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.

Bok Tower Gardens - Tools for Teachers Curriculum – K-2 3 www.boktowergardens.org 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 Bird – Mockingbird  State Flower – Orange Blossom  State Butterfly – Zebra Longwing  State Freshwater Fish – Largemouth Bass  State Wildflower – Coreopsis

Bok Tower Gardens - Tools for Teachers Curriculum – K-2 4 www.boktowergardens.org 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

Bok Tower Gardens - Tools for Teachers Curriculum – K-2 5 www.boktowergardens.org 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 Visitor Center historical museum.

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.

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.

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 - Tools for Teachers Curriculum – K-2 6 www.boktowergardens.org 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 (page 8). 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. Have students draw animals onto the map that they think they will see. 7. As a group, discuss each student’s predictions of what they will see at Bok Tower Gardens. 8. Practice finding: 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.

Sunshine State Standards covered in this lesson Polk County Learning Maps covered in this lesson include: include:

SS.K.G.1.1: Describe the relative location of people, places, Social Studies/Globe & Map Skills Key Learning: Gaining map skills and becoming familiar with and things by using positional words. geography helps us gain world perspective.

Key Learning: Maps and globes are useful in identifying unique SS.1.G.1.1: Use physical and political/cultural maps to characteristics of a place or region on earth. locate places in Florida. Social Studies/Global Beliefs SS.2.G.1.1: Use different types of maps (political, physical, Essential Question: How are maps useful in identifying the and thematic) to identify map elements. unique characteristics of a place or region on earth?

Bok Tower Gardens - Tools for Teachers Curriculum – K-2 7 www.boktowergardens.org

Activity One: Bok Tower Gardens Points of Interest

The Tower

Japanese Pinewood Estate Lantern

Moat

Reflection The Exedra Pool

Visitor Center Window by the Pond

Pine Ridge Nature Trail

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. Draw animals onto the map that you think you will see.

Bok Tower Gardens - Tools for Teachers Curriculum – K-2 8 www.boktowergardens.org 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. A tree is depicted in the center of each grille - 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. 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.

Sunshine State Standards covered in this lesson Polk County Learning Maps covered in this lesson include: include:

VA.A.1.1 Visual Art/Space, Pattern, Texture The student understands and applies media, techniques, Essential Questions: and processes.  How do you use space, pattern and texture in artwork? VA.E.1.1  What is the difference between smooth and rough The student makes connections between the visual arts, texture? other disciplines, and the real world.  How can solid shapes overlap?  How can texture create a rough or smooth appearance?

Bok Tower Gardens - Tools for Teachers Curriculum – K-2 9 www.boktowergardens.org PRE-VISIT ACTIVITIES Activity Two: Composition of the Tower

The Tree of Life is the center of each tiled grilled. 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.

Bok Tower Gardens - Tools for Teachers Curriculum – K-2 10 www.boktowergardens.org PRE-VISIT ACTIVITIES Activity Three: Bertie the Squirrel and Other Reading Passages

Reading Passages:

“Bertie Spends a Night in the Tower” by Patricia Hall

“The Landlord” by David Price

Directions: 1. Read the passage aloud to the students. 2. Complete the questions either individually or in small groups. 3. Share the answers with the class and facilitate further discussion with the students with:

Bertie Spends a Night in the Tower: 1. Do you have a favorite story that you like to hear over and over? 2. Who tells you this story? 3. Do you have a favorite hiding place to go to during a major thunderstorm? 4. Can you think of any other way Bertie could have tried to get out of the Tower?

The Landlord: 1. Discuss the term landlord. 2. Allow students who have seen gopher tortoises to share their experiences.

Sunshine State Standards covered in this lesson Polk County Learning Maps covered in this lesson include: include:

LA.K.1.7.3: The student will retell the main idea or Language Arts/Non-fiction  Nonfictional (informational) text provides me with essential message, identifying supporting details (e.g., information that helps me understand the facts about a who, what, when, where, why, how), and arranging topic. events in sequence.  Main ideas are used to understand and summarize text.

LA.1.1.7.3: The student will retell the main idea or  I can summarize what I read by describing the main idea and supporting details. essential message.

LA.2.1.7.3: The student will summarize information in Language Arts/Main Idea & Details text, including but not limited to main idea, supporting  The use of main idea and supporting details deepens details, and connections between texts. student understanding of what they read and write.  Features of nonfiction text help students understand

what they read.

