Teachers can use these activities however best fit their students and classroom. Many activities can be completed by individual students, small groups, the whole class, or as part of learning centers. In order to address all of the standards listed on the activity overview, all of these supplemental activities need to be completed. Some of the content statements and elaborations are only addressed through the supplements and are not included in the versions written in the Growing Up WILD (GUW) guide.

Note: All supplemental materials are protected by copyright and are owned by Ohio Environmental Education Fund and Ohio Environmental Protection Agency. They may be used, with attribution, for educational purposes but are not to be used commercially. Please include Curious KIDSS  and www.curiouskidss.org  when citing the supplemental materials.  All references to Growing Up WILD must include a reference to the Association of Fish and Wildlife Agencies, which holds the copyright to Growing Up WILD. Guides can be obtained through a workshop from the ODNR Division of Wildlife. 

When implemented as written, supplemental resources for the Growing Up WILD activity Oh Deer address the following content statements in the 2017-2018 Ohio Learning Standards for the following disciplines:

Science 

• ​2.ESS.1: The atmosphere is primarily made up of air.
• 2.ESS.2: Water is present in the atmosphere.
  
• 2.ESS.3: Long- and short-term weather changes occur due to changes in energy.
  
• 2.LS.1: Living things cause changes on Earth.
  

Social Studies

• 2.SS.1: ​Time can be shown graphically on calendars and timelines.
• 2.SS.2: Change over time can be shown with artifacts, maps, and photographs.
• 2.SS.3: Science and technology have changed daily life.
• 2.SS.5: Maps and their symbols, including cardinal directions, can be interpreted to answer questions about location of places.
• 2.SS.7: Human activities alter the physical environment, both positively and negatively.
• 2.SS.13: Information displayed on bar graphs can be used to compare quantities.

Math

• 2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
• 2.MD.2 Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.
  
• 2.MD.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.
  
• 2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
  
• 2.MD.9 Generate measurement data by measuring lengths of several objects to the nearest whole unit or by making repeated measurements of the same object. Show the measurements by creating a line plot, where the horizontal scale is marked off in whole number units.
  

     Reinforcement of Standards:

• K.MD.1 Identify and describe measurable attributes (length, weight, and height) of a single object using vocabulary terms such as long/short, heavy/light, or tall/short.
• 1.MD.2 Express the length of an object as a whole number of length units by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps.
  
• 1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
  

English Language Arts

• RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
• RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. Activate prior knowledge and draw on previous experiences in order to make text-to-self or text-to-text connections and comparisons.
  
• RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
  
• RI.2.8 Identify the main points an author uses in a text and, with support, explain how reasons connect to the main points.
  
• RI.2.9 Compare and contrast the most important points presented by two texts on the same topic.
  
• RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.
  
• RF.2.4 Read with sufficient accuracy and fluency to support comprehension.
  
• W.2.2 Write informative/explanatory texts that introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
  
• W.2.3 Write narratives to recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
  
• W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
  
• W.2.8 Recall information from experiences or gather information from provided sources to answer a question.
  

Follow the instructions for the Field Study Fun activity's Warm Up section provided in the Growing Up WILD guide.
 
In #2 of the Procedure, one option is to follow the instructions given, while substituting the Curious KIDSS Data Collection sheet or the Curious KIDSS Science Notebook for the GUW Field Study Data Sheet. Another option is to rope off or set boundaries for a study plot to revisit during the year. Boundaries can be roped off or use natural boarders like a parking lot or fence or tree line. Within that set off space, students can use the hula-hoops to define the space for their small group’s observations.

Curious KIDSS Data Collection Sheet
In order to better align to Ohio’s Learning Standards, the data collection sheet for outdoor observations has been modified to specifically address Ohio's Learning Standards in social studies, mathematics and science for 2nd grade.

The additions to the data collection sheet focus on collecting and monitoring weather data over long periods of time. While not explicitly addressed in the collection sheet, students should use the data they collected to look for weather patterns over seasons, cloud types and precipitation occurrence, wind speeds or directions and precipitation,
 
While outside, ask students to find, record and share examples of the following concepts:

• Observe, explore, describe, measure, and compare weather, weather changes, patterns in the sky, and changing seasons.
• Observe, explore, describe, and compare living things in Ohio.
• Observe and recognize that the sun is a source of energy and energy changes that occur to land, air, and water.
• Observe and identify the physical needs of living things in Ohio, including energy from the sun or food, nutrients, water, shelter, and air.
• Observe, identify, and record interactions between living/biotic and non-living/abiotic parts of the ecosystem. Recognize that just as living things impact the environment, the environment can impact living things.

Follow the suggestions provided in the Growing Up WILD (GUW) guide. In order to address additional content from Ohio's Learning Standards in Mathematics, include and/or emphasize the following academic vocabulary:

• Area – While area concepts are not introduced at this level, they are mentioned in Critical Area 4 for 2nd grade as “. . . students develop a foundation for understanding area . . . in later grades.” Attention should be paid to describing area as a way to measure part of the plane. Too often, students associate area with a formula as opposed to a concept.
• Data – Emphasize that all of the measurements that the students collect during their field study are data. While some of the data may be represented by drawings or terms, it is still data. In mathematics, it is still very worthwhile to collect both numerical and non-numerical data in an attempt to analyze the data set. As students progress through elementary and middle school, the focus shifts towards numerical data, but exposure to all data types helps build a better foundation in understanding data.
  
