Earthworks
Earth System Science for Secondary Teachers

Danielle Mathson
Danielle.mathson@adams12.org

Integrated Transect Comparison Study of Urban & Montane Environments AKA: People and their Environments

Learning Objectives:

• Make comparisons between urban and montane environment
• Identify trees using a dichotomous key
• Identify grasses (graminoids), forbs (herbaceous plants), and shrubs as such
• Record data in a daily scientific journal
• Use new tools and obtain accurate data
• Provide detailed explanations of conclusions

Where:

1. Niver Creek Middle School. 50 m transect sites running through cottonwood stand, Niver Creek, forested area and open prairie dog habitat.
2. Outdoor education site @ Estes Park. 50 m transect sites running through forested areas and rocky slopes.

Who: 6^th grade language arts/social studies, 25-30 students/class (2 classes)

What: Part of the 6^th grade curriculum focuses on studying urban and montane environments. Students will be asked to study the differences and similarities of an urban (schoolyard) environment and a montane (outdoor education site @ Estes park).

1. How does geography effect culture?
2. Students mark a 50m transect site on school grounds (1 transect/group). In each transect, groups will randomly place 3-5 1X1m quadrants.
3. For 3 days (60 minutes/day) groups will measure and identify trees, grasses, herbaceous plants and shrubs in each quadrant.
4. Students will also note number and type of rocks (metamorphic, igneous, etc.)
5. Students will measure slope, aspect and canopy cover.
6. Students will create spreadsheets with information found, as well as charts and graphs.
7. Students will mark transect on a topographical map of schoolyard.
8. Students will follow the above steps at the Outdoor Education site.
9. Students will compare data using charts and graphs.
10. Throughout, students will keep a scientific journal.

When:

1. Niver Creek Middle School - October/November (3 days @ 60 minutes each)
2. Outdoor Education site - November (3 days @ 60 minutes each)

Potential Barriers:

• Short sample time may be interrupted by scheduling/weather, etc.
• Sample time not variable at Outdoor Education site (we are only there for 3 days).

Possible Strategies:

• Scheduling prior to project needs to be done in conjunction with school calendar.
• Make sure students have appropriate clothing for all types of weather.

Extensions: Students will have studied components of culture. Groups will survey and interview local residents (at both sites) and use information found during these sittings to look at how culture and geography align with each other. They will culminate with an illustrated book describing their results.