 How do readers locate, record, and use information from a variety of nonfiction text?

Bok Tower Gardens - Tools for Teachers Curriculum – K-2 11 www.boktowergardens.org T H E S Q U I R R E L C H R O N I C L E S Adventures of Bertie, the Bok Tower Gardens Squirrel Bertie Spends a Night in the Tower

The room had windows and as he looked out he ne evening, the squirrels at Bok Tower Gardens were O could see the trees far below. Unfortunately, he resting in their nests high in the oak trees. Squirrel couldn’t find a way out. Next, he climbed some very mothers were holding their babies. It was just about narrow, twisty stairs. At the top of the stairs was a little bedtime and the young squirrels were ready for a room with the keyboard that plays the bells that make bedtime story. up the great carillon. As he was turning to go back out One of the youngest squirrels asked Bertie to tell the of the room, he accidently ran into some books that story about the night he spent in Bok Tower. This was were were stacked up by the keyboard. When the pile one of their favorite stories. It was a true story and of books fell, they fell onto the pedals of the keyboard Bertie had been so lucky to have had this exciting and created a great clang by ringing three bells all at adventure. once. Bertie started off the story with, “It was a…”, when a All the young squirrels were so impressed! No young squirrel piped in, “I know, I know! It was a dark squirrel had ever gotten the chance to play and stormy night!” the bells before. At the time, Bertie wasn’t Bertie smiled. Actually, it was a bright too excited, he was scared and the great and sunny day but, it quickly sound from the bells made him scamper turned into a dark, stormy quickly out of the room. and scary night! The young Bertie cautiously headed back to squirrels all inched closer to the office. He found a sweater and Bertie. If there is anything made a soft nest with the sweater to squirrels like better than dark rest. It was very quiet in the Tower and Bertie and stormy night stories, it is was feeling very lonely. dark, stormy and scary night Then, a great storm began. Poor Bertie had never stories. heard such thunder. The wind howled through the On that bright and sunny day, Bertie was just Tower. Bertie did his best to remain brave. checking under the mat in front of the great brass door Bertie spent the night under a desk, wrapped deep of the Tower to see if there were any peanuts., There inside the sweater he had found. Only the tip of his weren’t any and as he was deciding what to do next, the bushy tail stuck out and after a great clap of thunder great brass door opened and humans began coming even that disappeared! out. They were walking so fast and making so much As soon as it was light, Bertie ran back downstairs noise, Bertie got confused while scrambling to get away and sat near the door. He knew he had to be quick and ran in the wrong direction and ended up inside the when the humans came. When they opened the door, Tower! The humans didn’t see him and they shut the he ran out right under the humans’ feet as fast as he door! Bertie was locked in! It was very dark and he was could. all alone. The carillonneur and his assistant couldn’t believe As Bertie looked around the room he saw a huge that a squirrel had been in the Tower. They were fireplace and some furniture for humans but nothing worried about the damage he could have caused. They comfortable for a squirrel. The ceiling was as high as any went in and checked the furniture on the first floor and tree! He could see no way out, so he began to go up the found nothing wrong. Then they hurried up to the office stairs. He climbed up and up and up and up! It was very and checked very carefully. Except for the sweater nest dark and so quiet. Finally, he reached a door that was and a small pile of shells from peanuts, Bertie had been open just a tiny bit. When he went in, he could tell that very neat. The carillonneur sat the fallen books back on it was the carillonneur’s office. The carillonneur is the the shelf where they belonged. It never occurred to him person who plays the carillon bells in the Tower. There that a squirrel had played his carillon the night before. was recording equipment, music and even a piano. Then Bertie ran and ran when he came out of the Tower! he noticed the room had a familiar smell. Peanuts! He was so happy to be back in the Gardens with his There was a bag of peanuts on the desk. Bertie didn’t friends. Let the humans keep their houses—give him a think the carillonneur would mind if he helped himself giant oak tree to sleep in anytime! so he had some for supper. Bok Tower Gardens - Tools for Teachers Curriculum – K-2 12 www.boktowergardens.org

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

Adventures of Bertie, the Bok Tower Gardens Squirrel Bertie Spends a Night in the Tower

1. How did Bertie end up in the Tower?

2. What does the word “clap” mean in the following sentence? “Only the tip of his bushy tail stuck out and after a great clap of thunder even that disappeared!”

