SCHOOL FOREST LESSON PLAN



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Boston School Forest

First Grade

Curriculum

Introduction

The mission of the Boston School Forest is to provide the youth of Stevens Point area schools educational opportunities that foster personal growth as well as awareness, knowledge, and appreciation of the natural world leading to sound stewardship of the earth.

Environmental education programs that are the most effective emphasize students’ involvement and interaction with the natural environment. The Boston School Forest is the living laboratory for our youth to study, learn from, and explore. The Boston School Forest curriculum is intended to provide classroom teachers, school forest staff, and volunteers with lessons, activities, and background information on the environmental education topics studied in our living laboratory, the school forest.

The Boston School Forest’s curriculum is designed to correlate directly with the Stevens Point Area Public School District curriculum. Our goal is to have students benefit the most from their school forest experiences. They will develop a deeper understanding of the concepts learned at the school forest if they are prepared and have time to reflect and review concepts learned.

The curriculum contains optional pre and post fieldtrip lessons that are flexible and brief. Teachers can apply their professional knowledge and insight as to how extensively these activities will fit into their teaching plans. These activities aren’t intended to add an additional burden to our very busy classroom schedules. It is hoped that they can be of help to teachers and enhance the learning experiences of our students.

When teachers have a multi-aged or split grade class, they can choose which school forest lessons they would like to have the school forest staff teach. Contact the Environmental Education Coordinator to make arrangements.

The first curriculum written for the school forest in the 1967-1968 school year has been lost in time. It is intended that this renewed effort will be continued into the future with regular updates and additions. The curriculum writers invite teachers to share their ideas and suggestions for additional activities that will enhance this document. All contributors’ activities included will be acknowledged in updated copies of the curriculum.

The following people deserve acknowledgement for their time, dedication and thoughtful insight into the planning and development of this document; Allison Bancker, Jerry Corgiat, Karen Dostal, Pat Hoffman, Kathy Kruthoff, Lori Lampert, Judy Mansavage, Cris Miller, Casey Nye, and Susan Zook.

Curriculum

Scope and Sequence

Students in the Stevens Point Area Public School District visit the Boston School Forest each year from Kindergarten through 6th Grade. The visit occurs in a designated season and engages students in activities related to an age-appropriate theme.

|Environmental Education Curriculum Topics |

|Grade |

|Grade |Season |Major Theme(s) |

|K |Winter |Basic Needs |

|1 |Winter |Life Cycles through the Seasons, Animal Groupings |

|2 |Spring |Pond and Forest Ecosystems, Life Cycles |

|3 |Fall |Biodiversity, Food Chains and Webs |

|4 |Winter |Wisconsin Forests, Seasonal Differences |

|5 |Fall |Orienteering, Classification and Characteristics of Trees |

|6 |Spring |Renewable Energy, Geocaching, Service Learning |

Stevens Point Area Public Schools

First Grade Boston School Forest Curriculum

|Curriculum Areas: |General Topic: |Subtopics: |

|Environmental Science, |Lifecycles |Lifecycles of Plants and Animals, |

|Social Studies, Language Arts, | |Animal Groupings |

|Math, Physical Education | | |

|Standards and Benchmarks |Teaching Strategies & Student Activities |Teacher Resources |Assessment tools |

|Science |[pic] Pond Freeze Experiment | |Summative Assessment discussion of |

|A.4.1 Make observations, ask questions, and plan |[pic] Life Cycles by Michael Elsohn Ross - Read aloud with |Life Cycles by Michael Elsohn Ross |life cycles and writing/painting |

|environmental investigations |discussion | |activity |

|A.4.2 Collect information, make predictions, and offer |[pic] Writing and Painting Activities | | |

|explanations about questions asked |[pic] Music and Movement to be a Tree | | |

| |[pic] Un-Nature Trail &Hike | | |

|Environmental Education |[pic] Trees Are Terrific | | |

|A.4.1 Make observations, ask questions and plan |[pic] Life Cycle Scavenger Hunt | | |

