California Nursery Historical Park
Trips (Fifth Grade)
Science with History
trips start at the California Nursery Office and end at Vallejo Adode, build in the 1830's
up to 32 students
field trips by calling (510)790-6284 or email
Ecosystems in the Park
California Nursery Historical Park was part of a
large tree nursery in the 1880's. Trees in the park today
are older than most trees in cities. There are 150 year
old palm trees, as well as dozens o ver 100 year old.
These trees provide an ecosystem that can maintain raptors (i.e.
owls and hawks). This field trip looks at the
historical development of the California Nursery as part of a
growing agricultural emphasis within California. As Californians recognized that water would make our
lands into an agricultural producer of the nation,
they also realized that the railways would move the
Walking throught the park we will look
for habitat of Great Horned and Barn Owls. We will hunt
for owl sites and work on owl pellets to see what little
critters were ate. Discussion will be centered on use of
owl pellets to help understand the local ecosystem.
Nursery Historical Park
identification of trees; owl pellet dissection and correlation
Lunch: at the Vallejo Adobe or in
nearby picnic benches (no extra charge)
Generation Science Standards (NGSS)
5-LS2-1. Develop a model to describe the movement of matter
among plants, animals, decomposers, and the environment.
LS2.A: Interdependent Relationships in Ecosystems The
food of almost any kind of animal can be traced back to plants.
Organisms are related in food webs in which some animals eat
plants for food and other animals eat the animals that eat
plants. Some organisms, such as fungi and bacteria, break down
dead organisms (both plants or plants parts and animals) and
therefore operate as “decomposers.” Decomposition eventually
restores (recycles) some materials back to the soil. Organisms
can survive only in environments in which their particular needs
are met. A healthy ecosystem is one in which multiple species of
different types are each able to meet their needs in a
relatively stable web of life. Newly introduced species can
damage the balance of an ecosystem. (5-LS2-1) LS2.B: Cycles of
Matter and Energy Transfer in Ecosystems Matter cycles between
the air and soil and among plants, animals, and microbes as
these organisms live and die. Organisms obtain gases, and water,
from the environment, and release waste matter (gas, liquid, or
solid) back into the environment. (5-LS2-1)
ESS3.C: Human Impacts on Earth Systems
Human activities in
agriculture, industry, and everyday life have had major effects
on the land, vegetation, streams, ocean, air, and even outer
space. But individuals and communities are doing things to help
protect Earth’s resources and environments.
5-LS1 From Molecules to Organisms: Structures and Processes
Support an argument that plants get the materials they need for
growth chiefly from air and water.
History and Geography: Making a New Nation
Students in grade five
study the development of the nation up to 1850, with an emphasis
on the people who were already here, when and from where others
arrived, and why they came. Students learn about the colonial
government founded on Judeo-Christian principles, the ideals of
the Enlightenment, and the English traditions of
self-government. They recognize that ours is a nation that has a
constitution that derives its power from the people, that has
gone through a revolution, that once sanctioned slavery, that
experienced conflict over land with the original inhabitants,
and that experienced a westward movement that took its people
across the continent. Studying the cause, course, and
consequences of the early explorations through the War for
Independence and western expansion is central to students’
fundamental understanding of how the principles of the American
republic form the basis of a pluralistic society in which
individual rights are secured.
5.8 Students trace the colonization, immigration, and settlement
patterns of the American people from 1789 to the mid-1800s, with
emphasis on the role of economic incentives, effects of the
physical and political geography, and transportation systems.
Discuss the waves of immigrants from Europe between 1789 and 1850
and their modes of transportation into the Ohio and Mississippi
Valleys and through the Cumberland Gap (e.g., overland wagons,
canals, flatboats, steamboats).
Name the states and territories that existed in 1850 and identify
their locations and major geographical features (e.g., mountain
ranges, principal rivers, dominant plant regions).
Demonstrate knowledge of the explorations of the trans-Mississippi
West followingthe Louisiana Purchase (e.g., Meriwether Lewis and
William Clark, Zebulon Pike, John Fremont).
Discuss the experiences of settlers on the overland trails to the
West (e.g., location of the routes; purpose of the journeys; the
influence of the terrain, rivers, vegetation, and climate; life
in the territories at the end of these trails).
Describe the continued migration of Mexican settlers into Mexican
territories of the West and Southwest.
Relate how and when California, Texas, Oregon, and other western
lands became part
of the United States,
including the the significance of the Texas War for Independence
the Mexican-American War.