travelin` trunk - The Grand Canyon Association

Transcription

Grand Canyon Primary
TRAVELIN’ TRUNK
Teacher’s Guide
Gr and Canyon Association
Supporting the Park since 1932
Grand Canyon Association
P.O. Box 399
Grand Canyon, AZ 86023-0399
(800) 858-2808
www.grandcanyon.org
Copyright © 2012 by the Grand Canyon Association
All Rights Reserved. Published 2012
This Teacher’s Guide or portions of it may be printed out electronically from the Web or photocopied for classroom use.
No portion of this guide may be republished or distributed by any individual or group other than the Grand Canyon
Association without written permission from the publisher.
Edited by Todd R. Berger
The Grand Canyon Association would like to thank teachers Stacey Connell, Jennifer Marshall and Jeff McQueen for
volunteering their time and expertise to assist in the Primary Trunk revision process. We would also like to thank the
Grand Canyon National Park’s Environmental Education Branch for sharing their knowledge and activities, which
made this revised Primary Trunk even better than we imagined.
Gr and Canyon
CanyonAssociation
Association
Grand
Supporting
Parksince
since
1932
Supporting the
the Park
1932
DearEducator,
Educator,
Dear
Weare
arepleased
pleasedthat
thatyou
youand
andyour
yourclass
classarearetaking
taking
part
Grand
Canyon
National
Park’s
Travelin’
We
part
in in
Grand
Canyon
National
Park’s
Travelin’
Trunk
Trunk
program.
This
program
is
designed
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students
and
teachers
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of
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world’s
program. This program is designed to transport students and teachers to one of the world’s premier learning
premier learning
destinations
leaving the classroom.
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classroom.
Travelin’Trunks
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and activities in order to complement existing required curriculum.
Wesuggest
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Afteryou
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After
out
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This
feedback
is is
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and
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We
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and
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trunks
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important to us and future trunk users: We review and enhance the contents of the trunks based onon
your
your feedback.
feedback.
shipping the
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thetoGrand
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includedPlease
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AInstructions
Certificate offorCompletion
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issue to your
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If
the
trunk
needs
replacement
items,
or
if
you
have
any
questions,
please
contact
us
by
e-mail
at
original to the binder for others to use.
[email protected] or by phone at (800) 858-2808, ext. 7142 or (928) 638-7142.
Instructions for shipping the trunk back to the Grand Canyon Association are included in this binder. If
Please
keep
in mind
that many
of or
theifitems
contained
in the trunk
arecontact
available
purchase
through
the
trunk
needs
replacement
items,
you have
any questions,
please
us for
by e-mail
at outreach@
the
Grand
Canyon
Association
mail-order
department
at
(800)
258-2808
ext.
7030
or
online
at
grandcanyon.org, or by phone at (800) 858-2808, ext. 7142, or (928) 638-7142.
www.grandcanyon.org.
Please keep in mind that many of the items contained in the trunk are available for purchase through the
SusanCanyon
Schroeder,
Grand
Association mail-order department at (800) 258-2808, ext. 7030, or online at
Executive
Director
www.grandcanyon.org.
Thank you for visiting Grand Canyon National Park!
P ost Off i c e B o x 3 9 9 , G ra n d C a n y o n, A ri z ona 86023 • Tel : (928) 638-2481 • F ax : (928) 63 8- 2484
www.grandc any on.org
Contents
Resources and Information: Academic Standards................................................................................7
Travelin’ Trunk Lesson: Why National Parks?...................................................................................11
Extension Activity: Create a National Park........................................................................................14
Travelin’ Trunk Lesson: Discovering Grand Canyon.........................................................................19
Travelin’ Trunk Lesson: What Is Grand Canyon?..............................................................................23
Travelin’ Trunk Lesson: Rocks and the Canyon................................................................................25
For Grades K–1
For Grades 2–3
Travelin’ Trunk Lesson: Clues to the Past: Fossils..............................................................................35
Travelin’ Trunk Lesson: Canyon Critters...........................................................................................39
Travelin’ Trunk Lesson: Web of Life.................................................................................................47
Travelin’ Trunk Lesson: Now and Then............................................................................................55
Travelin’ Trunk Lesson: Learning Center..........................................................................................61
Travelin’ Trunk Lesson: DVD Viewing.............................................................................................63
Resources and Information: Vocabulary List.....................................................................................65
Resources and Information: Trunk Inventory....................................................................................67
Resources and Information: Related Web Sites..................................................................................69
Resources and Information: Packing and Shipping Instructions .......................................................71
Resources and Information: Evaluation Forms..................................................................................73
5
Academic Standards
Arizona Academic Standards
Science
Strand 1:
Concept 1: Concept 2:
Concept 3: Concept 4:
Inquiry Process
Observations, Questions, and Hypothesis
K-Grade 4: PO 1
Scientific Testing (Investigating and Modeling)
Kindergarten- Grade 1: PO2
Grade 2: PO2, PO3
Grade 3: PO4
Analysis and Conclusion
Kindergarten: PO1, PO2
Grade 2-3: PO 4
Grade 3: PO 5
Communication
Kindergarten-Grade 2: PO 1
Strand 2:
Concept 2:
History and Nature of Science
Nature of Scientific Knowledge
Grade 3: PO1, PO 2
Strand 3:
Concept 1:
Science in Personal and Social Perspectives
Changes in Environments
Grade 3: PO 1, PO 2
Human Population Characteristics
Grade 3: PO1, PO 2
Concept 3:
Strand 4:
Concept 1:
Concept 3:
Life Science
Characteristics of Organisms
Grade 1: PO 3
Organisms and Environments
Kindergarten: PO1
Grade 1: PO 1, PO 2
Grade 2: PO 1
Grade 3: PO1, PO 3
Grade 4: PO 1, PO4
7
Strand 5:
Concept 1: Physical Science
Properties of Earth Materials
Kindergarten: PO1, PO2
Grade 1: PO1
Grade 3: PO1,5
Strand 6:
Concept 1:
Earth and Space Science
Properties of Earth Materials
Kindergarten-Grade 1: PO1, PO 2
Grade 2: PO2, PO 3
Grade 3: PO 2, PO4
Social Studies
Strand 1:
Concept 1:
American History
Research Skills
Kindergarten: PO3
Grade 1-Grade 3: PO 1
Strand 4:
Concept 1:
Geography
The World in Spatial Terms
K: PO2, PO3
Grade 1: PO1, PO2, PO3, PO4, PO5
Grade 2: PO3, PO5, PO6
Grade 3: PO3, PO4, PO6
Places and Regions
Kindergarten: PO 1
Grade 1: PO 4
Grade 3: PO 2, PO 4
Concept 2: Common Core Standards In Writing Gr ade 3
#1 Write opinion pieces on topics or texts, supporting a view with reasons
#2 Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear sequences.
National Science Education Standards
Levels K-4:
Unifying Concepts and Processes: Evidence, models and explanation.
Levels K-4:
Science as Inquiry: Abilities necessary to do scientific inquiry
Levels K-4:
Physical Science: Properties of objects and Materials
Levels K-4:
Life Science: Organisms and Environments
Levels K-4:
Earth and Space Science: Properties of earth Materials
Levels K-4:
Science in Personal and Social Perspectives: Changes in environments
8
Travelin’ Trunk
Standard Abbreviation Format used:
S1 = Strand 1
C1 = Concept 1
PO 1 = Performance Objective 1
Specifics about Science Standards:
See the Arizona Department of Education Web site for details on
Science Standards: http://www.ade.state.az.us/standards/science/
articulated.asp. Trunk lessons and activities address these standards.
However, it is the teacher’s responsibility to integrate the activities into
an appropriate framework of long- and short-term goals, and to adapt
them to appropriate curricula.
9
Academic Standards
TR AVELIN’ TRUNK LESSON:
Why National Parks?
Gr ade: K–3
Dur ation: varies
Location: classroom
Key Vocabulary: national park, mission, protection, preservation
Trunk Materials: recreational map of Arizona, Views of the National Parks DVD,
National Treasures PowerPoint DVD
Additional Materials and Equipment (Not Supplied): U.S. map, DVD player,
computer, LCD projector, screen, extension activity materials
Arizona State Learning Standards
Science
SC-K-S1C1-PO 1: Compare common objects using multiple senses.
