C ENHANCE YOUR FIELD TRIP EXPERIENCE GRADES 3-5/ESE 6-8boktowergardens.org/.../2013/03/BTG-Garden-Classroom-3-5-ESE-20… · Fish and plants in specific areas of interest: The fish

Bok Tower Gardens - Tools for Teachers Curriculum – 3-5/ESE 6-8 1 www.boktowergardens.org

TOOLS FOR TEACHERS

CURRICULUM TO ENHANCE YOUR FIELD TRIP EXPERIENCE GRADES 3-5/ESE 6-8


TABLE OF CONTENTS

Page 3 Welcome to Bok Tower Gardens Page 4 Overview of Bok Tower Gardens Page 5 Planning a Field Trip to the Gardens Page 6 Pre-Visit Activities Points of Interest at Bok Tower Gardens Composition of the Tower/Tower Mosaics Observing Plants Page 12 Activities to Include During Your Visit Points of Interest at Bok Tower Gardens Plant Adaptation Hunt Pine Ridge Nature Trail Plant Identification Page 17 Post-Visit Activities

Reading Passages School to Work: Tower Artisans, Architects & Craftsmen Page 24 Digging Deeper with Classroom Gardening & Florida Conservation Page 25 Post-Visit Questionnaire


WELCOME TO BOK TOWER GARDENS! A National Historic Landmark, Bok Tower Gardens, was dedicated in 1929 as a gift to America from Edward W. Bok. Bok lived by the words of his grandmother, “Make you the world a bit better or more beautiful because you have lived in it.” In creating Bok Tower Gardens, Edward Bok was motivated with the belief that we, as human beings, have the opportunity to learn and enrich our lives by the simple idea that beauty is all around us. Educational Mission: The mission of the Garden Campus is to connect and engage learners of all ages in quality programming that creates appreciation, knowledge and awareness of the environment, art, history and culture. Bok Tower Gardens Educational Values, The Five A’s: Authentic, Engaging Experiences Academic Excellence, Integrity & Respect Accessibility for All Audiences Advocacy of Relevant Education Alliance of Collaborative Partnerships Tools for Teacher Curriculum Guide: This guide was created as a foundation of learning for your students before, during and after their visit to the Gardens. It will help them explore, discover and understand the Gardens beauty, history, nature and art. The curriculum cover: Science & Nature, Visual & Performance Arts, and Culture & History. The lessons in this program correlate with the Sunshine State Standards and the Polk County Learning Maps. These are indicated with each lesson. At the Gardens, students can engage in the following activities, depending on your specific field trip: The Gardens - Designed by Frederick Law Olmsted Jr., the gardens offer tranquil resting places,

shady recesses, picturesque vistas, expansive splashes of colors, ponds, Florida wildlife and natural settings as well as the unique opportunity to see endangered plants found along the Lake Wales Ridge and nowhere else in the world.

The Carillon Tower – The 205-foot Neo-Gothic and art deco carillon tower is one of the finest works of architecture in America. Students can hear the 60-bell carillon throughout the day every half hour.

Pinewood Estate - Guided tours of the 1930’s Mediterranean-style Pinewood Estate allows your students to experience the luxurious lifestyle of C. Austin Buck, an early 20th century industrialist.

The Visitor Center – Design for large groups, the Visitor Center features the orientation theatre, historical museum, café and gift shop. Here your students can explore and delve into the fascinating history and life of Edward W. Bok, learn about the Gardens creation, and discover first-hand about the craftsmanship of the carillon tower and bells.


AN OVERVIEW OF BOK TOWER GARDENS Bok Tower Gardens sits atop Iron Mountain. The grounds consist of the gardens, citrus groves, grass fields, a wildlife pond and the Pine Ridge Nature Preserve. When Edward Bok purchased this land, he envisioned a special place to conserve the beauty found in nature, wildlife and plants. Since 1929, our grounds have been cared for to protect the beauty and nature for the enjoyment of a diverse public audience.

The Gardens are a man-made landscape of native and exotic plants:

Florida native plants and trees include: live oak, magnolia, longleaf pine and the sabal or cabbage palm tree.

Exotic or non-native plants that come from other parts of the world include: azaleas, philodendron, camellias and camphor trees.

Rocks and minerals found in the Gardens:

Etowah (Georgia) marble and Florida coquina were used to build the Tower.

