LET'S GO ON A TRIP

OBJECTIVE: To prepare to travel to a foreign country

GRADE: All levels/adults

MATERIALS: Pack the attached list to be assured your trip is pleasant:
Medical, clothing, currency, awareness of possible souvenirs, photography equipment,
prior readings of cultural books

PROCEDURE: Read books and travel brochures, inquire about health, customs and safety
requirements, search the Internet, if possible, and research any other available information
about the region you are visiting

PARENT/CHILD EXPERIENCE: Parents should involve their children in the entire planning
of the trip. This will ensure that they can learn about the country and more importantly,
appreciate the culture while also being adequately prepared for all types of experiences. If the
family cannot actually afford to take the trip, they can take an imaginary field trip in the
classroom or at home.

BACKGROUND INFORMATION: Quintanna Roo, in the extreme southeast of Mexico,
bordered on the east by the Caribbean, on the north and west by Campeche and Yucatan,
and on the south by Belize and Guatemala, became the youngest state in 1974. Chetumal,
the state capital, is on the Bay of Chetumal and five hours by car, fifty minutes by plane, south
of Cancun. Chicle and precious woods were the mainstay of the state. The state is essentially
flat, 241 meters above sea level. Laguna Bacalar, 46KM/29 miles northwest of Chetumal, is
Mexico's second largest lake (56KM/35 miles long) and known, according to Maya legend,
where the rainbow was born.

EVALUATION: You had a pleasant, exciting, and wonderful trip!!!

A LOOK AT THE INTERNET

OBJECTIVE: To learn how to locate information on the Internet

GRADE: K-4, 5-8, 9-12

MATERIALS: Internet Access:

http://www.mpsnet.com.mx/mexico
http://www.knowmexico.com/
http://www.ma.com.mx/
http://www.search.com

PROCEDURE: Review various Internet sites:

http://www.mpsnet.com.mx/mexico
http://www.knowmexico.com/
http://www.fscoax.org/
http://www.ma.com.mex/
http://mexico-travel.com/
http://mexico-travel.com/geninfo/geography.html
http://mexico-travel.com/geninfo/map3.gif

PARENT/CHILD EXPERIENCE: Take your child on an educational and fun Internet virtual
adventure to experience traveling to interesting worldwide exciting and educational sites.

BACKGROUND INFORMATION: Read available Internet and computer related books,
magazines, journals, etc. which provide information on various types of Internet search
engines, key words, and helpful hints for "surfing" the Internet information highway.

EVALUATION: The location of interesting and valuable information is found in a fun,
adventurous, and exciting way.

GEOGRAPHY OF QUINTANA ROO, MEXICO

OBJECTIVE: To learn about the geography of Quintana Roo

GRADE: 9-12

MATERIALS: Books or other informational resources (Internet) about Quintana Roo

PROCEDURE: Review various Internet sites:

http://mexico-travel.com/
http://mexico-travel.com/geninfo/geography.html
http://mexico-travel.com/geninfo/map3.gif

PARENT/CHILD EXPERIENCE: Experience an adventure with your child by visiting an
exciting tropical paradise filled with areas of interest including ancient ruins, tropical rain
forests, environmental and archeological studies and cultural arts with the opportunity of
making new friends in another country.

BACKGROUND INFORMATION: The State of Quintana Roo is located at the east part of
the Mexico Republic, in the Peninsula de Yucatan. It's surrounded by the states of Yucatan
and Campeche. Its mean temperature is 30 degrees C. It has a great number of
archaeological sites and natural resources for diving, swimming and photography. Its
population is approximately 800,000. The general land area is made up of limestone and is
dated to be less than 65 million years old with an altitude of 500`. It has diverse plate
tectonics, which make for an interesting research project.

EVALUATION: An adventure full of exciting facts and geographical wonders.

WHERE IN THE WORLD?
THE 5 THEMES OF GEOGRAPHY IN MEXICO.