3. Give one example of how Bertie stretched the story he told to the younger squirrels.

4. Why do you think Bertie would rather sleep in an oak tree than a human house?

Bok Tower Gardens - Tools for Teachers Curriculum – K-2 13 www.boktowergardens.org PRE-VISIT ACTIVITIES Activity Three: Bertie the Squirrel and Other Reading Passages

The Landlord by David Price

For 60 million years the gopher tortoise has occurrence. Many animals safely escape the heat roamed the land. Their underground homes or of the fire in these burrows. burrows are up to 15 feet long with multiple chambers. The legs of the gopher tortoise are Gopher tortoises regularly make new burrows specialized so they can dig with the front and push when the old burrows become soiled. The soil with the rear. constant digging brings up fresh soil with nutrients. The mounds of soil are fertile ground The burrows offer shelter for 350 different species allowing many seedlings to germinate and grow. of animals. Some of the animals found in these burrows are so rare that they occur nowhere else. Because so many animals and plants depend on Some animals share the burrow with the tortoise, the gopher tortoise, it is referred to as a biological while other animals occupy abandoned burrows. “keystone species.” If the gopher tortoise Animals as large as bobcat, fox and coyote will population disappears from a habitat, many other expand a burrow to make a den. species will decline. That is why the gopher tortoise is the landlord of the Florida uplands. The gopher tortoise lives in the pinelands of the South, where frequent fires are a natural

Questions:

1. In paragraph # 1, what does the term burrow mean?

2. Why is the gopher tortoise considered the landlord of the Florida uplands?

3. How does making a new burrow help out plants?

Bok Tower Gardens - Tools for Teachers Curriculum – K-2 14 www.boktowergardens.org

PRE-VISIT ACTIVITIES Activity Four: Wildlife Tally

1. Visit different areas of the school to look for evidence of wildlife. This can be indoors and out! 2. Have students record with tally marks their findings on the chart on page 17. 3. Discuss as a group the findings on the charts.

Wildlife is Everywhere! Directions: Visit different areas inside and outside. Look and listen for wildlife and evidence of wildlife. Record your findings on the chart below.

Actual Animal Location Sounds Tracks Droppings Home Name EXAMPLE:

PE Field II III I II IIII

Sunshine State Standards covered in this lesson Polk County Learning Maps covered in this lesson include: include: SC.K.N.1.1: Collaborate with a partner to collect information. Science/Becoming a Scientist SC.K.N.1.3: SC.1.N.1.3: Keep records as appropriate -- such as Key Learning: pictorial records -- of investigations conducted.  Scientific knowledge is acquired and revised based on data from scientific observations and experiments. SC.1.N.1.2: Using the five senses as tools, make careful  Science is a way of thinking and analyzing the world observations, describe objects in terms of number, shape, texture, around us. size, weight, color, and motion, and compare their observations with others. Science/Living Things Interact with their Environment Key Learning: SC.2.N.1.1: Raise questions about the natural world, investigate  Animals interact and depend on one another and their them in teams through free exploration and systematic physical environment. observations, and generate appropriate explanations based on those  An environment has both living and nonliving parts that explorations. are interdependent.  All living things have needs and must depend on and interact with resources in their environment in order to survive.

Bok Tower Gardens - Tools for Teachers Curriculum – K-2 15 www.boktowergardens.org

Wildlife is Everywhere!

Directions: Visit different areas inside and outside. Look and listen for wildlife and evidence of wildlife. Record your findings on the chart below.

Actual Location Sounds Tracks Droppings Home Animal Name EXAMPLE:

Garden 1 II III I II IIII

1. Which location had the most wildlife?

2. Which locations did you only find evidence of animal life?

3. Which locations did you actually see animals?

Bok Tower Gardens - Tools for Teachers Curriculum – K-2 16 www.boktowergardens.org DURING YOUR VISIT ACTIVITIES

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.

Activity One: Bok Tower Gardens Points of Interest

During your visit to the Gardens, complete the Bok Tower Gardens Garden Hunt stopping at the various points and completing the activities.

Sunshine State Standards covered in this lesson Polk County Learning Maps covered in this lesson include: include:

SS.K.G.1.1: Describe the relative location of people, Social Studies/Globe & Map Skills places, and things by using positional words. Key Learning: Gaining map skills and becoming familiar with geography helps us gain world perspective.

