Education

OAS’ Education Programs

Zellwood Elementary Evergreen Club with Kathy Rigling and new binoculars. Photo: Pamela Owens

Orange Audubon Society’s (OAS) education coordinator Kathy Rigling is available to conduct school programs aligned to Sunshine State Standards—both on campus and at offsite locations. There is little to no prep required by the teacher. Kathy is also available for after-school activities such as environmental clubs and science nights, as well as assisting scouting and other youth groups with STEM programs related to nature. The lessons vary in type of activity, length of lesson, and grade level. Kathy will provide all of the materials needed for the lesson(s) you select, with the exception of pencils if those are needed. It doesn’t get much easier than that! She can also provide assistance in planning school native plant gardens, green school programs and integrating citizen science into class activities.

OAS is working toward providing STEM education through visits to Magnolia Park, an Orange County park on Lake Apopka.

Kathy is a retired middle school science teacher and camp nature counselor, as well as an avid birder and conservationist. Several sample lessons are listed below. For more information or to schedule a program, contact her at education@orangeaudubonfl.org

Plant & Animal Needs Field Study

  • Grades: K-2
  • Domain: Nature of Science, Earth Science, & Life Science
  • Length: 25-35 minutes 
  • Location: classroom & small area outside
  • Teacher Prep: none
  • Standards:
    • SC.K.N.1.5 Recognize that learning can come from careful observation.
    • SC.K.N.1.3 Keep records as appropriate — such as pictorial records — of investigations conducted.
    • SC.K.N.1.4 Observe and create a visual representation of an object which includes its major features.
    • SC.1.E.6.1 Recognize that water, rocks, soil, and living organisms are found on Earth’s surface.
    • SC.1.L.17.1 Through observation, recognize that all plants and animals, including humans, need the basic necessities of air, water, food, and space.
    • SC.1.N.1.3 Keep records as appropriate – such as pictorial and written records – of investigations conducted.
    • SC.2.L.17.1 Compare and contrast the basic needs that all living things, including humans, have for survival. 
    • SC.2.L.17.2 Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. 
    • SC.2.N.1.1 Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations.
  • Summary: I will read and discuss the book, “On Duck Pond” by Jane Yolen. It shows a variety of living things that are found on a duck pond. As I read through the book, I will engage the students with a discussion of some of the plants and animals that are illustrated and the needs that they get from the habitat. After the book discussion, we will go outside. I will have them observe a small area of the schoolyard for plants and animals. I will provide clipboards and have them pick a plant or animal to draw and then draw where it gets its basic necessities. The students love to explore outside and use their artistic skills!

Animal Needs

  • Grades: 1-2
  • Domain: Nature of Science & Life Science
  • Length: 30-35 minutes 
  • Location: classroom & outside
  • Teacher Prep: none
  • Standards:
    • SC.1.N.1.1 Raise questions about the natural world, investigate them in teams through free exploration, and generate appropriate explanations based on those explorations.
    • SC.2.L.17.1 Compare and contrast the basic needs that all living things, including humans, have for survival. 
    • SC.2.L.17.2 Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs. 
  • Summary: For this lesson I will read “On Meadowview Street” by Henry Cole which is about a young girl who improves the habitat in her backyard. While reading, I will engage the students in a discussion of the basic needs of different species featured in the story. After the book discussion, I have a very active game in which the students are in two lines (habitat and birds). Each round the birds must match what they need in the habitat. It drives home the basic needs of birds and what happens when they are unable to meet those needs. Finally, I will show photos of animals in different habitats and discuss how they find their needs in those habitats. This lesson has something for every type of learner: listening to a book, playing an active game, and looking at photos!