|environmental investigations *(see Science [SC] |[pic] Animal Adaptation Sort | | |

|Inquiry; English/ Language Arts [LA] Research) |[pic] Pine Cone Critters | | |

|A.4.2 Collect information, make predictions, and offer |[pic] Follow-up Discussion to Life Cycles by Michael Elsohn | | |

|explanations about questions asked (see: SC Inquiry) |Ross and Writing and Painting Activities | | |

|A.4.4 Communicate their understanding to others in | | | |

|simple terms (see LA Writing) | | | |

|B.4.6 Cite examples of how different organisms adapt to| | | |

|their habitat* | | | |

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Boston School Forest

First Grade Lesson Outline

|Purpose |

| |

|These lessons are intended as options for classroom teachers to |

|extend students’ Boston School Forest experiences. The pre- and |

|post-field trip first grade lessons can help your students prepare for their field trip and, afterwards, synthesize information from |

|their day at the Boston School Forest. The optional follow-up family activity letter is included for you to copy and send home if |

|you choose. |

|Pre-Field Trip Options |

|Pond Freeze Experiment |

|Read Aloud and Discuss Life Cycles by Michael Elsohn Ross |

|Writing and Painting Activities |

|III. Post-Field Trip Options |10 |

|Follow-up Discussion of Life Cycles by Michael Elsohn Ross | |

|Writing and Painting Activities | |

|Life Cycle Sort | |

|Family Extension Activities |16 |

|Growing and Changing | |

|b. The Four Seasons | |

|Boston School Forest Activities | 17 |

|UnNature Trail |Trees Are Terrific | |

|Nature Hike |Discovery Center | |

|Life Cycle Scavenger Hunt |Animal Adaptation Sort and Pine Cone Critters | |

|Appendix 1. Multiple Intelligences Chart |20 |

|VII. Appendix 2. EE Subgoals Model |21 |

|VIII. Appendix 3. Boston School Forest History |22 |

|IX. Appendix 4. Location and Directions |25 |

Boston School Forest

First Grade Pre-Field Trip Option

District Curriculum Topic: Life Cycles

School Forest Theme: Life Cycles, Animal Groupings

Topics: How do fish survive when the pond freezes?

Alignment to State Standards: SCI A.4.1 Make observations, ask questions, and plan environmental investigations.

Multiple Intelligence Connections: Naturalistic, Linguistic-Verbal, Logical-Mathematical

Lesson Length: 10 minute introduction and set-up followed by checking the progress of the water freezing every 15 minutes for the length of time you choose to continue the experiment.

Supplies/Technology:

• Clear plastic cup

• Water

• Freezer

• Timer or clock

Boston School Forest

First Grade Pre- and Post-Field Trip Option

District Curriculum Topic: Life Cycles

School Forest Theme: Life Cycles, Animal Groupings

Topics: Life Cycles – Definition and examples of plant and animal cycles

Alignment to State Standards: SCI A.4.2 Collect information, make predictions, and offer explanations about questions asked.

Multiple Intelligence Connections: Naturalistic, Linguistic-Verbal, Visual-Spatial

Lesson Length: 10 minute story/discussion and as much time as your class needs to paint, write a title, and discuss the project. (Similar time frame for the post-field trip lesson.)

Supplies/Technology:

• Life Cycles by Michael Elsohn Ross

• Watercolor paints and brushes

• Water in cups

• 8.5” x 11” paper for each student

• Newspaper as a work surface

Process: (Strategies and Activities)

Pre-Field Trip

1. Read Life Cycles and discuss and appreciate the descriptive text and detailed watercolor artwork.

2. Remind students of your procedures for using watercolors in the classroom. Direct them to fold their paper in half lengthways (hot dog fold).

3. Ask them to think of and paint some living thing they expect to see at the Boston School Forest. They should only paint on the first half of the paper. When they finish, have them include a title. Discuss/share paintings. Model and encourage students to ask questions of their classmates’ predictions/paintings.

