1993. A Winter Walk. Ticknor & Fields.

Behn, H. and J. Endicott. 1994. Trees. Henry Holt & Company, Inc.

Bunting, E. 1994. The Night Tree. Voyager Books.

Burns, D. and L. Garrow. 1998. Leaves, Trees and Bark (Take-Along Guide). NorthWord Books for Young Readers.

Canizares, S. and P. Chanko. 1997. Look At This Tree. Scholastic, Inc.

Davis, W.A. 1996. Douglas Fir. Scholastic Library Publishing.

Gaff, J. 2005. I Wonder Why Pine Trees Have Needles and Other Questions about Forests. Roaring Brook Press.

Gerber, C. 2008. Winter Trees. Charlesbridge.

Gibbons, G. 2002. Tell Me, Tree: All About Trees for Kids. Little, Brown Books for Young Readers.

Gove, D. and M. H. Mallory. My Mother Talks to Trees. Peachtree Publishers.

Iverson, D. 1999. My Favorite Tree: Terrific Trees of North America. Dawn Publications.

Miller, D.S. and S. Schuett. 2003. Are Trees Alive? Walker & Company.

Udry, J.M. and M. Simont. 1987. A Tree is Nice. HarperCollins Publishers.

Van Laan, N. 2000. A Tree for Me. Random House.

Worth, B. 2006. I Can Name 50 Trees Today!: All about Trees. Random House Publishing Group.

“What’s Wild?”

Background

It’s time to explore the difference between wild and domesticated animals! Animals that are wild are called wildlife. Wild animals are animals that take care of themselves without depending on people. This means that they get their food, water and everything they need to survive on their own from the environment. Domestic animals are animals that rely on people to provide food, water and shelter for them. Domestication is a process that takes place over a long period of time and involves selectively breeding animals for the traits that we want.

The difference between wild and domestic animals may be confusing for children at times. For example, animals that live zoos are wild animals but their needs are provided for by people. These animals are a special example of those animals and are not how most of the animals of that species live. Encourage children to think about how most animals of the same species live.  Another example is dogs and cats that have been abandoned and are left to care for themselves. They are still domesticated animals; they are just no longer under the care of a person and are no longer tame.

Neighborhood Animal Walk

Start by asking children what comes to mind when they hear the words “wild animal”?  What are some wild animals that they have seen or know about? Can they think of any animals that are not wild? What is the difference? Do any of them have pets or know someone who has a pet?

Take children on a walk through the neighborhood around the school.  Watch for animals. When you see animals ask the children: Is that a wild animal or a not wild (domesticated) animal? Why do they think so? What is the animal doing? Keep a record of the animals that you see. Record the children’s observations.

Classroom (or outdoor space)

Read aloud to the children the two “A Day in the Life” stories on page 73 of the book Growing Up WILD. Have children act out the stories or use a felt board or other visual to make the stories come to life. Discuss the differences in the two animals’ lives. Ask: How does the dog get what it needs? How does the squirrel get what it needs? Which of the animals is the wild animal? What is the difference?

Provide an assortment of plastic and/or plush animals for children.  As a class sort them into baskets according to whether children think they are wild or domesticated. Some animals may fit into either basket (mice, rabbits) so you may need a third basket for animals that can be either.

Provide the felt board and sorting animals for the children during center time to explore and play with. Listen to the stories they make up with the felt board.

If you have a classroom pet allow children to take part in the care of the pet. If they cannot directly take part in the care of the animal they could help the teacher remember, gather supplies, or take turns observing the pet for the day.

For this and other great activities use Growing Up WILD’s “What’s Wild?”!

Book List

Auch, A. 2002. Tame and Wild (Spyglass Books Series). Spyglass Books.

Brett, J. 1989. Annie and the Wild Animals. Houghton Mifflin Harcourt.

Child, L. 2007. I Want a Pet. Tricycle Press.

Giogas, V. 2007. In My Backyard. Sylvan Dell Publishing.

Greydanus, R. and L. Sweat. 1989. Let's Get a Pet (First-Start Easy Reader). Troll Communications, LLC.

Keats, E.J. 2001. Pet Show!. Penguin Group (USA).

Mastin, C., and J. Sovak. 1997. North America Wild Animals. Grasshopper Books.

Meyer, K. 2006. Wild Animals of North America: A Poster Book. Storey Books.

Rockwell, A. 1992.  Our Yard is Full of Birds. Simon and Schuster Children’s Publishers.

Ruurs, M. 2007. In My Backyard. Tundra.

