Minnehaha Falls: Observing Changes in Nature through Drawing and Writing
Summary
This lesson revolves around an annual first grade field trip to Minnehaha Falls. Prior to the trip, the students will make some predictions about the types of things they might see on a hike at a park. During the hike to the Mississippi River, the students will draw and label their observations in their notebooks.
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Learning Goals
This activity is designed for students to practice their observational skills and communicate their findings through drawing, writing and speaking. The key concepts include:
- Scientists make detailed observations.
- Scientists record and share their findings.
- Things found in nature change over time.
Key vocabulary words: waterfall, creek, river
- Scientists make detailed observations.
- Scientists record and share their findings.
- Things found in nature change over time.
Key vocabulary words: waterfall, creek, river
Context for Use
This activity is designed for a class of first grade students. The entire first grade goes to Minnehaha Falls every year in September. The school is a Spanish immersion school, and all curriculum is taught in Spanish in first grade. The school has a mixture of native English speakers as well as native Spanish speakers. This field trip takes a good share of the school day (9:30-2:00). Prior to the trip the class will have read a story about natural cycles. They will have had practice writing and drawing their observations in notebooks by observing things found in our schoolyard (salsa garden, prairie grass garden) and in our classroom.
Description and Teaching Materials
Materials: small student notebooks that can hang around students' necks, pencils, PowerPoint slides (or pictures) of a creek, river, rapids, waterfall, magnifying glasses, colored pencils
Time: 3 days (one 30-40 minute period to introduce the field trip, one full day, and a 30-40 minute period the following day for follow-up)
Procedure:
Introduction: 1) Explain to the students that the class will be going on a hike at a park. Ask the student to turn and talk with a partner about some of the things that they think they might see while hiking. Have students make a list and either draw or write down some of their ideas in their notebook. Ask students to share their predictions with the entire class verbally and make a class list of what they might see.
2)Tell the students that the park we are going to visit is special because there is water there. Show them PowerPoint slides which depict a small creek, a stream, and series of pictures of rapids in which the water progressively gets more agitated. Ask students to predict what they think will happen next to the water. After students have had a chance to share, show them the picture of a waterfall and have them verbally describe what is happening to a partner. Explain that they will be seeing a waterfall on the hike they go on the following day.
3)Explain to the students that they will be bringing their notebooks and pencils on the hike and that they are to check off the objects from their list of predictions that they actually see. Tell them that in addition to keeping track of what they see, they will be given one specific type of object to look for in their small group (rock, tree, plant, bird, animal, insect). During the hike they will need to find their assigned object, observe it carefully, draw , color and label it as accurately as possible.
Activity (Day 2) :
Prior to the start of the school day have the class divided into groups of 4-5 students with one adult chaperon for each group. Have Ziploc bags for each chaperon which include colored pencils, extra pencils and written directions for what students are to be doing.
1) As a class review the field trip expectations including how they can use detail to best depict their observations. Have them share some of the items from their list of predictions that they will be looking for.
2) At the park take students around to some of landmarks of the park (the statue of Minnehaha, the train station, the statue of the Native American mask, the first zoo in MN...).
3) Send students down the path to the Mississippi River with their adult leaders and assignments.
4) Upon arriving back at school give the students a chance to finish coloring and/or label their observations in their notebooks.
5) As a class check off the items on the list of predictions of items that were actually seen on the field trip.
Day 3:
1)Have students meet in the groups that they worked in the previous day (based on the types of objects that they assigned to draw in their notebooks) Ask them to look at their drawings and talk about how the objects they drew might look if they went back next week. What would they look like in the middle of winter? What are some ways that their object could change?
2)Ask them to share their drawings with the class and to name one of the changes they think they would see to their object.
3)Review with the class the concept that all living thing go through changes. Ask them to share how they think they might change over their year in first grade.
Time: 3 days (one 30-40 minute period to introduce the field trip, one full day, and a 30-40 minute period the following day for follow-up)
Procedure:
Introduction: 1) Explain to the students that the class will be going on a hike at a park. Ask the student to turn and talk with a partner about some of the things that they think they might see while hiking. Have students make a list and either draw or write down some of their ideas in their notebook. Ask students to share their predictions with the entire class verbally and make a class list of what they might see.
2)Tell the students that the park we are going to visit is special because there is water there. Show them PowerPoint slides which depict a small creek, a stream, and series of pictures of rapids in which the water progressively gets more agitated. Ask students to predict what they think will happen next to the water. After students have had a chance to share, show them the picture of a waterfall and have them verbally describe what is happening to a partner. Explain that they will be seeing a waterfall on the hike they go on the following day.
3)Explain to the students that they will be bringing their notebooks and pencils on the hike and that they are to check off the objects from their list of predictions that they actually see. Tell them that in addition to keeping track of what they see, they will be given one specific type of object to look for in their small group (rock, tree, plant, bird, animal, insect). During the hike they will need to find their assigned object, observe it carefully, draw , color and label it as accurately as possible.
Activity (Day 2) :
Prior to the start of the school day have the class divided into groups of 4-5 students with one adult chaperon for each group. Have Ziploc bags for each chaperon which include colored pencils, extra pencils and written directions for what students are to be doing.
1) As a class review the field trip expectations including how they can use detail to best depict their observations. Have them share some of the items from their list of predictions that they will be looking for.
2) At the park take students around to some of landmarks of the park (the statue of Minnehaha, the train station, the statue of the Native American mask, the first zoo in MN...).
3) Send students down the path to the Mississippi River with their adult leaders and assignments.
4) Upon arriving back at school give the students a chance to finish coloring and/or label their observations in their notebooks.
5) As a class check off the items on the list of predictions of items that were actually seen on the field trip.
Day 3:
1)Have students meet in the groups that they worked in the previous day (based on the types of objects that they assigned to draw in their notebooks) Ask them to look at their drawings and talk about how the objects they drew might look if they went back next week. What would they look like in the middle of winter? What are some ways that their object could change?
2)Ask them to share their drawings with the class and to name one of the changes they think they would see to their object.
3)Review with the class the concept that all living thing go through changes. Ask them to share how they think they might change over their year in first grade.
Teaching Notes and Tips
This activity requires plenty of adult supervision. The hike to the river is quite far for first graders and difficult if there are students with physical disabilities. I have taken students on this trip previous years but have focused more on the team building (look, listen, think) aspect of first grade rather than on the science. We have reflected on the trip upon returning to school, but the concept of a science notebook and recording their observations while at the falls is new.
Assessment
The students will be assessed on their observations in their science notebooks. Since the activity will be done at the beginning of the year I will be looking for detailed drawings and label when possible.
Standards
1.1.1.1.2 describing observations accurately