1. Schlitz Audubon Nature Center Kimberly Casey Joe Finn Jr. Johanna French Amanda Kuhnke

2. Our field trip to the Schlitz Audubon Nature Center will be part of an environmental unit where the students study the lifecycle of plants.

3. Driving Question - How do plants live, grow and die? - What evidence of this can be found at the Schlitz Audubon Center? - The students will find the answer to these questions by looking at what the plants do to prepare for winter and how this is a part of their life cycle.

4. Goals of the Field Trip: Students will: - Learn what the plants are doing to prepare for winter, how and why their leaves change color, why plants need to move their seeds and what happens to all of those leaves once they drop from the trees. - Observe different types of environment not easily accessible to students living in the city. - Identify 3 different plants at two different stages of growth. - Through observation discover how the different parts of a plants life cycle connect to each other. - Students will use palm pilots to take pictures of plants in different stages of the life cycle that they will later print and use in the diagrams they create of the plants lifecycle.

5. Application of Terms Students will need to learn and understand the following terms: Germination – To begin to grow or develop Germination – To begin to grow or develop Photosynthesis –The process of which plants turn carbon dioxide into oxygen. Photosynthesis –The process of which plants turn carbon dioxide into oxygen. Pollination – Process of making seeds that involves the transfer of pollen from one plant to another. Pollination – Process of making seeds that involves the transfer of pollen from one plant to another. Seed dispersion – Spread of seeds though wind, water, explosion or animals. Seed dispersion – Spread of seeds though wind, water, explosion or animals. Lifespan – the plant cycle of life. Lifespan – the plant cycle of life. Compost – a mixture of various decaying organic substances used as fertilizer for soil. Compost – a mixture of various decaying organic substances used as fertilizer for soil.

6. The fieldtrip will provide the students with the opportunity to physically be able to see the terms in action and to interact with them. The fieldtrip will provide the students with the opportunity to physically be able to see the terms in action and to interact with them. The interaction and investigation of different plants parts will trigger the students curiosity, encourage them to ask further questions, and help them to clear up any misconception that they may have. The interaction and investigation of different plants parts will trigger the students curiosity, encourage them to ask further questions, and help them to clear up any misconception that they may have. It is important that the students learn and are able to use these terms because they will help them gain a better understanding of the plant cycle. It is also important that the students understand the different parts of the plant cycle so that they can see how they effect and are effected by it and learn to appreciate and understand it’s importance to all living life. It is important that the students learn and are able to use these terms because they will help them gain a better understanding of the plant cycle. It is also important that the students understand the different parts of the plant cycle so that they can see how they effect and are effected by it and learn to appreciate and understand it’s importance to all living life.

7. Data Collection/ Management

8. Costs and Logistics Transportation to and from the nature center will be by bus which will have to be rented. The cost of this field trip for 40 students and 4 parent volunteers will come to a total of $170 plus the additional cost of renting the school bus.

9. Utilizing the Experience A fieldtrip, such as this one, to a nature reserve is very valuable to inner city kids because it provides them with the opportunity to experience an environment that they normally do not have access to. Experiencing new environments provides students with new background knowledge which they are able to draw on when studying life science in the classroom. This fieldtrip will provide the students with a first hand experience of the natural environment of many plants and animals which in turn will trigger their interest and motivation.

10. Assessment During the fieldtrip the students will be assessed based on: During the fieldtrip the students will be assessed based on: Their behavior during the trip. Their behavior during the trip. Having taken the necessary amount of pictures and having photographed the appropriate plants and saved them to their palm pilot. Having taken the necessary amount of pictures and having photographed the appropriate plants and saved them to their palm pilot. Whether or not they were able to incorporate their pictures into their diagram of the plant life cycle, once back in the classroom, using all of the key terms. Whether or not they were able to incorporate their pictures into their diagram of the plant life cycle, once back in the classroom, using all of the key terms.

11. Cross Curricular Activities Social Studies: Study the effects of deforestation Where are forest environments such as this one prevalent? English: Write a story or a poem about the plant cycle. Art: Collect leaves and seeds that have fallen to the ground and make a collage out of them.

12. Misconceptions Students that do not have access to nature are bound to have many misconceptions and making a fieldtrip such as this one is one way of identifying and correcting misconceptions. Common misconceptions: - Students think that plants only reproduce through seeds. - Students think that cellular respiration only occurs at night. -- Students do not realize that this type of environment exists so close to the city. -- Students do not realize that when plants die they leave a lot of nutrients behind. - Students think that when a tree sheds its leaves it has died.

13. Permission Slip Dear Parents and/or Guardian, Our class is planning a trip to the Schlitz Audubon Nature Center. This field trip is serving as the student’s final project for our environmental science education unit. We will be taking a school bus, and we are leaving right after lunch at 1:00pm on Tuesday December 11 th, 2007. The cost is $3.75 per student + the school bus cost. Please enclose the money along with the returned permission slip. We need four parent/guardian volunteers to chaperone this trip. If you would like to be a volunteer, please note this on the bottom of this slip. The Schlitz Audubon Nature Center is located at: 1111 E. Brown Deer Road Milwaukee, WI 53217 (414) 352-2880 Please check the weather previous to the field trip. We will be outside for the majority of the trip, so make sure your student dresses warmly. I x______________________ give my child permission to attend the field trip to Schlitz Audubon Nature Center. ______ Yes, I volunteer to chaperon. Please include your contact phone number.