OBJECTIVE: To help students understand and apply the 5 basic themes of geography to an
area outside of the United States

GRADE: 7-12

MATERIALS: Selected slides of the Arbor Day trip to Quintana Roo, Mexico, and the
Yucatan Peninsula to illustrate the 5 basic themes of geography

PROCEDURE: Review various Internet sites identified under "Geography of Quintanna
Roo."

PARENT/CHILD EXPERIENCE: Parents will help their children review and apply the 5
themes of geography to Quintana Roo, Mexico by viewing selected slides from the Arbor Day
trip to the Yucatan Peninsula resulting in a fun adventure that can also be applied to exploring
other countries of your choice.

BACKGROUND INFORMATION: It is important for students to be able to apply the 5 basic
themes of geography to many different situations and areas. The 5 themes of geography are:

location
place
human/environment interaction
movement
region

This activity would help them better understand this concept. It could be adjusted and
modified to fit several grade levels and types of courses. Books and other educational
resources relating to the study of geography will aid the student in better understanding and
enjoying this activity.

EVALUATION: The students will demonstrate their knowledge of the 5 basic themes of
geography presented in a written or oral manner.

VIEWING YOUR ENVIRONMENT FROM SPACE

OBJECTIVE: To view the topography of certain regions of the world from space by viewing
images photographed from orbiting U.S. Space Shuttle and Land-Sat Satellite missions.

GRADE: K-4, 5-8, 9-12

MATERIALS: U.S. Space Shuttle and Land-Sat photographs; Internet sites:

http://www.nasa.gov
http://www.jpl.nasa.gov

PROCEDURE: Obtain satellite photos directly from NASA or download off the Internet.
Discuss the region.

PARENT/CHILD EXPERIENCE: Take a fantastic voyage with your child to the outer limits
of space and see Earth and its many different regions without having to book a flight in
advance!!!

BACKGROUND INFORMATION: Teacher kits may be obtained from regional NASA
centers. Contact NASA Headquarters, Code FEE, Washington, D.C. 20546 for further
information.

EVALUATION: An awesome, breathtaking view of the earth and its regions from space
without ever having to leave the ground.

UNDERWATER PLANT LIFE

OBJECTIVE: To view different species of underwater plant life

GRADE: 9-12 and above

MATERIALS: SCUBA Diver Certification, diving equipment, underwater photography equipment
(optional), selected dive site information

PROCEDURE: Review various sites on the Internet using the Internet Validation Checklist for
Professional SCUBA Diving Instructors or through various travel offices; contact local SCUBA diving
businesses for more information.

PARENT/CHILD EXPERIENCE: Many families enjoy becoming certified divers together. They then
enjoy traveling around the world to venture into the world of undersea dive sites experiencing the
awesome nature of underwater plant life.

BACKGROUND INFORMATION: The library, travel brochures, and the Internet offer several
reference sources for dive sites all over the world. For example, you may refer to the dive site found in
Tulum, Quintana Roo, Mexico where the secrets of Tulum have been lost for over 500 years. The ancient
Tulum Castillo safely guided Mayan navigators through dangerous reef passages in the day or night. These
reef passages, as well as others found all over the world, may be explored by you. Also, be sure to
research and familiarize yourself with undersea plant life that may or may not be harmful to human contact.

EVALUATION: An awesome exploration of undersea plant life including fire coral, reefs, and sea life
that will leave a lasting impression of the beauty and majesty of the sea upon yourself and your travel
companions.

FLAMINGOES OF THE YUCATAN

OBJECTIVE: To learn about flamingoes

GRADE: 3-8

MATERIALS: Pictures and reference material about flamingoes

PROCEDURES: Read enclyclopedia, books and literature about flamingoes, and explore Internet sites.

PARENT/CHILD EXPERIENCE: Visit a zoo or park with your child to see the pink flamingoes.

