ENVIRONMENTAL LITERACY CURRICULUM CONNECTIONS
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ENVIRONMENTAL
LITERACY CURRICULUM
CONNECTIONS
The Next Generation Science Standards (NGSS) are based on the premise that the purpose of learning science is to help students understand the natural world, solve
problems, improve their lives and communities, and make the world a better place. Environmental literacy is an essential part of science and is deeply embedded
throughout NGSS. We think environmental literacy should be deeply embedded throughout your science curriculum, too! This resource will help you identify the units
in your curriculum that emphasize environmental concepts and that provide opportunities where outdoor learning experiences are part of regular classroom routines.
What is environmental literacy and how is it connected to science teaching and learning?
WHY DOES IT MATTER?
In this document, environmental literacy is represented by three interconnected categories:
Environmental literacy leads to more
1) C
onnection to nature: having a sense of wonder and curiosity, enjoying the physical, social and
emotional benefits of being outdoors, making observations and asking questions, building our relationship equitable, inclusive, and culturally
with the natural world; relevant learning experiences.
2) U
nderstanding natural systems: figuring out how nature works by carrying out investigations,
• Experiences in the local community
collecting and analyzing data, constructing explanations, arguing based on evidence; and
with local partners are authentic,
3) C
ommunity engagement: communicating ideas, applying knowledge to positive community actions,
place-based and relevant to the lives
understanding the socio-political and historical context for longstanding environmental inequities.
of learners.
Within NGSS, Performance Expectations (PE) at every grade level ask students to connect to nature,
• Community leaders, community-
understand natural systems and apply that knowledge. For example:
based organizations, and
Kindergarten (K-ESS3-3) Communicate solutions that will reduce the impact of humans on the land, environmental educators can help us
water, air, and/or other living things in the local environment. understand environmental injustices
5th Grade (5-ESS3-1) Obtain and combine information about ways individual communities use science and ensure that local issues and
ideas to protect Earth’s resources and environment. assets are part of student learning.
Middle School (MS-LS2-4) Construct an argument supported by empirical evidence that changes to • Learning outdoors can be safer,
physical or biological components of an ecosystem affect populations. healthier, more engaging than
Emphasizing environmental literacy supports students to develop skills that make them well-rounded, effective
learning indoors.
leaders in their human and ecological communities.
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SCIENCE SYSTEM
TM
1 © 2021 The Regents of the University of CaliforniaHow to use this tool
CONNECTING ENVIRONMENTAL
This teaching tool allows teachers, site leaders and instructional leaders, to complement their classroom LITERACY TO SCIENCE CURRICULUM
instructional materials with local and easily accessible, real-world opportunities for their students to more fully
understand the world around them. Districts don’t always have the expertise
to effectively, systematically use the
outdoors as a classroom from Grades
S
elect the appropriate curriculum document(s): FOSS Grades K-8; Amplify Science Grades K-8; SEPUP TK-12. We need partners who know
Grades 6-8; and, Ocean Sciences Sequence, Grades 6-8. the landscape, the natural and human
ead the environmental literacy curriculum connections (of select modules) organized by
R history of the community, and know how
grade level and unit, describing meaningful outdoor learning activities for a schoolyard or to engage students in the world around
local field trip destination them.
D
istrict office / school sites / or team of teachers may customize this tool, adding Environmental literacy curriculum
location ideas for outdoor learning when teaching the different units and lessons connections in this document:
for each school, TK-8, in their district.
• support students to better understand
natural systems,
• connect students to place, their
schoolyard, their community, state
and federal national parks; and
• encourage students to understand
and create solutions to improve their
communities.
Environmental Literacy Curriculum Connections funded by
FOSS is Copyright © The Regents of the University of California. Published and Distributed by Delta Education/School Specialty.
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SCIENCE SYSTEM
TM
2 © 2021 The Regents of the University of CaliforniaTREES AND WEATHER KINDERGARTEN
Students develop an understanding of what plants and animals need to survive Every K-5 FOSS module has multiple opportunities of outdoor instruction embedded in the
and the relationship between their needs and where they live. Systematic core curriculum. See Outdoor Experiences in FOSS Next Generation for a summary of
schoolyard investigation of trees over the seasons bring students to a better the K-8 opportunities. Below you will find one example from grade K. In addition, see
understanding of the role of trees at school and in their community. Students the Environmental Literacy Extensions and Home/School Connections at the end of each
observe day-to-day changes in weather over the year, as well as the impact investigation guide for additional outdoor explorations.
weather has on living things. For support taking students outdoors, see the Taking FOSS Outdoors resources on FOSSweb,
For more information see the CA Environmental Principles and Concepts–Grade including the Taking FOSS Outdoors Chapter.
K, and access the Planning Guide and other state resources in Teacher Resources
on FOSSweb.
Additional Schoolyard
Schoolyard Connections Field Trip Connections EP&C/Environmental Literacy
Embedded in FOSS Investigations*
Extensions Extensions to FOSS Investigations** Connections
Included with Core Curriculum
Investigation 1: Observing Trees Throughout the module, students Plan a field trip to a park, a The active investigations and extensions
Part 1: Observing Schoolyard Trees become naturalists investigating botanical garden, or a local walking address EP&C Principles 1A, 2A, 2C, 3B.
Students observe schoolyard trees trees in the area. As a class, collect path. Focus the trip on different Outdoor connections include:
and identify tree parts. one leaf from each kind of tree kinds of trees and the animals that • Students go to the schoolyard, observe trees,
and add it to the class scrapbook. depend on them. See the FOSSweb and discuss what defines a tree, how trees
Students look for evidence how Students can also explore trees in Regional Resources for suggestions.
animals use the tree as their provide resources and interact with things in
their neighborhood, yard, block, the environment.
habitat. local park, etc.
LOCATION IDEA:
• Students take a class field trip to a pond, lake,
Students compare and identify marsh, or beach to learn the needs of the
LOCATION IDEA:
different types of trees and have a animals in that area.
discussion. • A living tree is planted in the schoolyard;
At home, students survey family
Part 5: Adopt Schoolyard Trees students learn what plants need to grow and
members to estimate how many
Students adopt a tree in the how humans sow plants in fields to grow food
trees are in a local space, and then
schoolyard and observe, collect, to eat.
make an actual count. See Home/
and record data throughout the • Students construct and observe how a wind
School Connection, Investigation 1:
seasons. sock responds to wind and how people
Observing Leaves.
