Scientific Observations: A Schoolyard BioBlitz
Summary
In this middle school life science activity, students learn how to make scientific observations and then make and collect scientific observations about their schoolyard. Students will learn characteristics of scientific observations including qualitative and quantitative observations and how scientific observations may be recorded. Next students will practice scientific observations of their classroom and then work in groups to make a simple scientific inventory of their schoolyard – the BioBlitz.
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Learning Goals
This activity is designed for students to answer the following key questions
- What are observations?
- What are the characteristics of scientific observations?
- How are scientific observations recorded?
- How can the presence of the living organisms in a selected area be scientifically observed and recorded?
Skills: observing, writing, field techniques, drawing, data analysis, predicting, summarizing
Vocabulary: observations, qualitative, quantitative, inferences, BioBlitz
Key Concepts
- How do scientists make and record scientific observations?
- What are the characteristics of scientific observations?
- How can scientific observations be used to record the living organisms in an area?
- What are observations?
- What are the characteristics of scientific observations?
- How are scientific observations recorded?
- How can the presence of the living organisms in a selected area be scientifically observed and recorded?
Skills: observing, writing, field techniques, drawing, data analysis, predicting, summarizing
Vocabulary: observations, qualitative, quantitative, inferences, BioBlitz
Key Concepts
- How do scientists make and record scientific observations?
- What are the characteristics of scientific observations?
- How can scientific observations be used to record the living organisms in an area?
Context for Use
Grade Level: 6-8
Class size: Up to 32 or whatever the teacher feels he/she can safely supervise outside
Institution type: Middle School
Type of Project: Direct instruction, class discussion, classroom activity, and field exercise
Time: 2 class periods
Equipment: butcher paper (or other large piece of paper), one hula hoop (or other standardized method of identifying an area), tape (for attaching plant specimens), pens/pencils/coloring tools
No previous special skills or concepts needed.
Curriculum Placement: I plan on using this activity in the beginning of the year as part of teaching science skills and the nature of science.
Adaptability to other Settings: This activity could easily be adapted to other settings. It also could be adapted so that it would not require going outside.
Class size: Up to 32 or whatever the teacher feels he/she can safely supervise outside
Institution type: Middle School
Type of Project: Direct instruction, class discussion, classroom activity, and field exercise
Time: 2 class periods
Equipment: butcher paper (or other large piece of paper), one hula hoop (or other standardized method of identifying an area), tape (for attaching plant specimens), pens/pencils/coloring tools
No previous special skills or concepts needed.
Curriculum Placement: I plan on using this activity in the beginning of the year as part of teaching science skills and the nature of science.
Adaptability to other Settings: This activity could easily be adapted to other settings. It also could be adapted so that it would not require going outside.
Description and Teaching Materials
This activity has two main parts to be done over two class periods
- Classroom activities: warm-up activity, discussion, direct instruction, and practice for field activity, and
- A field activity in the schoolyard (a BioBlitz) followed by group collection of data and discussion
Classroom
- Materials per student: paper, writing tool. Optional: meter stick, coloring tools, thermometer
- Time: One class period
- Warm-Up: Ask students "What do you notice about your environment?" and have them record their answers on paper. (5 minutes)
- Conduct a group discussion on "What are observations?" Guide student discussion towards an understanding of qualitative and quantitative observations. Discuss how scientific observations are recorded. Include discussion of what factors influence observations.
- After the discussion, repeat the Warm-Up activity, this time telling students to make scientific observations. If possible, allow more time so students can make drawings, use tools, etc., to make scientific observations.
- Finish with a discussion of student work.
Field Activity – the BioBlitz
- Materials per group of students: large paper (example: butcher paper), tape, writing tool, hula hoop or other means of marking off a standardized area (string, etc.), ruler, thermometer
- Time: One class period
- Before going outside for the BioBlitz, ask the class to brainstorm the characteristics they think are important to observe and record.
- Divide students into groups and distribute the groups randomly or in an organized pattern around the school grounds.
- Each group will place the hula hoop on the ground and make scientific observations of the living organisms found within the boundary of the hula hoop. Students should make a life-size drawing of the hula hoop (standardized area) on the butcher paper. Students will tape a sample on the paper of each organism found in their area and also write scientific observations. Remind students to make as many qualitative and quantitative observations as they can. Allow 15 - 20 minutes for observations.
