Every September, 5th and 6th grade students clue in to conservation at the annual Lynn Galusha Memorial Conservation Field Day. Presentations have ranged from invasive species, wetlands, and wilderness survival to groundwater, forestry, and energy conservation. Students enter the 5th grade poster or 6th grade essay contests describing one pre-lunch topic that, in the student's opinion, most effectively conserves / protects the natural resources of Hamilton County. Students are honored with awards.
Thursday September 21
9:15 a.m. – 1:15 p.m.
Schedule of Events
Welcome 9:15 - 9:30
Travel to Starting Station 9:30* - 9:35
1st Station Presentation 9:35 - 9:50
Travel 9:50* - 9:55
2nd Station Presentation 9:55 - 10:10
Travel 10:10* - 10:15
3rd Station Presentation 10:15 - 10:30
Travel 10:30* - 10:35
4th Station Presentation 10:35 - 10:50
Travel 10:50* - 10:55
5th Station Presentation 10:55 - 11:10
Travel 11:10* - 11:15
6th Station Presentation 11:15 - 11:30
Travel 11:30* - 11:35
Lunch 11:35 - 12:05
Final Presentation 12:05* - 1:00
*Horn will blow. Travel to your next station.
Learning Standards met by the CFD Essay and Poster Contests:
This event addresses the following STEM / STEAM standards:
CATEGORY / CLUSTER S1: SCIENTIFIC INQUIRY: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.
STANDARD S1.1. Formulate questions independently with the aid of references appropriate for guiding the search for explanations of everyday observations.
EXPECTATION S1.1a. Formulate questions about natural phenomena
EXPECTATION S1.1b. Identify appropriate references to investigate a question
EXPECTATION S1.1c. Refine and clarify questions so that they are subject to scientific investigation
This event addresses the following Common Core learning standards:
Writing Grade 5/6
Speaking and Listening
3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
Research to Build and Present Knowledge
8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Integration of knowledge and ideas
7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.