Park
Puzzle
SUBJECTS: Science
and Math
GRADES: K-3
KERA GOALS:
Meets KERA goals 1, 2, 4, 5 and 6.
ACADEMIC EXPECTATIONS:
visualizing, space and dimensionality, becoming a productive group member,
decision making, and expanding existing knowledge.
DURATION: One
20-30 minute period
GROUP SIZE:
One classroom of students (approximately 24-32 students)
SETTING: Indoors
or outdoors
KEY VOCABULARY:
National park, plants, animals, people, rocks
ANTICIPATORY SET:
“Has anyone ever been to a National Park before? What parks have you visited?”
OBJECTIVES:
The students will be able to: 1) visualize symbols of the National Park
Service; 2) become a productive group member while identifying the components
of a national park.
MATERIALS:
- Two jigsaw puzzles-
one Stetson hat and one Arrowhead (to be acquired from the Environmental
Education Coordinator at Mammoth Cave National Park)
- Four signs saying-
plants, animals, people, and rocks
- Two pictures, one
of a Stetson hat and one arrowhead
BACKGROUND:
The first national park, Yellowstone, was established in 1872. This was
the first national park in the world. Today there are over 380 different
national parks in the United States. This idea, that was born in America,
has since spread throughout the world. National parks were developed to
protect and preserve both natural and cultural aspects for future generations.
They were also established to provide enjoyment to the visiting public.
In 1916 the National Park Service was established as a federal agency.
For over eighty-five years the American public has fallen in love with
its ideals and traditions.
PROCEDURE:
- The teacher asks,
“When you think of a national park, what things do you think about?”
The students may respond with things like: animals, trees, plants, rangers,
etc. The teacher many need to encourage them to think about the hat
rangers wear and the patch. The teacher shows the students pictures
of the ranger’s hat and patch. These are symbols that stand for the
National Park Service. The teacher should write the students’ responses
on the blackboard.
- The teacher asks,
“Why are national parks special?” The students should be able to answer,
“To take care of animals and plants.” The instructor may need to help
with the concept that parks take care of the rocks or land found within
their boundaries. Rangers help to take care of people that visit the
park. Rangers also talk about the people that are important to that
park, such as Abraham Lincoln at Abraham Lincoln Birthplace National
Historic Site.
- The teacher reinforces
the idea that parks take care of people, plants, animals, and rocks.
The teacher explains that these four things are all pieces of what makes
up our national parks.
- The teacher now
passes out pieces of wood (parts of the puzzle) to each student. The
teacher has the students look at their pieces to see which category
(people, plants, animals, and rocks) is on their piece. The teacher
places signs in four areas of the room (plants, animals, people, and
rocks). The instructor tells the students to go stand next to the sign
that matches their picture.
- The teacher now
tells the students that they are holding a piece to one of the symbols.
They may have a piece that belongs to the hat or a piece that belongs
to the patch (arrowhead). They need to find other people that have pieces
like them (similar color) and then put their pieces together with their
pictures (of rocks, plants, animals and people) showing.
- The teacher then
talks about how all these things go together to form a symbol of the
National Park Service. The students now take apart their puzzle and
flip their pieces over. This time put the puzzle together again to see
their symbol more clearly.
- The students return
to their seats with their puzzle piece. The class reviews what is protected
in a national park and that it is important to take care of them. The
teacher collects their puzzle pieces.
CLOSURE: Today
we talked about the four reasons that we protect national parks. It is
because of these special things that parks are popular throughout the
country.
EVALUATION:
The teacher is able to evaluate the students as they move to their category
and then interact with their group.
EXTENSIONS:
- Take a look at
a U.S. map and talk about parks found in other states. (Ask the Environmental
Education Coordinator for a US Map with national parks highlighted.)
- Write to the national
parks in your state and make a classroom display with the information
you get in the mail.
- Find symbols for
other jobs within your community and make a chart of them.
![National Park Service Arrowhead](ah.gif)
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