Coral stone covers the floor of the Exedra by the overlook. The Exedra is made of same marble as the Tower.

Florida capstone, a type of limestone, can be found in various locations in the gardens and around the reflection pool.

Fish and plants in specific areas of interest:

The fish in the moat are Japanese koi. This is a type of golden carp.

The plants in the water around the moat are philodendron, water iris, water lilies, spider lilies and papyrus.

The fish in the Window-By-The-Pond are bass, tilapia, mosquito fish, bluegill and shellcracker.

The Pine Ridge Nature Preserve is a diverse sandhill habitat with plant and tree species including long leaf pine, turkey oak, wire grass, lopsided Indian grass and wildflowers.

The Endangered Plant Garden showcases rare Florida native plants. The plants within the circular bed are all federally listed as being globally threatened or endangered. Plants surrounding the outside of the circular bed are native grasses and wildflowers that grow in association with the rare species.

The State of Florida symbols you can find in the Gardens:

State Tree - Cabbage or Sabal palm

State Flower – Orange Blossom

State Freshwater Fish – Largemouth Bass

State Bird – Mockingbird

State Butterfly – Zebra Longwing

State Wildflower – Coreopsis


PLANNING A TRIP TO BOK TOWER GARDENS Registration & Information

When you’re ready to register for a field trip please provide us with the following: o Program name, name of school and contact, school address, phone number, email,

number of students, grade level and arrival date and time

Make your reservation at least two weeks in advance by contacting Bok Tower Gardens at 863.332.0742 or [email protected].

Reservations are required for groups of 10 or more

Admission for school groups is based on the field trip selected. Two chaperones per 15 students are required and are admitted free of charge with your group. Additional chaperones are welcome with paid admission.

Complete Pre-Visit Activities in the Tools for Teachers Curriculum Guide.

The Gardens encourages your students to wear nametags, school/camp t-shirts, clothing appropriate for the weather and closed-toe shoes.

All field trips are approximately 1.5 – 2 hours. Day of the Trip

Upon arrival, check in at the front entrance gate and then have the buses drop off the students at the Visitor Center. Complimentary vehicle and Bus parking is in Lane 9.

One total payment is due on the day of your visit (check, credit card, cash or P.O.)

All field trips include the use of picnic areas – complete with large sandbox, vine-covered tunnel and bamboo tree house.

We encourage your students to visit the Blue Palmetto Café and/or the Tower & Garden Gift Shop. The gift shop has a great selection of items for children for $5 or less. It’s a great way for the children to purchase a souvenir of their trip.

Garden Etiquette at Bok Tower Gardens

Please remind your students to:

Respect the peace and quiet of the Gardens

Remember to walk along the paths

Put all litter into the trash containers

Do not feed or pretend to feed the squirrels

Do not pick plants or frighten wildlife Please remind your chaperones to:

Stay with the students at all times

Escort the students to the restrooms

Remind the students to respect the peace and quiet of the Gardens

mailto:[email protected]


PRE-VISIT ACTIVITIES Activity One: Bok Tower Gardens Points of Interest

The Singing Tower When you drive into Lake Wales from any direction, you can see the Tower rise out of the landscape. The Tower contains a 60-bell carillon, which can be heard every half hour. The main purpose of the Tower is to be a centerpiece for the gardens and to house the carillon. Materials for the Tower consist of Florida coquina stone and pink and gray marble from Georgia. Motifs depicted in the stone sculpture and ceramic tiles are based on southern animal and plant life. With hints of neo-Gothic, the Tower is an example of art deco design. The lines and the arched windows are neo-Gothic while the tile and sculpture are art deco style. The carillon fills the upper third of the tower. The bell chamber is enclosed by eight large, tiled grilles which let music/sound travel out into the Gardens. At the top level is the bell chamber. Directly below the carillon is the playing room which houses the keyboard. The carillon keyboard resembles a piano with handle-like keys. Steel cables connect the keys and bell clappers. When a key is struck, the cable tightens and forces the clapper to strike the bell. You can see the original keyboard in the historical museum inside the Visitor Center. There are 60 bells ranging from 12 pounds (the highest pitch) to 22,300 pounds (the lowest pitch). The bells were cast by John Taylor and Company, Ltd., of Loughborough, England in 1928.