Characteristics of Birds

  • Grades: PreK-1
  • Domain: Life Science
  • Length: 25-30 minutes 
  • Location: classroom & outside
  • Teacher Prep: none
  • Standards:
    • SC.K.L.14.3 Observe plants and animals, describe how they are alike and how they are different in the way they look and in the things they do
    • SC.K.N.1.1 Collaborate with a partner to collect information.
    • SC.K.N.1.5 Recognize that learning can come from careful observation.
    • SC.1.L.14.1 Make observations of living things and their environment using the five senses.
    • SC.1.N.1.1 Raise questions about the natural world, investigate them in teams through free exploration, and generate appropriate explanations based on those explorations.
  • Summary: For this lesson I will show a short interactive Powerpoint about the basic characteristics of birds. After the Powerpoint, the students will look, with a partner, in a picture book (which I will provide) examples of things that birds have ( ie: wings, beaks etc…). Then we will make a list on the board (or chart paper) of bird characteristics that they found in the books. Next they will receive 2 toilet paper tubes that have been stapled together (binoculars). They will decorate these. Then the students will be taken outside to look for birds and share information that they already learned (i.e., it’s using its wings to fly).

Meet a Tree 

  • Grades: K-2
  • Domain: Life Science
  • Length:  25-30 minutes 
  • Location: outside
  • Teacher Prep: find an area on campus with at least 5 accessible trees
  • Standards:
    • SC.K.N.1.4 Observe and create a visual representation of an object which includes its major features.
    • SC.K.N.1.5 Recognize that learning can come from careful observation.
    • SC.K.N.1.3 Keep records as appropriate — such as pictorial records — of investigations conducted.
    • SC.K.N.1.4 Observe and create a visual representation of an object which includes its major features.
    • SC.1.N.1.1 Raise questions about the natural world, investigate them in teams through free exploration, and generate appropriate explanations based on those explorations.
    • SC.1.E.6.1 Recognize that water, rocks, soil, and living organisms are found on Earth’s surface.
    • SC.2.N.1.1 Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations.
  • Summary: This lesson is about making systematic observations of a tree and exploring the characteristics of a tree. The lesson will begin with a read aloud of the book, “Oak and Company” by Richard Mabey. This book chronicles the life of an oak tree and all the diversity of living things that depend on it. After reading, the students will be led in a discussion about the unique characteristics or physical features of individual trees. Then the students will go to a location on their campus where there are multiple trees. Using  a clipboard and their “Meet a Tree” handout, the students will be guided to making several different observations of their tree including drawing the shape of the entire tree, making leaf and bark rubbings, drawing flowers, nuts or other interesting parts. They will also be guided to draw any animals they see on the tree and places where animals can live. After returning to the classroom, they can share characteristics that made their tree unique.

Bird Field Study

  • Grades: 3-5
  • Domain: Nature of Science
  • Length: 30-45 minutes
  • Location: classroom & outside 
  • Teacher Prep: 15 minutes *Show the provided introduction video ahead of time.
  • Standards: 
    • SC.3.N.1.1 Raise questions about the natural world, investigate them individually and in teams through free exploration and systematic investigations, and generate appropriate explanations based on those explorations.
    • SC.3.N.1.2 Compare the observations made by different groups using the same tools and seek reasons to explain the differences across groups.
    • SC.3.N.1.3 Keep records as appropriate, such as pictorial, written, or simple charts and graphs, of investigations conducted.
    • SC.3.N.1.4 Recognize the importance of communication among scientists.
    • SC.3.N.1.5 Recognize that scientists question, discuss, and check each other’s evidence and explanations.
    • SC.4.N.1.1 Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those explorations.
    • SC.4.N.1.3 Explain that science does not always follow a rigidly defined method (“the scientific method”) but that science does involve the use of observations and empirical evidence.
    • SC.4.N.1.5 Compare the methods and results of investigations done by other classmates.
    • SC.4.N.2.1 Explain that science focuses solely on the natural world.
    • SC.5.N.1.2 Explain the difference between an experiment and other types of scientific investigation.
    • SC.5.N.1.5 Recognize and explain that authentic scientific investigation frequently does not parallel the steps of “the scientific method.”
  • Summary: Recently Orange Audubon Society received a collaborative grant from National Audubon Society to purchase binoculars in an effort to engage students with the natural environment through learning about the birds on their campus. We would love to partner with your school to conduct a field study by counting birds using binoculars on your campus. Students get very excited at the wonder of seeing the wildlife in their local surroundings and they get to connect with the scientific community in an authentic way by participating in citizen science. Ideally, this lesson can be done twice, once at the beginning and end of the school year, so the results can be compared. However, a single visit is also quite engaging for the students!