SC-3-S1C1-PO 1: Formulate relevant questions about the properties of objects, organisms, and events of the
environment using observations and prior knowledge.
Social Studies
SS-1-S4C1-PO 1: Recognize different types of maps (e.g., political, physical) serve various purposes.
SS-1-S4C1-PO 2: Identify characteristics of maps and globes:
a. compass rose
b. symbols
c. key/legend
SS-1-S4C1-PO 3: Construct a map of a familiar place (e.g., classroom, bedroom, playground) that includes a
compass rose, symbols, and key/legend.
SS-1-S4C1-PO 4: Recognize characteristics of human and physical features:
a. physical (i.e., ocean continent, river, lake, mountains, islands)
b. human (i.e., equator, North and South Poles)
SS-1-S4C1-PO 5: Locate physical and human features using maps, illustrations, images, or globes:
a. physical (i.e., continent, ocean, river, lake, mountains, islands) b. human (i.e., equator, North and
South poles, country)
SS-1-S4C1-PO 6: Locate Arizona on a map of the United States.
11
Travelin’ Trunk
Why National Parks?
Learning Objectives: Students will be able to:
1. Locate Grand Canyon National Park on a U.S. and/or Arizona map
2. Explain the reasons national parks exist
Background:
Grand Canyon was first given federal protection as a forest reserve in
1893. It later became a national monument. In 1919 it was made a
national park, only three years after the creation of the National Park
Service. The National Park Service is an agency of the Department of
the Interior that oversees more than eighty million acres of public land
in the United States.
The mission of all national parks and monuments is the same:
To conserve the scenery and the natural and historic objects and the
wild life therein and to provide for the enjoyment of the same in such
manner and by such means as will leave them unimpaired for the
enjoyment of future generations.
National Park Service Organic Act, 1916
Grand Canyon National Park protects 1,904 square miles (1.2 million
acres), including the canyon and parts of the plateaus on both the
North and South Rims. Almost five million visitors come from all over
the world to enjoy Grand Canyon each year. Prior to the creation of
Grand Canyon National Park, many people came to the canyon with
dreams and schemes for making their fortunes. Copper, asbestos, uranium, and even bat guano were mined through a variety of methods.
Tourist camps and hotels were built both in the canyon and on the
rim. Building a railroad through the canyon was also entertained but
never accomplished.
Suggested Procedure: Ask students the following questions:
1. Who has been to a national park? Which park or parks?
2. What was the coolest thing you saw there?
3. How was the national park different from other parks or attractions that you have visited? Using a map of the United States, ask
students to locate the Southwest, then Arizona. Explain that Grand
Canyon National Park is located in the northern part of Arizona.
4. Why do we have national parks? What is their mission? (Clarify as
needed.)
Explain to students that the materials and activities in the trunk are for
their enjoyment and learning. It is hoped that as students increase their
12
Travelin’ Trunk
knowledge and appreciation of Grand Canyon National Park, they will
also focus on the beautiful and interesting places near their homes that
are worth visiting and protecting.
Evaluations:
Ask students to imagine what Grand Canyon might be like if it were
not protected as a national park. What might have been built there,
and what might it be like to visit, if you even could visit? Note for your
students that if it were not a national park, it might end up as private
land, closed to some or all of the public.
Extensions:
1. Ask students to think of a feature or a nearby area that they feel
would be worthy of preserving as a park. Have them explain why
(either verbally or in writing). What would be the benefits of this
area becoming a park?
2. As time permits, or as a follow-up to trunk use, have students design a park for the feature or nearby area and draw a map of it with
a key to show the layout. Would this park preserve and protect the
area or feature? Would it provide for the enjoyment of visitors without destroying what made it special in the first place?
Resources:
http://www.nps.gov
My National Park
13
Why National Parks?
EXTENSION:
Create a National Park
School Subjects: History, English, Science
Gr ade: 4–8; adaptable for other grades
Dur ation: varies
Location: classroom
Additional Materials and Equipment
(Not Supplied):
• large white paper, colored paper, markers and/or crayons, glue, paint
and brushes, clay or Play-Doh, tape, scissors, and other art supplies
• recycled materials (egg/milk cartons, cardboard, lids, small boxes,
string, rubber bands, foil, magazines, cereal boxes, paper cups,
plastic containers, Popsicle sticks, etc.)
• small toys such as plastic animals, people, buildings, trees, etc.
• natural materials collected outside such as leaves, sticks, rocks, etc.
Arizona Science Standards:
Science
SC-4-S1C1-PO1: Communicate verbally or in writing the results of an
inquiry.
SC-4-S4C3-PO4: Describe ways in which resources can be conserved.
SC-4-S4C3-PO1: Identify the living and nonliving components of an
ecosystem.
Social Studies
SS-4-S4C1-PO3: Construct maps using symbols to represent human
and physical features.
SS-4-S4C1-PO5: Describe characteristics of human and physical
features.
SS-4-S4C2- PO5: Describe how regions and places (e.g., Grand
Canyon, Colorado River, Casa Grande Ruin, Canyon de Chelly,
Yucatan Peninsula) have distinct characteristics.
SS-6-S4C5-PO2: Describe the intended and unintended consequences
of human modification (e.g., irrigation, aqueducts, canals) on the
environment.
14
extension
SS-6-S4C6-PO1: Describe ways geographic features and conditions
influenced settlement in various locations.
SS-8-S4C2-PO4: Identify how the role of the media, images, and
advertising influences the perception of a place.
Common Core Standards- Writing Standards
for Liter acy in History/Social Studies,
Science, and Technical Subjects
6-8.WHST.2. Write informative/explanatory texts, including the
narration of historical events, scientific procedures/ experiments, or
technical processes.
6-8.WHST.10. Write routinely over extended time frames (time for
reflection and revision) and shorter time frames (a single sitting or
a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
1. Understand the purpose and characteristics of a national park
2. Understand some of the issues facing the management of parks
3. Understand the different ecosystems national parks protect
Background: What is a national park?
National parks are places that represent America’s beauty, wildlife, history, and people. They also represent our heritage. They protect fragile
or unique ecosystems, wildlife habitat, human-made or natural structures, waterways, and riparian zones. Each park has one or more of
these features, which is why it is protected.
The National Park System includes parks, monuments, preserves, reserves,
lakeshores, seashores, wild and scenic rivers, scenic trails, historic sites,
military parks, battlefields, memorials, and recreation areas. Congress
sets aside these areas so that the best of America’s scenery, history,
memory, nature, and wilderness is protected for future generations.
As noted in the lesson, the National Park Service is an agency within
the Department of the Interior, created by Congress on August 25, 1916,
to fulfill the mission of its Organic Act, which states:
The Service thus established shall promote and regulate the use of the
Federal areas known as national parks, monuments, and reservations
. . . which purpose is to conserve the scenery and the natural historic
objects and the wild life therein and to provide for the enjoyment of the
same in such manner and by such means as will leave them unimpaired
for the enjoyment of future generations.
15
extension
The National Park Service charges rangers with managing our parks
for recreation, education, and preservation. For recreation, parks must
offer certain facilities and activities, such as campgrounds, hiking
trails, overlooks, tours (boat, horse, walking, etc.), lodges, and restaurants. Educational efforts by the park service include visitor centers,
museums, ranger-led programs, outdoor signs and exhibits, and informational pamphlets, maps, and guides. Furthermore, rangers must be
able to interpret the park’s features and answer questions on a variety
of subjects, including problems facing the park and how to enjoy the
park without getting hurt or harming resources. Finally, for preservation, rangers must set and enforce rules. These rules have two purposes:
to protect the visitor and to protect the park’s resources. Rules ensure
that everyone has a safe and pleasurable visit, and that resources are
protected for future visitors to enjoy.
Procedure:
1. Have students bring in brochures, other literature, or photos from
national parks they have visited. Students can also write to national
parks to request information. To find the names and addresses of
national parks, visit the National Park Service Web site at http://
www.nps.gov. You might also check your school library for books
on national parks.
2. Discuss the purpose of parks, their characteristics, and the different features they protect (i.e., the ecosystem, natural landscapes,
human-made structures, etc.). Discuss the differences between
parks managed by the National Park Service and parks managed
by other agencies or organizations. Ask if anyone has been to a national park and, if so, which one? What did they see? What was the
park protecting? Discuss the reasons for creating a national park.
Who owns them?