Part 6: A Tree Comes to Class benefit from weather.
Students care for a potted tree in
the classroom and then go outside
to plant it in the schoolyard.
LOCATION IDEA:
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SCIENCE SYSTEM
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3 © 2021 The Regents of the University of CaliforniaTREES AND WEATHER (cont.) KINDERGARTEN
Additional Schoolyard
Schoolyard Connections Field Trip Connections EP&C/Environmental Literacy
Embedded in FOSS Investigations*
Extensions Extensions to FOSS Investigations** Connections
Included with Core Curriculum
Investigation 2: Observing Leaves Students go outdoors to extend the The active investigations and extensions address
Part 1: Leaf Walk schoolyard exploration to collect EP&C Principles 1A–B. Outdoor connections
Students observe leaves from and observe leaf litter in their include:
different types of trees in the neighborhoods. • Students study leaves and learn about how
schoolyard. scientists study trees. They go on a leaf hunt
LOCATION IDEA:
in the schoolyard and sort them using a
Part 3: Comparing Leaves reference.
Students find different shapes At home, students can practice • Students visit a tree-top laboratory and learn
(heights and widths) of leaves in leaf identification. See Home/ how humans can protect tress as a vital
the schoolyard. School Connection, Investigation 2: resource.
Observing Leaves.
Investigation 3: Observing Weather Students take home the wind The active investigations and extensions
Part 1: Weather Calendar socks they made and tested in the address EP&C Principles 1A and 3A. Outdoor
Students observe the weather schoolyard and observe how wind connections include:
outside by studying the movement affects the flow of the streamers in • Students go outside and observe local
of clouds and the air. their own neighborhoods. weather and record daily observations
Part 2: Recording Temperature At home, students can make wind
Students compare the temperatures chimes with paper cups. See Home/
in the classroom and outdoors. School Connection, Investigation 3:
Observing Weather.
Students use their senses to observe
temperature and sunlight outside
the classroom.
Students use a thermometer to
measure temperature outside the
classroom.
Part 3: Wind Direction
Students test the effect of wind on
wind socks outside.
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SCIENCE SYSTEM
TM
4 © 2021 The Regents of the University of CaliforniaTREES AND WEATHER (cont.) KINDERGARTEN
Additional Schoolyard
Schoolyard Connections Field Trip Connections EP&C/Environmental Literacy
Embedded in FOSS Investigations*
Extensions Extensions to FOSS Investigations** Connections
Included with Core Curriculum
Investigation 4: Trees Through the Following the schoolyard search for The active investigations and extensions
Seasons things that come from trees through address EP&C Principles 1A, 2A, and 3A.
Part 1: Fall: What Comes from Trees the seasons, students go outdoors Outdoor connections include:
Students collect things they find to observe seed showers, compare • Students go to the schoolyard and collect
from trees in the schoolyard. cones from different kinds of trees, things that come from trees.
and examine signs of life in trees in • Students go to the schoolyard to search the
Part 2: Fall: Food from Trees their local neighborhood. schoolyard for seeds from trees and think
Students look for seeds, fruit, about fruit development and taste food that
cones, and leaves on trees in the LOCATION IDEA:
comes from trees.
schoolyard. • Students go to the schoolyard and visit their
Part 3: Fall: Visiting Adopted Trees adopted trees throughout the year. They
Students observe leaves on twigs in mark twigs in the fall and observe how trees
the schoolyard. change through the seasons.
Part 4: Winter: Evergreen Hunt • Students go on a virtual field trip to the
Students compare the leaves seashore with naturalists who study the
of trees in their schoolyard to mangrove and underwater grass bed
evergreen leaf samples. ecosystem.
Part 6: Winter: Visiting Adopted Trees
Students observe how their
adopted tree changed through the
seasons.
Part 8: Spring: Bark Hunt
Students try to match trees in the
schoolyard with pictures of tree
bark.
Part 9: Spring: Visiting Adopted Trees
Students visit their adopted trees in
the spring and look for flowering
twigs.
* These schoolyard connections are an integral part of the program investigations.
** These field trip connections are included as program extensions.
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SCIENCE SYSTEM
TM
5 © 2021 The Regents of the University of CaliforniaMATERIALS AND MOTION KINDERGARTEN
Students study natural resources and properties of materials and how those Every K-5 FOSS module has multiple opportunities of outdoor instruction embedded in the
properties determine their use—wood, paper, and fabric. Schoolyard core curriculum. See Outdoor Experiences in FOSS Next Generation for a summary of
investigations compare properties of natural and human-made materials. the K-8 opportunities. Below you will find one example from grade K. In addition, see
the Environmental Literacy Extensions and Home/School Connections at the end of each
For more information see the CA Environmental Principles and Concepts–Grade
investigation guide for additional outdoor explorations.
K, and access the Planning Guide and other state resources in Teacher Resources
on FOSSweb. For support taking students outdoors, see the Taking FOSS Outdoors resources on FOSSweb,
including the Taking FOSS Outdoors Chapter.
Additional Schoolyard
Schoolyard Connections Field Trip Connections EP&C/Environmental Literacy
Embedded in FOSS Investigations*
Extensions Extensions to FOSS Investigations** Connections
Included with Core Curriculum
Investigation 1: Getting to Know Return to the schoolyard and Visit a lumberyard, construction The active investigations and extensions
Wood document and sort a collection of site, or woodworker’s shop. See address EP&C Principles 1A and 2B. Outdoor
Part 1: Observing Wood different kinds of wood. Environmental Literacy Extensions. connections include:
Students go on an outdoor walk to LOCATION IDEA: LOCATION IDEA:
• Students go to the schoolyard to make the
find and label things made from connection that wood, a renewable resource,
wood and then have a sense- comes from trees.
At home, students make a list of
making discussion. • Students go to the schoolyard and change
items at home that are made of
Part 4: Sanding Wood the appearance of a stick of wood with
wood (indoors and outdoors).
Students go outdoors to sand wood sandpaper just as woodworkers do to make
See Home/School Connection,
samples and compare with sanding things for human use.
Investigation 1: Observing Leaves.
a found stick. • Students investigate five types of wood and
explore where wood can be found in their
LOCATION IDEA: home and school environments. They go to
the schoolyard to look for things that are
made of wood.