Thornhill, J. 2004. Wildlife ABC and 123: A Nature Alphabet and Counting Book. Maple Tree Press.

Van Eerbeek, T. 2002. The World of Farm animals: An Early Encyclopedia for Beginning Readers. Balloon Books.

Wolf, J. and M. Hafner. 1996. Daddy, Could I Have an Elephant?. HarperCollins Publishers.

Owl Pellets

An owl pellet is a dense mass of indigestible food that an owl coughs up after digesting a meal. Owls are predators and eat small mammals, birds, and reptiles. Owl pellets may contain bones, fur, and feathers. They offer a wonderful look at what owls in general eat as well as an intimate look at what a particular owl has eaten.

Obtain sterilized owl pellets for your class. Allow enough pellets so that children are in groups of 2-3 per pellet. If you collect pellets yourself instead of ordering pre-sterilized pellets the pellets will need to be sterilized. Sterilize by wrapping pellets in foil and heating them in a 325° oven for 40 minutes.

Start by asking children if they have ever seen a bird eat? How did it eat? What did it eat? What kinds of foods do birds eat? Show them one of the owl pellets and ask them what they think it might be? Tell them it is something made by a bird. Tell them they get to be scientists and explore what the object is.

Give each group/pair of children a pellet as well as a paper plate, dissecting tools, magnifying glass, and small containers. Explain that they can touch, pull apart, and separate the object. Explain that the containers are for them to sort out what they find. As they are examining their pellets ask them questions about they find. What do they notice about the object? What is inside of it? What does it feel like? Allow them to share their ideas and observations. Continue to ask questions and make observations until they come to the conclusion that it is the leftover bones, fur, and feathers from a meal of a bird. Show them pictures of owls. Has anyone ever seen an owl? What did it look like? What do owls eat? Talk about predators. Ask why they think the owl coughed up the bones, fur and/or feathers?

Barn Owl Nest Box

Build a Barn Owl nest box (or several) together as a class. Then find a place to hang them. Check with your local County Conservation Board or local land owners. Plan a field day to help hang the nest boxes (or at least observe). Plan to revisit the site at a later date to check if it is being used. Perhaps partner with CCB or landowner to have someone check it regularly and give photos/updates to the class.

IDNR: County Conservation Boards

http://www.iowadnr.gov/InsideDNR/DNRStaffOffices/ConservationLawEnforcement/CountyConservationBoards.aspx

All About Birds: Barn Owls

http://www.allaboutbirds.org/guide/barn_owl/id

USDA Barn Owl nest Box and Instructions

ftp://ftp-fc.sc.egov.usda.gov/CA/news/Publications/wild_habitat/owl_nest.pdf

Missouri Department of Conservation How to Build a Barn Owl Nest Box (includes video and audio of Barn Owls)

http://mdc.mo.gov/discover-nature/how/woodworking/how-build-barn-owl-nest-box

Shaw Creek Bird Supply Barn Owl Nest Box Plans

http://www.shawcreekbirdsupply.com/plans_barn_owl.htm

Snacks and Crafts

Provide children with various craft supplies and various natural objects to make their own owls (do this craft outside if possible and allow children to gather their own natural objects). Some ideas are toilet paper or paper towel rolls (cut in thirds), press the tops down together to form the head and ears of an owl. Allow children to decorate as they want. Leaves, bark, fabric or paper scraps can be wings. Googly eyes, small stones, seeds can the eyes. Another idea is to use paper plates to make owls. Allow children to use their imaginations and see what wonderful owls they come up with! Display the owls in the classroom.

For snack time make owl toast. Cut the crust off of toast. Cut into a circle, cut another small half circle off of the top to form the ears of the owl. Use two banana slices with chocolate chips for eyes. Use a small triangle of a graham cracker for the nose. Enjoy!

For this and other fun ideas for exploring owls with young children use Growing Up WILD’s “Owl Pellets”.

Links

Virtual Owl Pellet Dissection

http://www.kidwings.com/owlpellets/flash/v4/index.htm

NWF: Legends of the Guardians Owl Activities

http://www.nwf.org/~/media/PDFs/About/NWF-Movies/LOTG_KidsGuide.ashx

Owls made with a paper towel roll

http://www.frugalfamilyfunblog.com/2010/10/owl-family-play-set.html

The Owl Pages

http://www.owlpages.com/

Wikipedia: Owls

http://en.wikipedia.org/wiki/Owl

Owl pellets for sale

http://www.pelletsinc.com/

Owl Book List

Arnosky, J. 1999. All About Owl. Scholastic, Inc.