Animal Migration

  • Grades: 3-5
  • Domain: Nature of Science & Life Science 
  • Length: 25-35 minutes 
  • Location: classroom with enough space for students to walk across & outside (optional)
  • Teacher Prep: none
  • Standards:
    • SC.3.L.17.1 Describe how animals and plants respond to changing seasons. 
    • SC.3.N.1.1 Raise questions about the natural world, investigate them individually and in teams through free exploration and systematic investigations, and generate appropriate explanations based on those explorations.
    • SC.4.L.16.3 Recognize that animal behaviors may be shaped by heredity and learning.
    • SC.4.N.1.1 Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those explorations.
    • SC.5.L.15.1 Describe how, when the environment changes, differences between individuals allow some plants and animals to survive and reproduce while others die or move to new locations.
  • Summary: For this lesson I read “How Do Birds Find Their Way?” by Roma Gans. I engage the students in a discussion about the seasonal changes that cause birds and other animals to migrate. After the book reading, the students would play the game “Take Wing” in which the students simulate birds migrating by moving from “North” to “South” across the classroom by using random characteristics of the students (example- any student wearing sneakers has a strong headwind and must take a step back). We will play this game until half of the class fails to migrate. Then we discuss the challenges of migration faced by various animals that migrate.

Migration Obstacle Course

  • Grades: 3-5
  • Domain: Nature of Science & Life Science
  • Length: 35-40 minutes 
  • Location: outside
  • Teacher Prep: none
  • Standards:
    • SC.3.N.1.1 Raise questions about the natural world, investigate them individually and in teams through free exploration and systematic investigations, and generate appropriate explanations based on those explorations.
    • SC.4.L.17.1 Compare the seasonal changes in Florida plants and animals to those in other regions of the country. 
    • SC.4.L.17.4 Recognize ways plants and animals, including humans, can impact the environment. 
    • SC.4.L.16.3 Recognize that animal behaviors may be shaped by heredity and learning.
    • SC.4.N.1.1 Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those explorations.
    • SC.5.L.15.1 Describe how, when the environment changes, differences between individuals allow some plants and animals to survive and reproduce while others die or move to new locations.
  • Summary: This lesson is a game in which the students simulate birds going through the obstacles of bird migration. I bring the materials which simulate birds encountering different obstacles, both natural and manmade, that they may encounter during migration. We will play the game multiple times so that students can be both birds and obstacles. After the game, I will lead them in a discussion connecting seasonal changes in Florida, and those elsewhere, to how those relate to migration. We will also review how humans can negatively and positively impact migration. 

Bird Beak Adaptations Lab

  • Grades: 3-5
  • Domain: Nature of Science & Life Science
  • Length: 35-45 minutes 
  • Location: classroom 
  • Teacher Prep: Arrange students in groups of 4, print out student handout
  • Standards:
    • SC.3.N.1.1 Raise questions about the natural world, investigate them individually and in teams through free exploration and systematic investigations, and generate appropriate explanations based on those explorations.
    • SC.3.N.1.3 Keep records as appropriate, such as pictorial, written, or simple charts and graphs, of investigations conducted.
    • SC.4.L.16.3 Recognize that animal behaviors may be shaped by heredity and learning.
    • SC.4.N.1.1 Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those explorations.
    • SC.5.L.17.1 Compare and contrast adaptations displayed by animals and plants that enable them to survive in different environments such as life cycle variations, animal behaviors and physical characteristics. 
    • SC.5.N.1.3 Recognize and explain the need for repeated experimental trials.
    • SC.5.N.1.4 Identify a control group and explain its importance in an experiment.
  • Summary: This lesson is about bird beak adaptations. I provide the students everyday materials to simulate different types of bird beaks and different types of food that they eat. Through repeated trials and changing variables, they will explore which type of beak is best suited for a particular type of food that is available in a specific habitat. After completing the activity, I lead a discussion using actual bird beak photos about how they are adapted to different environments. In upper grades, this lesson will also include a discussion of the variables and controls used in this activity as well as the scientific accuracy of the design. The students love this lesson because it is hands-on!