Key Learning: Maps and globes are useful in identifying unique SS.1.G.1.1: Use physical and political/cultural maps to characteristics of a place or region on earth. locate places in Florida. Social Studies/Global Beliefs SS.2.G.1.1: Use different types of maps (political, Essential Question: How are maps useful in identifying the physical, and thematic) to identify map unique characteristics of a place or region on earth? elements.

Bok Tower Gardens - Tools for Teachers Curriculum – K-2 17 www.boktowergardens.org DURING YOUR VISIT ACTIVITIES Activity Two: Observing Pollinators

1. Supply each child or group of children, with an Observing Pollinators sheet. 2. Stop in different areas of the Gardens with flowering plants. 3. Have students observe the area for several minutes looking for insects that are helping pollinate the plants (bees, butterflies, etc.) and record their findings on the chart.

Example:

Area Name or Area # Bees Butterflies Flies

Round Garden III IIII II

Sunshine State Standards covered in this lesson Polk County Learning Maps covered in this lesson include: include:

SC.K.L.14.3: Observe plants and animals, describe how they are Science/Becoming a Scientist alike and how they are different in the way they look and in the Key Learning: things they do.  Scientific knowledge is acquired and revised based on data from scientific observations and experiments.  Science is a way of thinking and analyzing the world SC.1.L.14.1: Make observations of living things and their around us. environment using the five senses.

Science/Living Things Interact with their Environment SC.1.L.14.3: Differentiate between living and nonliving things. Key Learning:  Animals interact and depend on one another and their physical environment. SC.2.L.17.2: Recognize and explain that living things are found  An environment has both living and nonliving parts all over Earth, but each is only able to live in habitats that meet that are interdependent. its basic needs.  All living things have needs and must depend on and interact with resources in their environment in order to survive.

Bok Tower Gardens - Tools for Teachers Curriculum – K-2 18 www.boktowergardens.org Activity Two: Observing Pollinators

As you tour the gardens, stop and observe flowering plants and the insects that are helping pollinate the plants. Use tally marks to count the number of bees, butterflies and other flies that stop at the area you are observing.

Area Name or Area # Bees Butterflies Flies EXAMPLE:

Round Garden III IIII II

1. Which area had the most insects?

2. Which insect did you see the most?

3. How are these insects helping the plants?

Bok Tower Gardens - Tools for Teachers Curriculum – K-2 19 www.boktowergardens.org POST-VISIT ACTIVITIES Activity One: Reading Passage

“Ivanhoe, the Indigo Snake” by Patricia Hall

a. Can you think of a time when you weren’t appreciated for a job you did?

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

Sunshine State Standards covered in this lesson Polk County Learning Maps covered in this lesson include: include:

Language Arts/Non-fiction LA.K.1.7.3: The student will retell the main idea or  Nonfictional (informational) text provides me with essential message, identifying supporting details (e.g., information that helps me understand the facts about who, what, when, where, why, how), and arranging a topic. events in sequence.  Main ideas are used to understand and summarize

text.

 I can summarize what I read by describing the main LA.1.1.7.3: The student will retell the main idea or idea and supporting details. essential message.

Language Arts/Main Idea & Details  The use of main idea and supporting details deepens LA.2.1.7.3: The student will summarize information in student understanding of what they read and write. text, including but not limited to main idea, supporting  Features of nonfiction text help students understand details, and connections between texts. what they read.  How do readers locate, record, and use information from a variety of nonfiction text?

Bok Tower Gardens - Tools for Teachers Curriculum – K-2 20 www.boktowergardens.org T H E S Q U I R R E L C H R O N I C L E S