Post-Field Trip

1. After returning from the Boston School Forest, re-read Life Cycles. Compare the information in the book with what you each noticed at the forest.

2. Complete the art project by using the other half of the paper to paint the same living things they expected to see at the forest the way they actually looked. For example: They may have first painted fish jumping in the pond but the pond had ice on it and they could not see the fish swimming below the layers of ice. Their second painting shows the icy pond. If they painted something they did not actually see at the forest, they could paint a living thing that was there. Challenge them to compare and paint any differences in the life cycle of what they expected to see and the reality of what they saw. For example: They painted a bush using mostly green; their second painting can show how different it looked now during your fall/winter visit to the forest.

Boston School Forest

First Post-Field Trip Option

Life Cycle Sort (Make a Tree Book)

Objective: Directions:

Students will learn about the 1. Explain that you have just received a loose collection of different developmental stages photographs of an individual over the years and you’d like

in the life of an organism. the students’ help putting them in chronological order. Ask

them to brainstorm a list of the important events or stages in

Grade Level: 3-6 a person’s life that might be recorded in the photographs.

(Adapted for 1st grade) Record their ideas on the blackboard. Once the list is com- plete, work together to sequence their suggestions in chrono-

logical order.

Materials: A selection of

photographs of one individual 2. Randomly label your photographs and lay them in a

from infancy through adult- central location for the students to observe. Allow time for

hood; Tree Life Cycle cards the students to study the photographs. Have them guess the

(following pages) proper sequence and record their guesses using the labels.

When everyone has finished, ask the class what they think

the right order is. Have them match the photos to the stages

and events they brainstormed.

Time Allotment: 30 minutes

3. Explain that all living things go through different stages of

development in their lives just as we do. The sequence of

these stages from beginning to end is called a life cycle. Can

they think of any examples in nature? (Egg, tadpole, frog;

egg, chick, chicken; calf, heifer, cow; puppy, dog)

4. Tell the class you have pictures of a tree throughout its

life. Once again, they are out of order. Ask them to put these

in the correct sequence, staple, and color the pages.

5. When all the students are finished, ask each student to look carefully at the life cycle stages represented in the picture of their completed tree book. By seeing what comes before and after, can they guess what stage of a tree’s life is represented on their card?

6. Review the life cycle order. Finish by making comparisons between the stages in a tree’s life and ours.

Boston School Forest

First Grade Family Activity

Dear Parents,

Today your child took a field trip to the Boston School Forest. Our topics of study were Life Cycles and Animal Groupings.

Here are a few activities your family may enjoy doing together. This will allow your child to share some of what he or she experienced today at the forest and build on that learning. Enjoy!

Growing and Changing

Concept: Humans have life cycles just as other animals do.

Vocabulary: A life cycle is the sequence of changes that all plants, animals, and humans go through as they are born, grow, change, and die.

Materials: Family photographs and photo albums.

Activity: Look through the photos and talk about the ways your child has changed since he or she was a baby. Compare baby pictures with those of childhood to show physical changes. Discuss how some characteristics are more likely to change than others such as shoe size versus skin color. Notice pictures that show how other family members have changed, too. Talk about how abilities and skills change also: being able to feed him or herself, make the bed, ride a bike, drive a car some day, and more. Talk about stages of human life: infant, toddler, preschooler, child, teenager, young adult, and so on. Discuss how animals grow up too and become more independent and responsible. Enjoy sharing the memories that the pictures spark and have fun telling stories.

The Four Seasons

Concept: The changing seasons affect lifecycles

Vocabulary: Winter, Spring, Summer, Autumn (Fall)

Materials: Some living things outside your home

Activity: Talk about the seasons. Choose a tree, bush, plant, or animal in your yard and make a journal entry describing how it looks/acts. Watch it change through the seasons and record your observations. You could also record changes in your child’s height and weight through the year and include that information with your written notes. You may also want to choose a non-living thing like a rock for comparison, and discuss and write your observations of this object as well.

