Dear Teacher, Thank you for choosing the McHenry County Conservation District s Natural Storytelling field trip at Prairieview Education Center in Crystal Lake. The purpose of this program is to provide your students with: Experience completing activities in a nature journal while in the field The opportunity to listen to and watch nature-related stories told by a professional storyteller A hands-on experience hiking on a woodland hike and listening to stories about the natural history of the local flora and fauna. A personal connection and sense of ownership for our Conservation District areas Please make sure all teachers and chaperones attending the field trip are aware of the following information. 1. This field trip is generally 3.5 hours long. Please note your start and end time on the permit. We will begin with an indoor introduction followed by outdoor activities. We will be outside for most of the field trip. 2. Teachers, chaperones, and students should dress for the weather and wear long pants and sturdy footwear for hiking. 3. To assist the field trip leaders in getting to know your class, please have the students wear secure nametags. 4. Encourage everyone to bring a waste-free lunch! Pack lunches in insulated, reusable containers and include items that can be eaten in their entirety, recycled or composted. Examples are whole fruits and vegetables, drinks in reusable bottles, snacks purchased in bulk and brought in reusable containers, cloth napkins, and reusable ice packs. For additional information on reducing waste visit www.epa.gov/epawaste/wycd/index.htm. 5. A teacher packet for this program is available to you on the Conservation District s Website. This packet includes some background information, a What to Expect information sheet, a map to Prairieview Education Center, a post-trip evaluation sheet, and pre-trip and post-trip activities. The pre-trip activities are designed to give students background information before they come to Prairieview. Please take time to do the activities because the information will be built upon during the program introduction. The post-trip activities are designed to provide the students with an extension to the activities provided during the program. 1 -Download teacher packet information from our website at www.mccdistrict.org 2 -To request information be sent to your email or school address call Andy Talley at 815-479-5779. 6. In the event of inclement weather on the day of your field trip, contact us. While there is not much room to reschedule programs, we will try to accommodate your needs. We do have indoor facilities that can be used as necessary. We are looking forward to a day of fun and learning with your class. If you have any questions, please feel free to call, (815) 479-5779. Sincerely, Andy Talley, Education Program Coordinator 1
Nature Poetry Pre Trip Activity Objective: Students practice creating poems using their choice of poetry style. Method: Students create a poem about nature. Materials: Paper, pen The students will be writing a poem called a cinquain during their field trip. This activity will give the students some experience with writing poetry before the trip. 1. Explain and show examples of the three types of poems outlined in this activity. 2. Have the students choose their favorite type, and then have them write their own poem in that style. 3. Allow students to share their poems if they would like to. Option 1: Dreamspark-a five line poem following the pattern below. Line 1: I dreamed that Line 2: I was (a plant or natural feature) Line 3: In the (place) Line 4: (Action taking place) Line 5: (How the action was performed) I dreamed that I was a bald eagle In the mountains Soaring high on the wind Free and happy Option 2: Haiku-a three line poem following the pattern below. Line 1: 5 syllables Line 2: 7 syllables Line 3: 5 syllables Butterflies in flight A rainbow of bright colors Fluttering over me Option 3: Shape Poem-a poem that describes an object and is in the same shape as that object. For example, a circle shaped poem about a cookie, or a heart shaped poem about love. A volcano. A huge rock, shooting lava up into the air! Everyone runs for cover. Lots of thick, black smoke pours out of the top, giving you a warning before the explosions start. Nothing can stand in its way. Sometimes they don t blow up for hundreds of years. Still thousands in the world but they don t all work, some are even underwater. 2
Adjective Olympics Pre Trip Activity Objective: Students describe natural objects and habitats in response to visual cues. Method: Students use adjectives to describe pictures in a team game. Materials: Slide show or nature pictures, projection equipment 1. Separate the students into even teams. 2. Give these directions verbally: a. A team representative should be chosen as the team spokesperson. b. When a picture is shown, teams should chose an adjective that they feel describes the picture. c. Once the adjective is chosen, the team representative should raise their hand to share it. d. The first team to share an adjective will be awarded a point. e. At the end of the game the team with the most points wins. 3. The game can be played in rounds to allow a chance for different teams to win. 4. As an alternative, teams can use dry erase boards or chalkboards to write their adjectives on and hold up for the activity leader to see. Points can then be awarded to all teams who write an adjective. This is a less competitive version of the game. 3
Your Favorite Nature Experience Post Trip Activity Objective: Students practice their storytelling skills by sharing a positive experience with nature orally. Method: Students write a story about a nature experience and share it with others. Materials: Paper, pen 1. Give these directions verbally: Write the story of your favorite nature experience. The story should include: Who you were with What were you doing Where it took place When it took place Why it is your favorite nature experience 2. Have the students share their stories in group of 2-4. 4
