Download Learning Trail Ideas Fall 2010

Learning Trail Ideas Fall 2010
[email protected] Windfields JHG
Trail 1: interpretive walk to identify and record abiotic and biotic items found in the school
yard.
Previous Knowledge: students will have read about and defined abiotic and biotic terms. They
will brainstorm examples in the classroom
Materials: students will bring a pencil, recording sheet and clipboard/binder
Activity: students will be lead by the teacher into the school yard and with the teacher’s
assistance identify and list as many abiotic and biotic items as they can in time allowed.
Students may want to add a column for ‘unknown’ for items such as dead leaves, apple cores,
newspapers, etc.
Post activity: class can discuss and attempt to classify unknown items. The teacher can
introduce interactions between abiotic/biotic and biotic/biotic elements.
Trail 2: Self Guided Trail
Pre activity: divide students into groups of 4 or 5. Have them choose roles and collect any
materials they may need (maps, crayons, paper, recording sheet, etc). Discuss with them that if
they don’t know the name of the tree to describe it’s bark, leaves or needles, cones, fruit, etc.
and they will have an opportunity after the activity to identify the tree using resources
Previous knowledge: students will have discussed individual, species, population, community,
ecosystem and the idea of interdependence. Divide students into 4 roles.
The Activities:
The Artist: their role will be to make leave rubbings of as many different types of trees as they
can find in the school yard
The Statistian: their role will be to identify the number of different species of trees and the
quantity of each in the school yard
The Reporter: the reporter will document what role the trees have in the school yard (ie shade,
wind break, calming area, etc.) and if possible photograph the trees.
The Cartographer: their role will be to map the location of the trees on the school grounds.
The Writer: the writer may write poetry, a song, or a rap about the trees in the school yard
Post activity: the teacher will help students identify unknown species and review the ideas
from grade 6 about diversity and discuss what elements may be missing from their school yard
environment (eg, few species therefore unable to withstand disease or only trees, few or no
bushes, grasses or flowering plants)
Introduce the idea of a no-mow area in the school yard. Have students brainstorm where this
area should be...how big, what would be the benefits, etc. Have students write letters to the
community, principal, etc. supporting the need and benefit of a no-mow area.
Optional Trail 3 Investigative Trail (build knowledge)
This could be cross curricular with geography mapping skills. Students will use interaction cards
to identify and label as many interactions as the can find in school yard.
Prior knowledge: students should be familiar with producers, consumers, symbiosis,
decomposers, food chains, predator-prey so they can more easily identify interactions in the
school yard.
Activity: Use interaction cards: Seed action, decomposer, food web, leaf action, litter action,
leaves as food, etc. and have students identify different interactions and label on map.
Post-activity: They can make a legend on their map and use this information to help determine
the best location for the no-mow area.
Outdoor Education Centre Opportunity
At this point our students will have the opportunity this year to attend Etobicoke Outdoor
Education Centre for a three day experience. They will be expected to complete the
Ecosystems Observational Activity on one of the ecosystems they will visit.
We will then introduce a mini project where students research an endangered species and
create a poster as part of an advertising campaign in a magazine. We use the site,
www.gc.speciesatrisk.ca. They identify the region in Canada and map this (geography link) and
determine three main factors: why their species is at risk, what is being done (or could be done)
to save it, and their prediction for it’s survival in 10 years. They present their data to the class
and students use a self developed data collection sheet to collect information about the
species. They then graph the data (math data management) and make some conclusions from
their graphs, for example, the most common cause of endangerment in the St. Lawrence
Lowlands for reptiles is Habit Loss and degradation due to urbanization)
Finally, after completion of the Unit, the students will create an Eco board game
ECOSYSTEMS OBSERVATION ACTIVITY
____________________
Name:
Goal: investigate and observe an ecosystem
What to do: go into a local park, ravine, or outdoor area, and find a safe, comfortable spot to
sit. Use your skill of observation using your senses of sight, hearing, and smell to record in the
table below all the biotic and abiotic parts in the ecosystem you found. Sometimes you may not
see all of the biotic features, but you may notice signs, such as a feather or animal tracks, nests,
or homes. With these pieces of evidence, you may be able to infer that living things use this
ecosystem even if you do not observe them directly. If you use evidence include this on your list
and put your inference (the biotic part) in brackets. For example if you see a spider web put it
on the list and you could infer there are spiders, spider web (spider). Do not list spider if you do
not actually observe one!
After you have carefully recorded your observations attempt to identify any interactions that
may occur in this ecosystem and add this information to your table.
ECOSYSTEM ______________________________
Biotic Parts
Abiotic Parts
Unsure
List any interactions you observe (O) or Infer (I) here.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________
Questions
* Can be answered later if necessary
1. How many different species of living things did you observe? [Hint: Total # of different
plants, different animals, different insects, etc.] _______________
2. Which living things are always present in your ecosystem?
________________________________________________________________________
________________________________________________________________________
3. Which living things were just passing through? Why did you suppose they do not live in
your ecosystem?