Investigation 2: Getting to Know Students can continue at home The active investigations and extensions
Paper testing how different materials last address EP&C Principles 1A–B. Outdoor
Part 3: Paper and Water outdoors in the elements over time. connections include:
Students go outdoors and set up • Students explore the properties of materials
their string of flags and students and explore how natural systems interact to
search the schoolyard for paper. affect each other.
LOCATION IDEA:
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SCIENCE SYSTEM
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6 © 2021 The Regents of the University of CaliforniaMATERIALS AND MOTION (cont.) KINDERGARTEN
Additional Schoolyard
Schoolyard Connections Field Trip Connections EP&C/Environmental Literacy
Embedded in FOSS Investigations*
Extensions Extensions to FOSS Investigations** Connections
Included with Core Curriculum
Investigation 3: Getting to Know Visit a farm where materials like The active investigations and extensions
Fabric wool or cotton are grown. address EP&C Principle 1A. Outdoor
Part 6: Building Structures Visit a manufacturer to see how connections include:
Students go outdoors to investigate fabric is made. • Students visit a farm where sheep shearing
water in sunshine and shade. They takes place or where cotton is grown. Visit
LOCATION IDEA:
design and test a structure to keep a clothing manufacturer to see how fabric is
water cool in sunshine. made into clothes or other products.
• Students engineer a structure (using wood
LOCATION IDEA:
scraps, paper, fabric, glue, and natural
materials) that can be taken to the schoolyard
to keep water cool in the sunshine. They also
explore how the Sun warms Earth’s surface.
Investigation 4: Getting Things to Students explore things that roll The active investigations and extensions
Move in their homes or neighborhood. address EP&C Principle 3B. Outdoor
Part 3: Rolling Outdoors See Home/School Connection, connections include:
Students find slopes in the Investigation 4. • Students go outside and investigate the role of
schoolyard that can be used to set gravity in natural systems.
balls in motion. They predict the
path of a ball on a slope and test
their predictions.
LOCATION IDEA:
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SCIENCE SYSTEM
TM
7 © 2021 The Regents of the University of CaliforniaAIR AND WEATHER GRADE 1
Students go outdoors to explore weather using simple instruments and observe Every K-5 FOSS module has multiple opportunities of outdoor instruction embedded in the
and monitor change in weather firsthand. They explore the properties of air and core curriculum. See Outdoor Experiences in FOSS Next Generation for a summary of
observe how the relative position of the Sun in the sky affects air temperature. the K-8 opportunities. Below you will find one example from grade 1. In addition, see
They also monitor movement of the moon over time. The driving question is: What the Environmental Literacy Extensions and Home/School Connections at the end of each
is all around us and what do we observe in the sky above us? investigation guide for additional outdoor explorations.
For more information see the CA Environmental Principles and Concepts–Grade For support taking students outdoors, see the Taking FOSS Outdoors resources on FOSSweb,
1, and access the Planning Guide and other state resources in Teacher Resources including the Taking FOSS Outdoors Chapter.
on FOSSweb.
Additional Schoolyard
Schoolyard Connections Field Trip Connections EP&C/Environmental Literacy
Embedded in FOSS Investigations*
Extensions Extensions to FOSS Investigations** Connections
Included with Core Curriculum
Investigation 1: Exploring Air Students construct an air cannon The active investigations and extensions
Part 2: Parachutes and go outside to observe that air address EP&C Principle 1A. Outdoor
Students go outdoors and fly has mass and can move. They also connections include:
parachutes they make in class go outside and inflate a beach ball • Students begin the module by considering
while observing their behavior in with different amounts of air to see what air can do. They learn that air is an
the air, and compare flying the the differences in how they bounce. invisible mixture of gases and many animals,
parachutes indoors vs. outdoors. At home, students look for toys including humans, need air to breathe.
They observe lateral movement and that use air. See Home/School
sometimes parachutes get caught Connection, Investigation 1:
in updrafts Exploring Air.
LOCATION IDEA:
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SCIENCE SYSTEM
TM
8 © 2021 The Regents of the University of CaliforniaAIR AND WEATHER (cont.) GRADE 1
Additional Schoolyard
Schoolyard Connections Field Trip Connections EP&C/Environmental Literacy
Embedded in FOSS Investigations*
Extensions Extensions to FOSS Investigations** Connections
Included with Core Curriculum
Investigation 2: Observing the Sky Students can extend the schoolyard The active investigations and extensions address
Part 1: Weather Calendars activities by going outside and EP&C Principle 3A. Outdoor connections
Students go outside to observe the tracking the weather in a weather include:
air and how it feels, and look for log. After the data is collected, they • Students go outside to observe the weather
evidence that the air is moving. observe when the temperature was and collect weather data. They measure
the highest, when it rained, and so temperature and daylight hours and think
Part 3: Measuring Temperature and on. about what time of the day is the warmest.
Daylight
Students go outside to measure At home, students can observe
the air temperature with a cloud movements, using a “cloud
thermometer, observe the position window.” See Home/School
of the Sun in the sky. Connection, Investigation 2:
Observing the Sky.
Students go outside and consider
how the Sun’s position appears to
change throughout the day.
LOCATION IDEA:
Part 3: Watching Clouds
Students go outside and compare
the clouds in the sky to photos in
“A Guide to the Sky” reading.
Part 4: Observing the Moon
Students go outside and track the
Moon’s path in the sky.
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SCIENCE SYSTEM
TM
9 © 2021 The Regents of the University of CaliforniaAIR AND WEATHER (cont.) GRADE 1
Additional Schoolyard
Schoolyard Connections Field Trip Connections EP&C/Environmental Literacy
Embedded in FOSS Investigations*
Extensions Extensions to FOSS Investigations** Connections
Included with Core Curriculum
Investigation 3: Wind Explorations Students can build kites or wind Visit a kite expert or invite them The active investigations and extensions
Part 1: Bubbles in the Wind chimes and place them in the to the schoolyard to discuss their address EP&C Principles 1A and 2B. Outdoor
Students go outside their classroom schoolyard or outside their homes. experience with wind. connections include:
and use bubbles to predict where See Investigation 3 “Science • After investigating wind in the schoolyard,
LOCATION IDEA:
the wind is moving. Extensions.” students read about natural and human-made
At home, students make whirligigs resources and how they are used by people
LOCATION IDEA:
and hang them outside. See Home/ • Students investigate wind turbines by reading
School Connection, Investigation 3: and discuss how we can use the energy of the
Wind Explorations. wind to generate electricity.
