|
|
Earthworks
Earth System Science for Secondary Teachers
Barney Peterson (Earthworks 2003, 2004, 2005, 2006, 2007)
bpeterson@everettsd.org
Investigating comparative biodiversity of wetland and schoolyard sites
Objectives: Students will study the biodiversity of a local urban wetland site and of an unpaved section of our schoolyard by characterizing the sites according to vegetation cover and collecting and identifying samples of insects at ground level and above. Students will make quantitative observations. In class study and discussion will help students discover the importance of biodiversity as an indicator of healthy ecosystems.
Subject areas: 4th grade Environmental Science, Social Studies, Math, Language Arts
Duration: One to two hours per day, or at least 3 days per week (afternoon study block) for one or more weeks.
Student Logistics: Students will work in cooperative groups of four or five. In the wetland research area each group will work with a parent volunteer who will help maintain focus and supervise sharing equipment and materials among groups and members. During school site investigations students will be supervised primarily by the teacher, however interested parents will be encouraged to continue in this phase of the project if possible.
Setting: Outdoors in wetland area two blocks from school; Outdoors in unimproved section of schoolyard; Indoors in the classroom.
Link to Science Standards: Students will be investigating plant and insect populations to discover relationships between those and the actions humans have taken upon the land. They will evaluate samples and sites according to individual characteristics (plant cover at three levels, plant density, soil diversity of plant and insect populations,) and use those for quantification and classification.
Specific National Science Standards addressed include : Content Standard C: characteristics of organisms; life cycles of organisms; Organisms and environments. Content Standard F: changes in environments
Inquiry Standard: ability to do scientific inquiry.
Background Needs: Biodiversity refers to the variety of life forms existent in a particular area. The ability to do inquiry refers to students' ability to use skills such as observation, inference, and experimentation, combined with science knowledge, scientific reasoning, and critical thinking to develop their understanding of science.
- Plant and animal populations
- Characteristics of living things
- Interactions between living things and their environment
- Human influences
Procedure:
- Sorting activity using trail mix or mixed nuts to introduce students to sorting and classifying by physical characteristics.
- Discussion of cooperative group expectations and investigation goals; set parameters for behavior and participation.
- Divide class into groups of 4 or 5 students. Use grid map of wetland site and have group representatives draw to determine what site-section each group will investigate. (Prep work will involve setting out and flagging grid sections in wetland area and on school site.)
- Demonstration and practice with making and setting up sampling traps, using plant field guides and insect classification keys, and measuring instruments. Practice recording data in a usable format. Use classroom and a small area of the schoolyard that will not be part of the study site for this.
- Each group develops a prediction about the relative biodiversity of the two sites and records the reasoning behind their predictions.
- Walking field trips to wetland site to find sampling sites within grid sections, do section vegetation surveys, and set up sticky traps.
- Set up sticky traps on designated grid sections of schoolyard site to remain for same sample period as those in wetland
- Collect sticky traps from both sites
- Analysis of samples; quantification and development of data for plant and insect nformation.
10. Tasks to be performed at each site:
- Set wands to hold traps
- Quantify large shrubs, trees, and stumps
- Photograph and/or classify and quantify vegetation in selected sample area of each site section. (include tree and plant sizes and densitometer readings)
- Analyze samplings using dichotomous keys for insects and vegetation.
12. Analyze data and discuss to develop characterization of each site section of both areas.
- Whole class work at examining profiles developed by groups and developing total site characterizations for wetland and schoolyard sites. Student groups work to develop and write conclusions statements based upon the class investigation results and acknowledging their original prediction about comparative biodiversity.
Assessment:
Assessment will be embedded in group tasks:
- Each group will be required to keep a log/journal of group dynamics, procedures, responsibilities, and results.
- Students will make individual observations as science journal entries. Conclusion statement and group conference with teacher will serve as part of formal evaluation.
- Conference will focus on discussion of how investigation was conducted, how results were developed, and student observations vis-à-vis original prediction and reasoning supporting it.
- Individual assessment will involve students using a checklist of experiences in personal science journals, and student response to a menu of short answer questions based on the investigation method used.
Enrichment:
- Speaker for class from Adopt-A-Stream Foundation, or ecologist from Surface Water Management division of County Public Works outreach who will talk about characteristics of healthy ecosystems.
- Menu of integrated project ideas for individual or small group extensions; Examples: creation of a PowerPoint slide show to report on this investigation and its results (or some facet of it), creation of a mural, mosaic, or tiles to communicate about biodiversity and ecology of the 2 sites.
- Readers' theater using one or more books that involve concepts used in this project: example My Side of the Mountain by Jean Craighead George.
Resources:
Resources available: Parent support, community outreach speakers, plant and animal field guides, all basic supplies for investigation(measuring tapes, densiometers, soil sampling and testing kits, etc.) classroom lab space, computers and software, resources for extensions such as school specialist staff in math, technology, and library to assist in research and reporting, grant funding for acquisition of supplies and equipment, administrative support for inquiry based learning, physical proximity of research sites.
Barriers and strategies for overcoming:
Barrier 1: Student background in inquiry based learning and productive group work.
Strategy 1: mini lessons in inquiry and teaching group work from the very first day. Keep group work expectations very clear.
Applied learning project- Wetland Investigations (2003)
Grade level: 4
Content Area: Coordinated Physical Science
Time: Ongoing project throughout the school year
Standards: Ecology, environment, inquiry, investigation, communication, technology
Background knowledge/skills: Outreach ambassador from county surface water management (swm) will assist learning about concept of "wetland" and "watershed". Classroom and resource personnel investigations into suburban habits and salmon habitat. In-class lessons and practice on water sampling and quality testing. Tech lessons on Excel.
Objectives: Students will be able to identify wetlands, collect and test water samples, and analyze water quality. Students will be able to survey neighborhood and identify practices positively and negatively affecting wetland health and communicate that with public.
Materials: Water quality test kits, field notebooks, local area maps and developer maps, computers with Excel.
Procedures:
- Students (using inquiry developed definition) locate local wetland and main water tributaries.
- Students form hypothesis about health of wetland throughout year.
- Students perform, record, and track water quality of wetland throughout the year
- Students analyze testing results for wetland health, changes and trends in water quality
- Students survey community and use developer maps to determine sources of major water quality contributors/detractors
- Students develop and present information to community re: water quality in wetland and relationship to common community practices.
Assessment: Field journals, student participation, presentations for community education
Enrichment/Reflection: Link to study of local watershed health (this wetland is at top) and salmon habitat project (Watershed is spawning habitat-we release ?? there)
Resources: SWM outreach personnel, strong administrative and parent support, grant funding from local, state, and national sources. Classroom equipment and technology.
Barriers: Only those I allow to exist
|
About Us