BACKGROUND INFORMATION: Long-legged and long-necked wading bird, family
Phoenicopteridae, of the stork order Ciconiiformes. Largest of the family is the greater or roseate flamingo
Phoenicopterus ruber, found in Africa, the Caribbean, and South America, with delicate pink plumage and
1.25 m/4 ft tall. They sift the mud for food with their downbent bills, and build colonies of high, conelike
mud nests, with a little hollow for the eggs at the top.

EVALUATION: Awareness of local species

AGRICULTURE & LAND USE

OBJECTIVE: Students will familiarize themselves with the agriculture of the Yucatan region

GRADE: 9-12

MATERIALS: Pictures and reference material about agriculture of the Yucatan region

PROCEDURES: Observe various methods of agriculture including slash and burn
techniques.

PARENT/CHILD EXPERIENCE: Visit local farms.

BACKGROUND INFORMATION: Information about the regional horticulture in the Yucatan
such as corn and sugar cane

EVALUATION: Awareness of farming techniques.

AWARENESS OF ENVIRONMENTAL POLLUTION

OBJECTIVE: Awareness of Environmental Pollution

GRADE: 5-8, 9-12

MATERIALS: Internet resources on eco-tourism.

PROCEDURES: Study the identified documents.

PARENT/CHILD EXPERIENCE: Take a field trip with your child to Cancun or Cozumel or other
countries and observe the environment in a fun and healthy way.

BACKGROUND INFORMATION: The cities of Cozumel and Cancun, Mexico have become famous
as a great place to visit for a vacation by people from around the world. What has been severely ignored is
what negative effect this influx of people has caused for the ecosystem of this area. Pollution from
airplanes, automobiles, runoff from construction sites and pesticides have taken a heavy tool on the
environment. The rainforests are being destroyed at an alarming rate. While the Mexican government
helped to develop Cancun in the 1960s, a predevelopment study of flora and fauna wa proposed but
never considered. About two million visitors each year visit Cancun, so the quest for income from tourists
overcame the nee for common-sense planning. As a result, fragile ecosystems consisting of mangroves,
exotic birds and rainforests were destroyed while building the cities of Cancun and Cozumel. With the
massive increase in population in Cancun and Cozumel, the need to examine fresh water, electric power
and facilities must be examined.

EVALUATION: Students become more environmentally aware.

HISPANIC ENGINEERS, SCIENTISTS AND ASTRONAUTS

OBJECTIVE: To learn about the life of various role models.

GRADE: K-12

MATERIALS: Internet biographies on scientists, engineers and astronauts.

PROCEDURES: Identify various biographies on the NASA Johnson Space Center Home Page:
www.jsc.nasa.gov

PARENT/CHILD EXPERIENCE: Learn about other role models in your community.

BACKGROUND INFORMATION: The Mayas of Central and South America studied the movement
of stars and planets to create an early calendar that helped them improve farming and other tasks. Many
hispanic engineers and scientists continue the legacy of studying space. Among them are astronauts
Fernando (Frank) Caldeiro, Franklin Chang-Diaz, Michael E. Lopez-Alegria, Carlos I. Noriega, Ellen
Ochoa, and engineer Fernando J. Rico-Cusi.

EVALUATION: Children identify with positive role models.

THE MAYA: A PEOPLE OF THE PAST, A PEOPLE OF TODAY

OBJECTIVE: To understand how the Maya lived in the past and how they live today within
their traditional homeland, "The Selva"

GRADE: 8th grade Spanish classes

MATERIALS: Texts on ancient history/culture; video tape on how Mayans live today within
the selva; examples of mahogany/ceiba trees, corn/making tortillas; chicle tree/chicle gum for
students to have hands on activities; tree to plant; Internet site:
http://www.mpsnet.com.mx/mexico/intereses/mayas.html

PROCEDURES: The following list contains various procedures/activities for student
involvement:

Discuss ancient Mayan history and culture including the ceiba tree, the Mayan calendar,
Mayan building structures, how the selva and the Maya are interrelated, chicle,
medicinal plants, and food plants
Discuss how the Maya live today including the subjects of chicle, mahogany, and the
effects of eco-tourism

Activity projects may include:

a summary of one of the two equinoxes (Spring/Fall)
plant a tree to represent a "tree of life"
ceiba tree and its relationship to school
interact with the industrial technology to create a finished product in mahogany
interact with home economics to make traditional Mayan foods
recreate a Mayan village using different materials representing the ancient Maya past
or the Maya of today
create a book on different trees in the Mayan selva and how they are used
learn Mayan words: write your name in Mayan Glyphs
create a game (board or card) on Mayan vocabulary

PARENT/CHILD EXPERIENCE: Children can create the ceiba tree pictorially and take
home to share with family; parents sign that their children/student explained history and
significance of the Maya culture; the students return the signed acknowledgment for inclusion
in a portfolio

BACKGROUND INFORMATION: It is recommended to have information regarding the
following:

history of the Mayan culture and of the Mayan people of today along with how they use
the selva
information regarding deforestation and selva destruction and the efforts being made to
reforestate and continue a culture dependent upon reforestation

Reference material includes "A Forest of Kings: The Untold Story of the Ancient Maya," New
York, William Morrow & Co., Inc., by Linda Schele & David Freidel

EVALUATION: Based on individual student portfolio

HOW TO WRITE YOUR NAME IN MAYAN GLYPHS

OBJECTIVE: To learn how to write your name in Mayan glyphs (language)

GRADE: 5-12

MATERIALS: Mayan vocabulary signs and instruction sheet.

PROCEDURES: Follow the procedures on the following pages.

PARENT/CHILD EXPERIENCE: Parents and their children can learn a new language and
culture at the same time in a fun and challenging way!

BACKGROUND INFORMATION: Reference material on the Mayan culture and vocabulary

EVALUATION: Students learn to write their name in Mayan glyphs.

MEXICAN FIESTA: PINATA, SERAPE, MEXICAN HAT DANCE

OBJECTIVE: Awareness of Spanish customs

GRADE: K-4

MATERIALS: Children Around the World, 1980 by Jane Hodges-Caballero, Ph.D. Humanics
Limited, P.O. Box 7446, Atlanta, Georgia 32899.

PROCEDURES: Create the pinata and serape as described then learn the Mexican Hat
Dance

PARENT/CHILD EXPERIENCE: Create Mexican recipes at home (Tacos, nachos, and
Mexican brown sugar candy).

BACKGROUND INFORMATION: Read background information from Mexico, Children
Around the World.

EVALUATION: Students participants in Mexican fiesta learning traditional customs, foods
and sample vocabulary words.

BUILD A RAINFOREST

OBJECTIVE: To identify layers of tropical rainforest; to locate plants and animals and various layers

GRADE: Primary, intermediate, secondary

MATERIALS: carpet rolls painted brown, old sheets dyed green, green nylon netting, tree leaf patterns,
animal patterns, paper mache paste (flour and water), old newspapers, old plastic jugs, fish nets dyed
green, wooden parrot cut-outs (cut by high school industrial arts students), felt, plastic ants, green and
brown twine, green yarn, construction paper

PROCEDURES: Build a classroom rainforest:

emergents - carpet rolls painted brown with green netting stick out of the top (4-5 per classroom)
canopy - carpet rolls for trees (cut in one & a half inch pieces); children trace patterns for various
types of leaves
canopy - old sheets dyed green torn into strips and knotted; hang from lights
canopy - fish nets dyed green; hang from lights
understory - liana and vines made from green and brown colored twine with leaves cut out of paper
forest floor - with school's permission may use shredded tree bark, or after all these steps are
completed, the janitor will have such a hard time cleaning the classroom that you will have your own
leaf litter
animals - paper mache animals using bottles, old newspapers, tubes or any other viable material
(made as true to life size as possible);
make macaws out of wood products using felt strips for wings and tail feathers leaf cutter ants - glue
leaf pieces (paper) onto plastic
ants (may be store bought)

PARENT/CHILD EXPERIENCE: Extra, extra fun with loads of hands-on experiences for kids as they
watch over a period of time, just a couple of weeks, how a rainforest complete with plants and animals
grows right in their classrooms. At this time, parents are invited into the classroom to "take a hike" through
a rainforest with their children as their tour guides!

