Investigating the Long Meadow Lake Unit of the MN Valley National Wildlife Refuge to Determine if the Bass Ponds Trailhead Wetlands is a Stable Ecosystem
Summary
This is a field investigation at the Bass Ponds Trailhead area in the MN Valley National Wildlife Refuge in which students will collect data in the field and samples to test back in the classroom. Students will try to elicit the relationships among different populations they observe in the wetlands and will relate the presence of specific abiotic factors to the health of an ecosystem. Students will be assigned to different areas along the ½ mile path to collect data and will then communicate their findings and interpretations to the class. The class will also determine what further tests they would like to perform on the samples they collected in order to gain more insight into other factors that may have an influence on the ecosystem. The class will analyze all of the data they collect to determine if the wetlands at the Bass Ponds Trailhead area are an example of a stable ecosystem.
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Learning Goals
Students will identify the populations and the relationships among them in an ecosystem.
Students will explain how the number of populations that can be supported in an ecosystem is based on the biotic resources and abiotic factors available.
Students will make claims based on evidence.
The students will observe plants and animals or evidence of animal to interpret what plants and animals live in a wetlands ecosystem.
The students will collect data about the relationships among the plant and animal populations and the factors that influence where they are found.
The students will collect data on specific water quality indicators (pH, temperature, dissolved oxygen, turbidity, and plant growth) to analyze how the quality of water affects an ecosystem.
The students may choose to investigate the microscopic components of the soil and water samples as well as test the samples for the presence of certain nutrients.
Students will practice their observation skills and develop their skills using probe ware to collect data in the field. They will synthesize group data to develop a model of an ecosystem and test their hypotheses about the health of the ecosystem.
Student will come up with a definition for the following words/concepts as a result of this investigation: ecosystem, biotic, abiotic.
Students will explain how the number of populations that can be supported in an ecosystem is based on the biotic resources and abiotic factors available.
Students will make claims based on evidence.
The students will observe plants and animals or evidence of animal to interpret what plants and animals live in a wetlands ecosystem.
The students will collect data about the relationships among the plant and animal populations and the factors that influence where they are found.
The students will collect data on specific water quality indicators (pH, temperature, dissolved oxygen, turbidity, and plant growth) to analyze how the quality of water affects an ecosystem.
The students may choose to investigate the microscopic components of the soil and water samples as well as test the samples for the presence of certain nutrients.
Students will practice their observation skills and develop their skills using probe ware to collect data in the field. They will synthesize group data to develop a model of an ecosystem and test their hypotheses about the health of the ecosystem.
Student will come up with a definition for the following words/concepts as a result of this investigation: ecosystem, biotic, abiotic.
Context for Use
This is investigation starts with a half day field activity (I'll be taking 3 classes of 7th graders ~ 90 students) to the Bass Ponds Trailhead area of the MN Valley National Wildlife Refuge. Students make observations of the plant life and animals that exist in a wetland ecosystem. It continues in the class as students decide which abiotic factor they would like to test in soil or water samples gathered at the site. Students work in groups to interpret their data and present their findings to the class. Once all of the data has been shared, students continue to work in their groups to synthesize the data and make a claim on the health/stability of the ecosystem based on the evidence presented. Students will already know how to take field data in their journals and the characteristics of good observational data. This will be the first time the students will use Vernier probe ware in the field to collect pH, temperature, and dissolved oxygen content in the water and secchi disks to calculate turbidity. Students will have already practiced using these instruments in the lab and will be familiar with their use. This investigation is one component of our curriculum looking at the interdependence of living systems and human interactions with living systems. It is an activity that could be adapted easily to other locations.
Description and Teaching Materials
Students are divided into groups and will make a circuit along the ½ mile path along the Bass Ponds trail completing different tasks at different areas. Not all groups will start with the same task, but all groups will complete all tasks. Each group will have a chaperone, the water and soil collection will also have additional chaperone stationed at those areas.
Task A – (Minnow Pond, Wood Duck Pond, Big Bass Pond, Long Meadow Lake overlook, Little Bass Pond) Students will be responsible for creating in their journal an overview drawing of their assigned site. Drawings should include details about the amount of plant material present, the location of plant material, signs of animal presence (scat, burrows, tree markings, etc.) if available and any other factors they see that may be of interest to them. Students should then choose one plant to make detailed observations of. This will include a drawing & identification (if possible), as well as answers to the following questions: Describe the area where you found this plant. On a sunny day, would the plants be in the sun or the shade? Is the soil warm or cold? Is the soil damp, wet or dry? How could any animals use this plant?