• Time – Time is another measurable attribute that should be addressed. At this point, students have an understanding of time and are in the progression of learning how to measure and write time.
• Height – Again, the concept of height becomes problematic at later grades as students often have misconceptions about the difference between length and height. Height is the perpendicular distance of an object from the base, while length is a more general measure of distance. In Figure 1, the plant’s height and length are the same for the plant. However, the height and length of the plant are quite different for the plant in Figure 2..     

Students should select an appropriate measurement unit (feet, yards, or meters) and measure the length and width of their study area. Add a place for students to record their plant height, along with a place for the students to identify the units they used to measure the height. 

When students are in the field, direct them to record the time to the nearest 5-minute increment using both analog and digital clocks. Teachers should not provide this information as this will serve as practice for the students in telling and writing time. Students might begin by attempting to use only analog clocks and then confirm their time by referencing a digital clock.
 
Deletion of the inch ruler on the data sheet allows the students the opportunity to measure the height using appropriate tools. Allow students to decide if they think they need a meter stick, a ruler, etc. Then, have students measure the height of the plant (or other object) twice, using two different units of measure and allow them to describe how the two measurements relate to the size of the units that they chose to measure the plant with.
 
Have students estimate the heights of the plants using inches, feet, centimeters, and meters prior to measurement.
 
Have students compile the measurements of all students’ plant heights. Teachers can provide a giant line plot, marked off in whole number units, displayed in the classroom. Students can then plot the height of their individual plant. (2.MD.D.9) Discourse on the set of class data should ensue.
 
Extending instruction to address 3rd grade content:

• Have students record time to the nearest minute.  Teachers should not provide this information as this will serve as practice for the students telling and writing time. (3.MD.1 Work with time and money. a. Tell and write time to the nearest minute. Measure time intervals in minutes (within 90 minutes). Solve real-world problems involving addition and subtraction of time intervals (elapsed time) in minutes, e.g., by representing the problem on a number line diagram or clock.)
• Have students compile the measurements of their same plant over time. Show how the height of the plant changes by making a line plot where the horizontal scale is marked off in whole numbers, halves, and quarters. (3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by creating a line plot, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters.)

Students can maintain a class calendar to show weather data that students collect during their field visits. This display reinforces that time can be shown on calendars.  Students can also compare weather data using bar graphs (rainy days vs. sunny days in September, rainy days in October vs. April, etc.).
 
Drawing maps of field study sites, including a map key, allows students to practice creating different types of maps, and practice using those maps to find the same study site over long periods of time.  Each group could create a different section of the school grounds so that, when connected, would make a complete map of the property.  Allow other groups within the class "ground truth" each others sections to identify additional features and for practice reading and using a map.
 
Use the supplemental content that follows in addition to the suggestions in #6, #7 and the Wrap Up in the original activity.
 
For the Music and Movement section of the original activity in the guide, use the GUW Field Study Data Collection pages to record weather data for the day. Students can sing the “What’s the Weather?” song before they share the data collected that day. Writing the words on sentence strips for students to read as they sing can be helpful for students to gain fluency. Weather data can be written on the class calendar to reinforce social studies standards.
 
For the Centers & Extensions section of the original activity, students can create a Wall Journal – maps of the classroom, school, school grounds, field study site, etc., that students create can be displayed as murals and revisited throughout the seasons.

Revisit Wildlife Poetry from Wildlife as Symbols. The focus of those poems was animals in that original activity but could easily include other living things or non-living things seen during their field studies. Students could use the Wildlife Poetry graphic organizers to help support their thinking about the poem and drawing to support their ideas.

Curious KIDSS Data Collection sheets ask students to observe and record cloud types and amounts. Students can use their records to look for patterns between types and amounts of clouds and weather events (sunny days, rain today, rain in a few days, thunderstorms).
 
The emphasis of this section is NOT for students to memorize cloud names. Students need to practice observing different cloud types and recording their observations. The emphasis is on finding patterns and making observations, not on the names of the types of clouds themselves.
 
The Do You Know That Clouds Have Names? clouds storybook is created by the Elementary GLOBE program and contains teacher notes at the bottom of most pages.  Read through these notes before reading the book to students. Often these notes contain additional content knowledge and explanations about what clouds look like and how they form.

