John Muir Teacher Resources

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After hearing a 1901 excerpt from John Muir's nature notes, emerging ecologists embark on an ecosystems exploration. In the schoolyard, they take their own nature notes as they observe the weather, soil, plants, and animals. 
Learners explain how John Muir carefully and quietly observed nature and record his observations in his journal with writings and drawings. Students create their own nature observation journal.
Students read a selection from the writings of John Muir. They discover his view on California and its natural resources. They create a display of images that show what California has to offer.
Learners explore nature objects brought indoors such as rocks, seeds, leaves and shells to identify where the objects came from. They hear stories about John Muir's life and make booklets about nature areas they enjoy.
Students devise a plan that would be true to John Muir's spirit of stewardship toward Yosemite. They analyze a core map to determine the original plan and usage of the park and compare the original plan to a current park map.
Students read and investigate the accomplishments of John Muir. They gather information about one of the United States National Parks founded by John Muir. They create a tri-fold brochure about John Muir and a National Park he founded.
Students participate in a demonstration of what it means to "conserve" using a snack provided to them. They examine the California state quarter, John Muir, and the "conservation". They identify other things they can conserve.
Fourth graders listen to key events in John Muir's life and plot locations on a California map. They discover that John Muir was an immigrant to California who encountered environmental problems and found solutions.
Sixth graders create timelines of John Muir's life while playing a game based on John Muir's travels. They discover that John Muir traveled around the world to compare and contrast natural phenomena and to speak out about preserving ecosystems as they play.
Students identify perspectives on land management issues. They research and debate Yosemite's General Management Plan and develop personal responsibility on a local issue through citizen action.
Students simulate the life of John Muir while helping Yosemite to become a national park; students then write a newspaper article advocating the park's creation.
Young scholars, in groups, discover how they can protect wilderness areas. They define environmentalist and wilderness and explain the importance of the National Park system.
Students observe John Muir Day by visiting Websites containing fact sheets, excepted writings, as well as songs, pictures, and educational sources. They use April 21 as a day to reflect on Muir's accomplishment and environmental legacy. This study guide contains free online lesson plans for teachers.
Second graders name the various materials that comprise soil, including weathered rock and other organic matter; and explain that soils differ in their color, texture, capacity to retain water, and ability to support the growth of many kinds of plants.
First graders explore and explain that different plants and animals live in different kinds of environments. They illustrate various plants and animals and how they survive in the places where they live. A nature journal for enrichment purposes is kept up daily.
Third graders list examples of the diverse life forms that live in different environments, such as oceans, deserts, tundra, forests, grasslands and wetlands.
Fifth graders identify the causes and effects of several different kinds of severe weather phenomenon.
Third graders research ecosystems, the work of ecologists, John Muir's contribution to the environment and an endangered species of their choice. They read books, participate in discussions, and write reports.
Fourth graders explain how in any particular environment, some kinds of plants and animals survive well, some survive less well, and some cannot survive at all.
Students use a core map to obtain information about the Big Trees for measuring and graphing. In addition, students judge whether the Big Trees should be preserved or conserved.

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