Third grade – Beavers and Wetlands
Wetland Beaver Trail – PE3.3, PE3.5, S3E1c, S3L1, S3L2 - Students will walk around the fishery ponds to the Blackwater Swamp. During the first part of the hike students are challenged to observe the contrast between a sand-hill habitat and a wetland habitat as well as compare and contrast the public fishing ponds with the hatchery ponds. Animal sightings and student observations often spark additional discussion. Once on the board-walked trail, students experience the wetland environment, learn its important contribution to a healthy eco-system and look for evidence of beaver activity. Characteristics of beavers and their reputations as both master-builders and nuisances are discussed.
Build-a-Dam – S3L1B – Students observe and discuss the characteristics of both man-made and beaver made dams. Then, using natural components provided, students work together in small groups to design and construct a model of a beaver dam us that will hold back a specific amount of water.
Beaver Tracks and Adaptations – S3E2, S3L1b – The instructor will discuss fossil formation and fossil evidence as well as how we use more recent animal evidence to make observations about the life within an current ecosystem. Students will make a plaster cast of a beaver track to take home. In addition, one student volunteer will be dressed as a beaver during an inquiry session about the many unique adaptations of the species.
Soils, rocks and Minerals – S3E1a, S3E1b – Students learn the difference between rocks and minerals, that soil is a combination of rocks and minerals, and how soils are formed. Students will simulate weathering processes to form soil from sandstone and use sieves to separate a soil sample into sand, clay and loam.
Binocular Investigation - S3L1a, PE3.2, PE3.3, PE3.5 - Following instruction on the proper use of binoculars, students will walk to designated MEEC sites (the inner coastal plain habitat) to practice their sighting, focusing and animal identification skills. Students can identify both the animal decoys that have been placed as well as living animals they may come across.
Discovery Room – S3L1b, ELAGSE3RL1, ELAGSE3RI1, ELAGSE3RI4, ELAGSE3RI5 - Students rotate through centers and displays which emphasize wildlife characteristics and habitat. Students begin with a scavenger hunt for facts using the expository texts located in the display cases. Additional stations may include making leaf rubbings, creating animal tracks, identifying animal furs, using magnifying instruments, and using Mohs hardness scale.
Wheel of Nature – (All levels. Questions are adapted to grade level.) Students participate in a game-style two-team activity. When it is his or her turn, a team-member spins a wheel to determine how much a question is worth. To obtain the points for his side, the student answers the given question. Questions are based on the MEEC curriculum and include habitat features, wildlife adaptations, and identification of animal pictures, pelts, sounds, offspring and tracks. Models and other audio visuals are used to bring questions to life. Team work is encouraged as rules allow students to confer on difficult questions.
Wetland Beaver Trail – PE3.3, PE3.5, S3E1c, S3L1, S3L2 - Students will walk around the fishery ponds to the Blackwater Swamp. During the first part of the hike students are challenged to observe the contrast between a sand-hill habitat and a wetland habitat as well as compare and contrast the public fishing ponds with the hatchery ponds. Animal sightings and student observations often spark additional discussion. Once on the board-walked trail, students experience the wetland environment, learn its important contribution to a healthy eco-system and look for evidence of beaver activity. Characteristics of beavers and their reputations as both master-builders and nuisances are discussed.
Build-a-Dam – S3L1B – Students observe and discuss the characteristics of both man-made and beaver made dams. Then, using natural components provided, students work together in small groups to design and construct a model of a beaver dam us that will hold back a specific amount of water.
Beaver Tracks and Adaptations – S3E2, S3L1b – The instructor will discuss fossil formation and fossil evidence as well as how we use more recent animal evidence to make observations about the life within an current ecosystem. Students will make a plaster cast of a beaver track to take home. In addition, one student volunteer will be dressed as a beaver during an inquiry session about the many unique adaptations of the species.
Soils, rocks and Minerals – S3E1a, S3E1b – Students learn the difference between rocks and minerals, that soil is a combination of rocks and minerals, and how soils are formed. Students will simulate weathering processes to form soil from sandstone and use sieves to separate a soil sample into sand, clay and loam.
Binocular Investigation - S3L1a, PE3.2, PE3.3, PE3.5 - Following instruction on the proper use of binoculars, students will walk to designated MEEC sites (the inner coastal plain habitat) to practice their sighting, focusing and animal identification skills. Students can identify both the animal decoys that have been placed as well as living animals they may come across.
Discovery Room – S3L1b, ELAGSE3RL1, ELAGSE3RI1, ELAGSE3RI4, ELAGSE3RI5 - Students rotate through centers and displays which emphasize wildlife characteristics and habitat. Students begin with a scavenger hunt for facts using the expository texts located in the display cases. Additional stations may include making leaf rubbings, creating animal tracks, identifying animal furs, using magnifying instruments, and using Mohs hardness scale.
Wheel of Nature – (All levels. Questions are adapted to grade level.) Students participate in a game-style two-team activity. When it is his or her turn, a team-member spins a wheel to determine how much a question is worth. To obtain the points for his side, the student answers the given question. Questions are based on the MEEC curriculum and include habitat features, wildlife adaptations, and identification of animal pictures, pelts, sounds, offspring and tracks. Models and other audio visuals are used to bring questions to life. Team work is encouraged as rules allow students to confer on difficult questions.