Boston School Forest

First Grade Field Trip Program

Environmental Education Curriculum Topics: Environmental Appreciation, Sensory Awareness, Adaptations, Life Cycles, Outdoor Recreation, Taxonomy

School Forest Theme: Life Cycles through the Seasons, Animal Groupings

Alignment to State Standards: EE – A.4.1, A.4.2, A4.4, B.4.6

I. Introduction to the Day: Un-Nature Trail

• Have students explore the forest with their senses. Explain that when they are visiting the forest today, they should use all of their senses to help them learn, observe, and explore. Review their senses of sight, hearing, taste, smell, and touch.

• Set up two blindfold hikes or un-nature trails. Divide the group in two. Have half the class do one of the courses. When they have explored the course once, have them process the experience and discuss how the use of their senses helped them observe along the trail.

• Then have the students go through the course a second time. Discuss what surprises they found the second time.

II. Hike

• Introduce students to the concept of life cycles. Take students on a hike through the forest and allow them to observe the life cycles of as many living things as they can find during the hike. Look for tree seeds, seedlings, mature trees, and decaying trees. Explore nesting sites and animal adaptations to winter as part of the lifecycle.

III. Discovery Center

• Following the hike, meet the rest of the group at the Discovery Center for hands-on exploration time. Students can work on the life cycle puzzle.

IV. Trees are Terrific

• Meet a Tree (from Sharing Nature with Children, Cornell, 1979)

• Tree Play (from Sharing Nature with Children, Cornell, 1979)

V. Life Cycle Scavenger Hunt

Adapted from Project Seasons, D. Parrella, 1995. See attached information.

Students will learn about the developmental stages in the life of an organism.

Materials: Tree life cycle cards showing tree seeds, seeds in the soil, sprouting tree, seedling, and young tree, mature tree, tree in decline, and fallen tree in decay. Attach a string so the cards can be worn around the neck.

• Discuss the life stages of a chicken or frog beginning with the egg and ending with a mature animal that eventually grows old and dies. Define this as a life cycle. If time allows, read the Cycles Book, Yellowstone Press.

• Explain that all living things go through a life cycle. Tell the students that you have a set of pictures of the life cycle of a tree. But the pictures are mixed up and they will need to put them into the right order. They will need to do this sorting without talking. Have a quick discussion about how they can communicate without talking. Have each group form a circle. Hang one card around the neck of each student with the picture on the back. Explain that they can look at the other students’ pictures but not their own. (If this is too difficult, hang pictures on the front so students can see them.)

• When the signal is given, have the students carefully observe everyone’s pictures and arrange themselves in order. When a group is sure they have their life cycle in order, have them sit down as a signal that they are finished.

• When all are settled, have them look at the pictures of the students on either side of them and guess what stage of life their own picture shows.

• Review the life cycle in order. Then give each pair of students a life cycle scavenger hunt sheet. Have them go outdoors and find as many of the tree life stages as possible in the forest.

VI. Animal Adaptation Sort

Students will learn about the various groups of animals (mammals, birds, fish, insects and spiders, reptiles and amphibians) at the school forest and demonstrate their understanding of the interactions between the living and non-living components of the ecosystem.

Materials: Hoola hoops, animal mounts or toys to represent the 6 groups of animals, cards with pictures of animals glued in and strung with yarn so students can wear then around their necks. Pine cones with jiggle eyes hot glued on, gathered natural objects (twigs, maple tree seeds, pine needles, feathers) and pipe cleaners.

• Use the mounted animals in hoola hoops to introduce students to 6 groups of animals. Have them observe the body covering of these animals to help them to distinguish the different types of animals. Make other observations as well (number of legs, locomotion, habitat etc.) Give each child an animal card have them find the group their animal is in by standing near the hoola hoop with a same type of animal as what is pictured on the card. Explain that they will now play a running game using what they have just learned about animals. Set up goals outside for children to run to. Call out characteristics of animals (mammals, birds etc. Or 4 legs, 6 legs, swimmers, climbers…). Example; “all animals that fly, run! All animals with scales, run!