Living and Nonliving Scavenger Hunt

  • Grades: K-4
  • Domain: Life Science
  • Length: 25-30 minutes 
  • Location: outside
  • Teacher Prep: print out student handout
  • Standards:
    • SC.K.N.1.3 Keep records as appropriate — such as pictorial records — of investigations conducted.
    • SC.1.E.6.1 Recognize that water, rocks, soil, and living organisms are found on Earth’s surface.
    • SC.2.N.1.1 Raise questions about the natural world, investigate them in teams through free exploration and systematic observations, and generate appropriate explanations based on those explorations.
    • SC.3.N.1.1 Raise questions about the natural world, investigate them individually and in teams through free exploration and systematic investigations, and generate appropriate explanations based on those explorations.
    • SC.3.N.1.3 Keep records as appropriate, such as pictorial, written, or simple charts and graphs, of investigations conducted.
    • SC.4.N.1.1 Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those explorations.
  • Summary: For this lesson, students will use their observational skills to  search for a variety of  natural objects in the schoolyard. Younger grades will have pictures for the objects that they are searching for. As they find an object, they will circle it if it is living and put an X on it if it is nonliving. After 20 minutes, they will be led in a discussion of living vs. nonliving things. They will also be led in a discussion of how the living and nonliving factors may interact. Students will be encouraged to share questions they have about any of the natural objects that they found. Those questions could lead to future investigations.

Food Chain/Food Web Simulation

  • Grades: 4-5
  • Domain: Life Science
  • Length:  30-35 minutes 
  • Location: outside
  • Teacher Prep: none
  • Standards:
    • SC.4.L.17.2 Explain that animals, including humans, cannot make their own food and that when animals eat plants or other animals, the energy stored in the food source is passed to them.
    • SC.4.L.17.3 Trace the flow of energy from the Sun as it is transferred along the food chain through the producers to the consumers.
    • SC.4.L.17.4 Recognize ways plants and animals, including humans, can impact the environment.
    • SC. 5.L.15.1 Describe how, when the environment changes, differences between individuals allow some plants and animals to survive and reproduce while others die or move to new locations.
  • Summary: This lesson will begin with an introduction (or review) of the components of a food chain in which students will model by using pre-made signs of the different parts of the food chain and how energy passes from one part to the other. Next, each student will be given a large card that shows one part of a food web. The class will form a large circle with the sun in the middle. A ball of yarn will be passed from one connection to the other with each student that is passing the yarn describing the connection (ie: the oak tree, a producer, is passing energy to a caterpillar, a primary consumer). After everyone in the class is connected at least once, a discussion will be led about the complexity of the web. Then certain students will be asked to drop their connections and see how many other living things are affected. After the simulation, the students will play food chain freeze tag. Students are given one of three color bandannas. They tie the bandanna around their wrist. Blue represents consumers, green represents producers and red represents decomposers. Blue (consumers) may only tag green (producers). If a producer is tagged by a consumer they must freeze in place. Decomposers (red) may unfreeze producers. After playing a few rounds (students may switch roles) a discussion will be led about why consumers tag producers (because they eat them) and why decomposers can unfreeze producers (because they recycle dead organisms into the soil to enable the producers to have the nutrients for growth.