3. Explain that the students will create their own national park. Have
them think about what they would like to see/protect in their
national park. Write the Organic Act (see “Background”) on the
board and have the students decipher its meaning. Is it possible to
conserve resources unimpaired while still providing for their enjoyment by the public? Brainstorm how park managers can protect
park resources and provide for people to visit parks without damaging those resources.
4. Have students work as individuals or in teams to create their own
national parks. Students should carefully study the literature and
other material they collected from real national parks. Encourage
them to be as creative as school or home resources will allow. They
can simply draw their park on butcher paper, create a three-dimensional park on cardboard using natural and recycled materials, or
come up with other ideas.
16
extension
5. Start by having the students design the natural and/or cultural
features of their national park. Remind them that the features in
their park must be special enough to the entire nation to justify its
becoming a national park. Have them use their imagination when
designing their park resources. For instance, sticks can be used for
an old-growth forest, blue cellophane can make a river, rocks can
become a mountain range or a prehistoric dwelling, and small toys
from home can represent wildlife or historic features such as battlefields or buildings.
6. Have them think about what park visitors will need when they
visit their national park and what might be needed to protect the
natural and cultural resources of their park. Again, let their imaginations guide them in developing trails, lodges, visitor centers,
museums, restaurants, viewpoints, signs, entrance stations, souvenir and book shops, medical facilities, maintenance facilities, staff
housing and offices, campgrounds, transportation facilities (roads,
parking lots, buses, etc.), and more.
7. Students will need to design a brochure highlighting the features of
their national park and what it has to offer. Include a map, safety
messages, park rules, fees charged (if any), tours, and ranger programs offered. Draw pictures of the park or use clippings from old
magazines.
8. Students can then become the rangers, taking the class on a “national park tour” and explaining the features and services provided.
Encourage students to ask the presenters thoughtful questions.
9. After everyone has had a chance to present his or her park, the class
can discuss what they learned. Here are some discussion ideas:
• What was their favorite resource and/or national park and why?
• Did all the parks have resources important enough to be protected nationally?
• Did each national park have enough facilities to accommodate
visitors?
• How were the natural and cultural resources protected?
• Were educational programs offered? What was their purpose?
• How much would it cost to manage their national park? Where
would this money come from? What would the money be used
for? Should an entrance fee be charged? Who should or shouldn’t
have to pay?
• What should be done with the trash and sewage generated by
people living in, working in, and visiting their national park?
• Who should manage the lodges, souvenir and book shops, and
17
extension
restaurants? What limitations, if any, should be put on those who
provide these types of facilities?
• What would happen to your national park if . . . (Try some different scenarios such as if a large wildfire or other natural disaster
occurred, a city grew around the park boundaries, air pollution
increased, too many people came to visit, no one came to visit,
there were no rules, there were no rangers, there were no facilities, there were too many facilities, people didn’t think the park
was important, etc.)
• What would they change about their national park?
This extension activity was adapted from Create a Park, Everglades
National Park.
18
Discovering Grand Canyon
Gr ade: K–3
Dur ation: 90 minutes
Location: classroom
Key Vocabulary: geology
Trunk Materials: Grand Canyon National Park: A Visual Journey PowerPoint CD, Sounds of
Grand Canyon CD, Grand Canyon Suite DVD and 360 Degrees of Grand Canyon National Park Virtual
Tour DVD/CD
Additional Materials And Equipment (Not Supplied): U.S. map, ruler or
piece of string DVD player or computer, CD player
Science
Sc-3-S1c1-Po1: Formulate relevant questions about the properties of objects, organisms, and events of
the environment using observations and prior knowledge.
SC-3-S1C2-PO3: Conduct simple investigations (e.g., related to plant life cycles, changing the pitch of
a sound, properties of rocks) in life, physical, and Earth and space sciences.
SC-3-S1C3-PO5: Record questions for further inquiry based on the conclusions of the investigation.
SC-3-S1C4-PO1: Communicate investigations and explanations using evidence and appropriate
terminology.
SC-3-S6C1-PO2: Describe the different types of rocks and how they are formed:
• metamorphic
• igneous
• sedimentary
SC-3-S6C1-PO3: Classify rocks based on the following physical properties:
• color
• texture
Common Core Standard in Writing Gr ade 3
#1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
#2 Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details and clear event sequences.
19
TRAVELIN’ TRUNK LESSON:
Discovering Grand
Canyon
1. Describe the feelings and reactions they might have if they came
upon Grand Canyon unexpectedly
2. List the questions brought to mind by this experience to set the
stage for study
3. Define geology
Background:
The Grand Canyon has long been a source of wonder and inspiration for those who experience it—whether for a few hours or for a
lifetime of study and exploration. The study of geology is central to
our understanding of the canyon. Modern scientists, both amateur
and professional, have actively sought answers to the questions Grand
Canyon has posed since before John Wesley Powell completed his
famous exploration of the Colorado River through the Grand Canyon
in 1869. While much has been learned in terms of the age and origin
of the rocks exposed, mysteries still exist concerning the formation of
the canyon itself. This lesson is an opportunity for students to imagine
what it might be like to come upon the Grand Canyon unexpectedly.
It also asks them to wonder about and express the questions they may
have with regard to the canyon.
Suggested Procedure:
1. Show U.S. map. Using the map, locate Grand Canyon National
Park. Measure and determine its approximate length using a ruler
or piece of string. Compare the canyon’s length to familiar local
distances or landmarks.
2. Show the first three photos from the Grand Canyon National Park:
A Visual Journey PowerPoint CD of the area leading up to and surrounding the Grand Canyon. Read the following either before or
during the showing of the photos.
Imagine that you have been traveling by horseback and on foot for
several weeks. Your party is exploring the area and hoping to find
something exciting and valuable—maybe gold! You travel across deserts where you see lots of cacti, some interesting birds, and a few snakes.
Then you begin to climb up through rocky brush and into a forest.
Suddenly, you see the sky ahead. Unsure of what you are approaching,
you get off your horse and walk slowly forward. What you see is so fantastic and unexpected that it leaves you breathless and unable to speak.
Your fellow travelers join you, and this is what you see.
3. Show the remaining PowerPoint CD slowly while playing Sounds of
Grand Canyon.
20
4. Ask students how they felt as they imagined suddenly and unexpectedly coming upon such a sight. Ask them to write some words,
phrases, or a few sentences describing those feelings.
5. Show the PowerPoint CD again. Ask students to consider what
they might wonder about after the initial surprise of seeing the
canyon has passed. Ask them to write five or more questions they
might have.
6. Explain that the class will be studying the geology of the Grand
Canyon. Ask for and agree upon a definition of geology. Have
students star the geology-related questions they wrote in steps four
and five, and compile them in a list on a flip chart to review later.
Add to the list as your study progresses.
7. Ask them how they would answer these questions if there were not
books, the Internet, maps, scientists, and other resources to help.
Explain that they will be using the materials found in the Grand
Canyon Travelin’ Trunk to help answer the questions they have
listed.
Evaluations:
Collect and evaluate the written part of the lesson. This will include
the words or sentences expressing their feelings when first observing
the canyon and the list of written questions with those pertaining to
geology starred.
21
Discovering Grand
Canyon
What Is Grand Canyon?
Gr ade: K-3
Dur ation: one class period
Location:classroom
Key Vocabulary: historic, grand
Trunk Materials: I See Something Grand
Additional Materials And Equipment (Not Supplied): U.S. map, brown and
orange butcher paper, crayons or colored pencils, poster paint, white or colored paper, glue
Science
SC-K-S4C3-PO1: Identify some plants and animals that exist in the local environment.
SC-1-S4C3-PO1: Identify some plants and animals that exist in the local environment.
SC-3-S4C3-PO1: Identify the living and nonliving components of an ecosystem.
1. Locate Grand Canyon on a U.S. map
2. Name at least five things found at Grand Canyon
Background:
Grand Canyon is located in the northwest corner of Arizona. Most of Grand Canyon lies within the boundaries of Grand Canyon National Park and is managed by the National Park Service. The park includes over a
million acres of land. Most people measure the canyon along the course of the Colorado River at the bottom
of the canyon. By that standard Grand Canyon is 278 river miles long. Width and depth vary from place to
place, but at Grand Canyon Village it is about ten air miles wide and one vertical mile deep. Although the
canyon is best known for the beauty of the rock layers exposed there, many other aspects contribute to make
it a unique and special place. These include plants, animals, historic buildings, trails, and of course the famous Colorado River. Not only is Grand Canyon known for the layers of rocks, but it also has a long history
(twelve thousand years) of human habitation and a variety flora, fauna, and aquatic life.