• Show students and example of a pinecone critter. Explain that they will use what they have just learned about animals to create one of their own. They are to think about body coverings, number of legs, how the animals will move about and find food. After they have made a critter have them write about it.

VII. Closing the Day

• Review with the students the day’s activities. Ask them what they learned and enjoyed. Encourage them to share these activities and what they learned today with their family in the backyard or neighborhood park. Refer to the take-home activity their teacher may have for them.

Appendix 1. Multiple Intelligences – “The Eight Smarts”

|Disposition/Intelligence |Sensitivity to: |Inclination for: |Ability to: |

|Verbal-Linguistic Intelligence |the scores, meanings, |speaking, writing, listening, reading|speak effectively (leader, religious|

|Word Smart |structures, and styles of | |leader, politician) or write |

|Rudyard Kipling |language | |effectively (poet, editor, |

| | | |journalist, novelist, copywriter) |

|Logical – Mathematical Intelligence|patterns, numbers, and |linking pieces, making calculations, |work effectively with numbers |

|Number Smart |numerical data, causes and |forming and testing hypotheses using |(accountant, statistician, |

|Thomas Edison |effects, objective and |the scientific method, deductive and |economist) and reason effectively |

| |quantitative reasoning |inductive reasoning |(engineer, scientist, computer |

| | | |programmer) |

|Spatial Intelligence |colors, shapes, visual |representing ideas visually, creating|create visually (artists, |

|Picture Smart |puzzles, symmetry, lines, |mental images, noticing visual |photographer, engineer, decorator) |

|Leonardo da Vinci |images |details, drawing and sketching |and visualize accurately (tour |

| | | |guide, scout, ranger) |

|Bodily – Kinesthetic Intelligence |launch, movement, physical |activities requiring strength, speed,|use the hands to fix or create |

|Body Smart |self, athleticism |flexibility, hand-eye coordination, |(mechanic, surgeon, carpenter, |

|Sean White | |and balance |sculptor, mason) and use the body |

| | | |expressively (dancer, athlete, |

| | | |actor) |

|Musical Intelligence |tone, tempo, melody, pitch, |listening, singing, playing an |create music (songwriter, composer, |

|Music Smart |sound |instrument |musician, conductor) and analyze |

|Ludvig van Beethoven | | |music (music critic) |

|Interpersonal Intelligence |body language, moods, voice, |noticing and responding to other |work with people (administrators, |

|People Smart |feelings |people’s feelings and personalities |managers, consultants, teachers) and|

| | | |help people identify and overcome |

|Oprah Winfrey | | |problems (therapists, psychologists)|

|Intrapersonal Intelligence |one’s own strengths, |setting goals, assessing personal |mediate, reflect, exhibit |

|Self Smart |weaknesses, goals, and desires|abilities and liabilities, monitoring|self-discipline, maintain composure,|

|Helen Keller | |one’s own thinking |and get the most out of oneself |

|Naturalist Intelligence |natural objects, plants, |identifying and classifying living |analyze ecological and natural |

|Nature Smart |animals, naturally occurring |things and natural objects |situations and data (ecologists and |

| |patterns, ecological issues | |rangers), learn from living things |

|Aldo Leopold | | |(biologist, botanist, vetenarian), |

| | | |and work in natural settings |

| | | |(hunter, scout) |

Appendix 2. EE Subgoals Model

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Appendix 3. Boston School Forest History in Brief

In the 1930’s H.R. Nobel, local agricultural agent, asked for donations of land to establish school forests in Portage County. In 1937, Mr. Harry D. Boston donated 80 acres. The land is shared by; UWSP (20 acres), catholic schools (15 acres) and the public schools (45 acres).

On May 11th, 1937 Governor Phillip La Follett planted the first tree on the property during a dedication ceremony. Between 1937 and 1958 school children helped to plant over 111,000 trees.

The forest was used by P.J. Jacobs high school classes (instructor Ray Gilbertson. County agent Pinkerton help annual meetings there with county teachers.

