Water Retention - No Problem With The Key (Vertebrates&Invertebrates) Investigation
Summary
Students will search for land and aquatic life near a water retention pond on our school property. Students will begin to realize the importance of one organism on another. The students will go out and collect vertebrates and invertebrates at the site and identify them with a key. The students will record data by using a science notebook and a digital camera. They will later use their data and identification to be able to place each form in the appropriate vertebrates or invertebrates group.
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Learning Goals
Learning Goals:
1. Determine what the investigation will be
2. Make scientific observations
3. Record and document scientific observations
4. Develop Questions
5. Make additional scientific observations
6. Record and document additional scientific observations
7. Collect data
8. Demonstrate understanding
Key Concepts:
A. Students will understand how to design their own investigations
B. Students will understand that observation and documentation of their investigation is a very important part of the scientific method, even though that process might vary somewhat according to the question being investigated and the scientists designing the experiment.
C. Students will understand that all questions are not suited for scientific investigation and that their question has to be something that can be measured.
Skills:
1. Predict
2. Observe
3. Describe
4. Document
5. Classify
6. Question
7. Demonstrate (knowledge)
Vocab:
1. Vertebrates 6. Amphibian 11. Arthropods
2. Backbone 7. Reptile 12. Worms
3. Mammal 8. Invertebrates 13. Life Cycles
4. Bird 9. Exoskeleton 14. Offspring
5. Fish 10. Mollusks 15. Adult
1. Determine what the investigation will be
2. Make scientific observations
3. Record and document scientific observations
4. Develop Questions
5. Make additional scientific observations
6. Record and document additional scientific observations
7. Collect data
8. Demonstrate understanding
Key Concepts:
A. Students will understand how to design their own investigations
B. Students will understand that observation and documentation of their investigation is a very important part of the scientific method, even though that process might vary somewhat according to the question being investigated and the scientists designing the experiment.
C. Students will understand that all questions are not suited for scientific investigation and that their question has to be something that can be measured.
Skills:
1. Predict
2. Observe
3. Describe
4. Document
5. Classify
6. Question
7. Demonstrate (knowledge)
Vocab:
1. Vertebrates 6. Amphibian 11. Arthropods
2. Backbone 7. Reptile 12. Worms
3. Mammal 8. Invertebrates 13. Life Cycles
4. Bird 9. Exoskeleton 14. Offspring
5. Fish 10. Mollusks 15. Adult
Context for Use
Context for Use
This activity can be done at a grade 3 student level in small groups of 3 or 4. This way student groups can have 2 hands on students mucking up the dirt and water while 1 student records the group observations in the science notebook and 1 student is in charge of the digital camera. With a typical class size of 24 this would mean 6 to 8 groups. I would do this exercise over 5 class periods or days. You will be working on dry land and slightly in some type of water, so preparation needs to be considered for being outside and getting dirty.
This activity can be done at a grade 3 student level in small groups of 3 or 4. This way student groups can have 2 hands on students mucking up the dirt and water while 1 student records the group observations in the science notebook and 1 student is in charge of the digital camera. With a typical class size of 24 this would mean 6 to 8 groups. I would do this exercise over 5 class periods or days. You will be working on dry land and slightly in some type of water, so preparation needs to be considered for being outside and getting dirty.
Description and Teaching Materials
Subject: Biology, Environmental Science
Resource Type: Field Activity, Classroom Activity
Grade Level: grade 3
Description and Teaching Materials:
-Science Notebook
-Pencil
-Ruler
-Hand Lenses
-Digital Cameras
-Printer for pictures of samples from area
-Identification Keys (showing offspring and adult)
-Microscope (if students collect water)
-Computer with Internet
-SMARTBoard and Notebook software
Introduction
Day 1 I start by dividing the class into groups of 6-8. I ask them, as a group, to make a list of plants and animals that live near or in a pond. I then ask the students to write their group's answers on the SMARTBoard. I then have the groups brainstorm 3 questions they have about ponds. We then share and review the questions. As a class we make sure the questions will be something that can actually be measured during this investigation. Each group then decides on one question that they will investigate. Have the group make a prediction and record it.
* If you do not have a pond or source of water nearby, then have kids bring photos of land and aquatic life from near their home. You could do a virtual field trip on the web or find a sheet online that could help them identify what they would be looking at. Then have the students draw these pictures in their science notebook with some of the descriptions or observations from the web.
Day 2 Discuss the ground rules of where they can go and what they are allowed to muck up. Discuss the expectations for being outside and have students choose which job they will perform in their group. Take the students out and investigate.
Day 3 Discuss as a class the investigation, prediction, and observations. Then have the students formulate questions they have about being right or wrong and record it.
Day 4 Review the ground rules of where they can go and what they are allowed to muck up. Discuss the expectations for being outside and have students choose which job they will perform in their group this second go around. Take the students out and investigate a second time to look for evidence that gives greater credibility to, or contradicts, what was discussed on day 3.
Day 5 We will go to the computer lab. to make one SMARTBoard notebook page (per group) that can be shared with the class about their investigation and what they learned. Students can use their digital images, their science notebooks, and the web as a resource for this SMARTBoard page. They will then present what they found to the class.