The Gardens The meandering paths of the Gardens serve as a refuge for people, plants and animals and allow visitors the opportunity to explore and find nature at its best. The following features are found in the Gardens:

Visitor Center orientation theater & historical museum—learn the history of the Gardens and Edward Bok

The moat around the Tower—look for Japanese koi and observe the beauty of the Tower.

The Reflection Pool—marvel at the reflection of the Tower at the end of the pool.

Window by the Pond—sit back and watch wildlife come and go from the pond. The Exedra—look out to the west and see for miles at the highest point in peninsular Florida.

Japanese Lantern—made of stone with dove carvings, it is a tribute to Edward Bok and reflects his interest for world peace. It was a gift from his personal assistant who was Japanese.

Pinewood Estate—explore Pinewood Estate’s beautiful gardens and 20 room Mediterranean-style mansion built in the early 1930s.

Endangered Plant Garden—learn about the rare flora of our state.

Pine Ridge Preserve—experience this natural Longleaf Pine/Turkey Oak habitat on a 3/4-mile trail.

Bok Tower Gardens has had four musicians at the helm of the carillon in its history. These include:

Mr. Geert D’hollander (pictured) is currently the resident carillonneur at Bok

Tower Gardens.

Mr. William De Turk, the third resident carillonneur,played from 2004-2012.

Mr. Milford Myhre, the second resident carillonneur, played from 1968-2004.

Mr. Anton Brees, the first carillonneur, served from 1928 until 1967.


PRE-VISIT ACTIVITIES

Activity One: Bok Tower Gardens Points of Interest

1. Review the information on page 6 with the students either by reading aloud to them or having them read in small groups.

2. Distribute to each student or small groups of students, a map of Bok Tower Gardens (see below).

3. As a class, view the map. 4. Using a highlighting marker, allow

students to highlight areas that interest them.

5. Have students pick three of the areas they highlighted and write down what they think they will see in each of those areas.

6. Using a marker, instruct students to draw on the map: a. The shortest path from the Visitor

Center to the Tower. b. The shortest path from the parking lot

to the reflection pool. c. The longest path from The Tower to

the Window by the Pond. 7. Encourage students to mark the route they would take if they were touring the

Gardens on their own today. 8. As a group, discuss each student’s predictions of what they will see at Bok Tower

Gardens.

Sunshine State Standards covered in this lesson

include:

SS.3.G.1.1: Use thematic maps, tables, charts, graphs, and

photos to analyze geographic information.

SS.4.G.1.4: Interpret political and physical maps using map

elements (title, compass rose, cardinal directions,

intermediate directions, symbols, legend, scale,

longitude, latitude).

Polk County Learning Maps covered in this lesson

include:

Social Studies/Globe & Map Skills

Key Learning: Maps and globes are useful in identifying

unique characteristics of a place or region on earth.

Key Learning: Maps help us locate places and offer a wealth

of information about our "shrinking world."


1. Using a highlighting marker, highlight areas that interest you. 2. Pick three of the areas you highlighted and write what you think you will see in each of these areas. 3. Using a marker, draw on the map:

a. The shortest path from the Visitor Center to the Tower. b. The shortest path from the parking lot to the reflection pool. c. The longest path from The Tower to the Window by the Pond.

4. Mark the route you would take if you were touring the Gardens on your own today.

The Tower

Reflection

Pool

Visitor Center Window by the

Pond

The Exedra

Moat

Pinewood Estate

Pine Ridge Nature Trail

Japanese

Lantern

Activity One: Bok Tower Gardens Points of Interest


PRE-VISIT ACTIVITIES

Activity Two: Composition of the Tower Materials for the Tower consist of Florida coquina stone and pink and gray marble from Georgia. Motifs depicted in the stone sculpture and ceramic tiles are based on southern animal and plant life. The scheme for the sculptures and grille work is mostly birds and plants with a few other forms of wildlife depicted. Besides various flowers and trees, you can find cranes, herons, eagles, seahorses, jellyfish, fin fish, pelicans, flamingos, geese, swans, fox, storks, tortoise, hare, baboons, Adam and Eve, and the serpent.