In 1938 a fire tower was erected and connected by phone to the state nursery in Nekoosa. It was moved to the State Fair Grounds in West Allis in 1950.

In 1964 the first pulp cut took place under the management of county forester, Gerald Ernst. The conservation classes at P.J. Jacobs did the cutting and piling during the winter. This was the first income from the school forest and was instrumental in funding the first building construction at the forest.

During the 1967-1968 school year, curriculum director Roger Bauer started curriculum committees. Dennis DeDeker and Steve Bogaczyk were co-chairs of the Outdoor Education Curriculum Committee. (Steve is a current member of the BSF Committee). The Boston School Forest was recognized as a valuable educational site. Curriculum materials were written and activities planned. In April 1968 Steve Bogaczyk and Uldine James spent the day at the forest with sixth graders. In 1969 an open shelter and outhouse was built to accommodate these groups.

Between 1970 and 1979 the school forest was used by high school classes and occasionally by sixth grades classes. Vandalism was a problem and the shelter was badly damaged.

Many changes and improvements continued through the 80’s and 90’s! High school students built the first two cabins in 1979-1980.

The discovery center classroom trailer was moved in from Washington School, and the open shelter was closed in and improved, this is now Nobel Lodge.

The 1980-1981 school year saw the first of the annual donations from school PTO’s.

Sally Ellingboe was hired in 1983 as the Environmental Education Coordinator, working with K-6 students and Dennis DeDeker’s high school students.

A total of 5 cabins were built along with the caretaker’s residence with labor provided by high school students and teachers between 1980 and 1983.

1993-1995 plans were made and fund-raising took place for the building of Oelke Lodge. During this campaign a total of $281,777 was donated by the community!

Ground breaking for the new lodge was held on Arbor Day, April 28, 1995. Students first moved into Oelke Lodge in Feb. 1997.

In 1995 the bridge over the pond was built by the Wisconsin Army National Guard.

In 1999 and 2000 the low and high ropes elements were added.

In 2001 the state of Wisconsin required the BSF to become licensed as a camp. Improvements to meet this requirement were made to the cabins, and Nobel Lodge. The BSF received a camp license in June of 2001. The facility inspected yearly in order to maintain the camp license.

Sally Ellingboe retired September 6th of 2002. A dedication ceremony was held and the pond, dug back in 1985, was named Ellingboe pond in her honor. Karen Dostal was hired as the new E.E. coordinator.

In 2003 the school forest received an $18,000 grant form the Wisconsin Environmental Education Board. The project entitled A Forest for the Future: Biodiversity and Sustainable Forestry at the Boston School Forest funded the development of a sustainable forestry management plan to promote biodiversity at the school forest. Nick Snavely was hired during the summer of 2003 to do research and develop the new management plan.

A new environmental education curriculum was written during the 2003-2004 school year by teachers Casey Nye, Judy Mansavage, Allison Banker, Lori Lampert, Kathy Kruthoff, Susan Zook, Cris Miller and school forest staff Pat Hoffman and Karen Dostal. The curriculum was implemented in the 2004-2005 school year.

McIntee Forest Products was hired in May of 2004 to do the most extensive tree harvest at the school forest. 400 cords of red pine and 40 cords of white pine were harvested. Some of the logs went to Stora Enso in Wisconsin Rapids for paper pulp. The rest was sold to Biewer Lumber in Prentice WI for lumber. The harvest was started in November of 2004 and finished in February of 2005.

During the summer of 2004 Logan Rostad and Jordan Hoerter earned their Eagle Scout status by completing cabin projects. Logan worked on Pine cabin and Jordan completed the interior of Elm cabin. The batton on board paneling that was installled was milled on site from logs harvested where the prairie now exists. The milling of the logs was done by Tim Osborne, Tech. Ed.teacher at P.J. Jacobs Jr. High. He was assited by Mark, Karen and Robin Dostal, Gary Glennon and Chris Piche.

