Boston School Forest

Second GradeCurriculum

We have not inherited the earth from our fathers,

we are borrowing it from our children.

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May 2005Updated 2011

Stevens Point Area Public School District1900 Polk Street

Stevens Point, WI 54481715-345-7383

IntroductionThe mission of the Boston School Forest

is to provide the youth of Stevens Point area schools educational opportunities that foster

personal growth as well as awareness, knowledge, and appreciation of the natural world

leading to sound stewardship of the earth.

Environmental education programs that are the most effective emphasize students’ involvement and interaction with the natural environment. The Boston School Forest is the living laboratory for our youth to study, learn from, and explore. The Boston School Forest curriculum is intended to provide classroom teachers, school forest staff, and volunteers with lessons, activities, and background information on the environmental education topics studied in our living laboratory, the school forest.

The Boston School Forest’s curriculum is designed to correlate directly with the Stevens Point Area Public School District curriculum. Our goal is to have students benefit the most from their school forest experiences. They will develop a deeper understanding of the concepts learned at the school forest if they are prepared and have time to reflect and review concepts learned.

The curriculum contains optional pre and post fieldtrip lessons that are flexible and brief. Teachers can apply their professional knowledge and insight as to how extensively these activities will fit into their teaching plans. These activities aren’t intended to add an additional burden to our very busy classroom schedules. It is hoped that they can be of help to teachers and enhance the learning experiences of our students.

When teachers have a multi-aged or split grade class, they can choose which school forest lessons they would like to have the school forest staff teach. Contact the Environmental Education Coordinator to make arrangements. The first curriculum written for the school forest in the 1967-1968 school year has been lost in time. It is intended that this renewed effort will be continued into the future with regular updates and additions. The curriculum writers invite teachers to share their ideas and suggestions for additional activities that will enhance this document. All contributors’ activities included will be acknowledged in updated copies of the curriculum.

The following people deserve acknowledgement for their time, dedication and thoughtful insight into the planning and development of this document; Allison Bancker, Jerry Corgiat, Karen Dostal, Pat Hoffman, Kathy Kruthoff, Lori Lampert, Judy Mansavage, Cris Miller, Casey Nye, and Susan Zook.

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Curriculum Scope and Sequence

Students in the Stevens Point School District visit the Boston School Forest each year from Kindergarten through 6th Grade. The visit occurs in a designated season and engages students in activities related to an age-appropriate theme.

Environmental Education Curriculum Topics

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Ada

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Bio

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Seasons and Themes by Grade LevelGrade Season Major Theme(s)

K Winter Basic Needs

1 Winter Life Cycles through the Seasons, Animal Groupings

2 Spring Pond and Forest Ecosystems, Life Cycles3 Fall Biodiversity, Food Chains, and Webs

4 Winter Wisconsin Forests, Seasonal Differences

5 Fall Orienteering, Classification, and Characteristics of Trees

6 Spring Renewable Energy, Geocaching, Service Learning

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Stevens Point Area Public Schools Second Grade Boston School Forest Curriculum

Curriculum Areas: Environmental Science, Social Studies, Language Arts, Math, Physical Education

General Topic: Ecosystems Subtopics: Environmental Appreciation, Ecosystems, Energy, Forestry, Life Cycles, Taxonomy

Standards and Benchmarks Teaching Strategies & Student Activities

Teacher Resources

Assessment tools

ScienceF.4.1 Discover how each organism meets its basic needs for water, nutrients, protection, and energy in order to surviveF.4.2 Investigate how organisms, especially plants, respond to both internal cues (the need for water) and external cues (changes in the environment)F.4.3 Illustrate different ways that organisms grow through life stages and survive to produce new members of their typeF.4.4 Using the science themes, develop explanations for the connections among living and non-living things in various environments

Read Flute’s Journey by Lynne Cherry

Scavenger Hunt Game

Read A River Ran Wild by Lynne Cherry

Draw a web, map, chain, or other visual representation of the pond ecosystem and label its parts

Read “Koluscap and the Water Monster” from Keepers of the Earth.

Ecosystem Hike

Are You Me?

Life Cycle Pond Study

Junior Forester Tree Detectives

Flute’s Journey by Lynne Cherry

Paper, pencils, access to an outdoor area

“Koluscap and the Water Monster” (Keepers of the Earth)

A River Ran Wild by Lynne Cherry

Paper, pencils, crayons, other art supplies as chosen by students

Teacher observation

Completion of web activity, pond study, and tree study

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Boston School ForestSecond Grade Lesson Outline

I. PurposeThese lessons provide options for classroom teachers to extend students’ Boston School Forest experiences. You are encouraged to use these second grade

lessons in whole or in part to help introduce and reinforce basic concepts and vocabulary, to extend enthusiasm generated at the forest, and challenge students to assimilate their knowledge beyond the forest visit. The optional follow-up family activity letter is included for you to copy and send home if you choose.

II. Pre-Field Trip Optionsa.Flute’s Journey by Lynne Cherry – Read aloud and activities

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III. Post-Field Trip Optionsa. A River Ran Wild by Lynne Cherry - Read aloud and activities

b. “Koluscap and the Water Monster” from Keepers of the Earth”

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IV. Family Extension Activitiesa.Nature Detectives

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V. Boston School Forest Activitiesa. Ecosystem Hikeb. Are You Me?c. Life Cycle Pond Studyd. Junior Forester Tree Detectivese. Discovery Center

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VI. Appendix 1. Multiple Intelligences Chart 23

VII. Appendix 2. EE Subgoals Model 24VIII. Appendix 3. Boston School Forest History 25IX. Appendix 4. Location and Directions 28

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Boston School Forest Second Grade Pre-Field Trip Option

District Curriculum Topics: Environmental Appreciation, Biodiversity, Ecosystems, Energy, Forestry, Life cycles, Outdoor Recreation, Taxonomy

School Forest Theme: Pond and Forest Ecosystems

Topics: Interdependence

Alignment to State Standards: EE A.4.3, B.4.4

Multiple Intelligence Connections: Naturalistic, Linguistic-Verbal, Bodily-Kinesthetic, Visual-Spatial

Lesson Length: 30-45 minutes

Supplies/Technology: Flute’s Journey by Lynne Cherry Paper Pencils Access to an outdoor area

Process: (Strategies and Activities)

1. Read Flute’s Journey by Lynne Cherry. Discuss interdependence in the ecosystem of the wood thrush. Discuss the components of the ecosystem of your school neighborhood, yard, or playground.

2. Brainstorm a list of the school neighborhood’s ecosystem components (i.e., birds, trees, grass, bugs, squirrels, etc.). Discuss which items are necessary or are not necessary for balance and overall health of the ecosystem.

3. Explain that you will go outside to get ideas for a scavenger hunt game of school neighborhood animals, plants, trees, or other life forms or habitat. Students may want to bring paper, pencils, and a clipboard. (Direct students according to your procedures for going

outside.)

4. Back inside, instruct individuals or partners to write a list for a scavenger hunt for another classmate, students in their class, or a book buddy.

5. You may choose to have students type their lists on a computer.

Objective: Students will compare the

ecosystem of your school neighborhood to that of the school forest.

Flute’s Journey, Ecosystem Scavenger Hunt

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Boston School Forest Second Grade Post-Field Trip Option

District Curriculum Topics: Environmental Appreciation, Biodiversity, Ecosystems, Energy, Forestry, Life Cycles, Outdoor Recreation, Taxonomy

School Forest Theme: Pond and Forest Ecosystems

Topics: Interdependence

Alignment to State Standards: EE A.4.2, B.4.4, C.4.4

Multiple Intelligence Connections: Linguistic-Verbal, Visual-Spatial, Interpersonal

Lesson Length: 30-40 minutes

Supplies/Technology: A River Ran Wild by Lynne Cherry Paper, pencils, crayons, and other art supplies “Koluscap and the Water Monster” from Keepers of the Earth as

time allows

Process: (Strategies and Activities)

1. Read A River Ran Wild by Lynne Cherry. Locate Massachusetts on a map. Discuss other places this story could happen. Could it happen in Stevens Point? Plover? Did they see water pollution at the school forest? Why or why not? Brainstorm how we could prevent or stop water pollution.

2. Review the pond ecosystem studied at the forest. Discuss components of the system and why all are required for the ecosystem to be balanced and healthy.

Discuss what would happen if even one part of the system were missing.

3. Direct students to work with a partner or in groups to draw a web, map, chain, or other visual representation of the pond ecosystem and label its parts. Regroup and share the pond ecosystem models verbally, visually, or through drama.

4. If time allows read/discuss “Koluscap and the Water Monster” from Keepers of the Earth. Locate Nova Scotia on a map. Talk about the Native American groups MicMac and Maliseet. Discuss which ecosystems benefit

Objective: Students will create a

concrete presentation of the ecosystem studies at the school forest.

A River Ran Wild

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from water and what would happen if we did not have fresh water. (Eventually all systems benefit.)

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Boston School ForestSecond Grade Family Activity

Dear Parents,

Today we went to the Boston School forest. We studied the pond, we went for a hike, we learned about the tree life cycle, and we even got to take home a tree sapling for our yard. This visit to the forest is part of our study of ecosystems and the pond. We learned many of the animals and organisms that depend on one another for survival. Without one part, the others would be in danger.

As a follow-up to our field trip, here are some activities to enjoy with your child at home:

Talk about parts of ecosystems you may have right in your own house. Go through your kitchen cupboards and try to figure out where some

items such as corn, bananas, tuna fish, pineapple, etc. may fit into various ecosystems.

Look at a map to find where these products are from and what role they play in an ecosystem. For example, what might eat it in its native environment and what might it eat? What does it need for survival? What kind of weather does it require for living? Could it live here?

Try this activity at the grocery store. Look at the swordfish, lobsters, beef, chickens, mangoes, coconuts, or milk. What role do they play in their ecosystem? Talk about how people might affect habitats and ecosystems.

No doubt your child will be excited to share the day with you. Take advantage of this opportunity to learn about what your child is learning about.

Have fun!

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Boston School Forest Second Grade Field Trip Program

Environmental Education Curriculum Topics: Environmental Appreciation, Biodiversity, Ecosystems, Energy, Forestry, Life Cycles, Outdoor Recreation, Taxonomy

School Forest Theme: Pond and Forest Ecosystems

Topic: Interdependence

Alignment to State Standards: EE A.4.1, A.4.2, A.4.3, A.4.4

I. Introduction to the Day

Introduce the concept of the ecosystem to students.

Have them look for the living and non-living parts of the ecosystem during a hike in the forest. Lead them to infer that air, soil, water, and sunshine are parts of the ecosystem that support life.

II. Discovery Center

Following the hike, meet the rest of the group at the Discovery Center for hands-on exploration time.

III. Are You Me? Game (Adapted from the Project Wild Aquatic K-12 Curriculum and Activity Guide: 2006. 2-7)

ObjectiveStudents will recognize various young stages of aquatic animals and match them with corresponding stages to complete a life cycle.

Procedure Make picture cards of aquatic animals representing the stages of development within a life

cycle (i.e., adult, larva, juvenile, egg, nymph, pupa, etc).

Objectives: Students will investigate

forest and pond ecosystems to draw conclusions about the living and non-living parts of ecosystems.

Students will learn the life cycle stages of organisms.

Students will be able to describe two or more characteristics of different tree species and learn tree identification strategies.

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Introduce the aquatic animal cards to the students. Designate several students to represent the adult group and give each of those students an adult animal card. Give each remaining student an animal card representing the younger stages of development. Make sure there are corresponding matches. Instruct the students to look for their match (younger development stages matched with adult stage).

When all the students have made their choices, let the animal life cycle groups ensure they are correct. When all of the life cycle stages are matched correctly, have the students look for the similarities and differences in how aquatic animals grow and change. This can be repeated several times by shuffling the adult and young picture cards so that each student becomes familiar with a wider array of animals.

IV. Pond Study

Discuss the forest ecosystem that the children explored during the morning hike. Ask what other ecosystems are at the school forest that would have different kinds of living things than what they observed in the forest. Explain that as they observe the pond ecosystem they will identify living things at various stages of their life cycle.

Explain how they will collect water samples from the pond to observe and identify. After water samples are collected, take the group to the Discovery Center and demonstrate the

use of microscopes, how to prepare a slide and how to humanely return the organisms to the water sample. Explain how to use the Key to Aquatic Pond Life to learn the name of the organisms they observe.

V. Junior Forester Tree Detectives

Adapted from Access Nature, published by The National Wildlife Federation. See attached information.

Materials: Field guide to Trees of the Boston School Forest Have students observe the trees in the forest. Review how trees,

as part of the ecosystem, obtain nutrients, water, and energy. Have students reflect on what trees return to the ecosystem

and provide to humans as a renewable resource. Lead the children to deciduous and broad-leafed trees and have them look for clues that will help them to learn the names of each of the trees they examine. Have students write their observations.

Have them use the clues they find to identify the tree in the Field Guide to Trees of the Boston School Forest.

Conclude by having students choose a small white pine to dig and plant at home. Discuss good planting and care of the tree. Have students share their ideas about why trees are important to people and wildlife.

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ACTIVITY

17 Tree Detectives

Summary:

Participants practice obser-vation skills and apply them to identifying trees in their neighborhood.

Grade Level:3-6

Time:45 minutes

Learning Objectives:Participants will be able to:Demonstrate basic observa- tion and identification skills.Describe different charac- teristics of two (or more) different tree species.Associate particular charac- teristics with different tree species.

Materials Needed:Age-appropriate field guides, including: The Audubon Society’s Nature Guides, Golden Guides, The Peterson’s Field Guide Series (Peterson First Guide to Trees for Younger Parti- cipants), Nature Study Guild’s Tree Finder, etc.For younger participants, large pictures of leaves and bark of trees examinedSmall notebooks & pencils

Background:

Learning how to identify trees by studying their differ-ent parts and examining their

habitat can help participants become familiar with local plant life. In addition, once participants learn good observation and identification techniques, it is easier for them to transfer these skills to the study of other organisms that live in the area, such as songbirds or native flowering plants.

A good rule of thumb when working to identify trees, or most other life forms, is to observe three or more characteristics about the organism before heading for a field guide or making a final decision. At least two of these characteristics should not be related to the size of the specimen. Relying too heavily on one type of clue can lead to incorrect identification.

For example, imagine that a participant knows that the leaves of a quaking aspen tree flutter in the wind and that the tree generally grows somewhere between 40 and 70 feet tall. With nothing else to go by, he or she might spot a young 40-foot tall eastern cottonwood (they grow to about 100 feet!), its leaves fluttering much the same way an aspen’s would, and incorrectly call the tree an aspen. Examining other details, such as the bark of the tree, the leaf shape, and its habitat would make correct identification much more likely.

The following are things to consider when identifying trees: r

Does it have needles or leaves? Does it lose its leaves in the winter (deciduous), or not (evergreen)? What is the size, shape, color, and general appear- ance of the leaves or needles? Look closely at the color, texture (scaly, smooth, ridged, fissured, etc.), thickness, and anything unusual about the bark. How are the leaves at- tached to the stem (facing opposite each other, alternating, etc.)? Look closely at the flower, fruit (including nuts and acorns), or cone of the tree. Estimate the size (in height and diameter) and general shape of the tree. What does the crown, or top area of the tree look like? Look closely at its habitat. What is growing around the tree? What is the area like (swampy, mountainous, near a lake, desert-like, in the tundra, etc.)? Consider its geographic region. Some trees, like the live oak (found almost ex- clusively along _________ ______________________

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ACTIVITY

17 Tree Detectives

In particular, encourage small groups to discuss what wild-life might depend on the tree they have studied and what kinds of native plants might grow nearby. Ask partici-pants if they can find other trees of the same kind at their study site.

8. Ask participants, Why do you think tree identification can be useful? (It helps to evaluate the health of the forest, the kind of habitat available, the amount of biodiversity present, the kinds of trees certain animals use, etc.) Ask them what interesting things they learned about the process.

Note: The leaf hunt portion can also be done with nuts, seed pods, other fruits, or pine cones. Consider doing a nut/fruit/cone hunt in addition to the leaf hunt if the items are available.

For Younger Participants(Grades 1-2):

Prior to the activity, select a number of different tree leaves and paste one of each onto a sheet of paper. Make several sets of these guides, enough for each small group.

On the tree hunt, have partici- pants try to find a leaf that matches each of those in their guide. If the leaves can be found on the ground, have them take one that matches each sample. Ask partici- pants to explain what is similar about the leaves they found and to describe some differences. How can they tell which ones match? Have participants draw pictures of the leaves they found.

For Older Participants(Grades 7 and Up):

Instead of using the Leaf and The Whole Tree Clue Sheets attached, have participants create their own field note- book. Have them answer the same questions, but do so by organizing their own notes. Older participants may come up with their own method for identifying trees.

Questions:

How can you tell one kind of tree from another? What characteristics can you use? What does this information tell you about a forest?

Adaptations:Refer to general adapta- tions on pages 11-16.Hearing Disabilities: Have tree part samples such as leaves, bark, and acorns for participants to explore to help illustrate your dis- cussion and reinforce learning. Have a set time and place for participants to meet in case they get separated while outside. Consider marking boundary areas with flags or rope for the tree expedition. Position yourself and the interpreter so the partici- pants can see you for further directions or warnings while on the trail.

Learning/Cognitive Disabilities: Have tree part samples such as leaves, bark, and acorns for participants to touch to help illustrate your discus- ion and reinforce learning. Create a separate sheet for each of the graphics on the handout to use as a demon- stration. Create leaf shapes etc., out of felt or other fa- bric so participants can feel the differences. If possible, ______________________ ______________________

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Closing the Day

Review with the students the day’s activities. Ask them what they learned and enjoyed. Encourage them to share these activities and what they learned today with their family in the backyard or neighborhood park. Refer to the take-home activity their teacher may have for them.

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Appendix 1. Multiple Intelligences – “The Eight Smarts”

Disposition/Intelligence Sensitivity to: Inclination for: Ability to:Verbal-Linguistic Intelligence Word Smart Rudyard Kipling

meanings, structures, and styles of language

speaking, writing, listening, reading

speak effectively (religious leader, politician) or write effectively (poet, editor, journalist, novelist, copywriter)

Logical – Mathematical Intelligence Number Smart Thomas Edison

patterns, numbers, and numerical data, causes and effects, objective and quantitative reasoning

linking pieces, making calculations, forming and testing hypotheses using the scientific method, deductive and inductive reasoning

work effectively with numbers (accountant, statistician, economist) and reason effectively (engineer, scientist, computer programmer)

Spatial Intelligence Picture Smart Leonardo da Vinci

colors, shapes, visual puzzles, symmetry, lines, images

representing ideas visually, creating mental images, noticing visual details, drawing, and sketching

create visually (artists, photographer, engineer, decorator) and visualize accurately (tour guide, scout, ranger)

Bodily – Kinesthetic Intelligence Body Smart Sean White

touch, movement, physical self, athleticism

activities requiring strength, speed, flexibility, hand-eye coordination, and balance

use the hands to fix or create (mechanic, surgeon, carpenter, sculptor, mason) and use the body expressively (dancer, athlete, actor)

Musical Intelligence Music Smart Ludvig van Beethoven

tone, tempo, melody, pitch, sound

listening, singing, playing an instrument

create music (songwriter, composer, musician, conductor) and analyze music (music critic)

Interpersonal Intelligence People Smart

Oprah Winfrey

body language, moods, voice, feelings

noticing and responding to other people’s feelings and personalities

work with people (administrators, managers, consultants, teachers) and help people identify and overcome problems (therapists, psychologists)

Intrapersonal Intelligence Self Smart Helen Keller

one’s own strengths, weaknesses, goals, and desires

setting goals, assessing personal abilities and liabilities, monitoring one’s own thinking

mediate, reflect, exhibit self-discipline, maintain composure, and get the most out of oneself

Naturalist Intelligence Nature Smart

Aldo Leopold

natural objects, plants, animals, naturally occurring patterns, ecological issues

identifying and classifying living things and natural objects

analyze ecological and natural situations and data (ecologists and rangers), learn from living things (biologist, botanist, vetenarian), and work in natural settings

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(hunter, scout)

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Appendix 2. EE Subgoals Model

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Appendix 3. Boston School Forest History in BriefIn the 1930’s H.R. Nobel, local agricultural agent, asked for donations of land to establish school forests in Portage County. In 1937, Mr. Harry D. Boston donated 80 acres. The land is shared by; UWSP (20 acres), catholic schools (15 acres) and the public schools (45 acres).

On May 11th, 1937 Governor Phillip La Follett planted the first tree on the property during a dedication ceremony. Between 1937 and 1958 school children helped to plant over 111,000 trees.

The forest was used by P.J. Jacobs high school classes (instructor Ray Gilbertson. County agent Pinkerton help annual meetings there with county teachers.

In 1938 a fire tower was erected and connected by phone to the state nursery in Nekoosa. It was moved to the State Fair Grounds in West Allis in 1950.

In 1964 the first pulp cut took place under the management of county forester, Gerald Ernst. The conservation classes at P.J. Jacobs did the cutting and piling during the winter. This was the first income from the school forest and was instrumental in funding the first building construction at the forest.

During the 1967-1968 school year, curriculum director Roger Bauer started curriculum committees. Dennis DeDeker and Steve Bogaczyk were co-chairs of the Outdoor Education Curriculum Committee. (Steve is a current member of the BSF Committee). The Boston School Forest was recognized as a valuable educational site. Curriculum materials were written and activities planned. In April 1968 Steve Bogaczyk and Uldine James spent the day at the forest with sixth graders. In 1969 an open shelter and outhouse was built to accommodate these groups.

Between 1970 and 1979 the school forest was used by high school classes and occasionally by sixth grades classes. Vandalism was a problem and the shelter was badly damaged.

Many changes and improvements continued through the 80’s and 90’s! High school students built the first two cabins in 1979-1980. The discovery center classroom trailer was moved in from Washington School, and the open shelter was closed in and improved, this is now Nobel Lodge.

The 1980-1981 school year saw the first of the annual donations from school PTO’s.

Sally Ellingboe was hired in 1983 as the Environmental Education Coordinator, working with K-6 students and Dennis DeDeker’s high school students.

A total of 5 cabins were built along with the caretaker’s residence with labor provided by high school students and teachers between 1980 and 1983.

1993-1995 plans were made and fund-raising took place for the building of Oelke Lodge. During this campaign a total of $281,777 was donated by the community!

Ground breaking for the new lodge was held on Arbor Day, April 28, 1995. Students first moved into Oelke Lodge in Feb. 1997.

In 1995 the bridge over the pond was built by the Wisconsin Army National Guard.

In 1999 and 2000 the low and high ropes elements were added.

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In 2001 the state of Wisconsin required the BSF to become licensed as a camp. Improvements to meet this requirement were made to the cabins, and Nobel Lodge. The BSF received a camp license in June of 2001. The facility inspected yearly in order to maintain the camp license.

Sally Ellingboe retired September 6th of 2002. A dedication ceremony was held and the pond, dug back in 1985, was named Ellingboe pond in her honor. Karen Dostal was hired as the new E.E. coordinator.

In 2003 the school forest received an $18,000 grant form the Wisconsin Environmental Education Board. The project entitled A Forest for the Future: Biodiversity and Sustainable Forestry at the Boston School Forest funded the development of a sustainable forestry management plan to promote biodiversity at the school forest. Nick Snavely was hired during the summer of 2003 to do research and develop the new management plan.

A new environmental education curriculum was written during the 2003-2004 school year by teachers Casey Nye, Judy Mansavage, Allison Banker, Lori Lampert, Kathy Kruthoff, Susan Zook, Cris Miller and school forest staff Pat Hoffman and Karen Dostal. The curriculum was implemented in the 2004-2005 school year.

McIntee Forest Products was hired in May of 2004 to do the most extensive tree harvest at the school forest. 400 cords of red pine and 40 cords of white pine were harvested. Some of the logs went to Stora Enso in Wisconsin Rapids for paper pulp. The rest was sold to Biewer Lumber in Prentice WI for lumber. The harvest was started in November of 2004 and finished in February of 2005.

During the summer of 2004 Logan Rostad and Jordan Hoerter earned their Eagle Scout status by completing cabin projects. Logan worked on Pine cabin and Jordan completed the interior of Elm cabin. The batton on board paneling that was installled was milled on site from logs harvested where the prairie now exists. The milling of the logs was done by Tim Osborne, Tech. Ed.teacher at P.J. Jacobs Jr. High. He was assited by Mark, Karen and Robin Dostal, Gary Glennon and Chris Piche.

In November of 2004 fifth grade students helped to clear and plant the prairie in front of the Discovery Center.

In the spring of 2005 6th grade students from the district worked to restore the trails, stack brush to be chipped and plant trees as a restoration of the forest. Over 1800 seedlings were planted. Tree species include: Red, White and Burr Oak, Sugar Maple, Green Ash, Black Cherry, and Prairie Crab , Wild Plum and White Spruce. Shrubs include: Ninebark, Red Osier, and Silky Dogwood.

In November of 2005 the BSF worked with the USWP fine arts department’s with the Grain Project. Five environmental sculptors from around the world created and installed art in the Stevens Point Community. Urs P. Twellmann of Bern, Switzerland created 3 spheres from branches found on the school forest site. Children were able to observe his work daily. The spheres were located at the turn of the driveways and visible from the entrance to the school forest.

In May of 2006 an new totem pole was erected on the south east side of the pond. The pole was carved from a white spruce and a white pine that blew down in a windstorm in early December of 2005. The main pole is white spruce. The elephant ears and sun’s rays are carved from the white pine. Bill McKee’s Wood Design class in the art dept. of UWSP created the design work and carved the pole. Mrs. Kate Hardina’s 6th grade class from McDill helped to put up the pole. The art students and the 6th graders carried the pole to the site and all helped to hoist it into place.

Matthew Roland earned his Eagle Scout rank during the summer of 2006. His project was to make new cedar signs for the school forest. The signs were made from recycled cedar utility poles.

2007 marked the 70th anniversary of the Boston School Forest. On Friday May 11th a celebration ceremony was held. State Senator Julie Lassa attended and presented a citation to commemorate the occasion. Secretary of State Doug LaFollett addressed the gathering and helped students plant a memorial tree ( Service Berry, Amelanchier grandiflora). The Jefferson School of the Arts drumming club lead by teachers Joan Curti, Doris Blanche provided entertainment. Third Grade student, Rachel Trzebiatowski sang an original song. Several of the original tree planters from the 1930’s , 1940’s and 1950’s attended and were recognized during the ceremony. Tree planters who

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were able to attend included; John Worzella, Jane Brooks-Wheritt, Louis Rozner, Betty Polebilski, and and Noel McCormac. Five generations of the Boston Family were in attendance. Great-Grandmother Bea Boston, Harry Boston’s niece and her grandson Bill Boston hung a portrait of Mr. Harry Boston in Oelke lodge.

On July 27th and 28th , 2007 the BSF staff along with Graduate Student, Emily Hill held the first of 5 Leave No Family Inside events for the year. Families learned camping skills and Leave No trace Ethics during the camp-out in July. In October, families learned Geocaching and Questing skills. In February family participants came to cross-country ski and snowshoe during the first winter of normal snowfall in Wisconsin in many years. On Earth Day 2008 families attended a birding festival celebrated with games, birding hikes and a program on owls featuring Archimedes the great horned owl and his friend Gina Maria Javurek. The LNFI programs were funded through grants from the Wisconsin Environmental Education Board and The Community Foundation of Portage County.

