Before school: We will have a warm-up, review agenda and behavior expectations for the day, use the restroom, and have a mini-lesson. Please join us during this time! This will make it easier for you to focus their attention during our trip!
During the bus ride: Please disperse yourselves throughout the bus to ensure good behavior. Please be sure students:
1. Sit on bottoms facing forward
2. Use inside voices
3. Avoid obnoxious activities/games (anything rowdy, with physical contact, or is annoying)
During the presentations:
1. Be sure students are listening respectfully.
2. Be sure students are being safe.Feel free to give children a reminder about appropriate behavior. Please direct all repeat offenders or major offenses to me and I will have that student stay close to me.
As outdoor school slowly approaches, there are still many aspects to fine-tune. I will continue to update you as we get closer, but here is some general information provided by OMSI. This will give you an idea of what our class has to look forward to! See the attached files for a map of our campgrounds.
Field studies are the bulk of the programming we will do each full day we are on site (five hours per day). They begin after breakfast and continue into mid-afternoon. Any of the following disciplines can become the focus of a field study. Typical interdisciplinary study focuses on ecology and geology. I will be selecting the focus before we go.
Critter Catch: Collect and release lake creatures in the pond or river. Observe them as they move about in a collection chamber. Observe and research how the creatures live, what they eat, what eats them, and examinetheir adaptations.
Water Quality Testing: (dissolved oxygen, temperature, and pH): Use kits to test water quality in two different
systems. Test the water for pH and dissolved oxygen (DO). Discuss the effect of varying DO, temperature, and
pH levels on aquatic organisms and how human activities affect these levels.
Plankton Lab Investigation: Collect samples and observe them under the microscope and the video microscope.
Identify organisms and draw their unique body parts in a journal. Discuss the food chain and energy flow.
Water Cycle: Simulate the water cycle. Learn how water is available on Earth.
Build a Model of the State of Oregon: Build a three-dimensional model of the state of Oregon in the sand. This activity covers geography, plate tectonics, mountain formation, and a brief overview of how the Missoula floods shaped the land of the Pacific Northwest.
Dune Formation and Forest Succession: Investigate how sand dunes form and what processes stabilize them. Discuss the human desire for dune stabilization. Discuss introduced species.
Beach Investigation: Walk the high tide line searching for treasures from the sea. Hypothesize how everything from the sand to the flotsam made it to the shore and extrapolate the local off-shore currents.
Student-Driven Research Projects
Students, working in small groups, create with their own research question and use their own ingenuity to answer that question. They go step-by-step through the entire scientific method, from initial observations to presenting their results in poster form.
Interest groups are short 1.5 hour classes focusing on one topic. They are typically scheduled in the afternoon after students return from the field. Several interest groups are usually offered at one time. Students should be assigned to or choose their own interest groups prior to their arrival on site, and group sizes must remain at 15 students. Options include:
Early Oregon Studies
Focus on the cultural history of early coast region peoples. Learn how to make your own rope, study primitive fire-making tools, use flint and steel, use an atlatl, and learn how to identify and prepare wild edibles.Marine Mammals
Students will learn to identity common marine mammals of the Northwest coast and discover the adaptations of these mammals.Orienteering
Learn how to use a compass to help find your way in the woods! After basic instructions, students use their skills to explore the site.Shark Ecology
Students focus on the anatomy, physiology, and ecology of sharks. Activities emphasize the adaptations of sharks, dispel some common myths about them, and discuss their important role in the ocean ecosystem. Students will also study preserved specimens.Squid Dissection
Learn fascinating things about the world's largest invertebrate. How has it adapted to survive in all shapes and sizes at all depths of the ocean? Use instruments to dissect a squid and explore each specific adaptation.Survival
Discuss basic survival strategies, accident prevention, and standard necessary equipment. Small groups of students practice their skills by building a shelter.Team Challenge
After giving students a set of rules and tools, have them work together to accomplish common goals in an outdoor game setting. This fun, energetic class allows your students the chance to practice teamwork, cooperation, and creativity!
Evening Programs (1-1.5 hrs) usually take place between dinner and campfire. Since the entire group participates in an evening program, chaperones/counselors must be present (1 per every 10 students) to assist OMSI staff. Please select one Evening Program for each night of your stay.
This colorful slide show illustrates the amazing adaptations and ecological importance of these often misunderstood animals. This activity is supplemented with lively demonstrations and discussion.Eco-Jeopardy!
Students participate in a fast-paced game show style review of information they have learned. Activities are hosted by a zany cast of characters somewhat resembling the OMSI staff.Environmental Forum
Students are placed in teams, each with a particular point of view regarding a piece of land. Students must work together to design a land-use plan for their land while protecting their interests. After each team presents their plan to the entire group, they may have a chance to discuss ideas with other teams. This is a non-advocacy activity with no one right answer. The Environmental Forum can deal with a variety of topics from land use to salmon habitat protection and restoration.Midnight Zone (Light permitting; best in early spring/late fall.)
