Epic Outdoor Learning Spaces: A 2nd Grade Adventure
Created byKim Alston
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Epic Outdoor Learning Spaces: A 2nd Grade Adventure

Grade 2EnglishMathScienceSocial Studies10 days
In this project, 2nd grade students transform their schoolyard into an engaging outdoor learning environment. They conduct a schoolyard safari, create a field guide of local flora and fauna, track and analyze weather patterns, and design improvements to enhance the space for learning. This hands-on experience integrates science, math, and language arts, fostering collaboration, environmental stewardship, and a deeper connection to the natural world. Students communicate their findings and proposals, developing critical thinking and persuasive skills.
Outdoor LearningSchoolyardCollaborationScienceData MeasurementEnvironmental StewardshipDesign
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we transform our schoolyard into an epic outdoor learning environment that sparks curiosity, fosters discovery, and promotes stewardship among second graders?

Essential Questions

Supporting questions that break down major concepts.
  • What makes learning fun and exciting?
  • How can we use our schoolyard to learn new things?
  • What tools can we use to explore the outdoors?
  • How can we share our outdoor learning adventures with others?
  • How can we measure and record what we find outside?
  • How does the environment change with the seasons?
  • How do plants and animals interact with each other in our schoolyard?
  • How can we be good caretakers of our outdoor learning space?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will be able to identify different plants and animals in the schoolyard.
  • Students will be able to measure and record data related to weather and natural phenomena.
  • Students will be able to design and create a plan for improving the schoolyard as a learning environment.
  • Students will be able to collaborate with peers to develop and implement outdoor learning activities.
  • Students will be able to communicate their findings and ideas about outdoor learning to others.

Entry Events

Events that will be used to introduce the project to students

Schoolyard Safari

Students participate in a "schoolyard safari" where they use magnifying glasses, notebooks, and field guides to explore and document the plants, animals, and natural features of their schoolyard. They create observational drawings and collect data, fostering a sense of discovery and scientific inquiry.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Schoolyard Biologists: Creating Our Field Guide

Students create a detailed field guide of the schoolyard's flora and fauna. They will work in small groups to identify, draw, and describe different plants and animals, combining their observations and research into a collaborative guide.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Divide the class into small groups, assigning each group a specific area of the schoolyard to explore.
2. Provide each group with magnifying glasses, notebooks, and drawing materials.
3. Have students explore their assigned area, identifying and drawing at least three different plants or animals.
4. Guide students in researching basic information about each plant or animal, such as its habitat, diet, and life cycle.
5. Have each group compile their findings into a page for the class field guide, including a drawing, label, and description.
6. Compile all group pages into a class field guide, making copies for each student.

Final Product

What students will submit as the final product of the activityA class field guide to the schoolyard, with labeled drawings and descriptions of plants and animals.

Alignment

How this activity aligns with the learning objectives & standardsAddresses learning goals related to plant and animal identification and collaboration (Science).
Activity 2

Weather Watchers: Measuring and Mapping Our Schoolyard Climate

Students will become weather trackers, creating tools to measure weather-related data in the schoolyard and recording findings over time. This activity integrates math skills with scientific observation.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Guide students in creating simple weather instruments like a rain gauge and a wind vane.
2. Establish a consistent time each day for students to measure and record weather data using their instruments.
3. Have students create a weather journal with labeled sections for each day of the week.
4. Instruct students to record the temperature, precipitation, cloud cover, and wind direction in their journals each day.
5. Facilitate class discussions about weather patterns and changes over time, using the data collected in the journals.

Final Product

What students will submit as the final product of the activityA weather journal with daily/weekly entries including temperature, precipitation, and cloud cover, along with handmade measuring tools.

Alignment

How this activity aligns with the learning objectives & standardsCorrelates with learning goals focused on data measurement, recording, and understanding seasonal changes (Math & Science).
Activity 3

Schoolyard Designers: Planning Our Epic Outdoor Classroom

Students will work collaboratively to design a plan for improving the schoolyard as a learning environment. They will present their ideas, incorporating persuasive writing and visual aids.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Engage students in a brainstorming session about how the schoolyard could be improved for outdoor learning.
2. Divide the class into small groups, assigning each group a specific improvement project (e.g., building a bird feeder, creating a garden bed, designing an outdoor reading nook).
3. Have each group create a detailed plan for their project, including drawings, materials lists, and step-by-step instructions.
4. Guide students in writing a persuasive paragraph explaining why their project is important and how it will improve the schoolyard.
5. Have each group present their proposal to the class, using their drawings and persuasive writing to convince others of their project's value.

Final Product

What students will submit as the final product of the activityA proposal with designs and persuasive arguments for improving the schoolyard learning environment, presented to the class.

Alignment

How this activity aligns with the learning objectives & standardsSupports learning goals related to designing improvements and communicating ideas (English Language Arts & Social Studies).
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Schoolyard Biologists Rubric

Category 1

Scientific Observation and Collaboration

Assesses the accuracy of scientific observations, quality of drawings, and effectiveness of collaboration in creating the field guide.
Criterion 1

Identification and Description

Accuracy of plant and animal identification and descriptions.

Exemplary
4 Points

Provides detailed and accurate identification and descriptions of multiple plants and animals, demonstrating sophisticated understanding.

Proficient
3 Points

Provides accurate identification and descriptions of several plants and animals, demonstrating thorough understanding.

Developing
2 Points

Shows emerging accuracy in identifying and describing some plants and animals, but descriptions may lack detail.

Beginning
1 Points

Struggles to accurately identify and describe plants and animals, providing minimal or incorrect information.

Criterion 2

Observational Drawings

Quality and detail of observational drawings.

Exemplary
4 Points

Drawings are exceptionally detailed, accurate, and labeled clearly, demonstrating advanced observation skills.

Proficient
3 Points

Drawings are detailed, accurate, and labeled, showing effective observation skills.

Developing
2 Points

Drawings show some detail and accuracy but may lack clear labels or have some inaccuracies.

Beginning
1 Points

Drawings lack detail, accuracy, and labels, demonstrating minimal observation skills.

Criterion 3

Collaboration and Contribution

Effectiveness of collaboration and contribution to the group field guide page.

Exemplary
4 Points

Demonstrates leadership in collaboration, making significant contributions to the group's field guide page and supporting peers effectively.

Proficient
3 Points

Contributes effectively to the group's field guide page, collaborating well with peers.

Developing
2 Points

Participates in the group's field guide page creation but may require some guidance in collaboration.

Beginning
1 Points

Requires significant support to participate in the group's field guide page creation, with minimal collaboration.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

What was your favorite part of transforming the schoolyard into an epic outdoor learning environment, and why?

Text
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Question 2

How did working with your classmates help you learn and create the outdoor classroom?

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Question 3

Which activity (Schoolyard Biologists, Weather Watchers, or Schoolyard Designers) did you enjoy the most, and what did you learn from it?

Multiple choice
Required
Options
Schoolyard Biologists
Weather Watchers
Schoolyard Designers
Question 4

On a scale of 1 to 5, how much do you think the changes you made improved the schoolyard for learning?

Scale
Required
Question 5

What is one thing you would do differently if you could plan the outdoor learning space again?

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Required