Part 4: Wind Vanes
Students go outside their classroom
and use wind vanes to determine
where the wind is coming from.
Investigation 4: Looking for Change Students visit a local farm or The active investigations and extensions address
community garden. They prepare EP&C Principles 3A–B. Outdoor connections
questions to ask the farmers about include:
how the weather, seasons, and • Students go outside repeatedly to observe,
daylight length affect processes on record and graph weather data over a
the farm positively and negatively. month.
• Students learn how weather, seasons,
LOCATION IDEA:
and daylight affect growing on farms and
gardens.
* These schoolyard connections are an integral part of the program investigations.
** These field trip connections are included as program extensions.
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SCIENCE SYSTEM
TM
10 © 2021 The Regents of the University of CaliforniaPLANTS AND ANIMALS GRADE 1
Students observe firsthand the structures of plants and discover ways to Every K-5 FOSS module has multiple opportunities of outdoor instruction embedded in the
propagate new plants from mature plants (from seeds, bulbs, roots, and stem core curriculum. See Outdoor Experiences in FOSS Next Generation for a summary of
cuttings). They observe and describe changes that occur as young plants grow, the K-8 opportunities. Below you will find one example from grade 1. In addition, see
and compare classroom plants to those in the schoolyard. the Environmental Literacy Extensions and Home/School Connections at the end of each
investigation guide for additional outdoor explorations.
For more information see the CA Environmental Principles and Concepts–Grade
1, and access the Planning Guide and other state resources in Teacher Resources For support taking students outdoors, see the Taking FOSS Outdoors resources on FOSSweb,
on FOSSweb. including the Taking FOSS Outdoors Chapter.
Additional Schoolyard
Schoolyard Connections Field Trip Connections EP&C/Environmental Literacy
Embedded in FOSS Investigations*
Extensions Extensions to FOSS Investigations** Connections
Included with Core Curriculum
Investigation 1: Grass and Grain Students can plant radish or other Plan a field trip to a park, a The active investigations and extensions
Seeds grass seeds in planters or gardens botanical garden, or a local walking address EP&C Principles 1A and 2A. Outdoor
Part 4: Variation in Plants and in the schoolyard. path. Focus the trip on different connections include:
Animals kinds of plants found in the area. • Students transplant classroom plants to a
Students go outdoors and explore LOCATION IDEA:
school garden or outdoor planter.
how many different kinds of plants • Students go outside to investigate the plants in
live in an area of the schoolyard. an area of the schoolyard.
LOCATION IDEA:
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SCIENCE SYSTEM
TM
11 © 2021 The Regents of the University of CaliforniaPLANTS AND ANIMALS (cont.) GRADE 1
Additional Schoolyard
Schoolyard Connections Field Trip Connections EP&C/Environmental Literacy
Embedded in FOSS Investigations*
Extensions Extensions to FOSS Investigations** Connections
Included with Core Curriculum
Investigation 3: Terrariums Students can make a backyard Plan a visit to a local nature to The active investigations and extensions
Part 2: Animals in the terrariums pitfall trap. They also could observe learn more about local plants and address EP&C Principles 1B-1C and 2B.
Students go outdoors to collect squirrels in nature. See Science animals. Outdoor connections include:
materials after learning what Extensions for more details. • Students go to the schoolyard to play a
LOCATION IDEA:
animals need to live in a terrarium. simulation game of how red squirrels and
grey squirrels survive throughout the winter.
LOCATION IDEA:
• Students go to the schoolyard to search for
and collect small animals to add to their
Part 4: Squirrel Behavior terrarium.
Students go outdoors to play a • Upon completing the terrarium investigation,
simulation game and explore how locally collected animals can be returned to
the behaviors of different types the schoolyard and plants and soil can be
of squirrels help them survive the composted.
winter.
LOCATION IDEA:
Investigation 4: Growth and Change Students can plant flower bulbs in LOCATION IDEA: The active investigations and extensions
Part 3: Plant and Animal Growth the schoolyard or school garden. address EP&C Principle 1B. Outdoor
Students go outdoors to adopt a See Science Extensions for more connections include:
schoolyard plant. They observe details. • Students go to the schoolyard and adopt a
this plant throughout the year. LOCATION IDEA:
plant to observe throughout the school year.
They also compare plants in the Students consider the basic needs of the plant
schoolyard with plants studied in and how it could produce offspring.
the classroom.
LOCATION IDEA:
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SCIENCE SYSTEM
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12 © 2021 The Regents of the University of CaliforniaINSECTS AND PLANTS GRADE 2
Students engage with opportunities to become naturalists and study insects and Every K-5 FOSS module has multiple opportunities of outdoor instruction embedded in the
plants in their classroom, schoolyard, and beyond. The driving question is what is core curriculum. See Outdoor Experiences in FOSS Next Generation for a summary of
the natural history of some plants and animals in different habitats? the K-8 opportunities. Below you will find one example from grade 2. In addition, see
the Environmental Literacy Extensions and Home/School Connections at the end of each
For more information see the CA Environmental Principles and Concepts–Grade
investigation guide for additional outdoor explorations.
2, and access the Planning Guide and other state resources in Teacher Resources
on FOSSweb. For support taking students outdoors, see the Taking FOSS Outdoors resources on FOSSweb,
including the Taking FOSS Outdoors Chapter.
Additional Schoolyard
Schoolyard Connections Field Trip Connections EP&C/Environmental Literacy
Embedded in FOSS Investigations*
Extensions Extensions to FOSS Investigations** Connections
Included with Core Curriculum
Investigation 1: Mealworms Students look in the schoolyard The active investigations and extensions
or their neighborhoods for insects address EP&C Principle 1A. Outdoor
and record where they found it, its connections include:
behaviors, and its structures. • Students observe local insects and their
LOCATION IDEA:
structures and behaviors.