BACKGROUND INFORMATION: Learn the following four layers of a rainforest:

emergent
canopy
understory
forest floor and how animals use these four layers.

EVALUATION: Children will identify rainforest plants and animals to their parents at the parent program
held at the end of the rainforest classroom project. The children will also write a report on the rainforest
and the plants and animals which they have learned about. Further, they should describe what the plants
and animals are, name the various classifications and physical characteristics of both, what they eat,
identify the predators and the prey, and what layers of the rainforest are occupied by each plant and/or
animal.

LIFE IN A LOG

OBJECTIVE: Learn about life forms that live in logs

GRADE: K-4

MATERIALS: Log (rotted, but with organisms)

PROCEDURES: Dissect a rotted log to observe organisms, which are living in it

PARENT/CHILD EXPERIENCE: Take your child on a hike through a forest.

BACKGROUND INFORMATION: Read books on forests

EVALUATION: Students learn about microscopic life forms

DISSECT A TREE BUD

OBJECTIVE: Learn that a bud is the beginning of a flower or leaf

GRADE: K-4, 5-8, 9-12 (adaptable)

MATERIALS: Twig with a bud growing on it, magnifying glass

PROCEDURES: Students will dissect a bud and in this process observe whether the bud
will grow into a leaf or a flower.

PARENT/CHILD EXPERIENCE: Parents and children can watch the growth of a bud during
the springtime and share in the experience of watching life grow in its natural environment.

BACKGROUND INFORMATION: Knowledge of deciduous trees, which produce leaves
from buds, which are dormant during the winter. In springtime, with lots of water, these buds
will burst into leaves or flowers

EVALUATION: Students participate in the activity.

WHO LIVES HERE?

OBJECTIVE: To enhance observation and interpretive skills

GRADE: 5-8

MATERIALS: Paper and pencil, magnifying glass

PROCEDURES:

Determine the outdoor environment to be explored
Each student/family is assigned an area consisting of a three-foot circle or square,
which represents the observation site
Allow 5-7 minutes for detailed observation of the site; have students observe trees,
plants, animals, minerals, rocks, leaves, flowers, etc. on their site
Write down who lives on the site, what they look like, i.e., size, color, number of legs,
petals, twigs etc.

PARENT/CHILD EXPERIENCE: Students share their observations with family and
encourages future nature family outings

BACKGROUND INFORMATION: Study science books or Internet sites on various plants,
trees, animals and minerals.

EVALUATION: Students are to write a story about their observation site and "who lives
there."

TASTE A TREE!!!

OBJECTIVE: To show students of all ages the diversity of products trees can make that
sustain life

GRADE: Kindergarten through adult

MATERIALS: Any type of edible tree products gathered from your local surroundings, i.e.,
berries, syrup, nuts, seeds, fruits, spices, leaves

PROCEDURES: Give the background of the tree; give location and needs of the tree; taste,
smell, feel the actual tree and its unprocessed products first then observe and taste the
processed products

PARENT/CHILD EXPERIENCE: Students and families will learn the things found in the
natural environment that can sustain life

BACKGROUND INFORMATION: Books and literature regarding edible products found in
nature

EVALUATION: Students will write a story that reflects their knowledge, awareness, attitudes,
values, and active participation and plan involving nature and its life sustaining products.

CRADLE OF FORESTRY

OBJECTIVE: To learn about the history of forestry and promote the understanding of multiple
uses of natural resources.

