Program Outline

Program Outline: Urban Oasis: A Habitat in High Park

Purpose

To use the local and unique habitat of High Park’s Black Oak Savannah to introduce students to the "big idea" that all energy comes from the sun and flows through a habitat in ways which connect and demonstrate the interdependence of the habitat’s living (biotic) and non-living (abiotic) parts.

Program Outline

Morning

  1. following a whole group welcome to the program at the Bloor Street entrance to the park, students walk a short distance to the Black Oak Savannah; the class is divided in half with each half working with a member of the TUSC staff to complete the following:
  2. Eye Spy - an activity inviting students to use their best observation skills to describe what they see when they look up, look down and at eye level; by collecting all the "things" that students notice/are aware of, they are introduced to the idea that energy connects all the living and non-living parts of a habitat;
  3. Abiotic Factors - students work in groups of four to investigate and record data about the non-living elements that identify a Black Oak Savannah;
  4. Investigate a Habitat - a three-part photo hunt to look for the living (biotic) components of the habitat; i.e. producers, consumers and decomposers. As part of the photohunt, students are introduced to the concept of adaptation and record how different living things have adapted to survive in the savannah.
  5. lunch is eaten outdoors (weather permitting).

Afternoon

  1. students remain in the Black Oak Savannah for the afternoon activities:
  2. Words to Know - to review the concepts and vocabulary introduced in the morning, students work in small groups to create a "Words to Know" graphic organizer then a matching activity using photo cards and an oversized Venn diagram to remind them of the needs of living things that habitats provide
  3. Living Links - a participatory simulation demonstrating the flow of energy through a habitat as it cycles from abiotic factors to producers, consumers, decomposers and back again. To understand the metaphors used in the simulation and discover the connections, students work in small groups to discuss their ideas then work individually to complete a written reflection

 

NOTE:

  • all activities require physical activity and proper active wear - students are outside for the day, rain or shine, but the amount of time spent on each activity may vary according to weather conditions
  • hats, long pants, long sleeved shirts, socks and close-toed shoes are required (precautions because of poison ivy, as protection against mosquitoes (the West Nile Virus) and sun screen
  • insect repellent (containing no more than 10% DEET for children) and sunscreen is recommended
  • you will be contacted by the TUSC staff in advance of your program