Story Analysis Post Trip Activity Objective: Students will practice their critical thinking and analysis skills by reading and interpreting a story. Method: Students read a story and answer follow-up questions about it. 1. Have the students read the story on pages 10-11 of the packet. You can use a story from one of the resources on the resource list (page 12) if you prefer. 2. Students should answer the follow-up questions once they have finished reading the story. 3. Answers to the questions can be shared as a class or in small groups. Materials: Story, question sheet, pen or pencil 5
Follow-up Questions (3rd grade) 1. What is the moral or lesson of the story? How is this conveyed through key details in the text? 2. Describe one of the main characters. What traits does that character have? How did the characters actions contribute to the sequence of the events in the story? 3. What is your favorite part of the story and why? 6
Follow-up Questions (4th grade) 1. Write a brief summary of the story including the theme of the text. 2. Describe a main character based on their thoughts, words and actions. 3. What is your favorite part of the story and why? 7
Follow-up Questions (5th grade) 1. Write a brief summary of the story including the theme of the text and how characters in the story respond to challenges. 2. Compare and contrast two characters in the story using specific details from the story. 3. What is your favorite part of the story and why? 8
Follow-up Questions (6th grade) 1. Write a brief summary of the story distinct from personal opinions or judgment, including the theme of the text. 2. Compare and contrast the experience of reading the story and hearing the story. Contrast what you see and hear when reading the story and what you perceive when you listen to the story. 3. What is your favorite part of the story and why? 9
Chipmunk and Bear an Iroquois Story Long ago when animals could talk, a bear was walking along. Now it has always been said that bears think very highly of themselves. Since they are big and strong, they are certain that they are the most important animals. As this bear went along turning over big logs with his paws to look for food to eat, he felt very sure of himself. There is nothing I cannot do, said the bear. Is that so? said a small voice. Bear looked down. There was a little chipmunk looking up at Bear from its hole in the ground. Yes, Bear said, that is true indeed. He reached out one huge paw and rolled over a big log. Look how easily I can do this. I am the strongest of all the animals. All the other animals fear me. I can do anything. Can you stop the sun from rising in the morning? said the Chipmunk. Bear thought for a moment. I have never tried that, he said. Yes, I am sure I could stop the sun from rising. You are sure? said Chipmunk. I am sure, said Bear. Tomorrow morning the sun will not rise. I, Bear have said so. Bear sat down facing the east to wait. Behind him the sun set for the night and still he sat there. The chipmunk went into its hole and curled up in its snug little nest, chuckling about how foolish Bear was. All through the night Bear sat. Finally the first birds started their songs and the east glowed with the light which comes before the sun. The sun will not rise today, said Bear. He stared hard at the glowing light. The sun will not rise today. However, the sun rose, just as it always had. Bear was very upset, but Chipmunk was delighted. He laughed and laughed. Sun is stronger than Bear, said the chipmunk, twittering with laughter. Chipmunk was so amused that he came out of his hole and began running in circles, singing this song: 10
The sun came up, The sun came up. Bear is angry, But the sun came up. While Bear sat there looking very unhappy, Chipmunk ran around and around, singing and laughing until he was so weak that he rolled over on his back. Then, quicker than the leap of a fish from the stream, Bear shot out one big paw and pinned him to the ground. Perhaps I cannot stop the sun from rising, said Bear, but you will never see another sunrise. Oh Bear, said the chipmunk. Oh, oh, oh, you are the strongest, you are the quickest, you are the best of all of the animals. I was only joking. But Bear did not move his paw. Oh, Bear, Chipmunk said, you are right to kill me, I deserve to die. Just please let me say one last prayer to Creator before you eat me. Say your prayer quickly, said Bear. Your time to walk the Sky Road has come! Oh, Bear, said Chipmunk, I would like to die. But you are pressing down on me so I cannot breathe. I can hardly squeak. I do not have enough breath the say a prayer. If you would just lift your paw a little, just a little bit, then I could breathe. And I could say my last prayer to the Maker of all, to the one who made great, wise, powerful Bear and the foolish, weak, little Chipmunk. Bear lifted up his paw. He lifted it just a little bit. That little bit, though, was enough. Chipmunk squirmed free and ran for his hole as quickly as the blinking of an eye. Bear swung his paw at the little chipmunk as it darted away. He was not quick enough to catch him, but the very tips of his long claws scraped along Chipmunk s back leaving three pale scars. To this day, all chipmunks wear those scars as a reminder to them of what happen when one animal makes fun of another. 11
Natural Storytelling Resources Books Books by Michael J Caduto and Joseph Bruchac Earth Tales from Around the World Keepers of the Animals Keepers of the Earth Keepers of Life Keepers of the Night Native American Animal Stories Native American Stories Native Plant Stories Story Stretchers by Shirley C. Raines Tales with Tails by Kevin Strauss If you are interested in borrowing any of the books listed above they can be reserved for up to two weeks prior to your visit. Books can be picked up from Prairieview Education Center two weeks before your field trip date, and returned on the date of your field trip. Materials are available on a first come-first served basis. You can schedule your reservation at anytime between your booking of the trip and the date of the field trip. Please contact us soon if you would like to reserve any of the materials. Websites http://www.naturestory.com/ http://www.dougelliott.com/ http://www.environmentalstorytelling.com/ http://www.story-lovers.com/index.html Please Contact: Andy Talley, Education Program Coordinator Prairieview Education Center 2112 Behan Rd. Crystal Lake, IL 60014 (815) 479-5779 http://childrensbooksonline.org/nature_stories_for_children/index.htm 12