This activity allows students to create a paper mosaic of plants, trees and birds similar to the massive mosaic-tiled grilles attached over the bell chamber openings in the upper third of the Tower. The colorful tiles found only in the top third of the Tower were designed by J. H. Dulles Allen depicting the perfect balance in nature, species and gender. In the center of each grille, the is a tree depicted as The Tree of Life. Different wildlife surrounds the tree in different grilles. 1. Distribute copies of the Tower images on page 10 or allow

groups of students to view them on a computer. 2. Give each student a pair of scissors, piece of chalk and a 9"

by 12" piece of black construction paper. 3. Fold paper horizontally and hold by the fold.

Take scissors and cut to make half of a Gothic window.

4. Open paper. Draw lightly with chalk: birds, animals, fish or plants in their surroundings.

5. Have students select construction paper in colors they will need for their objects.

6. Students will cut paper into small pieces and fill their objects letting the black show between pieces. The negative spaces around their objects should remain black.


include:

VA.A.1.2

The student understands and applies media, techniques,

and processes.

VA.E.1.2

The student makes connections between the visual arts,

other disciplines, and the real world.


include:

Visual Art/Contrast/Movement/Rhythm & Space, Pattern,

Texture

Key Learning: How do you use contrast, movement/rhythm in

artwork?

Key Learning: Students will demonstrate knowledge of

contrast, movement and rhythm used in artwork.

Key Learning: Students will demonstrate knowledge of space,

pattern and texture in artwork.


PRE-VISIT ACTIVITIES Activity Two: Composition of the Tower

The Tree of Life is the center of each tiled grille. The black space behind each grille is open space.

Picture on left: Tree of Life with blue baboons.

Picture on right: 3 different grilles on one side of the Tower.


PRE-VISIT ACTIVITIES Activity Three: Observing Plants Scientists use terms to identify and describe plants such as those listed below.

Directions: Use the words above to help describe the plants you see on a walk around your school. More than one word can be used to describe the different parts of the plants.

Type of Plant Leaves Flowers

Describe any wildlife you saw interacting with the plants you observed. Discuss the type of wildlife and what the interaction was with the plant.

Leaves oblong—rounded like an oval ovate—egg shaped; broadest at bottom simple—an undivided leaf lobed—divided sections not reaching back to the main vein of the leaf needle palmate—starshaped cordate—heart-shaped waxy hairy smooth

Flowers Solitary—single flower on stem disc-like—similar to a sunflower clustered—grouped together on one stem daisy-like funnel-shaped spadix—flower is a spike color


DURING YOUR VISIT ACTIVITIES Activity One: Bok Tower Gardens Points of Interest

Depending on the Field Trip you have selected, you can choose any of these activities to complete while you visit the Gardens, or you can use the Self-Guided Garden Hunt provided by Bok Tower Gardens to help guide your visit.

Allow students/groups to tour the Gardens with the routes they planned in the Pre-Visit Activity. While stopping at the various points; have them write about what they see at each location. Allow them to compare their predictions of what they would find at each spot with what they actually see.


include:

SS.3.G.1.1: Use thematic maps, tables, charts, graphs, and photos

to analyze geographic information.

SS.4.G.1.4: Interpret political and physical maps using map

elements (title, compass rose, cardinal directions,

intermediate directions, symbols, legend, scale,

longitude, latitude).


include:

Social Studies/Globe & Map Skills

Key Learning: Maps and globes are useful in identifying unique

characteristics of a place or region on earth.

Key Learning: Maps help us locate places and offer a wealth of

information about our "shrinking world."


DURING YOUR VISIT ACTIVITIES Activity Two: Plant Adaptation Hunt

Using the chart provided, have students find plants with the following adaptations: Thick, waxy leaves A strong fragrance Extra large leaves Thorns Bright, showy flowers Thick bark Ability to climb other plants

Discuss why the above adaptations would be important to a plant.

Thick, waxy leaves—help store water A strong fragrance—distract unwanted animals or insects Extra large leaves—allows more sunlight to reach the plant for photosynthesis Thorns—distract unwanted animals or insects Bright, showy flowers—invite insects to aid in pollination Thick bark—keep invaders (insects, etc.) from getting in Ability to climb other plants—receive nutrients & physical support from the other plants

Have them record their findings on the chart.

Plant Name or #

Thick, Waxy Leaves

Extra Large Leaves

Strong Fragrance Thorns

Bright Showy Flowers

Thick Bark

Ability to climb Other Plants


include: SC.5.L.17.1

Compare and contrast adaptations displayed by animals and

plants that enable them to survive in different environments

such as life cycles variations, animal behaviors and physical

characteristics.