Work with students to locate Grand Canyon on a U.S. map.
For more detailed information about:
Grand Canyon ecology and geology, visit http://www.nps.gov/grca/index.htm
Grand Canyon human history, visit http://grandcanyonhistory.clas.asu.edu
23
What is Grand Canyon
1. Discuss and list questions students have about Grand Canyon.
Read I See Something Grand. Discuss which of their questions the
book answered.
2. Introduce the idea that Grand Canyon is more than rocks and a
hole in the ground. Explain that each student is going to get one
or more cards with a letter of the alphabet on it. It will also have
pictures and words about things that are found at Grand Canyon.
Evaluations:
Evaluate participation and discussion.
Extensions:
Using brown and orange butcher paper, create a canyon mural. Students
will add things they remember that are part of Grand Canyon (plants,
animals, trails, buildings, etc.). Students may color or paint directly on
the mural or color, cut, and glue pieces to it. If you wish, copy pages
from the Grand Canyon coloring book found in the trunk and use
them for this project.
24
Rocks and the Canyon
Gr ade: K–1
Location: classroom
Key Vocabulary: geologist
Trunk Materials: Everybody Needs a Rock and Earth Science for Every Kid
Additional Materials And Equipment (Not Supplied): rocks, notebook paper
Science
SC-K-S1C1-PO1: Observe common objects using multiple senses
SC-K-S5C1-PO1: Identify the following observable properties of objects using the senses: shape, texture, size,
color.
SC-K-S5C1-PO2: Compare objects by the following observable properties: size, color, and type of material.
SC-K-S6C1-PO1: Identify rocks, soil, and water as basic Earth materials.
SC-K-S6C1-PO2: Compare physical properties (e.g., color, texture, capacity to retain water) of basic Earth
materials.
SC-1-S1C1-PO1: Observe common objects using multiple senses.
SC-1-S5C1-PO1: Identify the following observable properties of objects: shape, texture, size, color.
SC-1-S6C1-PO1: Describe the following basic Earth materials: rocks, soil, water.
SC-1-S6C1-PO2: Compare the following physical properties of basic Earth materials: color, texture, capacity
to retain water.
1. Explain that there are different kinds of rock
2. Explain that Grand Canyon is made of layers of rock that were cut by a river
Background:
The rock that makes up Grand Canyon was laid down over a period of many millions of years. It is believed
that the canyon itself formed in the last five or six million years and was carved by the Colorado River. The
rock at the bottom of the canyon is igneous and metamorphic rock. It is the oldest rock found at Grand Canyon.
The layers above these are younger sedimentary rocks laid down by shallow seas, windswept deserts, and swamps.
25
1. Read Everybody Needs a Rock to the class. Ask each student to bring
in two or three rocks that are different from each other (smooth,
jagged, rough, different colors). Ask them to remember where they
found the rocks. Bring some of your own to assure variety.
2. Have each student describe his or her rock and draw it; place the
rocks on a table or on a light-colored sheet on the floor.
3. Ask students to observe how the rocks are different (shape, size,
color). Ask them what senses in addition to sight they could use to
find out more about these rocks.
4. Sit in a circle, have the students close their eyes, and pass the rocks
around until each student picks their rock.
5. Explain that scientists called geologists also study rocks to learn
how they are formed and what they are made of. Geologists can
tell a lot about a rock by where it is found and by observing it as
the students have. One of their favorite places to study rocks is
Grand Canyon. Ask students why they think this is so, leading
them to the idea that it is a rare place in the world where you can
see so many layers of rock exposed.
Evaluations:
Evaluate participation and discussion.
Extensions:
1. See Earth Science for Every Kid for additional activities.
2. Conduct Sedimentary Sandwich exercise (page 38 of Earth
Science for Every Kid). Ask students to think about which layer is
oldest (the one that got there first). Explain that the layers of rock
found at Grand Canyon are like that. The older ones are below the
younger ones.
26
Gr ade: 2–3
Location: classroom
Key Vocabulary: cycle, erosion, igneous rock, metamorphic rock, sedimentary rock
Trunk Materials: Ranger Minutes DVD: How the Grand Canyon Was Shaped over Time: D.U.D.E
and Grand Canyon Rockarena; Earth Science for Every Kid; Grand Canyon: A Trail through Time
Additional Materials And Equipment (Not Supplied):
•
DVD player, screen or computer with LCD projector
•
Overhead Projector
•
material needed for experiments in Earth Science for Every Kid:
Crunch, page 36: 20 flat toothpicks and a book
Sedimentary Sandwich, page 38: two slices of bread, crunchy peanut butter, jelly, knife, and a plate
Squirt, page 85: half-empty tube of toothpaste and a pencil
spray bottle filled with water
Science
SC-3-S6C1-PO2: Describe the different types of rocks and how they are formed: metamorphic, igneous, and
sedimentary.
1. Demonstrate the three types of rock using simple experiments
2. Explain in simple terms how Grand Canyon formed and that some things about its formation remain
mysteries that scientists are trying to solve
3. Explain that Grand Canyon is made of layers of rock that were cut by a river
Background:
Grand Canyon is famous for the beauty of the many layers of rock that are exposed there. Scientists from all
over the world have come to Grand Canyon to study the rocks. Although much is known about the age of
27
the layers and what formed them, much is still unknown about how
the canyon formed. The Colorado River carved it, but how the river
got there and began the cutting process remains a mystery that scientists still study and debate.
SUGGESTED PROCEDURES:
Part 1
1. Show the diagram to the class; ask them to determine which of the
layers are sedimentary and which are metamorphic. You may photocopy the “Geology of the Canyon” within this lesson plan and
allow the students to color the various layers as they choose.
2. Tell the students that most of the layers of rock found at Grand
Canyon are sedimentary rock laid down over long periods of time
by seas, deserts, and swamps. The oldest rock, found down by the
river at the bottom of the canyon, is metamorphic rock, formed
by heat and pressure. Igneous rock, seen mostly in western Grand
Canyon at the bottom of the canyon, was formed by molten rock
called magma that cooled either below or on the earth’s surface.
28
exTension ACTiviTy:
exTeNSioN ACTiviTy
Grand
Canyon Mnemonics
A mnemonic device is used to help you remember.
Usethefirstletterofeachgeologiclayertoform
a fun sentence.
Know
The
Canyon’s
History.
Study
Rocks
Made
By
Time.
29
51
Grand Canyon
Mnemonics
exTeNSioN ACTiviTy
Grand Canyon
Mnemonics
Know
The
Canyon’s
History.
Study
Rocks
Made
By
Time.
Use the mnemonic to
remember the first nine layers
of the Grand Canyon's rocks
from top to bottom, youngest
to oldest.
52 30
Part 2
Watch Ranger Minutes DVD
How the Grand Canyon Was Shaped over Time: D.U.D.E. and Grand
Canyon Rockarena
Part 3
Ask students what Grand Canyon is made of (rock). Explain that there
are three main types of rock that have long names.
1. Conduct and discuss the following three experiments from Earth
Science for Every Kid:
• Crunch (metamorphic rock) page 36
• Sedimentary Sandwich (sedimentary rock) page 38
• Squirt (igneous rock) page 86
2. Explain that although all three types of rock are found at Grand
Canyon, most of the rock layers found there are sedimentary rocks.
Part 4
Review the main types of rock (sedimentary, igneous, and metamorphic). Tell students that Grand Canyon has all of these types of rock,
and they were there long before the canyon formed. Ask them to think
about what would be strong enough to cut through all that rock to
make a canyon. Allow time for them to share their ideas. Tell them
that you have it right with you, that it is something they need and use
every day. Have a spray bottle of water available and explain that running water is one of the strongest forces on earth—strong enough to
carve the Grand Canyon. Even though scientists know the Colorado
River carved Grand Canyon, there are many things about how it
happened that they are still studying and debating.
1. If possible conduct the following experiments found in Earth
Science for Every Kid:
• Speedy, pages 102–103
• Wander, pages 104–105
2. Introduce the word and concept of erosion. Tell them that water
from a big river called the Colorado River carved Grand Canyon,
and water from rain and snow helped make it wider. Ask if they
think the canyon is finished growing and changing. The river, side
streams, snow, and rain are still carving and changing the canyon.