- Back in the classroom, students can display their scientific observations and review and discuss the results with the class.
- Discussion points that may be emphasized by the teacher
o Abiotic factors encountered
o Difficulties encountered during sampling
o Possible sources of error
o Which plots contained the most/least types of organisms?
- Classroom activities: warm-up activity, discussion, direct instruction, and practice for field activity, and
- A field activity in the schoolyard (a BioBlitz) followed by group collection of data and discussion
Classroom
- Materials per student: paper, writing tool. Optional: meter stick, coloring tools, thermometer
- Time: One class period
- Warm-Up: Ask students "What do you notice about your environment?" and have them record their answers on paper. (5 minutes)
- Conduct a group discussion on "What are observations?" Guide student discussion towards an understanding of qualitative and quantitative observations. Discuss how scientific observations are recorded. Include discussion of what factors influence observations.
- After the discussion, repeat the Warm-Up activity, this time telling students to make scientific observations. If possible, allow more time so students can make drawings, use tools, etc., to make scientific observations.
- Finish with a discussion of student work.
Field Activity – the BioBlitz
- Materials per group of students: large paper (example: butcher paper), tape, writing tool, hula hoop or other means of marking off a standardized area (string, etc.), ruler, thermometer
- Time: One class period
- Before going outside for the BioBlitz, ask the class to brainstorm the characteristics they think are important to observe and record.
- Divide students into groups and distribute the groups randomly or in an organized pattern around the school grounds.
- Each group will place the hula hoop on the ground and make scientific observations of the living organisms found within the boundary of the hula hoop. Students should make a life-size drawing of the hula hoop (standardized area) on the butcher paper. Students will tape a sample on the paper of each organism found in their area and also write scientific observations. Remind students to make as many qualitative and quantitative observations as they can. Allow 15 - 20 minutes for observations.
- Back in the classroom, students can display their scientific observations and review and discuss the results with the class.
- Discussion points that may be emphasized by the teacher
o Abiotic factors encountered
o Difficulties encountered during sampling
o Possible sources of error
o Which plots contained the most/least types of organisms?
Teaching Notes and Tips
Safety Guidelines - Be sure to follow your school's safety guidelines for going outside, including notifying the school office and any being aware of health concerns that may need attention, such as bee sting allergies.
Repetition – This activity could be repeated one or more times throughout the school year. Repetition would be a natural introduction to other ecology concepts such as population, community, biodiversity, etc, as well as a review of scientific observation.
This activity is different from what my students and I have done in the past because we have not used our school grounds very much for science. My school is in an urban setting and we have little outside area to use for science. The outside area is a mowed grass lawn with a few plants for landscaping purposes. There is no natural area. However, we will use what we have to connect ourselves to the outside world as best we can! I hope to do more activities outside so students can become more familiar with the natural world.
Repetition – This activity could be repeated one or more times throughout the school year. Repetition would be a natural introduction to other ecology concepts such as population, community, biodiversity, etc, as well as a review of scientific observation.
This activity is different from what my students and I have done in the past because we have not used our school grounds very much for science. My school is in an urban setting and we have little outside area to use for science. The outside area is a mowed grass lawn with a few plants for landscaping purposes. There is no natural area. However, we will use what we have to connect ourselves to the outside world as best we can! I hope to do more activities outside so students can become more familiar with the natural world.
Assessment
Students will be assessed individually.
Individual Assessment – Evaluate the results of the field activity by asking students to complete a 3-2-1 assessment. On paper, students should write 3 new facts they learned about scientific observations, 2 new things they learned about being a scientist and doing field work, and 1 question they still have about scientific observations.
Individual Assessment – Evaluate the results of the field activity by asking students to complete a 3-2-1 assessment. On paper, students should write 3 new facts they learned about scientific observations, 2 new things they learned about being a scientist and doing field work, and 1 question they still have about scientific observations.
Standards
2009 MN Standards:
7.1.1.2.1 - Generate and refine a variety of scientific questions and match them with appropriate methods of investigation, such as field studies...
7.4.2.1.1 - Identify a variety of populations and communities...
7.1.1.2.1 - Generate and refine a variety of scientific questions and match them with appropriate methods of investigation, such as field studies...
7.4.2.1.1 - Identify a variety of populations and communities...