Investigation 2: Brassica Seeds Students go outdoors to extend the Students go to their local market and The active investigations and extensions
Part 4: Planting Outdoors schoolyard exploration and look for look for the plants they are growing address EP&C Principle 1A and 3A. Outdoor
Students go to the schoolyard and wild mustard in the schoolyard or in in class. connections include:
search for good locations to grow their neighborhoods. • Students plant seeds in the schoolyard and
LOCATION IDEA:
plants. Students plant marigold observe plant life cycles and discuss how
LOCATION IDEA:
seeds and seedlings outdoors and plants get nutrients, make their own food, and
observe them over time. They look capture energy from the Sun.
for flowers, seeds, and seedpods in • Students investigate schoolyard flowers and
the schoolyard. seeds and how humans benefit from them.
• Students grow plants from seed in the
LOCATION IDEA: schoolyard and to conduct a seed search in
the schoolyard.
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SCIENCE SYSTEM
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13 © 2021 The Regents of the University of CaliforniaINSECTS AND PLANTS (cont.) GRADE 2
Additional Schoolyard
Schoolyard Connections Field Trip Connections EP&C/Environmental Literacy
Embedded in FOSS Investigations*
Extensions Extensions to FOSS Investigations** Connections
Included with Core Curriculum
Investigation 3: Milkweed Bugs Following the schoolyard activities The class can take a walk with a The active investigations and extensions address
Part 4: Insect Search that are part of the program, naturalist in a natural local site. EP&C Principles 1A and 3A–B. Outdoor
Students go the schoolyard and students use a simple field guide to Students take a field trip to look for connections include:
observe and draw insects. They then identify insects and other animals milkweed bugs living in the wild. • Students search for damage to plants in
go to the schoolyard or their neigh- they find in the schoolyard or the schoolyard and consider sources of the
borhood to look for milkweed bugs. neighborhood. See Home/School LOCATION IDEA: damage and how insects are useful and
Connection, Investigation 3: harmful for humans.
LOCATION IDEA: Milkweed Bugs. • Students use a simple field guide to identify
insects and other animals in the schoolyard.
Investigation 4: Silkworms Students extend the schoolyard Students visit a natural outdoor area The active investigations and extensions
Part 4: Plant Eaters investigations by looking around such as a park and explore the address EP&C Principles 2A and 2B. Outdoor
Students go to the schoolyard and their neighborhoods for evidence insects that live there, and compare connections include:
look for evidence that insects are that insects or related small them to the insects they found in the • Students go outside to investigate insects and
eating plants. Students sort leaves animals exist. See Home/School schoolyard. schoolyard plants.
based on evidence, and discuss ev- Connection, Investigation 4: • Students research natural ways to keep
LOCATION IDEA:
idence of animals eating the leaf. Silkworms. pests (some insects) from eating plants in a
schoolyard garden.
LOCATION IDEA:
Investigation 5: Butterflies Following the schoolyard activities Students visit a botanical garden or
Part 4: Flower Powder that are part of the program, nearby natural area that features
Students go to the schoolyard and students go to the schoolyard or flowering plants that are pollinated
look for plants with pollen and their neighborhoods to look for and by insects.
collect pollen samples. Students collect local larvae.
LOCATION IDEA:
engineer a model pollinator and test
them on flowers to search for pollen.
LOCATION IDEA:
* These schoolyard connections are an integral part of the program investigations.
** These field trip connections are included as program extensions.
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SCIENCE SYSTEM
TM
14 © 2021 The Regents of the University of CaliforniaPEBBLES, SAND AND SILT GRADE 2
Students study the properties of rocks of various sizes and study the components Every K-5 FOSS module has multiple opportunities of outdoor instruction embedded in the
of soil, study the results of weathering and erosion, locate natural sources of core curriculum. See Outdoor Experiences in FOSS Next Generation for a summary of
water, and determine how to represent the shapes and kinds of land and bodies the K-8 opportunities. Below you will find one example from grade 2. In addition, see
of water on Earth. the Environmental Literacy Extensions and Home/School Connections at the end of each
investigation guide for additional outdoor explorations.
For more information see the CA Environmental Principles and Concepts–Grade
2, and access the Planning Guide and other state resources in Teacher Resources For support taking students outdoors, see the Taking FOSS Outdoors resources on FOSSweb,
on FOSSweb. including the Taking FOSS Outdoors Chapter.
Additional Schoolyard
Schoolyard Connections Field Trip Connections EP&C/Environmental Literacy
Embedded in FOSS Investigations*
Extensions Extensions to FOSS Investigations** Connections
Included with Core Curriculum
Investigation 1: First Rocks Students collect a number of
Part 4: Start a Rock Collection different–sized rocks and build rock
Students take a field trip to collect towers in the schoolyard. See Art
and observe schoolyard rocks. Extensions for more information.
They describe the properties of the LOCATION IDEA:
various rocks.
LOCATION IDEA: At home, students collect rocks to
invent a game. See Home/School
Connection for Investigation 1.
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SCIENCE SYSTEM
TM
15 © 2021 The Regents of the University of CaliforniaPEBBLES, SAND AND SILT (cont.) GRADE 2
Additional Schoolyard
Schoolyard Connections Field Trip Connections EP&C/Environmental Literacy
Embedded in FOSS Investigations*
Extensions Extensions to FOSS Investigations** Connections
Included with Core Curriculum
Investigation 3: Using Rocks Ask the grounds manager at the At home, students become field–trip The active investigations and extensions
Part 1: Rocks in Use school to help your class design leaders as they take their families address EP&C Principles 1A and 1B. Outdoor
Students go outdoors and look for paving stones that can be placed at on a search for rocks in use. A connections include:
places where earth materials can the edge of a schoolyard garden or family member helps record all the • Students go to the schoolyard to see how
be found naturally or as building to line a pathway. places where they see rocks in use. people use rock resources, to construct objects
materials See Home/School Connection for and to make useful stuff.
LOCATION IDEA:
Investigation 3. • Students design and decorate a paving
LOCATION IDEA:
LOCATION IDEA:
stone that can be placed at the edge of a
schoolyard garden or to line a pathway.
Part 5: Making Bricks • Students make bricks in the schoolyard.
Students go outdoors and make
adobe clay bricks with a mixture of
clay soil, dry grass or weeds, and
water. After the bricks dry, they can
be used to build a class wall.
LOCATION IDEA:
Investigation 4: Soil and Water At home, students become “soil Explore roadside cuts in the school The active investigations and extensions
Part 2: Local Soil engineers” as they compare “perc neighborhood or take a trip to a address EP&C Principles 2A and 2B. Outdoor
Students go on a schoolyard field tests” to determine water retention good local road cut example and connections include:
trip to collect soil samples and then of soil in two locations. See Home/ examine the layers of soil profiles. • Students investigate where local sources of
investigate them. School Connection for Investigation Consult local geologists or university water can be found.