GRADE: K-4, 5-8, 9-12 (Adapt as developmentally appropriate)

MATERIALS: Internet sites

PROCEDURE: Contact Cradle of Forestry: 1001 Pisgah Highway, Pisgah Forest, North
Carolina 28768. Telephone: (704) 877-3130. FAX: (704) 884-7527. Contact various
positions such as Cradle of Forestry Interpretive Association at (704) 884-5713.

PARENT/CHILD EXPERIENCE: Take your child to visit a national forest.

BACKGROUND: Research the Internet locating various sites about forestry. Cradle of
Forestry: http://cradleofforestry.com

An additional activity could involve learning about plants using Fast Plants, which have a life
cycle of 40 days

SCHOOL NATURALIZATION

OBJECTIVE: To produce a natural learning environment for students found just outside of
their school doors instead of taking field trips to sites that are located far from the schools.

GRADE: K-4 through adult

MATERIALS: Internet resources: The Evergreen Foundation

PROCEDURES: Follow steps such as those identified by the Evergreen Foundation to
beautify your surroundings.

PARENT/CHILD EXPERIENCE: Students and families working together to beautify and
naturalize normally sterile school grounds

BACKGROUND INFORMATION: Reading resources focusing on school naturalization
projects, Internet

EVALUATION: "WOW!!!" You will know when your dreams become real in terms of making
your school a much more beautiful and scenic natural environment in which to learn and enjoy
nature.

CREATING AN ECOLOGICAL PARK

OBJECTIVE: Create an ecological park with recycled paper products

GRADE: K-8

MATERIALS: Recycled materials as available.

PROCEDURES: Create a beautiful environment for students to visit. The students can
develop their creativity creating projects in the park, as well as playing on the equipment.

PARENT/CHILD EXPERIENCE: Parents should participate with their children creating the
park and participating in the activities.

BACKGROUND INFORMATION: The Coyol, Ecological Park in Vera Cruz, Mexico is an
example of a beautiful environmental park.

EVALUATION: Everyone enjoys playing in the park and creating a beautiful environment.

SCRAP CRAFT

NAME: Scrap Craft

OBJECTIVE: To make play things out of recycled materials

GRADE: K-4

MATERIALS: Paper, egg cartons, color markers, pipe cleaners, and masking tape

PROCEDURES: To make caterpillars: cut egg carton in half and then group halves together
and color the caterpillar. To make an "eco-box:" decorate an egg carton, use carton sections
as a collection box for rocks, shells, leaves, etc., research each collected item and share
findings with group

PARENT/CHILD EXPERIENCE: Work together to collect and identify specimens sharing
the information they have gathered

BACKGROUND INFORMATION: Reference materials, pictures, and books to aid in
research

EVALUATION: Each student/family group completes the project and is able to share
information about their findings

MUSIC AND THE TREES

OBJECTIVE: To discuss all the benefits of trees using beats (rhythm) and rap

GRADE: 3-8

MATERIALS: www.arborday.com

Song sheet entitled "Trees for America," words and music by John Denver, Timmy Tappan
and Craig Deitschmann and National Arbor Day Foundation worksheet entitled "Rappin'
About trees" and "I Would Like to Become a Tree."

PROCEDURES: Learn the words and actions to songs.

PARENT/CHILD EXPERIENCE: Participate in musical experiences with your child.

BACKGROUND INFORMATION: The following song is provided in English and Spanish by
Rosa Virgen Palazuelos Vera:

I would like to become a tree
And have you under my canopy
And with my blooming branches
Provide you shelter
With my dry leaves make a carpet where you
Will come to dream with me.

(Spanish Version)

Yo quiero ser un Arbol
Y darte sombra
Con mis ramas en flor
Hacerte abrigo
Y con mis hojas socas
Una alfombra
Donde te fueras
A sonar conmigo.

EVALUATION: Students learn to appreciate all types of music.