LA.3.4.2.2 LA.4.4.2.2 LA.5.4.2.2

The student will record information (e.g., observations, notes,

lists, charts, map labels, legends) related to a topic, including

visual aids as appropriate;


include:

Science/How Living Things Interact with their Environment

Essential Question: What are the basic needs of living

things?

How do adaptations help living things meet their needs?


Activity Two: Plant Adaptation Hunt As you tour the gardens, stop and observe plants that have any of the following adaptations. Record your findings on the chart below by placing a check mark in the boxes that apply. If you know the name of the plant, record its name. If you do not know the name of the plant, list the plants as Plant #1, Plant #2, etc.

Plant Name or #

Thick, Waxy Leaves

Extra Large Leaves

Strong Fragrance Thorns

Bright Showy Flowers

Thick Bark

Ability to climb Other Plants

How does having thorns help a plant? How do thick, waxy leaves help a plant? Did any one of the plants have more than one adaptation? If yes, which one?


DURING YOUR VISIT ACTIVITIES Activity Three: Pine Ridge Plant Identification

While walking the Pine Ridge Preserve trail, use the Plant Identification Clue page to find the plants listed. Once the plants are found, draw sketches of them in the boxes.

Example:


include:

SC.3.L.15.Su.b

Sort common plants by observable characteristics.

SC.5.L.14.Pa.b

Observe plants and animals and recognize how they are

alike in the way they look.


include:

Science/Organization and Development of Living Things

Key Learning: Plants have basic parts that all have a job.

The environment a plant lives in determines how it

grows.

Longleaf Pine Tree Height: can grow to 60-80 feet tall

Leaves: needles that are in a cluster about 12 inches

long

Turkey Oak Tree Height: can grow to 30-50 feet tall

Leaves: oblong; 4 to 8” long; have fuzz on underside;

are lobed (looks like a turkey foot)


Activity Three: Pine Ridge Plant Identification While walking the Pine Ridge Preserve trail, use clues below to find the plants listed. Once the plants are found, draw sketches of them in the boxes.

Longleaf Pine Tree Height: can grow to 60-80 feet tall

Leaves: needles that are in a cluster about 12

inches long

Turkey Oak Tree Height: can grow to 30-50 feet tall

Leaves: oblong; 4 to 8” long; have fuzz on underside;

are lobed (looks like a turkey foot)

Prickly Pear Cactus Height: around 2-3 feet tall

Foliage: oval pads with spines

Flowers: round & yellow

Fruit: reddish color

Wiregrass (a bunchgrass) Height: narrow, flexible leaves in clumps, up to

20” long.

Leaves: needles that are in a cluster about 12”

long.

Saw Palmetto (shrub) Height: 5-10 feet tall

Foliage: star-shaped palm 36 or more inches long

Flowers: yellow/white in springtime

Sand Pine Height: 25-40 feet tall

Leaves: needles that are in clusters and are about 2

to 4” long


POST-VISIT ACTIVITIES Activity One: Additional Reading Passages

“Ivanhoe, the Indigo Snake” by Patricia Hall “Managing the Pine Ridge Preserve: Prescribed Fire”

Directions:

Distribute a Reading Passage to students. Have them read the passage and complete the questions either individually or in small groups. Share the answers with the class and facilitate further discussion with the students with: “Ivanhoe, the Indigo Snake” Can you think of a time when you weren’t appreciated for a job you did?

Do you think we as humans forget to appreciate others because of their appearance?


include: SS.4.A.1.2

Synthesize information related to Florida history through print

and electronic media.

LA.3.1.6.2 LA.4.1.6.2 LA.5.1.6.2

The student will listen to, read, and discuss familiar and

conceptually challenging text

LA.3.1.7.3 LA.4.1.7.3 LA.5.1.7.3

The student will determine explicit ideas and information in

grade-level text, including but not limited to main idea, relevant

supporting details, strongly implied message and inference, and

chronological order of events.


include:

Language Arts/Informational Text

Key Learning: Writers of informational text use text structures

to organize information. Recognizing these text structures helps

readers understand what they read.

Key Learning: Knowledge of a text structure helps the reader

better understand the text.