Off of the coast of Oregon are deep-sea thermal vents. Learn about life in the midnight zone through activities about bioluminescence and animal adaptations.Night Hike (available, weather permitting, March-April and September-November)
Discover the night! Test your senses of hearing, smell, and touch through outdoor sensory activities while learning about adaptations of nocturnal organisms. Stargazing may also be an option.Predator/Prey (available as an arrival/departure day activity or April-June as an Evening Program)
Students focus on how the food pyramid works, emphasizing dynamic equilibrium and bioaccumulation through a site-wide tag game.Science Fair
Students participate in a round robin of amazing science activities. Students visit different science fair stations to participate in hands-on demonstrations and learn about such topics as air pressure, states of matter, taste buds, and acid-base reactions.Tide Pool Slideshow
This colorful presentation introduces students to the fascinating animals that can be found in local tide pools. Usually done for groups before visiting the tide pools, it can also serve as an introduction to life on the coast.
Campfire- Most groups close each day with a campfire program. Campfires can run 30-45 minutes in length. Activities include, but are not limited to, simple call and response songs, student skits, and stories. The OMSI staff will run one campfire, usually the first, and our group will run any additional campfires.
Typical Daily Schedule (as suggested by OMSI)
6:30 a.m. Optional morning walk
7:00 a.m. Camp wake-up
7:30 a.m. Breakfast
8:30 a.m. Cabin cleanup, prepare field gear
9:00 a.m. Pack/pick up sack lunches
9:15 a.m. Field studies* (lunch in the field)
2:00 p.m. Rest and relaxation
3:00 p.m. Class meeting/snack
3:30 p.m. Interest groups*
5:00 p.m. Free time and recreation
6:00 p.m. Dinner
7:30 p.m. Evening program*
8:30 p.m. Campfire
9:15 p.m. Prepare for bed
9:30 p.m. All quiet in camp
EQUIPMENT LIST (as suggested by OMSI)
Please bring adequately warm and "warm-when-wet" clothes to camp. This means a wool or polypropylene layer, not cotton. Cotton t-shirts and a pair of jeans with a light jacket are not going to keep a child warm on cloudy or rainy days. Rain gear is a necessity, as we spend the majority of the day outdoors, rain or shine. Be prepared for varied weather conditions.
____ Warm sleeping bag (rated to below 40 degrees)
____ Extra Blanket
____ Pillow (optional)
____ Sleep pad or air mattress
CLOTHING: ____ 2 pairs of long pants
____ 1 pair of shorts for in-camp use (late spring and early fall only)
____ Long underwear (wool or polypropylene, no cotton)
____ Warm wool/fleece sweater or heavy wool shirt
____ An appropriate number of t-shirts
____ Warm jacket
____ Waterproof raincoat and pants or poncho
____ Broad-brimmed hat/long-sleeved shirt for sun protection
____ Knit wool hat and warm gloves
____ Synthetic or wool socks (avoid cotton)
____ Tennis shoes or boots (well fitting, broken in, & waterproof)
____ Comfortable shoes for in-camp use
____ Swimsuit for showering (Kiwanilong has communal showers)
____ Toiletries: soap and container, shampoo, toothbrush/toothpaste, comb/brush
____ Washcloth and towel
____ Sunscreen and lip balm with sunscreen
____ Alarm clock (for chaperones)
____ Day pack to carry lunch and field gear
____ Flashlight with extra batteries and bulb
____ Water bottle or canteen (1 liter or 1 quart bottle, minimum, which is water tight)
____ Camera and film
____ Binoculars (highly recommended)
____ Field guides (birds, insects, rocks and minerals, etc.)
____ Hand lens or small magnifying glass
You will note that your child's Riggs homework has changed today. In class we will learn the word, identify its part of speech, and come up with a brief definition. THIS IS ALL DONE IN CLASS. For homework, students will continue to practice each word three times (on the back of their homework, now) and write a sentence using each word. On tests, students will be asked to provide parts of speech and a short definition for words we have learned in this manner.
Optional Writing Competition- In addition to those I sent out yesterday
Students throughout Oregon and Clark County Washington are invited to either create a poster or write a short story portraying a part of the Oregon Humane Society's mission. Winning posters and stories are displayed in the shelter's Education Hall, on the OHS website, and are featured in the OHS quarterly magazine. Posters and stories may also be used to promote events and shelter programs.
- Poster Theme: Grade 6 Health And Wellness Is Important For Your Pet Annual- visits to the veterinarian, high quality food, and regular exercise will help your pet stay healthy and live longer.
- Story Theme: Grades 5-6 My pet is a good friend to me because... Up to 300 words
CONTEST DEADLINE: Entries must be received by April 1, 2015
For more information visit their website, here: http://www.oregonhumane.org/services/contests.asp#.VEaUbfnF9-8
Have a terrific Tuesday!