3. Take a walk around the school grounds or nearby areas to find
examples of erosion.
4. Read the book Grand Canyon: A Trail through Time.
31
Evaluations:
1. Watch Ranger Minutes DVD Grand Canyon: Rockarena again.
2. Give students a small piece of paper. Ask them to put their name on
it and number it from one to four. Divide students into four groups.
Secretly give each group one of the following words: sedimentary,
metamorphic, igneous, erosion. Ask them to think of a way to act out
their word without speaking. Give them a few minutes to work, and
then have groups perform. After each performance, ask students to
mark their papers with an S, M, I, or E to indicate which word is being
shown. Collect papers. The group whose word gets the most correct
answers wins. Evaluate skits and papers.
Extensions:
1. Sweet Metamorphism and Uniquely Classy Rocks activities
2. See Earth Science for Every Kid for additional activities.
32
Extension Activity
Extension Activity
Sweet Metamorphism
Objective:
Students will simulate two of the effects of metamorphism:
recrystallization and foliation.
Part I: Recrystallization
Background:
Metamorphic rocks are formed when existing rocks are changed by
heat, pressure, and/or chemical reactions. The effects of metamorphism
range from simple compaction to a total remake of the rock. In this
experiment we will simulate the effect of heat and pressure on “crystals” that result in an altered “rock.”
Materials:
1. 5 bear-shaped gumdrops – variety of colors
2. Scissors
3. Wax paper
Procedure:
1. Cut each bear-shaped gumdrop into five pieces. Clean scissors with
soap and water when done.
2. Arrange pieces on wax paper in a pile. These pieces represent
unmetamorphosed rock material and crystals.
3. Place all pieces in your hand and knead them into a ball for five
minutes (like you would with clay).
4. Record the time at which your hands first became hot. Keep going.
5. After five minutes stop and record observations. What has happened
to the individual gumdrop pieces?
6. Continue for five more minutes, then record observations. Sketch
the metamorphosed “rock,” paying close attention to the edges of
each “crystal.”
Gently try to pull apart one of the gumdrop pieces. What happens?
Have the crystals “melted” slightly at the edges?
7. What would happen if you stuck your metamorphic “rock” into
the microwave for eight seconds? What type of rock would this
resemble?
33
Sweet Metamorphism
extension activity
Uniquely Classy “Rocks”
Extension Act ivity:
Uniquely Classy “Rocks”
This activity will introduce the three types of rocks in a “tasty” way.
For each group of three to four students, you will need a container
with the following:
• 1/2 c peanut butter
• 12 crackers
• table knife
• 12 pieces of saltwater taffy
• 8 sheets of waxed paper
• 4 paper towels
• 1/2 c melted almond bark or similar candy
• candy molds (available at craft stores for a small cost)
• plastic spoons
• hotplate or microwave
Procedure:
1. Define “sedimentary rocks” for students. Have them make cracker/
peanut butter stacks to show the layers in sedimentary rocks.
2. Introduce and define “metamorphic rocks.” Have students take
three pieces of taffy and two sheets of waxed paper. Unwrap the
taffy pieces and stack them up on one sheet of waxed paper.
Cover with the other waxed paper and press down. Discuss their
“metamorphic rocks.”
3. Introduce and define “igneous rocks.” Have the students spoon
melted/molten candy into the molds. As it cools and hardens, it
takes on the shape of the mold. Students can break the candy andlook for any crystals of sugar.
4. Finish the lesson by calling out the type of rock and having the
students hold up the correct rock model they have made. Then eat
the rock creation
34
Clues to the Past: Fossils
Gr ade: K–3
Location: classroom
Key Vocabulary: cycle, erosion, igneous rock, metamorphic rock, sedimentary rock
Trunk Materials: Earth Science for Every Kid, Fossils Tell of Long Ago, fossil specimens, hand lenses,
and If You Are a Hunter of Fossils
Additional Materials And Equipment (Not Supplied): DVD player, screen or computer with LCD projector, clay, petroleum jelly, art plaster, paper cups, paper plates, spoons, seashells and
additional objects to “fossilize,” tempera paint
Science
SC-3-S6C1-PO4: Describe fossils as a record of past life forms.
SC-3-S6C1-PO5: Describe how fossils are formed.
1. Explain how fossils form and why they are important
2. Make and explain in their own words a simple fossil model
Background:
A fossil is any remains of a plant or animal that has been preserved in rock. Fossils tell us much about what
the earth was like millions of years ago. The fossil record at Grand Canyon is rich. Visitors on the rim are
most likely to see marine invertebrate fossils found in the limestone of the Kaibab Formation. These include
brachiopods, sponges, and crinoids, creatures still found in coral reefs today. Fossils that are found in other
canyon layers include plant remains and animal tracks where plants and animals left imprints in a layer of
mud or sand. If nothing collected in the prints, they dried and formed what are now called cast fossils. If the
imprints were filled with minerals that turned into rock, they are called mold fossils.
• Please remind student that you should not take fossils or rocks out of Grand Canyon National Park.
• Be aware of the fossil collection rules for the area surrounding where you live.
35
1. Ask students if they have ever seen fossils. Discuss their ideas about
what fossils are.
2. Divide students into small groups. Conduct the Prints experiment
from Earth Science for Every Kid, pages 48–49.
3. Discuss the fossil models that result from the experiment.
4. Read and discuss all or part of Fossils Tell of Long Ago. Ask students
the following questions:
• Why are scientists interested in fossils?
• What can be learned by looking at fossils?
• What do you find interesting about fossils?
• What might people in the future find fossilized from our time?
5. View the fossils found in the trunk (and any others brought in)
using the hand lenses.
6. Read If You Are a Hunter of Fossils.
Evaluations:
If your students created their own fossils, use the worksheet provided
on the following page (make the necessary copies and leave the original
in the lesson plan). Ask them to answer the questions and draw their
own fossil on the back side. Be sure to ask them to share with you what
is required to make a fossil.
Extensions:
1. Take a field trip to a local area where fossils are found. Do simple
fossil identification, rubbings, or casts using art plaster or clay.
2. Ask students to bring in any fossils they may have collected to label
and display.
3. Paint your fossil with tempera paint.
36
Name:__________________________________________________
Date:___________________________________________________
Extension activity:
Evaluation:
1. A few things I learned about fossils are:
____________________________________________________
____________________________________________________
____________________________________________________
2. Write the steps for how fossils are formed.
A.__________________________________________________
B. __________________________________________________
C. __________________________________________________
3. On the back of this page, draw a picture of your fossil.
Name:__________________________________________________
Date:___________________________________________________
Evaluation:
1. A few things I learned about fossils are:
____________________________________________________
____________________________________________________
____________________________________________________
2. Write the steps for how fossils are formed.
A.__________________________________________________
B. __________________________________________________
C. __________________________________________________
3. On the back of this page, draw a picture of your fossil.
37
Extension activity:
Canyon Critters
Gr ade: K–3
Dur ation: two to three class periods
Location: classroom
Key Vocabulary: extinct, habitat
Trunk Materials: Web of Life cards, Ranger Minutes & Animal Clips DVD, condor egg replica,
plush condor, Condor: Spirit of the Canyon, mountain lion claw replica, Rascal: The Tassel-Eared Squirrel,
plush squirrel, squirrel sticks, pinecones, and The Grand Canyon National Park Coloring Book
Additional Materials And Equipment (Not Supplied): chicken egg, butcher paper,
measuring tape, DVD player, screen or computer with LCD projector
Science
SC-K-S1C1-PO1: Observe common objects using multiple senses.
SC-K-S1C3-PO1: Organize (e.g., compare, classify, and sequence) objects, organisms, and events according
to various characteristics.
SC-K-S1C3-PO2: Compare objects according to their measurable characteristics (e.g., longer/shorter, lighter/
heavier).
SC-K-S1C4-PO1: Communicate observations with pictographs, pictures, models, and/or words.
SC-1-S1C1-PO1: Observe common objects using multiple senses.
SC-1-S1C4-PO1: Communicate the results of an investigation using pictures, graphs, models, and/or words.
SC-1-S4C1-PO3: Identify observable similarities and differences (e.g., number of legs, body coverings, size)
between/among different groups of animals.