CHARACTERISTICS OF THE EARTH

OBJECTIVE: Compare different natural views of the environment.

GRADE: 4-8

MATERIALS: Maps, encyclopedia

PROCEDURES:

Identify characteristics of natural and cultural environment
Identify relationships between rivers and lakes
Identify the importance of lakes and rivers for people

PARENT/CHILD EXPERIENCE: Take your child on a field trip to local rivers, lakes or other
bodies of water. Discuss how rivers and lakes are formed and their impact on the
surrounding community.

BACKGROUND INFORMATION: Vocabulary: hemisphere, latitude, longitude, the origin of
rivers, including source, path and mouth should be discussed with student: refer to
encyclopedias and other reference materials.

EVALUATION: Students are aware of the impact water bodies have on their community.

ACTIVITIES PRODUCED FROM THE WORLD

OBJECTIVE: Analyze the elements of climate and factors that modify it and identify the
principles of climates around the world.

GRADE: 4-8

MATERIALS: Maps

PROCEDURES:

Discuss the elements of climate
Compare the differences of climate and weather.

PARENT/CHILD EXPERIENCE: Encourage your child to dress appropriately for climatic
changes.

BACKGROUND INFORMATION: Students should learn the elements of climate:
temperature, humidity, wind, precipitation. The impact that distance from the sea has on
altitude and latitude should be discussed.

EVALUATION: Students become aware of weather and the effect climate has on their daily
lives and their activities.

THE YUCATAN ENVIRONMENT

OBJECTIVE: Identify the natural and cultural environment of the Yucatan

GRADE: 4 - 8

MATERIALS: Maps, encyclopedias

PROCEDURE: 1) Illustrate the different species or animals indigenous to the Yucatan
Peninsula. 2) Illustrate the indigenous cultural population of the Yucatan Peninsula. 3) Illustrate
the climate and environment of the Yucatan Peninsula.

PARENT/CHILD EXPERIENCE: Parents will help their children research the animals and
the cultural and climatic environment by studying maps, books, and the Internet. A trip to the
library is a fun fact-finding adventure. The knowledge learned about the immediate
environment can also be applied to other regions.

BACKGROUND INFORMATION: Information about the Yucatan can be obtained from
books, maps and the Internet. (See Resources identified in this book.)

EVALUATION: Awareness of regional environmental characteristics.

PLANT A TREE

OBJECTIVE: To identify a good tree planting location and suitable tree for planting.

GRADE: K-12

MATERIALS: Trees: bare root seedlings, containerized seedlings, potted trees and shovel

PROCEDURES:

Consider temperature, moisture, light, pests, soil and air pollution when selecting your
tree.
Select a suitable tree.
Obtain permission to plant the tree.

4) Follow these steps:

uptake tree and soak in water 3 - 6 hours
dig wide hole so roots have room to spread
plant tree the same depth it was when you obtained it
pack some soil around lower roots, then shovel in remaining soil
pack some soil around lower roots, then shovel in remaining soil
soak with water, then place mulch around tree: don't touch trunk; water every 10 days
the first year, if the weather is dry

PARENT/CHILD EXPERIENCE: Parents can select trees or other plants with their children
and plant in their year or care for the plants in their home.

BACKGROUND INFORMATION: Mulch can help protect the tree and help it grow!

EVALUATION: The tree grows!

HISTORICAL ROLE MODELS

OBJECTIVE: To learn about positive role models

GRADE: K-8

MATERIALS: Books (see Bibliography) and Internet resources

PROCEDURES: Many people in history have been positive role models in environmental
causes.

PARENT/CHILD EXPERIENCE: Visit the library and checkout books, as identify in the
Bibliography. Some suggested biographies are under Background Information.

