For each pair of
2 Student Activity Sheets for Learning Experience 2 (Please see PDF
Large plastic bag
2 double lens magnifiers
Obis Lawn Guide
For the class:
Shirt box* (gift box is effective)
*provided by teacher
Read the background information in the Teacher’s Manual. (Please see PDF
) It is
suggested that copies of the Obis Lawn Guide should be made for students to
This learning experience can be repeated to see if new animals
are in their chosen areas.
Students will observe an area of the schoolyard community
and classify the members into appropriate groups.
Students will observe an area of the schoolyard community and classify the
members of the community as living and nonliving things; plants and animals.
What is a community?
How do living things depend on each other in a community?
Now that students are more familiar with the schoolyard
area, ask pairs of students to choose a tree or bush they would like to examine
for animal communities.
Shake a branch of the tree or bush over the shirt box and
allow small animals, leaves, etc. to fall into the shirt box. Carefully pour
the contents into the plastic bag for observation.
Students are to use their magnifiers to observe and identify
the items in their bag and list them on their activity sheet for Learning
Experience 2 in the Schoolyard Students Student Activity Book. (Please see PDF
can use their Obis Lawn Guide to help with the identification.
Discuss with students the differences between living and
nonliving things. Explain that living things reproduce, grow, and need food of some
kind. Test these concepts with several examples from their lists.
Grass - Reproduce? Yes Grow? Yes Needs Food? Yes -->
Rock - Reproduce? No Grow? No Needs Food? No -->
What is a living thing?
What is a non-living thing?
How can you tell if something is living or non-living?
What are some living and non-living things you found in your
From their list of living things, direct students to
classify those items as a plant or animal.
Once students complete their classification, pairs of
students are to complete the plant and animal I.D. cards on their activity
sheets. (Please see PDF
) These I.D. cards are to include information
about the kind of plants or animals they find and a thorough description. Students
can share their I.D. cards with the class and the plants and animals can be labeled
on the large map of the schoolyard. Point out to students that animal communities
are made up of a variety of animals that live in the same area and depend on
each other for food and survival. Plants and animals live together in a
community. Some animals depend on plants for food--“plant eaters.”
What surprised you about this learning experience?
What animal did you find the most? Largest animal collected?
What plant had the least animals? Most animals? Why the
Did any environmental factors make a difference in what you
Student pairs are to get together with another group and
classify sort their I.D. cards. Share classification with the rest of the
For the accompanying Schoolyard Studies Student
Activity Book, please refer to the PDF found here. (Please see PDF)