Printable Science Notebook (Microsoft Word 3.6MB Aug2 09)
Printable Science Notebook Cover (Microsoft Word 24kB Aug2 09)
Resource Type: Field Activity, Classroom Activity
Grade Level: grade 3
Description and Teaching Materials:
-Science Notebook
-Pencil
-Ruler
-Hand Lenses
-Digital Cameras
-Printer for pictures of samples from area
-Identification Keys (showing offspring and adult)
-Microscope (if students collect water)
-Computer with Internet
-SMARTBoard and Notebook software
Introduction
Day 1 I start by dividing the class into groups of 6-8. I ask them, as a group, to make a list of plants and animals that live near or in a pond. I then ask the students to write their group's answers on the SMARTBoard. I then have the groups brainstorm 3 questions they have about ponds. We then share and review the questions. As a class we make sure the questions will be something that can actually be measured during this investigation. Each group then decides on one question that they will investigate. Have the group make a prediction and record it.
* If you do not have a pond or source of water nearby, then have kids bring photos of land and aquatic life from near their home. You could do a virtual field trip on the web or find a sheet online that could help them identify what they would be looking at. Then have the students draw these pictures in their science notebook with some of the descriptions or observations from the web.
Day 2 Discuss the ground rules of where they can go and what they are allowed to muck up. Discuss the expectations for being outside and have students choose which job they will perform in their group. Take the students out and investigate.
Day 3 Discuss as a class the investigation, prediction, and observations. Then have the students formulate questions they have about being right or wrong and record it.
Day 4 Review the ground rules of where they can go and what they are allowed to muck up. Discuss the expectations for being outside and have students choose which job they will perform in their group this second go around. Take the students out and investigate a second time to look for evidence that gives greater credibility to, or contradicts, what was discussed on day 3.
Day 5 We will go to the computer lab. to make one SMARTBoard notebook page (per group) that can be shared with the class about their investigation and what they learned. Students can use their digital images, their science notebooks, and the web as a resource for this SMARTBoard page. They will then present what they found to the class.
Printable Science Notebook (Microsoft Word 3.6MB Aug2 09)
Printable Science Notebook Cover (Microsoft Word 24kB Aug2 09)
Teaching Notes and Tips
Teaching Notes and Tips
By doing half of the investigation outside the students always enjoy it more, but by having firm rules and consequences in place for what scientists do in the "laboratory" really need to be reviewed and taken outside with the students. The students might be tempted to go into a "recess" mentality being outside by the playground in some cases. Especially, being in an outdoor laboratory, some students might have a hard time wrapping their mind around this concept. This outdoor laboratory is typically an area that is off limits and will need to be addressed with the students for the future as all the students will want to do their own investigation at a later date or time (recess or after school). To help solve problems that arise in the identifying of land and aquatic life near a water retention pond, digital pictures of the animals should be made and laminated ahead of time by the teacher for the students to take out with them or use in the classroom.
By doing half of the investigation outside the students always enjoy it more, but by having firm rules and consequences in place for what scientists do in the "laboratory" really need to be reviewed and taken outside with the students. The students might be tempted to go into a "recess" mentality being outside by the playground in some cases. Especially, being in an outdoor laboratory, some students might have a hard time wrapping their mind around this concept. This outdoor laboratory is typically an area that is off limits and will need to be addressed with the students for the future as all the students will want to do their own investigation at a later date or time (recess or after school). To help solve problems that arise in the identifying of land and aquatic life near a water retention pond, digital pictures of the animals should be made and laminated ahead of time by the teacher for the students to take out with them or use in the classroom.
Assessment
Assessment
The students will use their science notebook and digital images at the end of the unit to make a SMARTBoard Notebook page displaying their group investigation. As an extension you might have the students make baseball trading cards, only using the "adult" land and aquatic life they found as the "PLAYER" and his stats. The "offspring" might be a "ROOKIE" card.
The students will use their science notebook and digital images at the end of the unit to make a SMARTBoard Notebook page displaying their group investigation. As an extension you might have the students make baseball trading cards, only using the "adult" land and aquatic life they found as the "PLAYER" and his stats. The "offspring" might be a "ROOKIE" card.
Standards
Standards
3.1.1.1.1 The Practice of Science
3.1.1.2.1 The Practice of Science
3.1.1.2.2 The Practice of Science
3.1.1.2.3 The Practice of Science
3.1.1.2.4 The Practice of Science
3.1.3.4.1 Interactions Among Science, Technology, Engineering, Mathematics, and Society
3.4.1.1.1 Structure and Function in Living Systems
3.4.1.1.2 Structure and Function in Living Systems
3.4.3.2.1 Evolution in Living Systems
3.1.1.1.1 The Practice of Science
3.1.1.2.1 The Practice of Science
3.1.1.2.2 The Practice of Science
3.1.1.2.3 The Practice of Science
3.1.1.2.4 The Practice of Science
3.1.3.4.1 Interactions Among Science, Technology, Engineering, Mathematics, and Society
3.4.1.1.1 Structure and Function in Living Systems
3.4.1.1.2 Structure and Function in Living Systems
3.4.3.2.1 Evolution in Living Systems