Collection of Place Introduction to Biology
Summary
This field study is designed to help students understand the biology around them. The students design their method of collection, and presentation. Discussion that follows allows the teacher and students to look at how much of the world involves biology and to examine what areas of biology will be covered during the year. Students practice planning, and group work skills and after the study, assigning "further investigation" questions starts them on a review of the scientific method.
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Learning Goals
1. Students will develop group planning skills as they decide how they want to conduct their survey and design their presentation.
2. Students will practice short oral presentations to show the class what they found.
The key concept that this study is designed to develop is "what is biology". Also, students will look at how biology can be applied in the world that they are familiar with.
2. Students will practice short oral presentations to show the class what they found.
The key concept that this study is designed to develop is "what is biology". Also, students will look at how biology can be applied in the world that they are familiar with.
Context for Use
This is a three day field exercise that is an introduction to tenth grade biology. This is the first three days of school in our program. Any collection equipment (nets, jars, Petri dishes) can be used but cameras and rubbings work well too. This activity would also work well when talking about ecosystems or interdependence of life with little or no change to the activity, only changing the focus of the discussions afterwards.
Description and Teaching Materials
Day 1 – Introduction and Planning:
1. Ask students what biology is. Write answers on board or overhead.
2. Tell the students that we're going to see what biology surrounds the school.
3. Assign groups and ask them to brain storm what types of observations they want to be sure to make if they are looking for biology around the school. Give them time for brainstorming. I think I will keep them going by asking questions such as
- Do you want to collect anything? How will you do that?
- What could you bring back to show the class that wouldn't harm the sample? (I'm thinking rubbings or if they want to get fancy, most of them have cameras on their cell phones)
- Are there observations you could make that don't involve sight?
- Look at the ground, at torso level and above your head.
- How will you know you covered each section in the same way?
4. Explain to the students that after they do their field survey they will get a large piece of paper to show what they found. Ask them to decide how they are going to organize it so that they can present what they found to the class in a brief report.
Day 2 – Field Collection
1. Ask students to have a three minute review session so everyone knows the game plan.
2. Assign which lines you want each group to do (a radial pattern from the school would give a good picture of the area)
3. Have them do their field collection based on their plan. I plan on giving the students 35 to 40 minutes.
4. Bring them back inside. If there is time, you could have them start making their posters, but I think I will just have them press things that could dry up and crinkle over night.
Day 3 – Presentations
1. Tell the students to start working on their presentation. I think I will give the students 25 minutes so that we have time for presentations and to discuss.
2. Short presentations of what they found (2 minutes or less)
3. Discussion on what parts of our survey are biology, what things might have been missed that are still biology, and segue into what parts of biology we are going to cover this year.
4. Homework assignment—ask three testable scientific questions about the organisms that you found during your study. Think about what you might like to know more about.
1. Ask students what biology is. Write answers on board or overhead.
2. Tell the students that we're going to see what biology surrounds the school.
3. Assign groups and ask them to brain storm what types of observations they want to be sure to make if they are looking for biology around the school. Give them time for brainstorming. I think I will keep them going by asking questions such as
- Do you want to collect anything? How will you do that?
- What could you bring back to show the class that wouldn't harm the sample? (I'm thinking rubbings or if they want to get fancy, most of them have cameras on their cell phones)
- Are there observations you could make that don't involve sight?
- Look at the ground, at torso level and above your head.
- How will you know you covered each section in the same way?
4. Explain to the students that after they do their field survey they will get a large piece of paper to show what they found. Ask them to decide how they are going to organize it so that they can present what they found to the class in a brief report.
Day 2 – Field Collection
1. Ask students to have a three minute review session so everyone knows the game plan.
2. Assign which lines you want each group to do (a radial pattern from the school would give a good picture of the area)
3. Have them do their field collection based on their plan. I plan on giving the students 35 to 40 minutes.
4. Bring them back inside. If there is time, you could have them start making their posters, but I think I will just have them press things that could dry up and crinkle over night.
Day 3 – Presentations
1. Tell the students to start working on their presentation. I think I will give the students 25 minutes so that we have time for presentations and to discuss.
2. Short presentations of what they found (2 minutes or less)
3. Discussion on what parts of our survey are biology, what things might have been missed that are still biology, and segue into what parts of biology we are going to cover this year.
4. Homework assignment—ask three testable scientific questions about the organisms that you found during your study. Think about what you might like to know more about.
Teaching Notes and Tips
I think I'll have paper grocery bags for each group to put their collections in. That way nothing will get lost overnight.
I will have stacks of books or magazines to press leaves and flowers until they are put on the presentation paper.
I will have stacks of books or magazines to press leaves and flowers until they are put on the presentation paper.
Assessment
Students will be assessed on how well they work in their group, their presentation to the class on what they found, their participation in the discussion afterwards and the three questions they ask after the field study is done.
Standards
2003 standards – 9-12, IV, B-the diversity of organisms and 9-12, IV, C-the interdependence of life.
2009 standards – 9.4.2.1 and 9.4.4.1 and 9.4.4.2
2009 standards – 9.4.2.1 and 9.4.4.1 and 9.4.4.2