SC-2-S1C4-PO1: Communicate the results and conclusions of an investigation (e.g., verbal, drawn, or written).
SC-3-S3C1-PO2: Describe the beneficial and harmful impacts of natural events and human activities on the
environment (e.g., forest fires, flooding, pesticides).
SC-3-S3C3-PO1: Identify the living and nonliving components of an ecosystem.
SC-3-S3C3-PO2: Describe ways that species adapt when introduced into new environments.
39
Canyon Critters
LEARNING OBJECTIVES: Students will be able to:
1. Explain two ways Kaibab and Abert’s squirrels are alike and two
ways they are different
2. Explain how scientists are trying to save California condors from
extinction
3. Draw two animals found at Grand Canyon in their habitat
Background:
There are many interesting animals found at Grand Canyon. Four of
them with particularly interesting stories are the California condor,
mountain lion, Kaibab squirrel, and Abert’s squirrel.
California condors are an endangered species. They were hunted and
poisoned to near extinction and are therefore very rare. Their enormous size makes them something to see. The California condors that
have been released in Grand Canyon area weigh between fourteen and
twenty pounds. Their adult wingspan is eight to ten feet. They are scavengers. They eat dead animals.
California condors are being brought back from near extinction by a
captive breeding program. Some have been released in the Grand Canyon area because it offers a relatively safe place for them to live with
plenty of food, water, and shelter. However, these condors have not
yet reached a stable population. The birds are carefully monitored and
sometimes recaptured for medical assessment and treatment. Lead poisoning is a threat that has caused the death of at least five birds. Other
condors that have ingested lead bullets from carcasses have required
medical treatment.
For current information on the location and status of the condors, go
to http://peregrinefund.org. The notes are updated periodically.
Mountain lions are the most widespread large carnivore in the Western Hemisphere, found from British Columbia down to the southern
tip of South America. These carnivores go by many names, including
lion, cougar, puma, catamount, and panther. Mountain lions are nocturnal animals that use their keen night vision to hunt by stalking and
ambushing their prey. On the South Rim of Grand Canyon, mountain
lions mostly occupy habitat on the rim that provides good cover for
hunting elk, their primary source of food, as well as mule deer and
smaller animals such as coyotes, porcupines, and javelina. There are
few elk on the North Rim, so lions primarily prey on mule deer there.
Mountain lions are constantly on the move. Male lions at Grand
Canyon have home ranges that average over 500 square kilometers
40
(193 square miles), while female birth ranges are roughly half that size.
Cubs generally stay with their mothers for about one and a half years
and then disperse away from their natal range. One young male at
Grand Canyon dispersed more than 100 kilometers (62 miles) south
and established his home range around Flagstaff, while a young female
moved from the South Rim over to the North Rim.
Grand Canyon Village lies in the heart of mountain lion habitat. However, lions avoid people and almost never come into the village. Infrequently, a lion will move along the village edges, but this is generally
a rare occurrence. Mountain lions can be particular about where they
day bed, or take naps. Almost all lions tracked at Grand Canyon use
the canyon rim as a travel route, and often spend the daytime hours
resting just below the rim. However, in order to access the canyon rim,
lions must cross Desert View Drive on a frequent basis. Vehicles traveling on this road have been the most significant source of mortality for
mountain lions at Grand Canyon.
Abert’s and Kaibab squirrels are referred to as tassel-eared squirrels.
They are not to be confused with the rock squirrels often seen along
the rim and trails begging for food from visitors. The Abert’s squirrel is
found on the South Rim of the canyon. It has a white belly, gray back
with a reddish streak in it, and a gray and white tail. The Kaibab squirrel, found on the North Rim, has an all-gray body, the same reddish
streak down its back, and an all-white tail. Except for their coloring,
they are alike.
Scientists believe that the two squirrels evolved differently over time
because they are isolated from each other by the deep canyon. Both
squirrels are entirely dependent on the ponderosa pine forest. They eat
the seeds from the pinecones, the juicy layer of bark on twigs, and the
truffles attached to the roots of the tree. Truffles are mushroom-like
organisms that help the tree absorb moisture. The squirrels build their
nests in the tree branches. Both squirrels are helpful to the trees because
they spread seeds from the pinecones and spores from the truffles.
Suggested Procedures:
Ask students to name some of the animals they think might live at
Grand Canyon. Ask them to think about where each animal might
live—in the forests, on the rim of the canyon, in the dry, rocky places
below the rim, or along or in the river at the bottom of the canyon. It
may help to use the animal cards from the Web of Life activity.
Condors:
Watch the Condor Clips on the Ranger Minutes & Animals DVD.
41
Canyon Critters
Canyon Critters
Ask your students to compare the condor’s size to a bird that they are
familiar with. Discuss the following questions:
• Why have condors become endangered (almost extinct)?
• Why do you think people are working so hard to save condors?
• What makes their job hard?
Options:
• Show your students the condor egg replica; if possible, compare it
to an egg from a chicken.
• Pass around the plush condor.
• Read the book Condor: Spirit of the Canyon. Refer the inside
back cover.
• Measure out the wingspan of a condor on the floor or on a piece
of butcher paper.
• Show the following Web videos:
Peregrine Fund
California condor release September 25, 2010, at Vermilion Cliffs,
Arizona:
http://www.youtube.com/user/tpfwcbp#p/u/13/ah7xx8s_-0s
National Park Service
California condor takes a dip in a Grand Canyon creek:
http://www.nps.gov/grca/photosmultimedia/minute-out-in-it.htm
Mountain Lions:
• Watch the Mountain Lion clips on the Ranger Minutes & Animals DVD .
• Pass around the mountain lion claw replica; note the size of the
claw compared to the students’ fingernails.
• Make photocopies of the mountain lion paw print on the following page. Allow students to cut them out and make their own
tracks around the classroom. Ask them to compare the size of the
lion’s paw to their own hand
Squirrels:
Read Rascal: The Tassel-Eared Squirrel. You can read the whole book or
pages that have been tabbed for you. Pass the plush squirrel around.
Using the picture of the squirrels and the ponderosa pine tree found in
the Web of Life game, introduce the squirrels and ask students to describe how the squirrels are alike and how they are different. Show and
pass around the “squirrel sticks” and pinecones (found in the trunk)
42
that have been munched on by squirrels. Ask students to explain why
the squirrels don’t just cross the canyon (because it is too big).
Evaluations:
Ask students to draw two animals that live at Grand Canyon. Ask
them to show appropriate habitat in the drawing.
Extensions:
Select and duplicate appropriate pages in The Grand Canyon National
Park Coloring Book for students to color.
43
Canyon Critters
Canyon Critters
Mountain Lion
Paw Print
Left front foot
Canyon Critters
Mountain Lion
Paw Print
Left front foot
45
Web of Life
Gr ade: 1–3
Location: classroom or outdoors
Key Vocabulary: web of life, interdependence, biodiversity, habitat
Trunk Materials: Web of Life laminated cards and ball of yarn, An Introduction to Grand Canyon
Ecology
Science
SC-3-S2C2-PO1: Describe how, in a system (e.g., terrarium, house) with many components, the components
usually influence one another.
SC-3-S2C2-PO2: Explain why a system may not work if a component is defective or missing.
SC-3-S3C1-PO1: Describe the beneficial and harmful impacts of natural events and human activities on the
environment (e.g., forest fires, flooding, pesticides).
SC-3-S4C3-PO3: Explain the interrelationships among plants and animals in different environments: producers – plants consumers – animals’ decomposers – fungi, insects, bacteria.
1. Explain how the plant, animal, or other component on their card fits into the overall web of life.
2. Demonstrate a level of understanding of the importance biodiversity plays in ecosystems.
3. List at least three ways that people affect the ecosystems at Grand Canyon.
Background:
Biodiversity at Grand Canyon is complex and consists of many (five) different ecosystems. These ecosystems
are made up of many interdependent organisms and conditions. Students will actively explore how these
organisms interact and depend upon each other as they play the Web of Life game. It will be helpful for you,
as the facilitator, to take time to read the information on the back of each card so that you are familiar with
the “players.” For more detailed background, see An Introduction to Grand Canyon Ecology by Rose Houk.
47
Web of Life
1. Pass a Web of Life card to each student. Make sure that sun, water,
soil, people, and air are among those passed out. The remaining
cards should be components of Grand Canyon ecosystems (i.e.,
animals and plants).
