Blue tongue Lizard Activities
Prep - 2 - Nose to the Ground
What to Use
· Some sticks
· Magnifying glass
· Nature Journal
· Hula hoop or piece of rope
What to do
1. Find a spot on the ground to investigate.
2. Put a hula hoop or piece of rope on the ground.
3. Now you are going to try to find out everything you possibly can about that area. Use a magnifying glass to peer amongst the grass. Look closely at the top of soil. Draw a picture of what you can see
4. Come together as a group and share your discoveries.
· Some sticks
· Magnifying glass
· Nature Journal
· Hula hoop or piece of rope
What to do
1. Find a spot on the ground to investigate.
2. Put a hula hoop or piece of rope on the ground.
3. Now you are going to try to find out everything you possibly can about that area. Use a magnifying glass to peer amongst the grass. Look closely at the top of soil. Draw a picture of what you can see
4. Come together as a group and share your discoveries.
Grade 3-4 - Nose to the Ground
What to Use
· Some sticks
· Magnifying glass
· Nature Journal
· Hula hoop or piece of rope
What to do
1. Find a spot on the ground to investigate.
2. Put a hula hoop on the ground.
3. Now you are going to try to find out everything you possibly can about that area. Use a magnifying glass to peer amongst the grass. Look closely at the top of soil. Write down/draw everything you see—plants, animals, other.
4. Next dig carefully into the soil, notice the soil layers and list what you find—what texture is the soil?
5. Try the same thing in a different spot - perhaps where there is a tree or shrub or weed.
6. Come together as a group and share your discoveries.
· Some sticks
· Magnifying glass
· Nature Journal
· Hula hoop or piece of rope
What to do
1. Find a spot on the ground to investigate.
2. Put a hula hoop on the ground.
3. Now you are going to try to find out everything you possibly can about that area. Use a magnifying glass to peer amongst the grass. Look closely at the top of soil. Write down/draw everything you see—plants, animals, other.
4. Next dig carefully into the soil, notice the soil layers and list what you find—what texture is the soil?
5. Try the same thing in a different spot - perhaps where there is a tree or shrub or weed.
6. Come together as a group and share your discoveries.
Grade 5-6 - Nose to the ground
What to Use
· Some sticks
· Magnifying glass
· Nature Journal
· Hula hoop or piece of rope
What to do
1. Find a spot on the ground to investigate.
2. Put a hula hoop on the ground.
3. Now you are going to try to find out everything you possibly can about that area. Use a magnifying glass to peer amongst the grass. Look closely at the top of soil. Write down/draw everything you see—plants, animals, other.
4. Next dig carefully into the soil, notice the soil layers and list what you find—what texture is the soil?
5. Try the same thing in a different spot - perhaps where there is a tree or shrub or weed.
6. Come together as a group and share your discoveries.
· Some sticks
· Magnifying glass
· Nature Journal
· Hula hoop or piece of rope
What to do
1. Find a spot on the ground to investigate.
2. Put a hula hoop on the ground.
3. Now you are going to try to find out everything you possibly can about that area. Use a magnifying glass to peer amongst the grass. Look closely at the top of soil. Write down/draw everything you see—plants, animals, other.
4. Next dig carefully into the soil, notice the soil layers and list what you find—what texture is the soil?
5. Try the same thing in a different spot - perhaps where there is a tree or shrub or weed.
6. Come together as a group and share your discoveries.
Teacher Notes
NOSE TO THE GROUND : Prep-2
- Activities can be done in small groups, individually or both (all need to record findings in individual Journals)
- Encourage students to explore different areas – soil patch, grassy area, vegetable patch, area with a tree or shrub or small plant
- Facilitate a discussion to conclude activity. Possible questions could include:
o Describe or share your picture of the most interesting thing you found? Why did you find this so interesting? In what area did you find this?
o Did you find different things in different areas? Share some examples.
o What was the most common plant/vegetation you found?
o What was the most common animal you found?
o What was the most common non-living/dead thing you found?
NOSE TO THE GROUND : Grade 3-4
As above but with the inclusion of trying the activities in different locations and comparing the differences. Students can begin to hypothesis about the differences they found
NOSE TO THE GROUND : Grade 5-6
- Activities can be done in small groups, individually or both (all need to record findings in individual Journals and write individual stories in Journals)
- Encourage students to explore different areas – soil patch, grassy area, vegetable patch, area with a tree or shrub or small plant. You may choose different groups to explore different areas to make for varied stories discussion at the end of the activity.
- For step 5 students need to engage their prior knowledge and imagination.
- For step 6 students need to compile an argument as to why their patch of ground is so amazing/special/important. Encourage them to think of things like – what life does it sustain (plants and animals), it’s special features (look, smell, sound), why they like it so much, it’s place in the bigger picture. Students may like to form a persuasive piece, a poem, an advertisement for the patch as a holiday destination (for people or a bug or grass!). Teacher or students decide. Students will really need to explore their patch and may use their imagination
- Ask students to share their stories/arguments about their patch of ground.
- You may like to facilitate a discussion to conclude activity. Possible questions could include:
o Did you find different things in different areas? Share some examples.
o What was the most common plant/vegetation you found?
o What was the most common animal you found?
o What was the most common non-living/dead thing you found?
o Did your patch become more interesting and alive the closer you looked at it?
o Do you believe every patch of ground is valuable?
o Why is diversity important – in nature and among humans?
o Why do we need to protect the environment and diversity?
o How can we protect ‘patches’ – big and small. How do we protect the natural environment and its diversity.
- Activities can be done in small groups, individually or both (all need to record findings in individual Journals)
- Encourage students to explore different areas – soil patch, grassy area, vegetable patch, area with a tree or shrub or small plant
- Facilitate a discussion to conclude activity. Possible questions could include:
o Describe or share your picture of the most interesting thing you found? Why did you find this so interesting? In what area did you find this?
o Did you find different things in different areas? Share some examples.
o What was the most common plant/vegetation you found?
o What was the most common animal you found?
o What was the most common non-living/dead thing you found?
NOSE TO THE GROUND : Grade 3-4
As above but with the inclusion of trying the activities in different locations and comparing the differences. Students can begin to hypothesis about the differences they found
NOSE TO THE GROUND : Grade 5-6
- Activities can be done in small groups, individually or both (all need to record findings in individual Journals and write individual stories in Journals)
- Encourage students to explore different areas – soil patch, grassy area, vegetable patch, area with a tree or shrub or small plant. You may choose different groups to explore different areas to make for varied stories discussion at the end of the activity.
- For step 5 students need to engage their prior knowledge and imagination.
- For step 6 students need to compile an argument as to why their patch of ground is so amazing/special/important. Encourage them to think of things like – what life does it sustain (plants and animals), it’s special features (look, smell, sound), why they like it so much, it’s place in the bigger picture. Students may like to form a persuasive piece, a poem, an advertisement for the patch as a holiday destination (for people or a bug or grass!). Teacher or students decide. Students will really need to explore their patch and may use their imagination
- Ask students to share their stories/arguments about their patch of ground.
- You may like to facilitate a discussion to conclude activity. Possible questions could include:
o Did you find different things in different areas? Share some examples.
o What was the most common plant/vegetation you found?
o What was the most common animal you found?
o What was the most common non-living/dead thing you found?
o Did your patch become more interesting and alive the closer you looked at it?
o Do you believe every patch of ground is valuable?
o Why is diversity important – in nature and among humans?
o Why do we need to protect the environment and diversity?
o How can we protect ‘patches’ – big and small. How do we protect the natural environment and its diversity.