4. departments for support. • Students go to the schoolyard to investigate
LOCATION IDEA:
LOCATION IDEA:
local soils.
• Students explore signs of erosion in the
Part 4: Land and Water schoolyard and their neighborhood and
Students go out on the schoolyard compare a variety of ways to reduce erosion.
to look for erosion.
LOCATION IDEA:
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SCIENCE SYSTEM
TM
16 © 2021 The Regents of the University of CaliforniaSTRUCTURES OF LIFE GRADE 3
Students observe a diversity of plants and animals and go outdoors to observe Every K-5 FOSS module has multiple opportunities of outdoor instruction embedded in the
organisms and consider how they interact in the schoolyard environment. The core curriculum. See Outdoor Experiences in FOSS Next Generation for a summary of
driving questions are where do organisms come from, how do they survive, and the K-8 opportunities. Below you will find one example from grade 3. In addition, see
how are all the different kinds of plants and animals able to continue to exist on the Environmental Literacy Extensions and Home/School Connections at the end of each
Earth? investigation guide for additional outdoor explorations.
For more information see the CA Environmental Principles and Concepts–Grade For support taking students outdoors, see the Taking FOSS Outdoors resources on FOSSweb,
3, and access the Planning Guide and other state resources in Teacher Resources including the Taking FOSS Outdoors Chapter.
on FOSSweb.
Additional Schoolyard
Schoolyard Connections Field Trip Connections EP&C/Environmental Literacy
Embedded in FOSS Investigations*
Extensions Extensions to FOSS Investigations** Connections
Included with Core Curriculum
Investigation 1: Origin of Seeds Students go outside and drag a Students visit a grocery store or The active investigations and extensions
Part 4: sock through a field of weeds and invite a local produce person, address EP&C Principle 1A–B, 2C, 3A, 3C.
Students go to the schoolyard to see which local seeds are caught farmer, or cannery worker to visit Outdoor connections include:
design and apply modifications to and carried. Students plant the sock the class and provide information • Students go outside to investigate how seeds
seeds and fruits for dispersal by and see what grows. See Science on fruit. disperse. They modify seeds to be dispersed
various natural forces. Students Extensions for details. in various ways.
LOCATION IDEA:
search for seeds in the schoolyard Students search their neighborhood • Students investigate how water affects seeds
and consider how they are for seeds. See Home/School over time.
adapted for dispersal. Connection, Investigation 1: Origin • The class conducts a schoolyard
of Seeds. environmental improvement project.
LOCATION IDEA:
Investigation 2: Growing Further Students can extend the schoolyard The active investigations and extensions address
Part 3: Roots and Shoots investigations by exploring their EP&C Principle 1B–C, 2A–B, 3A, 3C. Outdoor
Students go to the schoolyard to schoolyard or neighborhood for connections include:
dig up plants and investigate the plants and observe and illustrate • Students grow seedlings in the schoolyard
roots and shoots of various plants. their structures and properties. and consider environmental impacts on plant
They also compare root structures See Home/School Connection, growth.
of different plants and discuss Investigation 2: Growing Further. • Students explore the essential process of
inheritance of characteristics. pollination in the schoolyard.
LOCATION IDEA:
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SCIENCE SYSTEM
TM
17 © 2021 The Regents of the University of CaliforniaSTRUCTURES OF LIFE (cont.) GRADE 3
Additional Schoolyard
Schoolyard Connections Field Trip Connections EP&C/Environmental Literacy
Embedded in FOSS Investigations*
Extensions Extensions to FOSS Investigations** Connections
Included with Core Curriculum
Investigation 3: Meet the Crayfish Students can extend the schoolyard The active investigations and extensions
Part 4: Comparing Animals investigations by visiting a fish address EP&C Principles 1A, 2D, 5A. Outdoor
Students go outside and search hatchery and explore the process connections include:
for animals in the schoolyard and of raising fish to maintain good • Students conduct an outdoor simulation and
compare how they are alike and populations of fish for sport and consider how animals depend on other
different. commercial fishing. organisms to survive, and explore how
energy comes from the Sun.
LOCATION IDEA:
LOCATION IDEA:
Part 5: Food Chains
Students go outside to investigate
food chains by assuming the roles
of animals in a food chain.
LOCATION IDEA:
Investigation 4: Human Body Following the schoolyard activities The active investigations and extensions address
Part 4: Fingerprints that are part of the program, EP&C Principles 1A. Outdoor connections
Students go outside and take turns students go outside to exercise and include:
jumping rope to observe which of keep an exercise journal to record • Students jump rope outdoors to observe which
their body parts are moving. their activity over time. parts of the human body move when jumping.
LOCATION IDEA:
* These schoolyard connections are an integral part of the program investigations.
** These field trip connections are included as program extensions.
FULL OPTION
SCIENCE SYSTEM
TM
18 © 2021 The Regents of the University of CaliforniaWATER AND CLIMATE GRADE 3
Students explore the properties of water, the water cycle, and interactions Every K-5 FOSS module has multiple opportunities of outdoor instruction embedded in the
between water and other earth materials. Students learn how humans use water core curriculum. See Outdoor Experiences in FOSS Next Generation for a summary of
as a natural resource. the K-8 opportunities. Below you will find one example from grade 3. In addition, see
the Environmental Literacy Extensions and Home/School Connections at the end of each
For more information see the CA Environmental Principles and Concepts–Grade
investigation guide for additional outdoor explorations.
3, and access the Planning Guide and other state resources in Teacher Resources
on FOSSweb. For support taking students outdoors, see the Taking FOSS Outdoors resources on FOSSweb,
including the Taking FOSS Outdoors Chapter.
