GARNA Upper Arkansas Valley Ecological Literacy Program
Table of Contents
Elementary School Lesson Plans………………………………………………………………………….2-3
Elementary School Field Trip Logistics Summary…………………………………………………….....4
Middle School Lesson Plans………………………………………………………………………………5-6
Middle School Field Trip Logistics Summary……………………………………………………...........7
High School Lesson Plans…………………………………………………………………………….….8-10
High School Field Trip Logistics Summary………………………………………………………..........11
Please visit www.garna.org for student photos, testimonials, classroom presentations and handouts.
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GARNA Upper Arkansas Valley Ecological Literacy Program
3rd Grade Ecology Unit:
Colorado Life Zones
Four contacts: pre-field trip classroom lesson, field trip, post-field trip lesson (fall), and spring capstone
service project.
Concepts:
 Colorado has six unique life zones.
 Different plant and animal communities reside in each life zone. These patterns form the study
of Colorado ecology.
Outcomes:
 Students will demonstrate ecological literacy about Colorado life zones and ecology by
developing life zone maps based on their data collection in different life zones in Chaffee
County.
 Students will participate in a capstone service project to review and solidify their experience.
Colorado Model Content Science Standards:
#1 - Students apply the processes of scientific investigation and design, conduct, communicate about, and
evaluate such investigations.
#3 - Life Science: Students know and understand the characteristics and structure of living things, the processes
of life, and how living things interact with each other and their environment.
#5 - Students understand that the nature of science involves a particular way of building knowledge and making
meaning of the natural world.
Pre-Field Trip Preparation (in-class before field trip Wednesday September 22 8:30a-12:30p)
Instructor: Maggie Gaddis
 View introductory powerpoint about Colorado life zones and ecology
 Overview of field trip and logistics
 Small group activity: map study of field trip area
Learning Objectives:
 Define ecology, life zones, elevation.
 Introduce the scientific method.
 Brainstorm hypotheses about the field trip (i.e. there are different plant communities in
Colorado).
 Use maps (on handouts) to locate field trip sites.
 Students collect and record elevation data for field trip sites using topographic maps.
Teaching Tools/Materials:
 Powerpoint presentation
 Handouts
 Topographic maps
 Writing utensils
 Biota cards
Introductory discussion to address: What are life zones? Ecology? Elevation? Climate? Topo
maps? Play the biota game. Prepare student notes for field trip (composition books?)
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Field Trip (Friday September 24 9:00a-2:30p)
Instructors: Maggie Gaddis, TBA
 Three stops in different life zones.
 Divide students from each bus into two rotating stations at each stop.
 Rotate through stations (1 instructor stays at each station, 1-2 adults escort students between
stations).
Learning Objectives:
 Students observe life zones by traveling up Monarch pass.
 Students collect data concerning plant communities and evidence of wildlife at different
elevation stops.
Teaching Tools/Materials:
 Handouts
 Topographic maps
 Compasses
 Camera
 Pencils and crayons
 Rulers
 Thermometers
 Hula hoops
Field Stops
9:00-10:00a – get on buses, travel to first site, program introductions
1. Foothills-Montane – potential location: CR
10:00a-11:15a - Data collection and Leave No Trace charades
2. Montane-Subalpine – potential location: Monarch Ski Area parking lot
11:30a-12:00p Lunch
12:00p-1:00p Data collection and games (Oh, Deer! Habitat Lap Sit, Predator/Prey).
3. Subalpine-Alpine – potential location: top of the pass
1:00p- 2:00p Data collection and reflective hike
Outline of Field Stop
1. Locate stop on worksheet map.
2. Note elevation on map, measure and record air temperature.
3. Lead group in discussion about the landscape view at the stop. Show biota cards to remind
them of who lives here.
4. Pairs of students inspect the smaller view of a hula hoop plot. Students can draw, take leaf
rubbings or make shadow drawings to support measurements like plant height or leaf width.
5. Group plays a game at the CR 202 and Monarch Park stops. Group goes on a hike at the top of
the pass.
NOTE: Bus 1 travels from low to high elevation stops while Bus 2 starts at the top of the pass and
travels down. Buses will meet at Stop 2 for lunch and programming.
Observation at each life zone stop: Record elevation, temperature, climate, and general
assessment of vegetation with hula hoops. Games and reflective hike support tangential concepts like
stewardship ethics, habitat interconnectivity and the importance of observation in science.
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Elementary Field Trip Logistics Summary: Colorado Life Zones
Total students: 67
Pre-Field Trip Preparation (in-class before field trip Wednesday September 22 8:30a-12:30p)
Instructor: Maggie Gaddis
 View introductory powerpoint about Colorado life zones and ecology
 Overview of field trip and logistics
 Small group activity: map study of field trip area
Field Trip (Friday September 24 9:00a-2:30p)
Instructors: Maggie Gaddis, Ann Ewing, Ruth Runges-Barnes, Alison Ramsey
 Three stops in different life zones.
 Divide students from each bus into two rotating stations at each stop.
 Rotate through stations (1 instructor stays at each station, 1-2 adults escort students between
stations).
Field Stations:
9:00-10:00a – get on buses, travel to first site, program introductions
4. Foothills-Montane – location: CR 220 Picnic Area
10:15a-11:15a - Data collection and games/worksheet activities (switch at 30 minutes)
5. Montane-Subalpine – location: Monarch Park Campground
11:30a-12:00p Lunch
12:00p-1:00p Data collection and games/worksheet activities (switch at 30 minutes)
6. Subalpine-Alpine – location: top of Monarch Pass.
1:00p- 2:00p Data collection and reflective hike (switch at 30 minutes)
NOTE: Bus 1 travels from low to high elevation stops while Bus 2 starts at the top of the pass and
travels down. Buses will meet at Stop 2 for lunch and programming.
Bus One- start at CR 220
Ms. Powers- games
Ann and Ruth- life zone investigation
Ms. Giorno- assist
Bus Two- start at top of pass
Ms. Maddox- games
Maggie/Alison/Chandra- life zone
investigation
Mr. Tameler- assist
In-class Follow-up (Tuesday September 28)
Instructor: Maggie Gaddis
 Students complete life zone maps (posters) that relate elevation and life zone to ecological
attributes.
 Display work in hall/cafeteria by class.
Spring Service Field Trip:
 TBA
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GARNA Upper Arkansas Valley Ecological Literacy Program
6th Grade Ecology Unit:
The Arkansas River Watershed and its Ecosystems
Four contacts: pre-field trip classroom lesson, field trip, post-field trip lesson (fall), and spring capstone
service project.
Concepts:
 Changes in environmental conditions can affect the survival of organisms, populations, and
entire species.
 Organisms interact with each other and their environment in various ways that create a flow of
energy and cycling of matter in an ecosystem.
Outcomes:
 Develop, communicate, and justify an evidence-based explanation about the ecological
community on the banks of the Arkansas River.
 Link biota with habitat types to understand ecology.
 Create a visual representation of the river and its ecological communities.
Colorado Model Content Science Standards:
#1 - . Students apply the processes of scientific investigation and design, conduct, communicate about, and
evaluate such investigations.
#3. - Life Science: Students know and understand the characteristics and structure of living things, the
processes of life, and how living things interact with each other and their environment.
#5. - Students understand that the nature of science involves a particular way of building knowledge and making
meaning of the natural world.
Pre-Field Trip Preparation (in-class before field trip on Wednesday September 15th ) Instructor:
Maggie Gaddis




View introductory powerpoint
Overview of field trip and logistics
Organize field notebook with data charts, etc
Biota game
Learning Objectives:
 Trace the Arkansas watershed from its start to the Gulf.
 Define ecology and ecosystems.
 Define producers, consumers, decomposers and food chains/webs.
 Introduce biota and habitats found at Mt Ouray (field trip site).
Teaching Tools/Materials:
 Pre-test
 Powerpoint presentation
 Handouts
 Biota game cards and poster
 Composition books
 Tape or sticky tack
 Permanent markers
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Field Trip (Thursday September 16th at Mt Ouray Wildlife Unit)
Instructors: Dibby Olson, Ed Eberle, Brian Lamont and Maggie Gaddis



Travel to site on river, introduction/review/instructions
Divide students into four groups by science class to go through four stations.
Rotate through stations (1 instructor stays at each station, 1-2 adults escort students between
stations):
Field Stations:
7. Aquatic Investigation (facilitator: Ed Eberle) – Collect aquatic organisms at different locations in
river, ID, draw and record observations in notebook.
8. Reflective Hike (facilitator: Brian Lamont) – discuss river’s course and it’s importance.
Discussion Points: Human uses and effects, invasive species, plants and animals, habitats, quiet
reflection/journaling.
9. Riparian and Terrestrial Investigation (facilitator: Maggie Gaddis) – collect richness data using
hoola hoops for plots. Record and draw observations.
10. Habitat Games (facilitator: Dibby Olson) - Oh, Deer! Habitat Lap Sit, Predator/Prey.
Learning Objectives:
 Observe and measure the differences between the aquatic, riparian and terrestrial habitats.
 Sketch and take notes about biota encountered. Data will be utilized in post-field trip session.
 Gain an appreciation for the local natural environment.
Teaching Tools/Materials:
 Aquatic materials supplied by Trout Unlimited (Ed Eberle).
 Riparian/ Terrestrial materials:
o Maps of the Arkansas river in Chaffee County
o Handouts in composition books
o Pencils and crayons
o Hula hoops
o Biota game cards and poster.
o Field guides
 No materials for games and hike.
 All instructors should take pictures.
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Middle School Field Trip Logistics Summary: The Arkansas River
Pre-Field Trip Preparation (in-class before field trip) – Instructor: Maggie Gaddis
 Organize field notebook with data charts, etc
 View introductory powerpoint
 Overview of field trip and logistics
 Flora and Fauna game
Field Trip (Instructors: Dibby Olson, Ed Eberle, Brian Lamont and Maggie Gaddis)
 Travel to site on river, introduction/review/instructions
 Divide students into four groups by science class to go through four stations.
 Rotate through stations (1 instructor stays at each station, 1-2 adults escort students
between stations):
Field Stations:
11. Terrestrial Investigation (facilitator: Maggie Gaddis) – collect richness data using hula
hoops for plots. Record and draw observations.
12. Reflective Hike (facilitator: Brian Lamont) – discuss river’s course and it’s importance.
Discussion Points: Human uses and effects, invasive species, plants and animals,
habitats, quiet reflection/journaling.
13. Aquatic Investigation (facilitator: Ed Eberle) – Collect aquatic organisms at different
locations in river, ID, draw and record observations in notebook.
14. Habitat Games (facilitator: Dibby Olson) - Oh, Deer! Habitat Lap Sit, Predator/Prey.
In-class Follow-up:
 Students complete natural history posters that describe the river and riparian ecology.
 Develop questions and hypotheses to explore with collected data.
 Graph data – compare average richness values in aquatic, upland and riparian plots.
 Present data by smaller groups to class.
 Display work in hall/cafeteria by class.
Spring Field Trip:
 To coincide with GARNA’s “Clean Up, Green Up” day. Students will participate in a
community service project in or around Salida as part of the May 15th celebration. ½
day.
Field Trip Schedule:
Bus 1 and 2 – Drop students off at Mt. Ouray Unit (on CR160)
Groups convene at field trip sites for introduction and logistics.
8:45- 9:35a
9:40-10:30a
10:30-11:00a
11:00-11:50a
11:55a-12:45p
12:45
1st rotation
2nd rotation
lunch
3rd rotation
4th rotation
Get on the bus
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GARNA Upper Arkansas Valley Ecological Literacy Program
10th Grade Ecology Unit:
Public Lands Management
Four contacts: pre-field trip classroom lesson, field trip, post-field trip lesson (fall), and spring capstone
service project.
Concepts:
 Colorado has a great resource of public land.
 Public land is managed for multiple uses and thus has many stakeholders.
 Cooperation between land management agencies is necessary to maintain contiguous wildlife habitat.
Outcomes:
 Students will demonstrate ecological literacy about public lands management.
 Students will participate in a stakeholder debate that recreates the Fourmile history.
Colorado Model Content Science Standards:
#1 - Students apply the processes of scientific investigation and design, conduct, communicate about, and
evaluate such investigations.
#3 - Life Science: Students know and understand the characteristics and structure of living things, the processes
of life, and how living things interact with each other and their environment.
#5 - Students understand that the nature of science involves a particular way of building knowledge and making
meaning of the natural world.
Pre-Field Trip Preparation (in-class before field trip Monday September 20)
Instructor: Maggie Gaddis
 View introductory powerpoint about Fourmile history and public agency introductions.
 Overview of field trip and logistics
 Small group activity: assign stakeholder roles for student groups. Give students materials to talk
about in preparation for the field trip
Learning Objectives:
 Define ecology, habitat, stakeholder.
 Introduce the ecology of the field trip site (Fourmile).
 View a powerpoint/video that describes the Fourmile cooperative management system.
 Assign stakeholders and form student groups.