1. Go outside or look out the window to see what clouds are visible. Ask students to describe the clouds they see. What are the shapes of the clouds? Are they really high up in the sky, or seem to be just above the trees or buildings? Create a class list of words students used to describe the clouds. Include drawings as appropriate.
2. Introduce Do You Know That Clouds Have Names?
   1. As different types of clouds are introduced, ask students if their descriptions or drawings fit those types of clouds. Emphasize that students should be looking for the different shapes and heights of clouds, and not be concerned with naming the types.
   2. Read the student sections of pages 2-8.
   3. Skip ahead and read page 16, then skip to page 26.
   4. Read page 22. Ask students to look for planes in the sky. They may have to watch for a few minutes before a plane flies by their location. Sometimes persistent, short-lived and spreading contrails are present at the same time in different areas of the sky. Again emphasize that students should be looking for the different shapes and persistence of contrails, and not be concerned with the naming the types.
3. As a class, practice completing the two cloud and one precipitation sections of the Data Collection sheet several times.
4. Each time students go outside, encourage them to make cloud observations and record what they observe.

This series of activities can be used as an introduction to mapping for grades K-2. This series can be used as a stand-alone topic or as an introduction or extension to other activities. Students will use Me on the Map as an anchor text in order to create their own version of the book, using their school instead of their home. 
 
As you read, you can ask students for examples from their own homes, or from their school. Using the school as the setting may prevent students from feeling uncomfortable about sharing details concerning their homes, especially if students may not have a home to reference.
 
Based on class needs, the book can be read as a whole class read-aloud, in small groups (with or without teacher guidance), or individually. The following activities can be done by first reading the book, then creating a list of features, then drawing the map. An alternative would be to read the book and create the feature list, and then draw all of the maps.

1. Read the book from beginning to end.
   1. As the girl looks at her house, use Google Maps to look at an aerial view of the school.
   2. As she looks at her street, town, state, and country, continue to zoom out at each step. At the same time, discuss the school’s street address, town, state and country.
   3. Zoom back in on the map at each step as you finish reading the book.
   4. For Grade 2 – Reference different ways technology has changed the map-making process (maps drawn by hand as people traveled, pictures taken by balloons or planes or satellites) and the accessibility of maps (maps were very rare and had to be hand copied; printing presses allowed easier reproduction; digital access was limited to government and researchers; open digital access).
2. Go back to the beginning of the book and explain that students will be publishing their own version of the book. As the book is read for a second time, students will create lists of places and features to include in their book.
3. On the “This is the map of my room” page, ask students to list locations, areas, features, and other pertinent information to feature on their map.
   1. Divide the classroom into quadrants. Divide students into 4 groups. Assign a group to map each quadrant. 
   2. Depending on student ability, students could:
      1. List features of the quadrant and the teacher could draw the map.
      2. Work collaboratively to draw their quadrant.
      3. Draw their own map of their quadrant.
      4. Take an aerial photograph of their quadrant. 
      5. Use cutouts of furniture and other room features to represent out the quadrant.
   3. After maps for all four quadrants have been created, lay out the maps using the same orientation as the room. 
      1. For Grades K and 1 – Ask students to describe the locations of items, features or areas in the room by using the following spatial terms: up/down, over/under, here/there, front/back, behind/in front of
      2. For Grade 2 – Add a map title and map key to the classroom map. Ask students to write questions about the map for their peers to answer, or use the map to provide directions to an item (or “hidden treasure”).
4. On the “This is my house” page, ask students to list examples of rooms in the school (library, cafeteria, gym, etc.) and other features they should include on their school map. 
   1. Students could draw a map of the school and include the listed features. If a school map is available, students could start with the basic structure and add room names, numbers and other features. If a map is not available, Google Maps can be used to provide a building outline (Map view) or a more detailed aerial view (Satellite view). When using Map view, zooming in is necessary before individual buildings will appear.
   2. If possible, walk around the building to include outdoor features on the school map.
5. On the “This is my street” page, ask students to add the street name and address of the school. List other buildings and features (parks, playgrounds, baseball fields, ponds, etc.) near the school.
6. As students continue to write their own version of Me on the Map, they can use hand drawn maps, pictures, screenshots from Google Maps, etc. These could be annotated with additional text or with voice-overs.
7. Once all of the pages are completed, students can use PowerPoint, SchoolTube, Fotobabble, Shuttersong, Storyjumper or other tools to publish their book. Please note that these sites like YouTube and Vimeo are often public and anyone can post and view content. Please be sure to preview examples, and their related content videos, and take appropriate steps t ensure student privacy. If district policy allows, share the books on school websites, or exchange books with teachers in other districts, states or countries.  

As part of the data collection, students will create maps of their study area. Before creating their own maps, read Mapping Penny’s World to students.  Begin reading on the page “Penny likes to hide…” and read the following page “On this map….” Skip to page beginning “When we go out…” and read that page and the next one, “I made this….”
 
Explain to students that they will also be making a map. The map needs to include a title, a key and important features of their field study area.   This area could be the entire school grounds, or a small area set aside for their study.
 
Teacher Note: The page beginning “Mr. Jayson says…” contains a very detailed example of a map. For K and Grade 1, maps should focus on school or neighborhood features. At 2nd grade, student maps should contain a title and a key. The map in Mapping Penny’s World contains a scale and a compass rose. These map features will not be assessed at this grade level.

All other activities in Field Study Fun align to Ohio’s Learning Standards in Science, Math, Social Studies and/or English Language Arts. As time allows, students can do these activities as a class, in small groups, or at centers.