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L&W Home > Education > Teachers > Events & Presentations > Jeepers Peepers > Learning Results

Correlation to Maine's Learning Results

By participating in the Spring Watch project and/or the Earth Day Essay Contest, your students will learn about the issues related to climate change and its effects on the land and habitats in both the local and surrounding communities. They will investigate these issues by focusing on familiar animal species that herald spring in Maine. This approach allows you to choose the areas of emphasis. Your students can focus on local habitat issues, the biology of the given species, and/or cyclical changes (Phenology - the study of seasonal/climate change annually) versus changes over time that are generally not reversible, for background investigations and in-depth understanding. Then you will be able to guide your students in gathering data from their local environment to share with other students to create a regional picture of the progression of spring in Maine. 

Guiding Principles: A Responsible and Involved Citizen, An Integrative and Informed Thinker

Subjects: Science, Social Studies, Math

Grade level: This activity is targeted at fifth grade but we welcome fourth, sixth or any other classes that are interested. Feel free to adapt, modify, extend or shorten the unit.

Assessment and Learning Results Links: Students will need to:

1. Make accurate and regular weather observations and post that data for all classes participating around the state to use to map the progress of spring.  
(LR - S&T: J-1, SS Geo: A-2 grades 5-8, A-1 grade 4)

2. Make accurate observations of newly arrived or sounding robins and peepers, as well as bursting buds of sugar maples and blossoming dandelions and post that data for all participating classes. (LR - S&T: J-1)

3. Use all of the posted data to track the arrival of spring throughout the state. Describe behavioral adaptations that allow organisms to survive in a changing environment.  (How a warming climate effects plant and animal species…) 
(LR - S&T: A-3, grades 5-8)

4. Students will investigate the connection between organisms and the impact a warming climate can have on the ecosystem. (LR - S&T: B-4 grade 4, B-3 grades 5-8)

5. Using data from the website, students can observe how many things on earth (ex. climate, seasons) occur in cycles that vary in length and frequency. 
(LR - S&T: F-2 grade 4, K-3, grade 4, K-6 grades 5-8)

5a. Students may also explore factors that contribute to short-term and long-term changes to the earth's climate. (LR - S&T, F-4 grades 5-8, K-6 grades 5-8)

6.  Students will interpret data tables and maps to track the arrival of spring across Maine. (LR - MATH: C-1&2 grade 4)

7. Describe the life history of the Robin (Turdus migratorius) and Spring Peeper (Pseudacris crucifer) and requirements of Sugar Maples (Acer saccharum) and Dandelions (Taraxacum officinale).  This information can be reported verbally from cooperative learning groups or as part of a final project (writing an essay, creating a poster, video or original song, leading a spring walk in the community, setting up a display somewhere in the community, or showing other students how to appreciate the sounds of spring, etc.).  (LR - S&T: A-4, Grade 3-4)

8. Predict changes in the Maine landscape (esp. local patterns of land use development/growth) with regard to climate change.  Share ideas through debates, cooperative learning groups, or as part of final project. (LR - S&T: B-3, M-4, L-5)

9. Submit and access data using computers and the internet. (LR - S&T: L-5)

Students need to keep in mind:

10. The scientific accuracy of your observations and predictions should be evident in your work. (LR - S&T: M-7), and

11. Success also depends on your ability to identify the problems facing the habitat of these creatures, applying your understanding of ecological principles, and communicating your predictions for the year 2030. (LR - S&T: K-6, L)

Of course to complete this task, students will need to research peepers, robins, sugar maples and dandelions. Use the supplemental activities and resources located on our web site to learn more about these spring creatures and their habitat. Materials and activities cover frog and bird songs, life histories, values of riparian areas, interviews on community values, and more. See the Supplemental Activities and Additional Web Resources pages.

To join this project, register with us through the Teacher Registration page. Registration gives you a confirmation password so your students can enter data and you will receive additional resources.

For questions or further information concerning these activities, contact Jeepers Peepers!:  Stefany Gregoire at (207) 287-7027, Stefany.Gregoire@maine.gov or Deb Avalone-King, (207) 287-7028.