Adventures of Bertie, the Bok Tower Gardens Squirrel Ivanhoe, the Indigo Snake Ivanhoe the indigo snake made his way seems that no one appreciates what snakes do. through the tall grass with his shiny blue-black Ivan’s head dropped to the ground. body sliding effortlessly along the ground. Bertie tried to tell Ivan that all the squirrels Occasionally he would raise his head high to appreciate how helpful Ivan and his family are, look around, but in his present mood, he really but Ivan was referring to the people. He wanted wasn’t interested in his surroundings. He people to like and appreciate him. He wanted twisted himself sharply. Those silly squirrels! His people to see him and say nice things about him family had lived at Bok Tower Gardens just as too. Ivan slithered away slowly, his mouth long as any of the squirrel families. However, turned down in a snaky pout. everyone always made a fuss over them and it Bertie felt terrible. He often teased Ivan—he seemed that no one cared about the indigos. If a had even dropped acorns on his head from the human saw him, they were likely to run away or oak trees for fun. But he felt safe in the gardens, say something that hurt his feelings. Didn’t they knowing Ivan and his family kept “outside think he had feelings? critters” from entering the grounds. He had Bertie the squirrel came over to Ivan. never thought about Ivan wanting to hear his Bertie was enjoying the day and was excited appreciation, to hear the word Thanks. with how many people were in the gardens. It For days, Bertie thought about Ivan and seemed like there was a visitor there for every wondered what to do. He knew he had to do squirrel. Ivan wasn’t happy that there were so something. Ivan was so sad he wasn’t doing his many people in the gardens. He didn’t want to job of patrolling his area of the gardens. be reminded that many people are afraid of One morning, Bertie saw a group of people snakes. following a guide on the road leading to the Pine When Ivan didn’t say anything, Bertie looked Ridge Trail, the more rugged part of the at him more closely. It’s sometimes hard to tell gardens. The guide told the group that he hoped about snake moods, but Bertie thought Ivan they would be lucky and see some of the wildlife looked down. in the area: rabbits, owls, gopher tortoises and Bertie offered Ivan some peanuts to try and maybe, one of the beautiful Indigo snakes. cheer him up. Ivan, of course didn’t want any They’re very shy, but so beautiful. Everyone was peanuts. Snakes don’t eat peanuts. excited about this. Bertie asked Ivan if he was sick. He offered to Bertie ran as fast as he could to find Ivan. find him a berry or root to help him feel better. He told Ivan a group of people were looking for Bertie was becoming concerned. Ivan was him! They wanted to see him! A startled Ivan usually a very lively, friendly fellow, not at all listened as Bertie explained about the people. like the sad snake before him now. Ivan was afraid of being disappointed. He Ivan told Bertie he was okay physically, but couldn’t believe that anyone would be looking he was upset. He was tired of squirrels getting forward to seeing him. all the attention in the gardens. Ivan’s family has Bertie lost his patience and pulled Ivan’s tail! been here since the beginning of the gardens, Ivan rose up and let out a loud HISS. He couldn’t getting rid of pests and keeping the grounds believe that Bertie had pulled his tail. And with safe for everyone—including squirrels! But it Bok Tower Gardens - Tools for Teachers Curriculum – K-2 21 www.boktowergardens.org that, Ivanhoe began to fly down the trail so fast After a bit, Ivan began to feel self-conscious, so that Bertie could hardly keep out of his way. he made his way back into the woods. When he Bertie ran down the trail, looking back had gone a little way, he stopped and thought occasionally to make sure Ivan was still chasing about what had happened and about Bertie. him. Ivan was definitely still trying to catch Ivan thought a lot about Bertie as he made Bertie. In fact, he had never been so interested his way home. Bertie was a good friend—he had in anything in his entire life as he was in catching worked hard to help Ivan. Bertie. Ivan found Bertie up in one of the oak trees Ivan was concentrating so hard on catching and thanked him for being such a great friend. Bertie. Before he knew it, he had reached the Just as he finished thanking Bertie, an acorn fell group of people. Ivan was unsure what to do from the tree and hit Ivan on the head! Ivan next so, he curled up in the middle of the sunny laughed. Bertie is a great friend and is always path. looking for fun! When the guide saw Ivan, he went on and Ivan slowly made his way down the grassy on about how beautiful Ivan was with his shiny slope. He began to smile and hum a little tune as blue-black glow. He told the visitors that indigos he slithered along. Life with Bertie would be a are the most wonderful snakes and everyone lot different now. Bertie was dealing with a loves having them here. Indigos are protected, respected, very important member of the and so it’s rare to get to see them. They usually gardens’ family. 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!

Bok Tower Gardens - Tools for Teachers Curriculum – K-2 22 www.boktowergardens.org T H E S Q U I R R E L C H R O N I C L E S

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?

Bok Tower Gardens - Tools for Teachers Curriculum – K-2 23 www.boktowergardens.org POST-VISIT ACTIVITIES Activity One: Creating Art

Decorative Tiles Within the Tower, the first floor is covered with handcrafted tiles with raised designs. Allow students to create decorative tiles from paper.