Additional Schoolyard
Schoolyard Connections Field Trip Connections EP&C/Environmental Literacy
Embedded in FOSS Investigations*
Extensions Extensions to FOSS Investigations** Connections
Included with Core Curriculum
Investigation 1: Water Observations Students take a schoolyard field The active investigations and extensions
Part 4: Water in Nature trip after a rainstorm to identify and address EP&C Principles 1A and 2A. Outdoor
Students go outdoors to collect observe the effects of flowing water connections include:
small samples of natural materials, and erosion. • Students explore properties of water and
including living and dead plant LOCATION IDEA:
how it interacts with different surfaces in the
material and earth materials. They schoolyard.
put drops of water on the materials • Students discuss ways people use water and
Consider working to add rainwater
to simulate rain and observe what the benefits of adding a rainwater harvesting
harvesting to your schoolyard. See
happens. system to their schoolyard.
Environmental Literacy Extensions for
LOCATION IDEA: details.
LOCATION IDEA:
Investigation 2: Hot Water, Cold Water The active investigations and extensions
Part 5: Ice Outdoors address EP&C Principles 1B, 2B, and 3B.
Students go outdoors and place one Outdoor connections include:
ice cube in the sunshine, place a • Students investigate firsthand what happens
second ice cube in the shade, and when water freezes.
bury a third ice cube. They monitor
the ice cubes and, by extension, de-
termine the best place for an animal
to go to stay warm and to stay cool.
LOCATION IDEA:
FULL OPTION
19 SCIENCE SYSTEM
TM
© 2021 The Regents of the University of CaliforniaWATER AND CLIMATE (cont.) GRADE 3
Additional Schoolyard
Schoolyard Connections Field Trip Connections EP&C/Environmental Literacy
Embedded in FOSS Investigations*
Extensions Extensions to FOSS Investigations** Connections
Included with Core Curriculum
Investigation 3: Weather and Water The active investigations and extensions
Part 1: Measuring Weather address EP&C Principle 3A. Outdoor
Students compare weather data connections include:
that they observe and collect to • Students set up an experiment to investigate
meteorologists’ forecasts and one part of the water cycle, condensation.
historical data. • After investigating the drainage/filtration rate
of various soils throughout the schoolyard,
LOCATION IDEA:
students read about ways to make drinking
water safer.
Investigation 5: Waterworks Students can collect soils of different Have students find out about the The active investigations and extensions
Part 2: Water in Soil colors and textures from the local water supply. Where does it address EP&C Principles 1B–C, 2A–B, 3A–C,
Students test the soil in a number of schoolyard or bring them in after a come from? Where is it stored? How and 5B. Outdoor connections include:
locations in the schoolyard to find soil search in the area. is water treated? Then plan a field • Students go to the schoolyard to test soil
out how long it takes each soil to trip to a local water utility. drainage in multiple locations.
LOCATION IDEA:
absorb equal amounts of water. LOCATION IDEA:
• Students construct waterwheels outdoors.
• Students investigate their local water supply—
LOCATION IDEA:
where it comes from, where it is stored, and
how it is treated.
FULL OPTION
SCIENCE SYSTEM
TM
20 © 2021 The Regents of the University of CaliforniaSOIL, ROCKS AND LANDFORMS GRADE 4
Students experience soils and rocks and modeling firsthand using tools such as Every K-5 FOSS module has multiple opportunities of outdoor instruction embedded in the
topographic maps and stream tables to study the surface of Earth’s landscape, core curriculum. See Outdoor Experiences in FOSS Next Generation for a summary of
shape and composition of landforms. The driving questions are: What are Earth’s the K-8 opportunities. Below you will find one example from grade 4. In addition, see
land surfaces made of and why are landforms not the same everywhere? the Environmental Literacy Extensions and Home/School Connections at the end of each
investigation guide for additional outdoor explorations.
For more information see the CA Environmental Principles and Concepts–Grade
4, and access the Planning Guide and other state resources in Teacher Resources For support taking students outdoors, see the Taking FOSS Outdoors resources on FOSSweb,
on FOSSweb. including the Taking FOSS Outdoors Chapter.
Additional Schoolyard
Schoolyard Connections Field Trip Connections EP&C/Environmental Literacy
Embedded in FOSS Investigations*
Extensions Extensions to FOSS Investigations** Connections
Included with Core Curriculum
Investigation 1: Soils and At home, students can find different Explore roadside cuts in the school The active investigations and extensions
Weathering types of rocks in their neighborhood neighborhood or take a trip to a address EP&C Principle 1C, 3C, and 4A.
Part 1: Soil Composition and test their interaction with good local road cut example and Outdoor connections include:
Students look for soil around their acid (vinegar). See Home/School examine the layers of soil profiles. • Students go to the schoolyard and investigate
schoolyard. Connection, Investigation 1: Soil Consult local geologists or university local soil, growing patterns and how worms
and Weathering. departments for support. affect soil.
LOCATION IDEA:
LOCATION IDEA:
• Students investigate how chemical weathering
affects rocks, how human waste influences
Part 4: Schoolyard Soils pollution, and look for examples of chemical
Students collect and observe weathering in the schoolyard.
different soils from around the
schoolyard. They analyze the
samples to determine how much
humus and rock material are in
local soils.
FULL OPTION
SCIENCE SYSTEM
TM
21 © 2021 The Regents of the University of CaliforniaSOIL, ROCKS AND LANDFORMS (cont.) GRADE 4
Additional Schoolyard
Schoolyard Connections Field Trip Connections EP&C/Environmental Literacy
Embedded in FOSS Investigations*
Extensions Extensions to FOSS Investigations** Connections
Included with Core Curriculum
Investigation 2: Landforms Following the schoolyard activities Students visit a nature center located The active investigations and extensions
Part 3: Schoolyard Erosion and that are part of the program, on a river, a dam/reservoir site, or address EP&C Principle 1C and 2A. Outdoor
Deposition students observe erosion and a water utilities office to learn about connections include:
Students search for and analyze deposition in their neighborhood the effects of human influences on • Students discuss the phenomenon of flooding
evidence of erosion and deposition after rain. See Science and areas. and how floods can be detrimental to soils,
in the schoolyard. Engineering Extensions. and search for examples in their schoolyard.
LOCATION IDEA:
LOCATION IDEA:
Investigation 3: Mapping Earth’s Students hike or bike a mountain The active investigations and extensions address
Surface or trail and prepare a profile of the EP&C Principles 3A. Outdoor connections
trail to plan the hike. include:
• Students use their topographical maps to
LOCATION IDEA:
produce two-dimensional profiles of their
schoolyard.
Investigation 4: Natural Resources Students are encouraged to find Students visit their local National The active investigations and extensions address
Part 2: Making Concrete what earth materials are used on Resource Conservation Service EP&C Principles 1B, 2B, 2C, 4A and 5A.