Bailey, J. 1990. Life Cycle of an Owl. Scholastic Library Publishing. Butterworth, C. 1990. Owls. Steck-Vaughn. Frank, R. 2004. So What, Saw-Whet? Hummingbird Mountain Press. George, M. 1998. Owls. Child's World, Incorporated. Gibbons, G. 2006. Owls. Holiday House. Gibson, D.C. 2001. Owls and Their Homes. Rosen Publishing Group, Incorporated. Hiscock, B. Ookpik: The Travels of a Snowy Owl. Hoffman, J. et al. 1993. Mouse and Owl. School Zone Publishing Company. Johnston, T. 2001. Barn Owls. Charlesbridge Publishing, Inc. McDonald, M. 1997. Whoo-oo Is It? Scholastic, Inc. Richardson, A.D. 2002. Owls: Flat-Faced Flyers. Capstone Press. Riley, J. 2004. Quiet Owls. Lerner Publishing Group. Townsend, E.R. 2004. Woodland Animals: Owls. Capstone Press. Waddell, M. and P. Benson. 1996. Owl Babies. Candlewick Press. Yolen, J. 1987. Owl Moon. Philomel.

Spiders and other “creepy” Halloween animals!
Many of the symbols of Halloween are animals - creepy, crawly spiders, swopping bats, owls in trees, and crows on rooftops. These animals aren’t inherently scary and they most certainly aren’t evil! Let’s explore some truths about these “Halloween” animals!

As you learn about each “spooky” animal ask children what they know about that animal first. Show them a picture of each animal and ask: Do they “like” this animal? Why or why not? Have they ever seen or touched one in real life? Would they want one as a pet? Why or why not? Say the name of each animal and have children stand in different floor circles corresponding to different emotions (smiley face, straight line face, and frown). Graph children’s responses to each animal. After children have learned more about each animal repeat the emotions graph. Has it changed? Did the children change their minds about the animals? What changed their minds? How do they feel now? Accurate information and pleasant experiences with animals helps promote positive feelings for “creepy crawly” animals!

Spiders

Creepy spiders and dusty cobwebs are a staple of Halloween decorating. But what do you know about these web-spinning animal wonders?

There are more than 3,000 species of spiders in North America. These interesting eight-legged arachnids eat insects and other small prey. They are beneficial to humans because they help keep insect populations under control. The world would be full of flies if it wasn’t for spiders!

Make a Pinecone Spider

http://www.themagiconions.com/2012/10/lets-make-a-pine-cone-spider-for-halloween.html

Books about spiders

Carle, E. 1989. The Very Busy Spider. Penguin Group (USA).
Cole, J., G. Cole and R. Broda. 1995. Spider's Lunch: All About Garden Spiders. Penguin Group (USA).
Cronin, D. and H. Bliss. 2005. Diary of a Spider. HarperCollins Publishers.
London, J. and R. Baviera. 1998. Dream Weaver. Silver Whistle.
Monks, L. 2007. Aaaarrgghh! Spider! Houghton Mifflin Harcourt.
National Audubon Society. 1980. National Audubon Society Field Guide to North American Insects and Spiders. Knopf.
Resnick, J.P. Spiders (Photo-Fact Collection Series). Kidsbooks, Inc.

Bats

Bats are the only mammals capable of true flight and one of the most misunderstood animals in the world. Contrary to popular belief, bats do not dive at your hair, bite your neck, or suck your blood! Bats find their way using a sonar-like system called echolocation, though they can see with their eyes as well. Iowa’s bats are insect eaters and have no more desire for your blood than a fluffy bunny does.

Bats are beneficial to humans in a BIG way – by eating insects!  A single bat can eat up to 2,000 mosquitoes in a single night. That’s 2,000 mosquitoes gone from your yard in one night by just one bat! There are nine species of bats found in Iowa, one of which, the Indiana bat, is federally endangered.

Crispy Tortilla Bat Snack

http://www.pillsbury.com/recipes/crispy-bat-snacks/24cb9355-e821-450a-b825-0c7880c1afc2/

Books about bats
Cannon, J. 1993. Stellaluna. Harcourt Children's Books.
Gibbons, G. 2000. Bats. Holiday House.
Halfmann, J. 2005. Red Bat at Sleep Hollow Lane. Soundprints.
Taylor, David. 1993. Nature’s Creatures of the Dark: A Pop-Up Glow-in-the-dark Exploration. Dial.