Materials: construction paper, liquid glue, colored chalk or oil pastels. 1. Give each student a 6" by 6" piece of construction paper (any color), pencil and glue bottle. 2. Draw simple, large lines to represent nature: waves, fish, sun, trees, flowers, turtles, etc. A border may be added. 3. Put a thin line of glue over the pencil lines. Let dry. 4. Color with chalk or oil pastels. 5. The dried glue will divide the colors and give a raised appearance. 6. Display as a ceramic wall.

Sunshine State Standards covered in this lesson Polk County Learning Maps covered in this lesson include: include:

Bok Tower Gardens - Tools for Teachers Curriculum – K-2 24 www.boktowergardens.org POST-VISIT ACTIVITIES Activity Two: Creating Art

Chinese Fish Kite Around the Tower is a moat containing many Japanese koi fish.

In Japan, on Children’s Day, houses are decorated with koinobori, or carp kites. The carp is known for its strength and its ability to swim up and over powerful waterfalls. It is hoped that children will grow up to be strong like the carp fish.

Materials: tissue paper or crepe paper, scissors, colored markers, glue, hole punch, yarn or string, 1 stick, or small wooden pole about 2 feet long

1. Cut a piece of tissue or crepe paper with the dimensions of 20 inches by 26 inches. 2. Fold the paper in half on the longer side (the side that is 26 inches). 3. Once folded in half, use a colored marker to draw an outline of a fish. 4. With the paper still be folded, cut out the outline of the fish. 5. Open up the paper. It should look like two carp fish are attached together. 6. Use your markers to draw and color in two eyes. You can use different color crepe paper to add colorful scales to the fish. 7. At the head of the fish (above the eyes), use the hole punch to punch three separate holes so that they are equally distanced from each other. 8. Each row of scales should overlap the previous row. Glue the two inside open edges of the head of the fish together. Make sure you do not glue the tail edges together! 9. Now cut three 2-foot long pieces of yarn or string. One end of each piece of string or yarn should be tied to a hole of the fish. The other end of strand should be tied and knotted to the stick.

Adapted from http://americanhistory.si.edu/ourstory/pdf/internment/internment_kite.pdf

Bok Tower Gardens - Tools for Teachers Curriculum – K-2 25 www.boktowergardens.org DIGGING DEEPER

Classroom Gardening Florida Ecology & Conservation

University of Florida Bok Tower Gardens IFAS Polk County Extension Office Conservation Department 1702 Hwy 17-98 South 1151 Tower Blvd Bartow, Fl 33830 Lake Wales, FL 33853 www.polk.ifas.ufl.edu www.boktowergardens.org/conservation

National Garden Association Archbold Biological Station Kids Gardening P.O. Box 2057 www.kidsgardening.org Lake Placid, FL 33862 www.archbold-station.org

Florida Yards & Neighborhoods—Polk Chapter Florida Institute on Phosphate Research Drawer HS03, P.O. Box 9005 (FIPR) Bartow, FL 33831-9005 1855 W. Main Street (863)519-8677(863)534-0001 Bartow, FL 33830 [email protected]: http://polk.ifas.ufl.edu www.fipr.state.fl.us

Cornell University Ethnobotany Series Southwest Florida Water Management http://www.hort.cornell.edu/gbl/pubs/index.html District The Three Sisters: Exploring an Iroquois Garden; 2379 Broad Street The Great American Peanut; The Humble Potato Brooksville, FL 34604 Rice: Grain of the Ancients www.swfwmd.state.fl.us Booklets designed to integrate cultural, historical, and horticultural experiences for students exploring specific crops.

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

Bok Tower Gardens - Tools for Teachers Curriculum – K-2 26 www.boktowergardens.org Sunshi ne State Standar ds covered in this lesson POST-VISIT QUESTIONNAIRE include 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: VA.A.1. 2 Bok Tower Gardens The Educational Survey student 1151 Tower Blvd. understa nds and Lake Wales, FL 33853 applies FAX: 863-676-6770 media, Email: [email protected] techniqu es, Which activities in the curriculum did you find useful?  a n d p r o c e What additional activities or other areas of focus would you like to see? s s e s .

 VA.E.1.2 What is your overall opinion of the curriculum, activities and field trip? The student makes connecti ons between the visual arts, Optional Information: other disciplin School Name: es, and the real Your Name: world.  Grade Level: ______

Email for future mailings:______

Thank you for helping us improve our program and services!

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