In November of 2004 fifth grade students helped to clear and plant the prairie in front of the Discovery Center.

In the spring of 2005 6th grade students from the district worked to restore the trails, stack brush to be chipped and plant trees as a restoration of the forest. Over 1800 seedlings were planted. Tree species include: Red, White and Burr Oak, Sugar Maple, Green Ash, Black Cherry, and Prairie Crab , Wild Plum and White Spruce. Shrubs include: Ninebark, Red Osier, and Silky Dogwood.

In November of 2005 the BSF worked with the USWP fine arts department’s with the Grain Project. Five environmental sculptors from around the world created and installed art in the Stevens Point Community. Urs P. Twellmann of Bern, Switzerland created 3 spheres from branches found on the school forest site. Children were able to observe his work daily. The spheres were located at the turn of the driveways and visible from the entrance to the school forest.

In May of 2006 an new totem pole was erected on the south east side of the pond. The pole was carved from a white spruce and a white pine that blew down in a windstorm in early December of 2005. The main pole is white spruce. The elephant ears and sun’s rays are carved from the white pine. Bill McKee’s Wood Design class in the art dept. of UWSP created the design work and carved the pole. Mrs. Kate Hardina’s 6th grade class from McDill helped to put up the pole. The art students and the 6th graders carried the pole to the site and all helped to hoist it into place.

Matthew Roland earned his Eagle Scout rank during the summer of 2006. His project was to make new cedar signs for the school forest. The signs were made from recycled cedar utility poles.

2007 marked the 70th anniversary of the Boston School Forest. On Friday May 11th a celebration ceremony was held. State Senator Julie Lassa attended and presented a citation to commemorate the occasion. Secretary of State Doug LaFollett addressed the gathering and helped students plant a memorial tree ( Service Berry, Amelanchier grandiflora). The Jefferson School of the Arts drumming club lead by teachers Joan Curti, Doris Blanche provided entertainment. Third Grade student, Rachel Trzebiatowski sang an original song. Several of the original tree planters from the 1930’s , 1940’s and 1950’s attended and were recognized during the ceremony. Tree planters who were able to attend included; John Worzella, Jane Brooks-Wheritt, Louis Rozner, Betty Polebilski, and and Noel McCormac. Five generations of the Boston Family were in attendance. Great-Grandmother Bea Boston, Harry Boston’s niece and her grandson Bill Boston hung a portrait of Mr. Harry Boston in Oelke lodge.

On July 27th and 28th , 2007 the BSF staff along with Graduate Student, Emily Hill held the first of 5 Leave No Family Inside events for the year. Families learned camping skills and Leave No trace Ethics during the camp-out in July. In October, families learned Geocaching and Questing skills. In February family participants came to cross-country ski and snowshoe during the first winter of normal snowfall in Wisconsin in many years. On Earth Day 2008 families attended a birding festival celebrated with games, birding hikes and a program on owls featuring Archimedes the great horned owl and his friend Gina Maria Javurek. The LNFI programs were funded through grants from the Wisconsin Environmental Education Board and The Community Foundation of Portage County.

Karen Dostal was given the School Forest Administrator of the Year Award and Pat Hoffman was given the Teacher of the Year Award at the Midwest Environmental Education Convention in October.

Eagle Scout projects completed this year include the following: Andrew Roland completed the interior remodeling of Oak Cabin. Joe Banovetz built an interior room with a pocket door in Elm cabin. Chris Denny completed the interior remodeling of Maple Cabin. Adam Ziehr installed new split-rail fencing around the prairie and pond.

The four-year-old Kindergarten classes attended environmental programs for the first time in May and June. Teachers, volunteers, Patty Schulz, Curtis Meshak and Lydia Davis, and BSF staff lead the young explorers on hikes and ended the program with playtime in the newly developed Nature Play Area.