2. Explain each item as appropriate, depending on the time available
and age group.
3. Seat players in a circle and have them hold the card showing what
they represent so it is visible to the other players.
4. Give one student the ball of yarn and ask the student to connect to
another component of Grand Canyon. Have the student explain
the connection. Older students can be required to give a more
complete explanation for the connection than younger students.
5. Continue passing the yarn until all players are connected at least once.
6. Ask students the following questions about the web they have created:
• What makes it strong?
• What happens if there are fewer players?
• What roles do humans play in the web of life?
7. Have one key item (like water) tug on the web. How many others
feel the effect of water? Point out that sometimes the loss of small
and seemingly unimportant members of a community can have
significant and long-lasting effects that we do not always anticipate
or understand.
Evaluations:
Make copies of the two different web of life sheets on the following
pages. This will help your class understand how the web of life works
in their own environments.
Teachers can pick one component on the sheets to help the students
start. Please note solutions will be varied. Have students write a paragraph or explain their choice in your web of life.
Extensions:
1. Have students make a Web of Life game for their local environment and play it with a younger group of students.
2. Invite a local biologist to explore a local ecosystem with students
and to help them identify and inventory its components. (Contact
your local college, university, or national park for assistance in
locating a guest speaker.)
48
3. Create a classroom web of life bulletin board showing the components and how they are interdependent. (This could be Grand
Canyon, a local area, or both for comparison.)
4. To learn more about how other factors can affect the web of life,
read pages 46–53, Torn Webs in An Introduction to Grand Canyon Ecology. This section covers the ecological impacts caused by
Glen Canyon Dam and fire suppression. Ask the students for their
thoughts on what can be done in the future to keep those ecosystems balanced.
49
Web of Life
EXTENSION ACTIVITY:
Web of Life
Web of Life 1
P e o ple
le D e er
Sun
n
n t ain Lio
na
i
d e ro s a Pin
A ir
S o il
51
C ondor
l
re
l
l M o key F
n
e
P
on
rd
ou
a b S q uir
Ca
M
aib
er
K
Water
ow
Mu
F u n gi
EXTENSION ACTIVITY:
Web of Life 2
R
ed
P e o ple
- Ta i
k
Web of Life
a
le d H
w
Ta r a u l a
nt
Sun
Water
C oyote
Elk
u la H a
w
A ir
En
S o il
gl
53
em
ce
ant
k
T
ar
L u pin e
a n n S pr
u
Now and Then
Gr ade: K–3
Dur ation: up to two class periods (90 minutes)
Location: classroom
Vocabulary: historic, transportation
Trunk Materials: Photos of Now and Then, laminated timeline card sets, laminated photos of early
artifacts.
Additional Materials And Equipment (Not Supplied): DVD player, screen or computer with LCD projector,
double-sided tape or magnets, whiteboard
Social Studies
SS-K-S1C1-PO3: Sequence recounts of historical events and people using the concepts of before and after.
SS-K-S4C2-PO1: Recognize through images how people live differently in other places and times.
SS-1-S1C1-PO1: Place important life events in chronological order on a timeline.
SS-1-S4C2-PO4: Discuss the ways places change over time.
SS-2-S1C1-PO1: Place important life events in chronological order on a timeline.
SS-2-S4C2-PO4: Discuss the ways places change over time.
SS-3-S1C1-PO1: Use timelines to identify the time sequence of historical data.
SS-3-S4C2-PO2: Describe how physical and human characteristics of places change from past to present.
Learning Objectives: Students will be able to explain:
1. That humans were living in Grand Canyon for thousands of years, long before the park was established
and tourists arrived
2. How time has influenced how humans have used Grand Canyon
3. The concept of “now and then” in their own lives
Background:
Geologic history revealed at Grand Canyon goes back millions of years. Human presence is quite recent by
comparison. It is believed that the first people to travel through the Grand Canyon area were nomads looking for food. A Clovis point fragment and a Folsom point have both been found at Grand Canyon, showing
evidence of early human activity dating back more than ten thousand years. Paleo-Indians were followed by
Archaic peoples. Some of the artifacts left by these people include pottery, split-twig figurines, baskets, and
yucca-fiber sandals.
55
EXTENSION ACTIVITY:
Now and Then
In more recent times, other groups of American Indians arrived in the
area. Although they borrowed from each other, they maintained separate tribes. Next there were the explorers, exploiters, adventurers, and
settlers who arrived with a variety of plans in mind. They left behind a
colorful history.
1. Show the photos of Now and Then. Look for details: How are the
pictures the same? How are they different? Discuss the ways places
change over time.
2. Depending on your area of emphasis and time restrictions, select
laminated cards showing a few key dates and events to be placed
on a timeline, or use all the cards provided. If you do not use all of
them, remove the unneeded cards from the individual sets.
3. Explain that although people have lived at the canyon for thousands of years, most of the human activity on record at Grand
Canyon has occurred during the past 150 years. Discuss who may
have lived at the canyon long ago, how they survived, and ways
in which they used the canyon. Explore what students believe
concerning changes in the use of the canyon over time. Read An
Introduction to Grand Canyon Prehistory.
4. Have students work in groups, placing the chronological date and
clue with its appropriate photograph. There are sufficient clues in
the wording of the cards and visual clues in the pictures to make
the right pairings. Ensure that students create the timeline in chronological order. When all groups are done, have students share their
findings, discussing each picture and event. Using double-sided tape
or magnets, you can place a classroom timeline on a whiteboard.
5. Discuss what the timeline tells us about how humans have used
Grand Canyon and how that use has changed over time. How
might humans use the canyon in the future?
Evaluations:
Grade K–1: Select a photo. Make photocopies of the Venn diagram on
the following page. Create a Venn diagram with students as a group
comparing the old photo to the new photo. (See example: Verkamp’s
Now and Then)
Grade 2–3: Select a photo. Make photocopies of the Venn diagram on
the following page. Ask students to create a Venn diagram comparing the
old photo to the new photo. (See example: Verkamp’s Now and Then)
Extensions:
Have students bring in pictures from home to show now and then.
56
More information signs
More paved paths
More people
Metal rail
Flagpole
Now & Then
Gift Shop
Blankets hanging outside
Tree are smaller
Verkamp’s sign
Living space upstairs
Porch for people to sit on
57
59
Now & Then
Learning Center
Gr ade: K–3
Dur ation: duration of trunk visit
Location: classroom (You may wish to put out all appropriate materials on a table or counter, or a few
items at a time. You may choose to use the materials in group activities or individual activities. This will
depend on your group, your goals, and the time and space available.)
Trunk Materials: books, DVDs, pamphlets, and other trunk items.
Additional Materials And Equipment (Not Supplied): Provide an area specifically
for these activities. Have a DVD player with TV, computer (for CD-ROM), pencils, and paper. If coloring
books are used, please select and copy the appropriate pages for students to color. Do not write on any of the
materials provided.
Learning Objectives:
Students will be able to express verbally or in writing their thoughts and feelings about Grand Canyon topics
and national parks in general.
Background:
The intent of the learning center is to allow exploration of trunk materials by small groups or individuals.
Allowing time and choice offers students the opportunity to reflect upon and respond to the materials using
a variety of learning styles and modalities (music, art, poetry, etc.).
1. Create a learning center by setting out materials on a table or counter with instructions.
2. Spend a few minutes introducing the students to the materials.
3. Set aside time when individuals or groups may work with these materials and set clear expectations. For
example, complete one activity before going on to the next.
4. Indicate how many people may work in the area at one time.
5. Demonstrate how to handle fragile items.
Possible activities to accompany the music include painting, drawing, or writing a poem or story. Students
may read books aloud to each other. Crossword puzzles could be created from vocabulary used in books.
After reading a book, a small group may perform a short skit telling the story.
Evaluations:
Evaluation will vary depending on how these materials and activities are used and the expectations teachers
have set for students.