Task B – Students will collect water quality data and samples at a selected site (bridge over outlet to Long Meadow Lake, Little Bass Pond). Using Vernier probes, students will measure and record pH, temperature and dissolved oxygen levels in the water. They will use Secchi disks to determine a Secchi depth for turbidity analysis. Students will also estimate plant growth (height, density, type) along the waters edge. A sample of the water will also be collected and labeled to take back to the class for further investigation.
Task C – Students will collect soil samples at a site of their choosing to take back to the class for further investigation.
Task D – Students will walk The Caretaker's Walk – a self-guided trail making observations about the entire system; how it came to be where it is, any changes that have occurred over time, historical human interactions with the area, etc. Observations should also include any additional plant/animal information that may differ from their detailed site analysis, as well as an overview of how the different areas are connected.
Task A – (Minnow Pond, Wood Duck Pond, Big Bass Pond, Long Meadow Lake overlook, Little Bass Pond) Students will be responsible for creating in their journal an overview drawing of their assigned site. Drawings should include details about the amount of plant material present, the location of plant material, signs of animal presence (scat, burrows, tree markings, etc.) if available and any other factors they see that may be of interest to them. Students should then choose one plant to make detailed observations of. This will include a drawing & identification (if possible), as well as answers to the following questions: Describe the area where you found this plant. On a sunny day, would the plants be in the sun or the shade? Is the soil warm or cold? Is the soil damp, wet or dry? How could any animals use this plant?
Task B – Students will collect water quality data and samples at a selected site (bridge over outlet to Long Meadow Lake, Little Bass Pond). Using Vernier probes, students will measure and record pH, temperature and dissolved oxygen levels in the water. They will use Secchi disks to determine a Secchi depth for turbidity analysis. Students will also estimate plant growth (height, density, type) along the waters edge. A sample of the water will also be collected and labeled to take back to the class for further investigation.
Task C – Students will collect soil samples at a site of their choosing to take back to the class for further investigation.
Task D – Students will walk The Caretaker's Walk – a self-guided trail making observations about the entire system; how it came to be where it is, any changes that have occurred over time, historical human interactions with the area, etc. Observations should also include any additional plant/animal information that may differ from their detailed site analysis, as well as an overview of how the different areas are connected.
Teaching Notes and Tips
The MN Valley National Wildlife Refuge has a mandate to provide visitors with opportunities for interpretation and environmental education. You may call the Visitor Center Environmental Education Staff for more information or to schedule a visit to the refuge. 3815 American Blvd. East, Bloomington, MN 55425. 952-854-5900.
Assessment
-Students will have data collected in their journals from the field investigation.
-Students work in groups after the field investigation to design experiments to test a water-quality indicator or soil nutrient.
-Students will make a claim of the health of the wetlands based on evidence gathered themselves or shared by other groups. (Rubric assessed presentation)
-Students will be able to explain how the biotic and abiotic components interact in an ecosystem.
-Based on participation in field investigation and groups, students will be able to explain how they acted like scientists as they prepared and conducted their experiments and presentations.
-Students work in groups after the field investigation to design experiments to test a water-quality indicator or soil nutrient.
-Students will make a claim of the health of the wetlands based on evidence gathered themselves or shared by other groups. (Rubric assessed presentation)
-Students will be able to explain how the biotic and abiotic components interact in an ecosystem.
-Based on participation in field investigation and groups, students will be able to explain how they acted like scientists as they prepared and conducted their experiments and presentations.
Standards
7.4.2.1.1 Identify a variety of populations and communities in an ecosystem and describe the relationships among the populations and communities in a stable ecosystem.
7.4.2.1.3 Explain how the number of populations an ecosystem can support depends on the biotic resources available as well as abiotic factors such as amount of light and water, temperature range and soil composition.
7.4.2.1.3 Explain how the number of populations an ecosystem can support depends on the biotic resources available as well as abiotic factors such as amount of light and water, temperature range and soil composition.