________________________________________________________________________
________________________________________________________________________
4. Write a paragraph describing what you experienced while observing your ecosystem.
[This may be assessed by your English teacher]
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Grade 7 Science
Ecosystem Game Summative Task
Name:
___________________
Signature________________
Group Members: _____________
_________________
Parent
______________
________________
ECOSYSTEM: ___________________________________ Teacher approval _____________
Your task is to research a particular ecosystem. You must include its location. For example, the
semi-desert of Western Canada or the Sahara Desert in Northern Africa: a wetland in Florida or
a wetland in southern Ontario. You may want to choose a threatened ecosystem to allow you
to more easily complete Criteria A, One World, of the assessment criteria.
PART A Research Component (individually assessed) DUE DATE
________________________
You will be required to complete a minimum of 2 research sheets PER PERSON. Ideally you
should each use different sources, or sections of resources. You may split up your research, for
example, one person will research the biotic consumers, another researches the biotic
producers, and another the decomposers/scavengers. While completing your jot notes you will
be required to:
 Carefully record your source. YOU MUST find an author, or qualified equivalent
(National Geographic, World Book, etc.) No Wikipedia. Include date last updated and
access date.
 identify how and which criteria your research satisfies, A (abiotic), B (biotic), I
(interactions) or W (world, global or local issues)
E.g. Source: www.borealforestsofCanada.com Author: Dr. U. North, DATE LAST UPDATED,
May 2007.
Notes: make jot notes from your source



Cedar, spruce and hemlock trees grow
here
Many animals and birds make their
homes in these evergreen tree
Forest fires are a growing concern for
these forests due to dry summers and
careless campers
Identify Criteria and indicate connection to
Unit A (abiotic) B (biotic) I Interactions
W (World issues)
B (producers, coniferous trees)
I Interaction (biotic/biotic) i.e. Symbiosis,
commensalism
I Interaction (biotic/abiotic) fires destroying
producers (less CO2 absorbed)
W Local concern (fires started by human
impact)
W Global concern (climate change...dry
summers)
If the group divides work, list individual responsibilities
______________________________________________________________________________
______________________________________________________________________________
______________
Evaluation
Individual Assessment
This inquiry assessment will be based on your choice and accurate identification of sources,
depth of research, and your ability to make connections to the Interactions in the Environment
Unit.
IBO
5 6
MOE SOURCES
4
4 varied,
accurately
documented
AREAS of RESEARCH
INQUIRY
CONNECTIONS to UNIT
4 areas: B (Biotic),
A (Abiotic), I
(Interactions), W (World
Issues) * all must be
represented but groups
may choose to split areas
i.e. biotic, producers or
consumers: abiotic,
weather or soil
Connections are complete and
accurate with identification of
many/all science concepts and terms
clearly linked to Unit
Research is
detailed/excellent
3 4
3
2–3
accurately
documented
3 areas represented
Research is
complete/good
i) B: cedar, pine and spruce trees are
examples of coniferous trees which
are producers in this ecosystem
ii)I: biotic/biotic blue racer snake
(carnivore) eats voles (herbivore)
therefore this is a predator prey
interaction
Connections are mostly accurate with
identification of most science
concepts and terms
i)B: Cedar, pine and spruce trees are
producers
ii) I biotic/biotic blue racer eats voles
predator/prey relationship
2
2
1–2
inaccurate,
missing,
accurate
2 areas
Research is brief/
satisfactory
Connections are usually/often
accurate with identification of
few/some science concepts and
terms
i)B: cedar , spruce trees
ii)I biotic/biotic ii) I: blue racer eats
voles
1
1
1 inaccurate
1 area
Connections are limited/inaccurate
Research is insufficient
and needs improvement
i)Evergreen trees ii) snake eats voles
PART B CREATE A BOARD GAME (group assessment) DUE DATE:
______________________________
Create a board game which will teach the players about the ecosystem and the science
concepts and terms studied in the Unit, Interactions in the Environment. The game must come
with a box or package (zip lock bag?) a board or equivalent, and written rules. The game should
be educational and FUN!
Your game should teach the players about the following topics:





Biotic elements in the ecosystems, including an identification of important producers,
consumers, decomposers and scavengers
Abiotic elements and environmental conditions in the ecosystem (e.g. sources of water,
properties of the soil, weather, climate, etc.)
Interactions within the ecosystem (i.e. food chains, food webs, predators and prey,
symbiotic relationships, hours of sunlight required for the producers, etc.)
Local and global issues affecting your ecosystem (e.g. environmental contamination,
disease, invasive species, over harvesting, habitat loss, climate change, etc.)