 Students begin to research their stakeholder position.
Teaching Tools/Materials:
 Powerpoint presentation
 Handouts
Introductory discussion: It will be very important to define the task at hand- to collect data about
the stakeholders’ positions and the ecological impact associated with that stakeholder.
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Field Trip (Monday September 27 8:30-2:00p)
Instructors: Maggie Gaddis, Julie Mach, TBA)
 Four rotations
 Divide students from each bus into two groups.
 Rotate through stations (1 instructor stays at each station, 1-2 adults escort students between
stations).
Learning Objectives:
 Students describe the local ecosystem and its sensitivity to use (even by animals) over
time.
 Students learn who the different land-managing agencies involved in Fourmile.
 Identify issues of land use for management in Fourmile.
Teaching Tools/Materials:
 Handouts
 Writing utensils
 Camera
Field Stations:
8:30a-9:45a – get on buses, travel to first site, program introductions
15. Students meet public lands managers for multiple use discussion –
9:45a- 10:20a – open discussion
16. Habitat and Recreational Use Investigation Hike –
10:25a- 11:00a – data collection and journaling included.
Lunch –
11:00a- 11:25a
17. Students meet volunteers from Friends of Fourmile –
11:30a- 12:05p – open discussion
18. Games –
12:10p- 12:45p – (Oh, Deer! Habitat Lap Sit, Predator/Prey)
12:45p – get on the bus
Note-taking in the field- Students should be afforded time to write down their thoughts during each
rotation. Data collection will be qualitative, thus immediate reflection will be necessary to capture
meaningful details.
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In-class Follow-up (Tuesday October 5)
Instructor: Maggie Gaddis
 Students will demonstrate their understanding of public lands management by having a
stakeholder debate.
Learning Objectives:
 Students will assume a stakeholder role in a class debate.
 Students will demonstrate ecological literacy through poignant details of stakeholder
position and ecological concerns.
Teaching Tools/Materials:
 Podium (optional)
 Video camera
 Nice clothes (tell the students!)
Capstone Project Guidance and Concluding Remarks: Give a summary narrative about the
program to set the stage for the audience. Discuss job opportunities with local land managing
agencies.
Spring Service Field Trip (TBA)
 TBA
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High School Field Trip Logistics Summary: Habitat Management on Public Lands
Total students: 76
Pre-Field Trip Preparation (in-class before field trip Monday September 20)
Instructor: Maggie Gaddis
 View introductory powerpoint about Fourmile history and public agency introductions.
 Overview of field trip and logistics.
 Small group activity: assign stakeholder roles for student groups. Give students materials to talk
about in preparation for the field trip.
Field Trip – Collegiate Peaks Overlook (Monday September 27 9:00a-2:00p)
GARNA Instructors: Maggie Gaddis, Julie Mach, Kalem Leonard, Trevor Thonoff, Alan
Robinson, Alison Ramsey
 Four rotations
 Divide students from each bus into two groups.
 Rotate through stations (1 instructor stays at each station, 1-2 adults escort students between
stations).
Field Stations:
8:30a-9:45a – get on buses, travel to first site, program introductions
NOTE: Students are escorted by high school teachers to the different rotations.
19. Students Meet Public Lands Managers - Kalem Leonard-BLM and Trevor Thonoff-USFS
9:45a- 10:20a – open discussion
Talking points: Kalem & Trevor’s intro (natural resource careers), what is multiple
use/public lands/BLM/USFS, ecological and social issues associated with multiple use.
20. Reflective Hike and Games – Julie Mach, SW Conservation Corp
10:25a- 11:00a – ecology games (see attachment) and reflective journaling (students have a
handout for this).
Lunch –
11:00a- 11:25a
21. Students Meet Friends of Fourmile Volunteers – Alan Robinson, Dudley Fecht
11:30a- 12:05p – open discussion
Talking points: Volunteer intro (why volunteer on public lands?), recount the formation
of Fourmile Travel Management Area, discuss consensus-building between stakeholderuser groups.
22. Wildlife and Recreational Use Investigation – Maggie Gaddis
12:10p- 12:45p – hike to hunt for signs of use (animal and human) on the landscape and
reflective journaling.
12:45p – get on the bus
In-class Follow-up (Tuesday October 5)
Instructor: Maggie Gaddis
 Students will demonstrate their understanding of public lands management by having a debate
during which they represent different stakeholder groups at Fourmile.
Spring Service Field Trip:
 TBA
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