Karen Dostal was given the School Forest Administrator of the Year Award and Pat Hoffman was given the Teacher of the Year Award at the Midwest Environmental Education Convention in October.

Eagle Scout projects completed this year include the following: Andrew Roland completed the interior remodeling of Oak Cabin. Joe Banovetz built an interior room with a pocket door in Elm cabin. Chris Denny completed the interior remodeling of Maple Cabin. Adam Ziehr installed new split-rail fencing around the prairie and pond.

The four-year-old Kindergarten classes attended environmental programs for the first time in May and June. Teachers, volunteers, Patty Schulz, Curtis Meshak and Lydia Davis, and BSF staff lead the young explorers on hikes and ended the program with playtime in the newly developed Nature Play Area.

In 2008, grants from the Wisconsin Environmental Education Board and Community Foundation of Portage County were awarded in May for $4438 and $1060 respectfully. These grants funded the development of a new Discovery Center in the basement of Oelke Lodge. The old trailer that housed the Discovery Center since 1983 was cleaned, remodeled and turned into the ski and snowshoe shack during the summer of 2008. Eagle Scout Michael Desteffan assisted with the Discovery Center move. Michael Storch developed a ski trail on the west side of the property for ski trail access from the new ski shack.

During 2009, Teresa Johnson designed and built five interactive exhibits in the discovery center. Luke Williamson and members of the Environmental Education and Naturalists Association painted the mural in the mammal exhibit. Eagle Scout Bryce Gunderson remodeled the kitchen cabinets in Noble Lodge. Eagle Scout Dylan Sadogierski built nest boxes for the song bird trail and Matthew Gates completed an invasive plant removal project on the east side of the property.

Our family programs, funded by a grant from the Community Foundation of Central Wisconsin, in 2010-2011 were very well attended by the community. There was an open house with hikes, outdoor games and indoor nature crafts in October. The Cross County Ski day brought in over 200 participants between 10 a.m. and 4 p.m. The Snowshoe Adventure night had 60 hikers. The theme for the Earth Day Festival in April was Sustainably Lifestyles. 25 families and over 100 participants played games, enjoyed picnic dinners and learned about “living green”.

J.T. Kowalski, Jim Jacobs and Nick Stiltson completed Eagle Scout projects. J.T. built 12 new Leopold benches, Jim rebuild the retaining walls around Oelke Lodge and Nick built a play cabin for the Nature Play area.

Teresa Johnson and Julie Dopp began the year as new BSF program facilitators in 2010.

On May 17, 2011 the BSF held a Solar Celebration. Jill Schafer’s second grade class recited a poem to open the celebration and sang a song in closing. Teresa Johnson, Julie Dopp and Sue Anderson wore giant puppet costumes representing the sun, water and the forest. They greeted all of the participants. Don Keck brought a facsimile check for $78,050 and presented it to Karen Dostal and Dr. Weninger. Tom Brown president of the Midwest Renewable Energy Board, Patti Dreier, Portage County Executive, Jamie Molica form the K12 Energy Education Project and Gretchen Marshall the State Outdoor Education Specialist all had words to share with the gathering. The solar power plant will produce 26,000 kWh’s per year.

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Appendix 4. Location and Directions

The Boston School Forest is located on Lincoln Avenue off of Business 51 in Plover, WI.

Take Division St. / Business 51 south to Plover, WI or take US 51/I39 and Exit 153 (Plover- Amherst). Turn west onto Plover Road/ County B. Turn left onto Division St. / Business 51 south.

From Division St. / Business 51, turn onto Lincoln Avenue (the same intersection as the Village of Plover water tower).

After about one mile, look for the sign on the left and the driveway on the right. You will turn right (off Lincoln Ave. into the Boston School Forest's front parking lot).

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