We are interested in comparing and contrasting seasonal data with other classrooms in environments/climates different than our own. Students will observe changes in a specific tree, temperature, seasons, and times the sun rises and sets. (A data gathering form is provided for daily collection of the data and once the weekly data is collected it can be submitted electronically using this form.)

Teachers can submit their data using the form and not have to fill out the forms below. The results will be collected in a spreadsheet that the project coordinator can access.

Teachers can submit their photographs and artwork electronically, via email, to their partner class and to the project coordinator.They can use the template to insert digital photos of the tree, if desired. Feel free to use some or all of the forms/templates below:

• Data Gathering Form (pdf version)
• Data Gathering Form (MS word document)
• Student Data Gathering Form (pdf document)
• Observation template (includes data and placemarkers for photos)
• My Tree Journal (pdf version)
• My Tree Journal (MS word document)

This project will run for three seasons in the 2015/16 school year. Note dates and times for the 2015/16 school year below.

* Note: We are asking for classes to take observations during these weeks,
if at all possible.

Activity #1: Trees

Choose a tree in your school community. It should be a deciduous tree. (Not an evergreen). Have the class make observations about the tree. Suggestions:

• Shape/color of leaves
• Amount of leaves
• Compare to other trees
• Color of bark
• Trunk (shape and size)
• Branches (lots or few, long or short)
• Fruit?
• Have any leaves fallen off yet?
• Shape of tree
• Any signs of animal life?

Have students draw the tree and record any observations of it on the tree journal template. Note that you may have students draw the tree by hand, using a Paint program (like KidPix or MS Paint) or take a photograph of the tree. Choose between 2-5 student drawings and scan or send them. Take a photo of the class tree and attach a digital image or send by mail.

Activity #2: Temperatures: Actual and predicted
Record the temperature for one week at the same time each day. Students should chart the temperature on the template provided here, noting both their prediction and the actual temperature.

Activity #3:Sunrise/Sunset and Calcuating Minutes Gained/Lost
Record the sunrise and sunset times for each day of the observation week on the template on the web page. For specific sunrise and sunset times in your area, you can visit: www.sunrisesunset.com

Have students compute the number of minutes gained or lost and discussing the reason for this gain/loss.

Activity #4: Compare/Contrast Humans and Animals Preparing for the Seasonal Changes
Use the graphic organizer and have students choose an animal that either hibernates or migrates. (See suggested list below). After each observation period, the student will fill in the organizer describing the things that they do and the things that the animal will do to prepare for the seasonal change. At the end of the year, the student will complete a writing assignment that will consist of a topic sentence, three supporting details and a closing sentence that compares/contrasts animals and humans preparing for the seasons.

Students may complete a PowerPoint presentation at the discretion of the teacher. The template is included. (Right click and choose Save Link As to save the template.)

Suggested animals: oriole, nightengale, skunk, racoon, bees, snake, snail, fox, deer, chipmunk, squirrel, bat, turtle, frog, bear, butterfly, hedgehog, goundhog, goose, robin, whale, snowshoe hare, weasel.

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