In 2008, grants from the Wisconsin Environmental Education Board and Community Foundation of Portage County were awarded in May for $4438 and $1060 respectfully. These grants funded the development of a new Discovery Center in the basement of Oelke Lodge. The old trailer that housed the Discovery Center since 1983 was cleaned, remodeled and turned into the ski and snowshoe shack during the summer of 2008. Eagle Scout Michael Desteffan assisted with the Discovery Center move. Michael Storch developed a ski trail on the west side of the property for ski trail access from the new ski shack.

During 2009, Teresa Johnson designed and built five interactive exhibits in the discovery center. Luke Williamson and members of the Environmental Education and Naturalists Association painted the mural in the mammal exhibit. Eagle Scout Bryce Gunderson remodeled the kitchen cabinets in Noble Lodge. Eagle Scout Dylan Sadogierski built nest boxes for the song bird trail and Matthew Gates completed an invasive plant removal project on the east side of the property.

Our family programs, funded by a grant from the Community Foundation of Central Wisconsin, in 2010-2011 were very well attended by the community. There was an open house with hikes, outdoor games and indoor nature crafts in October. The Cross County Ski day brought in over 200 participants between 10 a.m. and 4 p.m. The Snowshoe Adventure night had 60 hikers. The theme for the Earth Day Festival in April was Sustainably Lifestyles. 25 families and over 100 participants played games, enjoyed picnic dinners and learned about “living green”.

J.T. Kowalski, Jim Jacobs and Nick Stiltson completed Eagle Scout projects. J.T. built 12 new Leopold benches, Jim rebuild the retaining walls around Oelke Lodge and Nick built a play cabin for the Nature Play area.

Teresa Johnson and Julie Dopp began the year as new BSF program facilitators in 2010.

On May 17, 2011 the BSF held a Solar Celebration. Jill Schafer’s second grade class recited a poem to open the celebration and sang a song in closing. Teresa Johnson, Julie Dopp and Sue Anderson wore giant puppet costumes representing the sun, water and the forest. They greeted all of the participants. Don Keck brought a facsimile check for $78,050 and presented it to Karen Dostal and Dr. Weninger. Tom Brown president of the Midwest Renewable Energy Board, Patti Dreier, Portage County Executive, Jamie Molica form the K12 Energy Education Project and Gretchen Marshall the State Outdoor Education Specialist all had words to share with the gathering. The solar power plant will produce 26,000 kWh’s per year.

Appendix 4: Location and Directions

The Boston School Forest is located on Lincoln Avenue off of Business 51 in Plover, WI.

Take Division St. / Business 51 south to Plover, WI or take US 51/I39 and Exit 153 (Plover- Amherst). Turn west onto Plover Road/ County B. Turn left onto Division St. / Business 51 south.

From Division St. / Business 51, turn onto Lincoln Avenue (the same intersection as the Village of Plover water tower).

After about one mile, look for the sign on the left and the driveway on the right. You will turn right (off Lincoln Ave. into the Boston School Forest's front parking lot).

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We have not inherited the

earth from our fathers,

we are borrowing it

from our children.

May 2005

Updated 2011

Stevens Point Area Public School District

1900 Polk Street

Stevens Point, WI 54481

715-345-7383

Pond Freeze Experiment

Objectives:

• Students will understand that ice freezes downward from the top of the pond.

• Students will understand that fish can stay active in the pond throughout the year.

Teacher Background: Ponds and lakes freeze from the top downward, due to the unique properties of water. Ice forms in layers and insulates the water below, making it more difficult to freeze. The Boston School Forest pond freezes in winter, but as long as the water is deep enough, the pond will not freeze all the way to the bottom. This assures that there is enough oxygen for the fish to survive. In the winter of 2004 the pond had 18 inches of ice above 9 feet of water. The temperature at the bottom of the pond was 40( F. The fish stay active throughout the year.

Process: Lead students in the following procedures. Direct them in recording their findings in sentence, graph and/or chart form.

Life Cycles Reading and Painting Activity

Objectives:

• Students will understand that a life cycle is the sequence of changes that all plants, animals, and humans go through as they are born, grow, change, and die. This pattern is repeated over and over as other living things are born, live, grow, and die.

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