Curriculum Notebook - Grade 5
Interpretive Stops  1.  Along Aptos Creek  2.  Fern Grotto  3.  Twisted Grove  4.  Geologic Foundation  5.  Redwoods and Associates  6.  Magnificent Old Growth  7.  Fairy Ring in the Making  8.  Granary, Stump, and Burl  9.  The Pourroy Garden 10. The Little Slide 11. Smiley Face Stump 12. Big "Round" 13. Goosepen Tree 14. The "Advocate Tree" 15. The Ravine 16. Pourroy's Picnic Area Additional Information  Animals of Marcel's Forest		Five Senses Walk Grade 5 Science Content Standards No. 6: Investigation and Experimentation Students will: i. Write a report of an investigation that includes conducting tests, collecting data or examining evidence, and drawing conclusions.   Objectives 1. Describe an observed event or organism in terms of more than one of the five senses. 2. Communicate information to others using a variety of descriptive terms and more than one literary form. 3. Appreciate that the study of nature need not be limited to observing and cataloging. 4. Tentatively classify at least one new plant and one new animal by describing identifying characteristics. 5. Explain perception of stimuli from the environment in terms of matter and energy bombardment of sensory apparatus.   Concept Background 1. Organisms, including humans, have various ways of perceiving their environment and of reacting to the things they perceive. 2. Stimuli from the environment consist of forms of matter (molecules in the case of touch, smell, taste and hearing) and energy (light radiation in the case of sight).   Materials Five small dictionaries or thesauruses, and notepads and pencils for each student.   Instructions Organize class into five groups, one for each of the five senses. Distribute to each group a paperback dictionary or thesaurus. Appoint a recorder for each group. After each sense is used, stop and share observations. Sight. Walk a short distance looking for one beautiful thing. Touch. Now continue, this time emphasizing touch. Find different textures: rough, sticky, prickly, slippery, smooth. (Watch for poison oak and stinging nettle -- both live in Marcel's Forest). Smell. Continue walking, but this time sniff the air, plants, and trees. Sniff the moist duff under the redwoods and Douglas-firs. Tasting. The teacher must be careful to select edibles and to warn the group about eating unknowns. Redwood sorrel can be eaten as well as miner's lettuce. Redwood sorrel is found throughout the forest and along the loop trail. Miner's lettuce is found near the creek, at the Pourroy Garden and at several points along the trail. Hearing. Stop and close your eyes and listen. Raise one finger of the right hand for each man-made sound heard and a finger of the left hand for each sound not caused by man. 1. Stop No. 16, the Pourroy's Picnic Area, is a good place for groups to sit and list their observations. Have students sit at the picnic area, on the retaining wall, or in the open area. Make sure each group has its dictionary or thesaurus and its appointed recorder. 2. Ask each group to choose one item from the list of observations and brainstorm all the describing words it can. Encourage them to make use of the dictionary or thesaurus and be sure the recorder is getting everything on paper. 3. Have each group share its findings with the other groups. As you listen to the describing words, watch for metaphors, rhymes, alliteration, rhythm. Instruct each group to write a collective poem. Note: Allow "feeling" words, such as emotions stimulated by breeze, bird songs, etc. Modified from Teaching Science in an Outdoor Environment	Reminders Glossary Curriculum Notebook Materials Drawer California Science Education Website

 

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