61
DVD Viewing
Gr ade: K–3
Dur ation: one to two class periods
Location: classroom
Key Vocabulary: erosion, protection
Trunk Materials: Canyon Song DVD, Arizona Highways Grand Canyon DVD, Grand Canyon Suite
DVD
Additional Materials And Equipment (Not Supplied): DVD player, screen or computer with LCD projector
Learning Objective: Students will be able to:
1. Name at least five things they noticed about the canyon from watching the DVDs
Background:
The DVDs are included for optional enrichment. Canyon Song is shorter (33 min.) and more general, so it
may be most appropriate for younger students. Arizona Highways Grand Canyon is 60 minutes long and
includes a broad range of information, including natural and human history of the canyon. Grand Canyon
Suite (32 min.) has no narration and is Ferdinand Grofe’s musical translation of his vivid impressions of
the Grand Canyon. It is recommended that you preview the DVDs and select the one (or part of one) most
appropriate for your study and students.
1. Preview and select a DVD.
2. Prepare students for what they will see with a brief discussion. Suggest a few things they should look for
or focus on (for example, animals, the color of the river, things they see people doing, etc.).
3. View the DVD and discuss it in relation to previously completed lessons and activities
Evaluations:
Conduct a discussion following up on procedure step 2, above, to see what students noticed while watching
the DVD.
63
RESOURCES AND INFORMATION:
Vocabulary List
birth range: an area over which an animal or group of animal travel in search of food or mates
cycle: a series of events that are repeated over and over again, as in the cycle of the seasons
erosion: the gradual wearing away of rock layers by forces of nature, such as running water, wind, or gravity
extinct: if a type of animal or plant is extinct, it has died out.
fossil: anything that has been preserved that tells about life on Earth; often, a plant or animal that has
turned to stone. Some are actual remains, some are imprints of plants or animals, and some are frozen in icy
ground or petrified
geologist: a scientist who studies rocks, the earth, its processes, and its history
geology: the study of rocks, the earth, its processes, and its history
grand: large and impressive, as in the Grand Canyon
habitat: the place and natural conditions in which a plant or animal lives
historic: an event or place that was important in the past
igneous rock: rock formed from molten magma/lava
lava: molten rock flowing above ground
magma: molten rock below the earth’s surface
metamorphic rock: rock that has gone through changes caused by heat and pressure
mission: a special job or task
national park: land set aside by the government for preservation and public enjoyment
nocturnal: active at night
petrified: turned to stone by minerals replacing the cells of a living thing
preservation: the act of protecting something so that it stays in its original state
protection: the act of guarding or keeping something safe from harm, attack, or injury
sedimentary rock: rock formed from sediment that has been cemented together
transportation: moving goods or people over land, across water, and through the air. Transportation takes
you places.
web of life: a complex system of animals and plants that depend on one another for food and survival
65
Primary Trunk Inventory
BOOKS:
GAMES:
_____ Animals Count
_____ Animals of the Deserts of North America
_____ An Introduction to Grand Canyon Ecology
_____ Grand Canyon Web of Life (cards & yarn)
_____ Condor: Spirit of the Canyon
_____ Scramble Squares Puzzle
_____ Earth Science for Every Kid
_____ Everybody Needs a Rock
OTHER:
_____ Fossils Tell of Long Ago
_____ Laminated Now and Then Photo’s
_____ Going to Grand Canyon National Park
_____ Grand Canyon National Park Coloring Book
_____ I See Something Grand
_____ Plush Animals: Condor, Scorpion, &
Squirrel
_____ If You Are a Hunter of Fossils
_____ Replicas: Condor Egg & Mountain Lion
Claw
_____ National Park Service Activities &
Adventures for Kids
_____ Fossils
_____ Hand Lenses (6)
_____ Rascal: The Tassel-Eared Squirrel
_____ Pinecones and Squirrel Sticks
_____ Whose Tails on the Trail Grand Canyon
_____ Pocket Field Guide (2)
_____ Recreational Map of Arizona (folded)
AUDIO/DVD:
_____ Wild Animal Masks (set of 7)
_____ 360 Degrees of Grand Canyon Park Virtual
Tour DVD/CD
_____ View-Master (2 with 6 reels)
_____ Arizona Highways Grand Canyon DVD
_
(60 minutes)
_____ Laminated Photos of Early Artifact
_____ Canyon Song DVD (33 minutes)
_____ Grand Canyon National Park: A Visual
Journey & National Treasures (PowerPoint)
_____ Grand Canyon Suite DVD (32 minutes)
_____ Music from Grand Canyon CD
_____ Ranger Minutes & Animals DVD
_____ Sounds of Grand Canyon CD
_____ Views of the National Parks DVD
67
_____ Laminated Timeline Cards
Related Web Sites
Listed below are Web sites that you may find of interest.
Gener al Gr and Canyon Sites
Information on educational opportunities and materials can be
found here, as well as information pertinent to the Travelin’ Trunk program.
http://www.grandcanyon.org/fieldinstitute
Grand Canyon National Park Environmental Education
Includes information on a variety of programs and activities, and contact information for the
park environmental education staff.
Additional Resources: For teachers: http://www.nps.gov/grca/forteachers/index.htm
Natural sounds: http://www.nps.gov/grca/naturescience/natural_sound.htm
Grand Canyon National Park Information
http://www.nps.gov/grca/index.htm The latest news from the park, and a broad range of information.
Arizona Critters
Geo-Archaeological Information Applications Lab, School of Human Evolution and Social Change,
Arizona State University http://gaialab.asu.edu/critters/
This page contains information about species currently or once commonly found in Arizona. Some species are endangered or threatened by loss of habitat. Some have already vanished from the state.
Arizona Game and Fish Department
http://www.azgfd.gov Diverse wildlife resources and habitats information.
Additional Resources: Videos of big game animals and predator species:
http://www.azgfd.gov/video/archive.shtml
Arizona State University
http://grandcanyonhistory.clas.asu.edu
Nature, culture, and history at the Grand Canyon.
Unique Views of Nature
http://www.uniqueviewsofnature.com/blog/video-gallery Your window to the magical world of nature.
Gr and Canyon Ecology Sites
Peregrine Fund
http://www.peregrinefund.org Includes information on the California condor as well as the peregrine
falcon. Of particular interest is the section called “Notes from the Field.” Here you can read what these
giant birds are up to and how they are thriving in the wild.
69
Packing and Shipping
Packing
Please reassemble the trunk contents as you found them. Double-check to be certain all the pieces are repacked by using the Trunk Inventory. This will ensure that the next users will have all they need, and will
save the time and trouble of tracking down missing pieces. If pieces have been lost or damaged, please notify
us so that we may replace them.
Return Shipping
Please carefully read the following return shipping instructions.
The return shipping fee is already paid! Use the enclosed return shipping label to ship the trunk back to us
via UPS ground.
Note: If your school has regularly scheduled UPS shipping and receiving service, arrange for the trunk to go
to that pickup/drop-off location for UPS pickup.
Note: If your school does not have regularly scheduled UPS service, you must take the trunk box to an
authorized UPS location such as a UPS Store, Mail Boxes Etc., or give the labeled box to any UPS driver. To
find the nearest authorized UPS location, call UPS at 800-742-5877 or visit their Web site at www.ups.com.
If you have any questions regarding return shipping procedures, please call the Grand Canyon Association
toll free at 800-858-2808, ext. 7142.
Questions:
If you have questions or problems, please contact us!
800-858-2808, ext. 7142
E-mail: [email protected]
71
Resources and information:
Evaluation Form
Evaluation forms are provided to help us improve existing and future educational outreach endeavors.
We appreciate you taking a few moments to complete and return this form.
School/Teacher: ___________________________________ City:_________________________________
Number of Teachers:_____________ Number of Students:_____________
Name of Trunk Used:___________________________________________________________________
Date Trunk Used:_____________________
1. How many students used the trunk? ___________
2. How many teachers used the trunk? ___________
3. Have you used GCA Travelin’ Trunks in the past? ____________
4. Are you planning to use a trunk next school year? ____________
5. How did you pay for the shipping fee?
School funds ¨
Personal funds ¨
Parent Group ¨
Other ¨
6. Please check items that were used:
¨ Teacher guide
¨ Lesson plans
¨ Extension activities
¨ DVDs
¨ CDs
¨ CD-ROM
¨ Books
¨ PowerPoint CD
¨ Other (please be specific):
_______________________________________________________
7. Favorite activity?______________________________________________________________________
8. Please rate your overall experience with the trunk by checking below:
¨ Excellent
¨ Good
¨ Good, but needs improvement
¨ Poor
Additional Comments:___________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
73

travelin` trunk - The Grand Canyon Association

Transcription

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