Key Learning: The unique features of various types of

informational text are used to assist readers in understanding

information.


Adventures of Bertie, the Bok Tower Gardens Squirrel

Ivanhoe, the Indigo Snake

Ivanhoe the indigo snake made his way

through the tall grass with his shiny blue-black body sliding effortlessly along the ground. Occasionally he would raise his head high to look around, but in his present mood, he really wasn’t interested in his surroundings. He twisted himself sharply. Those silly squirrels! His family had lived at Bok Tower Gardens just as long as any of the squirrel families. However, everyone always made a fuss over them and it seemed that no one cared about the indigos. If a human saw him, they were likely to run away or say something that hurt his feelings. Didn’t they think he had feelings? Bertie the squirrel came over to Ivan. Bertie was enjoying the day and was excited with how many people were in the gardens. It seemed like there was a visitor there for every squirrel. Ivan wasn’t happy that there were so many people in the gardens. He didn’t want to be reminded that many people are afraid of snakes. When Ivan didn’t say anything, Bertie looked at him more closely. It’s sometimes hard to tell about snake moods, but Bertie thought Ivan looked down. Bertie offered Ivan some peanuts to try and cheer him up. Ivan, of course didn’t want any peanuts. Snakes don’t eat peanuts. Bertie asked Ivan if he was sick. He offered to find him a berry or root to help him feel better. Bertie was becoming concerned. Ivan was usually a very lively, friendly fellow, not at all like the sad snake before him now. Ivan told Bertie he was okay physically, but he was upset. He was tired of squirrels getting all the attention in the gardens. Ivan’s family has been here since the beginning of the gardens, getting rid of pests and keeping the grounds safe for everyone—including squirrels! But it seems that no one appreciates what snakes do. Ivan’s head dropped to the ground.

Bertie tried to tell Ivan that all the squirrels appreciate how helpful Ivan and his family are, but Ivan was referring to the people. He wanted people to like and appreciate him. He wanted people to see him and say nice things about him too. Ivan slithered away slowly, his mouth turned down in a snaky pout. Bertie felt terrible. He often teased Ivan—he had even dropped acorns on his head from the oak trees for fun. But he felt safe in the gardens, knowing Ivan and his family kept “outside critters” from entering the grounds. He had never thought about Ivan wanting to hear his appreciation, to hear the word Thanks. For days, Bertie thought about Ivan and wondered what to do. He knew he had to do something. Ivan was so sad he wasn’t doing his job of patrolling his area of the gardens. One morning, Bertie saw a group of people following a guide on the road leading to the Pine Ridge Trail, the more rugged part of the gardens. The guide told the group that he hoped they would be lucky and see some of the wildlife in the area: rabbits, owls, gopher tortoises and maybe, one of the beautiful Indigo snakes. They’re very shy, but so beautiful. Everyone was excited about this. Bertie ran as fast as he could to find Ivan. He told Ivan a group of people were looking for him! They wanted to see him! A startled Ivan listened as Bertie explained about the people. Ivan was afraid of being disappointed. He couldn’t believe that anyone would be looking forward to seeing him. Bertie lost his patience and pulled Ivan’s tail! Ivan rose up and let out a loud HISS. He couldn’t believe that Bertie had pulled his tail. And with that, Ivanhoe began to fly down the trail so fast that Bertie could hardly keep out of his way. Bertie ran down the trail, looking back occasionally to make sure Ivan was still chasing him. Ivan was definitely still trying to catch Bertie. In fact, he had never been so interested

T H E S Q U I R R E L C H R O N I C L E S


in anything in his entire life as he was in catching Bertie. Ivan was concentrating so hard on catching Bertie. Before he knew it, he had reached the group of people. Ivan was unsure what to do next so, he curled up in the middle of the sunny path. When the guide saw Ivan, he went on and on about how beautiful Ivan was with his shiny blue-black glow. He told the visitors that indigos are the most wonderful snakes and everyone loves having them here. Indigos are protected, and so it’s rare to get to see them. They usually won’t come into the open, they’re so shy. The people said the nicest things about Ivan. They looked and admired him until Ivan was beaming with pride. People did know how valuable he was and they liked him and they did think he was beautiful. Oh, how wonderful to know that he had human friends too!