Students go outside to collect the inside or outside of the place office to learn about conservation Outdoor connections include:
materials and make concrete. where they live). See Home/School efforts for natural resources and • Students explore earth materials in use in the
Connection, Investigation 4: Natural private lands. Students visit an schoolyard and what natural resources are
Part 3: Earth Materials in Use Resources. aggregate supplier of sand and used to make concrete.
Students walk around the gravel.
schoolyard examining various
earth materials in use. LOCATION IDEA:
LOCATION IDEA:
* These schoolyard connections are an integral part of the program investigations.
** These field trip connections are included as program extensions.
FULL OPTION
SCIENCE SYSTEM
TM
22 © 2021 The Regents of the University of CaliforniaENVIRONMENTS GRADE 4
Students explore their local ecosystem and design investigations to study Every K-5 FOSS module has multiple opportunities of outdoor instruction embedded in the
preferred environments, range of tolerance, and optimum conditions for growth core curriculum. See Outdoor Experiences in FOSS Next Generation for a summary of
and survival of specific organisms, both terrestrial and aquatic. the K-8 opportunities. Below you will find one example from grade 4. In addition, see
the Environmental Literacy Extensions and Home/School Connections at the end of each
For more information see the CA Environmental Principles and Concepts–Grade
investigation guide for additional outdoor explorations.
4, and access the Planning Guide and other state resources in Teacher Resources
on FOSSweb. For support taking students outdoors, see the Taking FOSS Outdoors resources on FOSSweb,
including the Taking FOSS Outdoors Chapter.
Additional Schoolyard
Schoolyard Connections Field Trip Connections EP&C/Environmental Literacy
Embedded in FOSS Investigations*
Extensions Extensions to FOSS Investigations** Connections
Included with Core Curriculum
Investigation 1: Environmental Students hunt for and collect Plan a field trip to a local natural The active investigations and extensions
Factors local isopods in the schoolyard. space with an environmental address EP&C Principles 1B–C, 2C, 3A, and
Part 3: Leaf-Litter Critters Then students collect organisms educator. Encourage the educator to 3C. Outdoor connections include:
Students go to the schoolyard to from around the schoolyard or in focus on the environmental factors • Students go on a field trip to a local natural
collect, observe, and sort small students’ neighborhoods to make a that influence the living things in the space and explore the environmental factors
animals living in natural ground classroom terrarium. See Science area. that influence the living things in the area.
litter. They use a Critter Replicator and Engineering Extensions for more • Students go outside to the schoolyard to
LOCATION IDEA:
to become familiar with the details. investigate the characteristics of animals living
anatomical parts of animals they At home, students go on a safari to in the leaf-litter environment
find in the leaf litter. look for insects. Students organize • Students build a compost pile made of leaves,
the results of their safaris and bring twigs, bark, and other plant parts which can
LOCATION IDEA:
them to class. See Home/School become a great environment for small animals
Connection for Investigation 1. (leaf-litter critters).
LOCATION IDEA:
FULL OPTION
SCIENCE SYSTEM
TM
23 © 2021 The Regents of the University of CaliforniaENVIRONMENTS (cont.) GRADE 4
Additional Schoolyard
Schoolyard Connections Field Trip Connections EP&C/Environmental Literacy
Embedded in FOSS Investigations*
Extensions Extensions to FOSS Investigations** Connections
Included with Core Curriculum
Investigation 2: Ecosystems Have the class set up a water hole Students can visit a local zoo or The active investigations and extensions
Part 3: Population Simulation (a mini–pond environment) and aquarium and learn more about address EP&C Principles 2A, 3C, and 4C.
Students go to the schoolyard to observe it over time. This long–term how abiotic factors impact the lives Outdoor connections include:
simulate a population of deer forag- outdoor activity requires regular of different animals. • Students explore local aquatic environments.
ing for food in its home range. visits to monitor the water hole for • Students go outside to investigate how water
LOCATION IDEA:
8–10 weeks. See Environmental holes naturally transform into mini-ponds over
Part 4: Sound Off Literacy Extensions for extensive
Students go to the schoolyard and time.
project details. • Students go outside to engage in a simulation
pretend to be animals who have
poor vision or are active at night. LOCATION IDEA:
activity about the carrying capacity of an
The animals communicate with area of the schoolyard for an imaginary
one unique sound and try to find population of deer.
others of their kind before being Students look for an aquatic envi-
“captured” by a predator. After ronment in their neighborhoods. If
three rounds of this activity, students no aquatic environment is close at
sit silently to listen to animals in the hand, they use a local map to inven-
schoolyard. tory the different kinds of aquatic
environments nearby. See Home/
LOCATION IDEA: School Connection for Investigation
2: Ecosystems.
LOCATION IDEA:
Investigation 3: Brine Shrimp The active investigations and extensions
Hatching address EP&C Principle 2A. Outdoor
Part 4: Variation in a Population connections include:
Students go to the schoolyard in • Students go to the schoolyard and introduce a
two teams, to place a population population of simulated animals to investigate
of imaginary animals in a suitable variation in a population.
habitat based on a description of
the population’s natural history.
LOCATION IDEA:
24
FULL OPTION
© 2021 The Regents of the University of California SCIENCE SYSTEM
TMENVIRONMENTS (cont.) GRADE 4
Additional Schoolyard
Schoolyard Connections Field Trip Connections EP&C/Environmental Literacy
Embedded in FOSS Investigations*
Extensions Extensions to FOSS Investigations** Connections
Included with Core Curriculum
Investigation 4: Range of Tolerance Work with school administrators Plan a field trip to a nursery or a The active investigations and extensions
Part 2: Plant Patterns and grounds keepers to create a botanical garden, or a local walking address EP&C Principle 2A. Outdoor
Students observe and map school garden. See Home/School path. Focus the trip on different connections include:
plant-distribution patterns in the Connection for Investigation 4 for kinds of plants found in the area • Students explore distribution of plants based
schoolyard. They discuss the some math problems to help in plan and how abiotic factors influence potentially on human impact.
environmental factors that might be garden projects. their adaptations and survival.
responsible for these patterns. LOCATION IDEA: LOCATION IDEA:
LOCATION IDEA:
FULL OPTION
SCIENCE SYSTEM
TM
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