Students will determine what wildlife is found on the school playground and compare the results with another local site. The students will learn how to observe, classify, and gather wildlife information on a developmentally appropriate level. The final product will be the creation of a butterfly habitat outside a classroom to encourage wildlife to return to this area.
Can you name the animals?
Do we have animals that live on our school grounds?
Where do the animals live?
Is our playground a healthy habitat?
Why did the animals leave?
How can we find out if there are animals living near us?
What was on this location before our school was built?
| How can we encourage animals to come back to our site? |
What do animals need to live?
Students will develop a butterfly habitat to encourage the return of butterflies.
Students will successfully identify several wildlife species.
Students will assess the school playground to determine if it is a healthy habitat for wildlife.
Materials each group will need:
Insect Identification Books
We obtained identification guides from the Oxley Nature Center which included pictures and names of insects and other aquatic wildlife. As an alternative, try the following on-line insect identification guide from the University of Florida.
Wildlife Survey-primary
This survey, attached in the Instructions section of this activity, will help students record their observations about wildlife found on the school playground.
Materials needed to create a butterfly garden:
Butterfly bush, milkweed, parsley, soil, sunny area.
Wildlife Habitat Form
This company has a catalog filled with good products and materials.
Field Trip Letter to Parents
Consider encouraging parents to accompany the field trip as volunteer assistants. Send a letter home with students requesting their parents presence; include pertinent details about time, place, and activities of the field trip. Parents who agree can be relied on as a source of supplies that are needed as well as assistant instructors.
The Hungry Caterpillar or Charlie the Caterpillar
Books for primary students. Dom Deluise's "Charlie the Caterpillar" is available for purchase at the following web site. Various editions of "The Hungry Caterpillar" can also be found by using the search function at the web site.
Encourage students to visit this extensive web site to learn more about butterflies.
Devoted exclusively to Monarchs, this web site provides information about this colorful butterfly which visits Oklahoma annually. There are numerous links on butterflies, including some on building habitats for Monarchs.
Field Trip Agenda
Complete an agenda in advance of starting the activity. Include attention to departure, activities, cautionary notes, and general guidelines. Circulate the agenda to students and especially to parents who assist with the field trip.
Before you can create an environment that encourages wildlife to live there, you must learn about the location. Draw a map of the school playground. Include buildings, plants, water, and anything else that might affects wildlife.
As you walk through your playground, (A) identify any animals you see; (B) record in the table the number of each kind of animal you find (see the attached file); and (C) indicate on your playground map where you see the animals.
The students will share their results. Use a new Wildlife Survey form to add all the observations to show the kinds of wildlife found and the total numbers of each kind. Use a new schoolyard map to show the locations where each kind of wildlife is usually found.
Students will determine if the school site has any healthy habitats for animals. Remember, the more diversity in kinds of wildlife present, the healthier the habitat.
Students will compare their site to another school's playground or to another area in their community. Comparison will be facilitated by uploading students' work to the GeogWeb server, using the Data form below.
Students will design, gather supplies, and create a butterfly garden to encourage wildlife to return. Information for this can be found at the "Butterfly Website" and the "Monarch Watch" sites listed in Optional Resources.
Suggested Strategies. Use an appropriate survey for students to identify, count, and draw all wildlife found on your playground. Older students may work individually; younger students could be in groups of 3-4. The results should be compared with a survey of a different site, such as a small creek or pond. If your playground is lacking wildlife, brainstorm ideas on how to encourage creatures to return. Creating vegetable and flower gardens, ponds, butterfly gardens, and housing for birds, bats, etc. could be alternative culminating activities. We chose a butterfly garden because it could be placed outside our classroom window and is inexpensive. Older students or parent volunteers could clear away grass and prepare the ground for planting. You may want to extend this activity into a math lesson on symmetry.
Activity Length:
30 minutes to observe and draw/label animals.
30 minutes for groups to share observations and create a class graph.
15 minutes to determine if this is a healthy or unhealthy environment.
20 minutes for small groups to design a butterfly garden.
30 minutes for a speaker (conservationist, or worker from a nursery)
30 minutes to plant.
Your garden should have plants to accommodate each stage of the life cycle. Larva will need plants to feed on and adults will need nectar to feed on and shrubs for protection. A variety of plant materials attracts a variety of animals.
Butterflies Larval Food Plants
Monarch----> Milkweed
Black Swallowtail----> Carrots, parsley, dill
Giant Swallowtail----> citrus trees
Painted Lady----> Thistles, bachelor's buttons
Viceroy----> Pussy willow, plums, cherries
You may want to locate a conservationist or a landscaper from a nursery to talk to your class about butterfly/nature habitats. They may have a better insight to which plants will grow better in your area and attract a variety of wildlife. Enlist older students and parents to become a part of this project.
This activity has six mini lessons. Please see Teacher Notes for approximate times.
Our class is studying wildlife found on the schoolground and on at least one other site for comparison. The study will include at least two field trips and we need parents who can volunteer as assistant instructors to give adequate attention to students as they inventory wildlife. We would appreciate your accompanying your son or daughter on the field trips. An itenerary will be given you by your child. If you can assist, we will inform you of items needed. Thanks in advance!
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