After a bit, Ivan began to feel self-conscious, so he made his way back into the woods. When he had gone a little way, he stopped and thought about what had happened and about Bertie. Ivan thought a lot about Bertie as he made his way home. Bertie was a good friend—he had worked hard to help Ivan. Ivan found Bertie up in one of the oak trees and thanked him for being such a great friend. Just as he finished thanking Bertie, an acorn fell from the tree and hit Ivan on the head! Ivan laughed. Bertie is a great friend and is always looking for fun! Ivan slowly made his way down the grassy slope. He began to smile and hum a little tune as he slithered along. Life with Bertie would be a lot different now. Bertie was dealing with a respected, very important member of the gardens’ family.


Adventures of Bertie, the Bok Tower Gardens Squirrel

Ivanhoe, the Indigo Snake

1. What does Ivan claim he and his family do to help at the gardens? 2. Why was Bertie searching for Ivan so excitedly? 3. Paragraph 7 states, “It’s sometimes hard to tell about snake moods, but Bertie thought

Ivan looked down.”

What does the term “down” mean in this sentence? 4. How do you think Ivan will react now when he sees visitors at the gardens?

T H E S Q U I R R E L C H R O N I C L E S


Prescribed Fires Fire is a natural force in many of Florida’s plant communities. Without fire, these areas can change into different ecosystems. As they change, the plants and animals unique to the original communities are lost. In many of these ecosystems, prescribed fire is used as a substitute for natural fires to preserve the plants and animals. The Pine Ridge Preserve In the last twenty years. Federal, State and private land management organizations have begun using fire a management tool. Bok Tower Gardens, with the assistance of The Nature Conservancy, has developed a program of periodic controlled burns to manage the Pine Ridge Preserve. The preserve is a sandhill forest and has longleaf pine and turkey oak trees as its dominant trees. Sandhill forests once covered 60 to 70 million acres in the Southeastern United States. They are now one of the most threatened ecosystems in North America and are in danger of disappearing. Fortunately, a small portion of this ecosystem is preserved at Bok Tower Gardens and other areas in Central Florida.

Adapting to Fire Plants and animals found in the sandhill forest have evolved with fire overtime and have adapted to it in many ways. The longleaf pine tree is highly adapted to fires. A young longleaf pine will grow like a grass with its growth bud close to the ground for 3-12 years. This stage protects the growth bud during fire. Once the tree leaves the grass stage it will grow very quickly and the growth bud will be high enough in the air to be away from the fire. Another plant in the sandhill forest that grows well with fire is wiregrass. This grass usually covers the ground in the sandhill community. It will only flower in the fall after a fire. After the Burn Within a few weeks after a burn, new growth appears and plants show increased vigor. Food for wildlife becomes more abundant and more nutritious with the increase of growth and diversity of plant life. This natural cycle, which has occurred in nature for thousands of years, sustains the delicate balance of these important ecosystems.

MANAGING THE PINE RIDGE PRESERVE PRESCRIBED FIRE

Bok Tower Gardens – Tools for Teachers Curriculum/3-5/ESE 6-8 22 www.boktowergardens.org

1. What is used as a substitute for a natural fire?

a. abundant b. ecosystem c. prescribed fire d. management tool

2. In which region in the United States can you find sandhill forests?

3. Name two dominant trees of the Pine Ridge Nature Preserve.

_____________________________ ______________________________

4. Describe two changes which are noticed on the preserve after a fire or burn.

5. How does the longleaf pine tree survive during fire?

MANAGING THE PINE RIDGE PRESERVE PRESCRIBED FIRE


Post-Visit Activities Activity Two: School to Work: Tower Artisans, Architects & Craftsmen To create Bok Tower Gardens, many artists, architects and designers worked together to see Edward Bok’s idea come to life. Review the list of occupations below with your students. Activity Choices:

1. Students write about which job they would like to have if they had the opportunity to work on the gardens or tower.

2. Students research a person below to find out more about the person and his career. 3. Students choose one of the immigrants below and research about his home country.

Founder Edward W. Bok, immigrant

Architect for the Tower Milton B. Medary

Landscape architect Frederick Law Olmstead, Jr. His father landscaped Central Park in New York.

The Tower Constructed by Horace H. Burrell and Son

Sculpture Design on Tower by Lee Lawrie , immigrant He also designed the famous sundial carved on the south wall of the Tower where the latitude and the longitude of its location are indicated.

