1. Field Trip to Prairie and Poem
Name: Laura Pastuovic
Date: October 20, 2011
Grade Level/Subject: Life Science, 3rd grade
Prerequisite Knowledge: Basic knowledge and understanding of ecosystems, food chains and webs, and the
balance within an ecosystem
Approximate Time: 1 hour (Full class period)
Student Objectives/Student Outcomes: Students will be able to identify the colors within a prairie and write
about different parts of the prairie through making comparisons of colors (using paint swatches). Students will
be able to give details about what they see through writing poems.
Student Objectives for ELL students:
Students will create original ideas.
Students will use both academic content language and basic language to write the poems.
Students will compose writings based off their observations.
Students will be able to describe what they see through making connections between the paint swatches and the
colors in the prairie.
Content Standards:
Science:
Goal 11: Understand the processes of scientific inquiry and technological design to investigate questions,
conduct experiments and solve problems.
11.A.2b Collect data for investigations using scientific process skills including observing, estimating and
measuring.
11.A.2c Construct charts and visualizations to display data.
English:
Goal 3: Write to communicate for a variety of purposes.
3.B.2a Generate and organize ideas using a variety of planning strategies (e.g., mapping, outlining, drafting).
Materials/Resources/Technology:
Field Trip to Doris L. Westfall Nature Preserve
Pencils and Markers
Paint Swatches
Magnifying glass
Disposable Camera for each group
Camera
Prairie guide and map
Colored Pencils
Notebooks

2. Implementation:
Time
10 minutes Opening of lesson: (Objectives, hook, behavior expectations)
- Give the students a brief introduction to the prairie on the bus:
o The Doris L. Westfall Nature Preserve has 100 native prairie
plants with Vermilion County seed origin. The 40 acre prairie
is dominated by the tall grasses of Indian grass and Big
bluestem, but many other interesting plants are found here,
such as Indian paintbrush, puccoon, purple gentian, and
Illinois bundleflower. This prairie garden plot is available to
help visitors identify the many prairie plants.
o Ask the students if any of them have previous experience in a
prairie. Allow them to quickly reflect on their experiences.
o Handout sheet to students with the rules and expectations of
the students in the prairie (given to teacher by the Nature
Preserve)
- Assign groups for the students to work in (groups of 3)
40 mins Procedures: Include critical thinking questions and accommodations for
individual needs
1. Handout the materials to the groups, have the director of the prairie
review the rules and talk briefly about the things students may find
within a prairie.
2. Explain the paint swatch poetry. Each group of students will receive
a ring of paint swatches. The paint swatches will have fun names for
students to include in their poems. Each group should write two short
poems using the color swatches to help describe the colors of things
they see (through making observations). Each poem should be a
minimum of 5 lines. Give example of poem to students to let the
students carry with them as they go out and make their observations.
3. Explain that each group will either sit or stand at their site to make
observations. They may take pictures or draw pictures if they would
like to attach with their poems later.
4. Send the students out and tell the students that they must stick
together.
5. The students make their observations and make connections between
the paint colors and what they see.
6. Students should write their poems as a group. If they complete 2
poems than they must report to the teacher (who is walking around
observing the students) to approve their poems.
7. While the students are out making observations and writing their
poems ask students various questions:
What do you notice in the prairie that was not in the school yard?
Why do you think you are finding different plants here than you did
in your schoolyard?
What skills are you using to make your observations?
How do you think you could make the connections between the paint

3. 40 mins Procedures: Include critical thinking questions and accommodations for
individual needs
1. Handout the materials to the groups, have the director of the prairie
review the rules and talk briefly about the things students may find
within a prairie.
2. Explain the paint swatch poetry. Each group of students will receive
a ring of paint swatches. The paint swatches will have fun names for
students to include in their poems. Each group should write two short
poems using the color swatches to help describe the colors of things
they see (through making observations). Each poem should be a
minimum of 5 lines. Give example of poem to students to let the
students carry with them as they go out and make their observations.
3. Explain that each group will either sit or stand at their site to make
observations. They may take pictures or draw pictures if they would
like to attach with their poems later.
4. Send the students out and tell the students that they must stick
together.
5. The students make their observations and make connections between
the paint colors and what they see.
6. Students should write their poems as a group. If they complete 2
poems than they must report to the teacher (who is walking around
observing the students) to approve their poems.
7. While the students are out making observations and writing their
poems ask students various questions:
What do you notice in the prairie that was not in the school yard?
Why do you think you are finding different plants here than you did
in your schoolyard?
What skills are you using to make your observations?
How do you think you could make the connections between the paint
swatches and the things you see in the prairie?
8. The students will have 25 minutes to make observations and write
their poems.
9. Gather students from the prairie area and meet in the open space.
10. Allow the students to share their poems with the class (share up to 10
poems). Students may show their paint colors as they read the poem.
11. After the field trip, teacher should develop the photos and hang up
the poems and pictures in the classroom.
Accommodation: Students can bring a dictionary with them to help
them when writing their poems.
10 minutes Summary/Closing:
Conclude by summarizing the observations found in the prairie and
explain how observations are a very important part of exploring new
areas.
Ask the students to reflect on where else they have made observations in
this unit.
Student Assessment:
Informal Assessment: Teacher will listen to the observations to see the
type of language they are using
Formal Assessment: Teacher will grade the poems based off of effort
and completion.
√+ 2 poems are complete and shows that the students made

4. Literacy:
The students in this lesson will demonstrate literacy abilities by incorporating speaking and writing
skills. The students first are required to talk to their peers about what they observe in the prairie and make
connections then to the paint swatches they are given. The students must write in a short poem about something
they see and incorporate the color(s) in the poem as well. Students will have precious experience writing
poems. The students will need to use content and basic language in the poem to create flowing
phrases/sentences. The poems must be proofread and grammatically correct. Also, the students are allowed to
include a picture/photo or drawing that correlates with their poem.
Differentiation:
Students will be working in mixed groups not based on ability level during this lesson. ELLs will be put
in groups with students who excel in literacy, which will help the ELL students who may need more guidance in
writing the poem. ELLs who have trouble writing will be allowed to orally ask the teacher their questions
during their observation time. All students will also have the option of having a dictionary with them as well to
help them with their spelling and correct word usage. If there are students with disabilities that impair them to
see then there will be raised photos for them to describe (line, texture, etc.). Students will be asked to work
together. Students will be encouraged to look at and utilize the strengths of their group members, in order for it
to function at its highest potential. Every group will be required to fulfill the requirements of the assignment
unless individually told otherwise.