Owls

These nocturnal hunters of woodlands and fields have been regarded with apprehension for centuries. With their silent wings, large eyes, and heads that appear to turn all the way around (a myth!), these fascinating birds of prey have gotten a bad rap.

There are eight species of owls that are regularly found in Iowa and four species that are occasional visitors.

Wide Eye Owl Song (with hand play)

There's a wide eye owl (make binoculors with hands on eyes)
With a pointed nose (point to nose)
Two pointed ears (grab ears)
And claws for toes (wiggle fingers and point to toes)
He lives way up in the tree (point up to the ceiling)
And when he looks at you (point)
He flaps his wings (flap arms like wings)
And says Who....Whooo! (continue flapping)

Books about owls

Arnosky, J. 1999. All About Owl. Scholastic, Inc.
Bailey, J. 1990. Life Cycle of an Owl. Scholastic Library Publishing.
Butterworth, C. 1990. Owls. Steck-Vaughn.
Gibson, D.C. 2001. Owls and Their Homes. Rosen Publishing Group, Incorporated.
Holmes, K.J. 1998. Owls. Scholastic Library Publishing.
McDonald, M. 1997. Whoo-oo Is It? Scholastic, Inc.
Richardson, A.D. 2002. Owls: Flat-Faced Flyers. Capstone Press.
Riley, J. 2004. Quiet Owls. Lerner Publishing Group.
Yolen, J. 1987. Owl Moon. Philomel.

Crows

Maybe it is the fact that crows are large and ominous looking, or maybe it’s their hoarse, throaty calls, but crows are often associated with witches and haunted houses. However, crows are highly intelligent, social birds who love to play just like you do!

Make a Crow Craft

http://familycrafts.about.com/od/stoneandrock/a/Rock_Crow_Craft.htm

Book about crows

Keenan, S., and K. Duggan. 2012.  As the Crow Flies. Feiwel & Friends.
Pringle, L., and M. Robert. 2010. Crows! Strange and Wonderful. Boyds Mills Press.
Raschka, C. 2010. Little Black Crow. Atheneum/Richard Jackson Books.
Roza, G. 2013. A Murder of Crows (Animal Groups Series). Gareth Stevens Publishing.
Singer, M., and L. Saport. 2002. The Company of Crows: A Book of Poems. Houghton Mifflin Harcourt.

 

Category I 1st Place

Drew Boothe, Berg Elementary

 

Take It Outside Art Contest 2014

Welcome Teachers!

The Department of Natural Resources invites you to enroll your class in our third annual “Take It Outside” Art Contest — win prizes that will get you and your students involved in outdoor activities.

This year's art contest will focus on natural places — from prairies and forests to lakes and

streams. Natural places can be public — like national wildlife refuges; state, county and city parks and recreation areas; school grounds. They can be smaller and private — backyards, vacant lots. Regardless of size or location, special places connect us to the outdoors. Where is your favorite place to "take it outside?" How do you enjoy your special natural area? Do you hike? Fish? Paddle? Turn over logs? Stare at the sky?

Students are encouraged to use their artistic skills to create an image that shows them "Taking it Outside" in their favorite natural place (prairie, timber, pond, lake, stream, river, marsh - even their backyard or vacant lot). Be sure they show what makes the place special for them.

Winning entries will receive prizes and be used for upcoming promotions and displayed at the DNR building during the Iowa State Fair. Participating schools will be entered into a drawing to receive a grant (total of 4 grants awarded) for a natural resources-based recreation experience at a local outdoor recreation area.

For complete details, check out the Contest Rules on our website: http://www.iowadnr.gov/Education/ForTeachers/EducationCompetitions.aspx.

2014 Take It Outside Art Contest Rules
2014 Take It Outside Art Contest Teacher Registration Form
2014 Take It Outside Art Contest Student Entry Form

 

Mark your calendars because October 9, 2013 is a BIG, HEALTHY day!!

October 9 marks three great events aimed at getting kids outside and moving to promote a healthy lifestyle. It is International Walk to School Day, Live Healthy Iowa Kids: Fall Fitness Day, and Iowa’s Healthiest State Walk. See below for more information about these great events!

Live Healthy Iowa Kids: Fall Fitness Day

http://www.livehealthyiowakids.org/aspx/Public/Page.aspx?pid=13677
Fall Fitness Day is a one-day event encouraging Iowa schools to engage their students in 30 minutes of continuous activity. It shows kids that physical activity is fun and healthy! Visit the above link to register your school and for more information.