BACKGROUND INFORMATION:

Henry David Thoreau: Author of Walden's Pond; philosopher who saw good in nature
George Perkiness Marsh: Author: Man and Nature or Physical Geography as Modified
by Human Action: identified ecological issues
John Moiré: Author: led the preservationist movement
John Burroughs: Author: naturalist, his teachings were the foundations of many
environmental organizations
Frederick Law Olmsted: Designed Central Park because he felt trees would help city
inhabitants lead healthier lives
Rachel Carson: Author: Silent Spring; brought about awareness of pesticides and
insecticides.

MEASURING PAPER CONSUMPTION

OBJECTIVE: Awareness of the tremendous amount of paper used in everyday life.

GRADE: K - 4th

MATERIALS: Recycle box

PROCEDURES:

Identify a recycle box for the classroom
Encourage children to throw their paper in the box
Weigh and graph the paper at the end of each week
Analyze the results over a period of time. Ask questions such as, "Did the amount of
recycled paper increase? Did student try to use less paper?"

PARENT/CHILD EXPERIENCE: Teacher your child to recycle paper at home and make art
projects from the recycled paper, newspaper (such as paper mache) or Styrofoam meat
trays.

BACKGROUND INFORMATION: Study the art of paper making (See the activity as
described on the Internet)

EVALUATION: Children practice recycling procedures.

INCREASING PACKAGING AWARENESS

OBJECTIVE: Awareness of various packaging

GRADE: K - 4th

MATERIALS: Empty containers of all types

PROCEDURES:

Collect empty packaging containers: food, cosmetics, toys
Wash to containers
Discuss the contents: Was there any excess waste in the packaging? Are the materials
biodegradable?
Encourage students to design their own containers that are environmentally safe.

PARENT/CHILD EXPERIENCE: When purchasing items in the grocery store, be aware of
the packaging. If possible, buy fresh products or items packaged in biodegradable
containers. Parents could also take their children to recycling centers.

BACKGROUND INFORMATION: Study packaging containers outside the U.S. to become
aware of the lack of disposable containers used in other countries. Mexico and European
nations, such as Germany, have very different packaging procedures.

EVALUATION: Students become aware of recycling and use this behavior daily. Students
identify items to recycle and create a collage of these materials. See following page for
start-up ideas.

MAKING PAPER

OBJECTIVE: Learn to make paper from recycled scraps of paper.

GRADE: K-4

MATERIALS: Scraps of computer paper, water, bowl, blender, plastic dish tub or roasting
pan, felt or old wool blankets, large spoon, boards for pressing.

PROCEDURES: Follow the steps on Aunt Annie's Home Page

PARENT/CHILD EXPERIENCE: This activity could be done at home with parent
supervision. Recycling paper is an awareness the parents could instill in their children.

BACKGROUND INFORMATION:

Check the library for books about papermaking.

Jackson, Paul. The Encyclopedia of Orgami & Papercraft Techniques. (1991)
Philadelphia, PA: Running Press.

EVALUATION: Children successfully make paper!

NEIGHBORHOOD STREET TREE SURVEY

OBJECTIVE: Identify and measure different types of trees.

GRADE: 5th - 8th grade

MATERIALS: Magazine pictures, measuring device, thick string, scissors

PROCEDURE:

Gather pictures of trees from magazines and classify by type
Obtain a tape measure or make one from a thick string. The string should be marked in
3 3/16 inch sections: 3 3/16 inches = 1inch diameter
Students take a walking field trip, identifying and measuring trees
Keep a log of the trees and their diameter

PARENT/CHILD EXPERIENCE: Parents can take a walking field trip with their children
repeating the activity.

BACKGROUND INFORMATION: Botanists divide trees into two groups: conifer trees with
cones and needle or awl-shaped leaves. Most trees are evergreens, such as (spruce, pine, fir
and cedar) and broadleaf (leaves are broad, flat and in many shapes) and may bear (fruit,
flowers or nuts, such as oak, maple, or palm) Evaluation: Students learn to identify conifer and
broadleaf trees and determine the diameter of trees.