Ironwork in Tower by Samuel Yellin , immigrant He also designed and executed the great teak wood and brass entrance door which depicts the Biblical story of the creation and fall of man in its thirty panels.

Colored Tile Grilles on Tower by J. H. Dulles Allen Design and Cast of Bells by John Taylor and Company of England

First Gardens Care Taker Harry M. Nornabell

First Carillonneur Anton Brees

Sunshine State Standards covered in this

lesson include:

SS.4.E.1.1

Identify entrepreneurs from various social and

ethnic backgrounds who have influenced

Florida and local economy.


include:

Social Studies/People Change History

Key Learning: People's choices

influence cultures and historical events of

the world.


DIGGING DEEPER Classroom Gardening Florida Ecology & Conservation

University of Florida IFAS Polk County Extension Office 1702 Hwy 17-98 South Bartow, Fl 33830 www.polk.ifas.ufl.edu

Bok Tower Gardens Conservation Department 1151 Tower Blvd Lake Wales, FL 33853 www.boktowergardens.org/conservation

National Garden Association Kids Gardening www.kidsgardening.org

Archbold Biological Station P.O. Box 2057 Lake Placid, FL 33862 www.archbold-station.org

Florida Yards & Neighborhoods—Polk Chapter Drawer HS03, P.O. Box 9005 Bartow, FL 33831-9005 (863)519-8677(863)534-0001 [email protected]: http://polk.ifas.ufl.edu

Florida Institute on Phosphate Research (FIPR) 1855 W. Main Street Bartow, FL 33830 www.fipr.state.fl.us

Cornell University Ethnobotany Series http://www.hort.cornell.edu/gbl/pubs/index.html The Three Sisters: Exploring an Iroquois Garden; The Great American Peanut; The Humble Potato Rice: Grain of the Ancients Booklets designed to integrate cultural, historical, and horticultural experiences for students exploring specific crops.

Southwest Florida Water Management District 2379 Broad Street Brooksville, FL 34604 www.swfwmd.state.fl.us

Suggested Reading Maxwell, William W., Finding Yourself, A Spiritual Journey through a Florida Garden, FL, Bok Tower Gardens Foundation, Inc., 1999. Louv, Richard, Last Child in the Woods: Saving our Children from Nature-Deficit Disorder, NC, Algonquin Books of Chapel Hill, 2005. Rushing, Felder, Better Homes and Gardens New Junior Garden Book, IA, Meredith Books, 1999. Cornell, Joseph, Sharing Nature with Children, CA, Dawn Publications, 1998. Ward, Jennifer, I Love Dirt!: 52 Activities to Help You and Your Kids Discover the Wonders of Nature, MA, Trumpeter Books, 2008

http://www.polk.ifas.ufl.edu/

http://www.boktowergardens.org/conservation

http://www.kidsgardening.org/

http://www.archbold-station.org/


http://polk.ifas.ufl.edu/

http://www.fipr.state.fl.us/

http://www.hort.cornell.edu/gbl/pubs/index.html

http://www.swfwmd.state.fl.us/


POST-VISIT QUESTIONNAIRE Thank you for participating in the “Garden Classroom” program. To help us keep this program relevant to teachers and students, please complete the following evaluation and return to: Bok Tower Gardens Educational Survey 1151 Tower Blvd. Lake Wales, FL 33853 FAX: 863-676-6770 Email: [email protected] Which activities in the curriculum did you find useful? What additional activities or other areas of focus would you like to see? What is your overall opinion of the curriculum, activities and field trip? Optional Information: School Name: Your Name: Grade Level: _______________ Email for future mailings:___________________________________________

Thank you for helping us improve our program and services!

Sunshi

ne

State

Standar

ds

covered

in this

lesson

include

:

VA.A.1.

2

The

student

understa

nds and

applies

media,

techniqu

es,

a

n

d

p

r

o

c

e

s

s

e

s

.

VA.E.1.2

The

student

makes

connecti

ons

between

the

visual

arts,

other

disciplin

es, and

the real

world.


Documents

C ENHANCE YOUR FIELD TRIP EXPERIENCE GRADES 3-5/ESE 6-8boktowergardens.org/.../2013/03/BTG-Garden-Classroom-3-5-ESE-20… · Fish and plants in specific areas of interest: The fish