Activity ideas:

• Walk  
• Obstacle course
• Fitness stations
• Relay races
• Aerobics
• Dancing
• Nature hike
• Community cleanup

Healthiest State Walk

http://www.iowahealthieststate.com/healthiest-state-walk
Iowans across the state have shown their support for the Healthiest State Initiative by the thousands. By the hundreds of thousands, actually – in both 2011 and 2012, nearly 300,000 Iowans participated in 1-kilometer walks to show that we’re ready for a healthier Iowa.

They are striving to keep that momentum going to make this year’s walk on October 9 the biggest one yet. Be part of the movement by walking 1-kilometer (0.62 miles) on October 9.

International Walk to School Day

http://www.walkbiketoschool.org/
International Walk to School Day is October 9, 2013! International Walk to School Day is a global event that involves communities from more than 40 countries walking and biking to school on the same day. It began in 1997 as a one-day event. Over time, this event has become part of a movement for year-round safe routes to school and a celebration – with record breaking participation – each October. Today, thousands of schools across America – from all 50 states, the District of Columbia, and Puerto Rico – participate every October.

Three Ways to Participate

• Walk or bike from home
• Designated starting points (for students/families that live too far from school to walk or ride a bike)
• Walk or bike AT school

Just 15 minutes outdoors makes children happier and more relaxed!

 Tips for planning outdoor time into your day during the school year

For parents:

• Do homework outside
• Schedule outdoor time into your schedule
• Visit a local park after dinner
• Backyard picnic once a week
• Visit local apple orchard or farmer’s market
• Outdoor reflection time. Sit. Breathe. Observe.
• Keep a family nature journal
• Any activity that gets you outside as a family!
• Create a family “nature table” in your home to display nature finds (rocks, leaves, feathers, etc…)
• Bring potted plants indoors to “green” up your indoor space

For educators:

• Plan outdoor time into your school day
• Take reading time outdoors
• Plan outdoor walks in your day (can be worked into a multitude of subjects – art inspiration, social studies observation, science nature studies, math statistics, etc…)
• Bring nature into your classroom with potted plants, fish aquariums, nature table, etc…

Why outdoor time is so important

• Children who play outside are healthier and happier
• Outdoor time increases academic success
• Playing outside leads to more active imaginations and lowered aggression
• People who play outside as children grow up to be better stewards of the environment

Links

Iowa Department of Natural Resources: Benefits and considerations of taking kids outside
http://www.iowadnr.gov/Portals/idnr/uploads/education/kidsoutside.pdf

National Wildlife Federation: Why Be Out There

http://www.nwf.org/Be-Out-There/Why-Be-Out-There.aspx

Children & Nature Network: GROW OUTSIDE! Richard Louv’s Keynote address to the American Academy of Pediatrics National Conference

http://blog.childrenandnature.org/2010/10/04/grow-outside-keynote-address-to-the-american-academy-of-pediatrics-national-conference/

National Wildlife Federation: Health Benefits

http://www.nwf.org/Be-Out-There/Why-Be-Out-There/Health-Benefits.aspx

National Wildlife Federation: Special Reports about Children and Nature

http://www.nwf.org/Be-Out-There/Why-Be-Out-There/Special-Reports.aspx

Books for Parents and Educators

Broda, H. W. 2011. Moving the Classroom Outdoors. Stenhouse Publishers.
Chalufour, I., and K. Worth. 2003. Discovering Nature with Young Children.Redleaf Press.
Cohen, R. P. 2011. 15 Minutes Outside: 365 ways to get out of the house and connect with your kids. Sourcebooks, Inc.
Cornell, J. B. 1998. Sharing Nature with Children (20th Anniversary Edition). Dawn Publications.
Leslie, C. W. 2010. The Nature Connection: An Outdoor Workbook for Kids, Families, and Classrooms.Storey Publishing.
Louv, R. 2008. Last Child in the Woods: Saving Our Children From Nature-Deficit Disorder. Algonquin Books.
Ross, C., and T. Gladfelter. 1995. Kids in the Wild: A Family Guide to Outdoor Recreation. Mountaineer Books.
Sobel, D. 2004. Place-Based Education: Connecting Classrooms & Communities. The Orion Society.
Sobel, D. 1998. Mapmaking with Children: Sense of Place Education for the Elementary Years. Heinemann.
Smith, G. A., and D. Sobel. 2010. Place-And Community-Based Education in Schools. Routledge.
Stein, S. 2001. Noah's Children: Restoring the Ecology of Childhood. North Point Press.
Van Tilburg, C. 2005. Introducing Your Kids to the Outdoors. Stackpole Books.