Ethical concerns, issues (e.g. endangered/threatened species, unique landforms being
destroyed, humans whale watching, etc.)
HINT FOR SUCCESS Complete a rough copy of your group summary sheet after two research
periods and determine which areas you are still missing. Delegate individuals to research
missing areas!
My roles and contribution to the game (list the work you did)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________
IBO
MBO Criteria A W One World
5–
6
4
Accurately describes how issues affect the
ecosystem and offers solutions. Investigates the
impact of the use of technology on the
environment. (Green house effect, redirection of
Examples
E.g. Describes how use of
pesticides enters the food
chain and effects
ecosystem. Discusses
water flow for human needs, use of pesticides)
3–
4
3
Accurately describes how local and/or global issues
effect their ecosystem
1 2
1
2
Identifies few/some local or global issues in the
ecosystem
0
R
IBO
MOE IBO Descriptor
5 6
4
3 4
3
alternatives to pesticide use.
Discusses impact of invasive
species.
E.g. Describes how climate
change destroys habitat and
results in endangered
species
E.g. Identifies how climate
change effects local
conditions
Does not identify local or global issues or ethical
concerns
Criteria B Communication/Design (Communication of science concepts and terms)
1 2
1
2
0
R
Criteria C
Consistently explains scientific ideas and concepts
using scientific language appropriate for this grade
level.
Game packaging, pieces, board are creative and/or
environmentally friendly.
Game is challenging, educational and entertaining
to play.
Clearly communicates scientific information using
scientific language.
Rules are easy to understand.
Game is enjoyable and informative. Game board,
packaging and pieces are appealing.
Attempts to communicate scientific information
using few/some scientific language. Develops a
few/some rules for game. Game has limited play
value.
Does not communicate scientific information.
Does not include rules for game.
Game is not packaged.
Examples
Uses scientific terms and
teaches concepts (e.g.
explains mutualism and
gives examples in the
ecosystem). Pieces are hand
designed and/or made of
recycled materials.
Uses scientific terms
(consumer, predator, niche,
etc.) Rules include set up,
number of players, how to
begin/play/win game, etc.
Uses simple terms or leaves
out major components of
ecosystem (e.g. Consumers
only, no producers!)
Knowledge and Understanding of Science
A (abiotic factors) B (biotic factors) I (interactions)
IBO
MOE IBO Descriptor
5–
6
4
Thoroughly and in detail explains scientific
concepts and terms. Consistently applies scientific
understanding.
Includes all abiotic factors and all subcategories of
Examples
Discusses and explains
unique interactions in the
specific ecosystem (water
availability, water quality,
biotic factors and several/many interactions
3–
4
3
1–
2
12
0
R
Includes many of the abiotic (water, air, soil, light,
heat)and biotic (plants, animals, insects,
decomposers, scavengers, etc.) elements in the
ecosystem.
Clearly explains some of the interactions within the
ecosystem (biotic/biotic and biotic/abiotic
interactions.
Includes few/some biotic elements
Includes few/some abiotic elements
Includes no/few interactions in the ecosystem
droughts, erosion) Considers
effects of threats to the
interactions within the
ecosystem.
Describes niches/food
chains/etc. Includes
examples of symbiosis,
predator/prey relationships,
soil type, climate etc.
Lists only animals (excludes
plants, insects etc.) Does not
include predator/prey
relationships, etc.
Does not meet standard described by descriptors
above.
ECOSYSTEM RESEARCH SUMMARY Ecosystem ______________________
____
Group Members:
__________________________________________________________________
(to be completed by the group and handed in with the board game)
B Biotic Elements
Found where in game
Class:
A Abiotic Elements
Found where in game:
I Interactions Within the Ecosystem
[BB biotic/biotic, AB abiotic/biotic]
Found where in game:
W One World
[L (Local Issues) ,G (Global Issues) and/or E (Ethical
Issues)]
Found where in game:
ECOSYSTEM RESEARCH SUMMARY* Ecosystem ______________________
____
Class:
Group Members:
__________________________________________________________________
(to be completed by the group with guidance and support from the teacher and handed in with
the board game)
B Biotic Elements
P Producers (plants including trees, bushes, flowers, mosses)
C Consumers (Animals, carnivores, omnivores, herbivores)
Found where in
game/poster
S Scavengers (Animals that consume dead animals)
D Detritivores and/or Decomposters (Fungus, Lichen, snails)
A Abiotic Elements
Found where in
game/poster
Soil Quality [Rocky, sandy, rich soil?]
Weather/Climate [ Sunlight, temperature, precipation]
Air/Water [Quality or availability?]
I Interactions Within the Ecosystem
[BB biotic/biotic, AB abiotic/biotic]
Found where in
game/poster:
W One World
[L (Local Issues) ,G (Global Issues) and/or E (Ethical Issues)]
Found where in
game/poster: