Schoolyard BioBlitz: Monthly Observations of Plants, Insects, Weather, the Sun and Moon
Summary
In this life and earth science field lab, students will go outside once each month and observe a particular area of the schoolyard. Observations will be recorded, sketches will be drawn, and some samples may be collected. The observations and sketches will be put in a journal and additional information and summaries will be added in the classroom. Students will design investigations to complete outside and will use outdoor observations to provide evidence for our indoor activities.
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Learning Goals
Throughout the year different concepts will be addressed. Here are some of the concepts that will be covered:
Students will observe and then contrast a variety of predator/prey, parasite/host and producer/consumer/decomposer relationships.
Students will measure the variation that occurs in different plant and animal populations and hypothesize how a variation can help or hinder an organism's ability to survive.
Students will come up with an experiment where a human activity could change the populations and communities in their ecosystem and test their hypothesis.
The 8th graders will map the location of the moon and sun to learn about the predictability of the motions of the sun and moon to explain the phases of the moon, and seasons.
Vocabulary words: population, community, predator/prey, parasite/host and producer/consumer/decomposer.
Students will observe and then contrast a variety of predator/prey, parasite/host and producer/consumer/decomposer relationships.
Students will measure the variation that occurs in different plant and animal populations and hypothesize how a variation can help or hinder an organism's ability to survive.
Students will come up with an experiment where a human activity could change the populations and communities in their ecosystem and test their hypothesis.
The 8th graders will map the location of the moon and sun to learn about the predictability of the motions of the sun and moon to explain the phases of the moon, and seasons.
Vocabulary words: population, community, predator/prey, parasite/host and producer/consumer/decomposer.
Context for Use
This lesson will be used with 7th and 8th grade science classes of about 30 students each at a public middle school in a city of about 100,000 people. The students will be doing field exercises one class period each month. Equipment for this activity is a pencil, a notebook, clipboard or cardboard to write on, a data sheet (if wanted), a hand lens, a petri dish, a measuring device (ruler, etc), and if wanted field guides for insects and plants. Students would be able to do this activity better if they have already learned how to sketch or draw in a detailed and scientific manner. Also, skills of observation and measurement should be taught ahead of time. This activity could be adapted to use in any location and could be used at any point during the school year.
Description and Teaching Materials
The lesson will be introduced as a time to go outside and make observations in a small area of the school yard. I plan to ask my students to make observations at 3 levels (below their feet, at body level, and above their heads). Students will take outside a hand lens, pencil, notebook with worksheet, a petri dish, and a ruler. Students will sit in one spot and fill out their worksheet making observations, sketches, and collecting a few samples. Students will come back in to the classroom and share what they observed. We will identify specimens collected (to the best of our ability) and talk about how our observations relate to what we are learning in science.
I am using some attachments from the following site:
Illinois Biodiversity Basics Activities
I am using some attachments from the following site:
Illinois Biodiversity Basics Activities
Teaching Notes and Tips
If you want students to work in groups, you need to decide how you want to group them. Also, make sure you go over safety rules for being outside first (staying away from roads, what boundaries to observe, etc). It might be a good idea to make the first attempt a short version and make students responsible for turning in their observations or sketches.
Assessment
Students will be individually responsible for work. Some times I may look at their journal/notebook/worksheet. Other months I may ask them to write a summary paragraph about what they observed. Then one month I may ask them to design an experiment to complete outside. Also, I plan to ask them to compile their data after a few months so they can start to see patterns from their data.
Standards
7.4.2.1.2 - Compare and contrast predator/prey, parasite/host and producer/consumer/decomposer relationships.
7.4.3.2.3 - Recognize that variation exists in every population and describe how a variation can help or hinder an organism's ability to survive.
7.4.4.1.2 - Describe ways that human activities can change the populations and communities in an ecosystem.
8.3.3.1.5 - Use the predictability of the motions of the Earth, sun and moon to explain day length, the phases of the moon, and eclipses.
7.4.3.2.3 - Recognize that variation exists in every population and describe how a variation can help or hinder an organism's ability to survive.
7.4.4.1.2 - Describe ways that human activities can change the populations and communities in an ecosystem.
8.3.3.1.5 - Use the predictability of the motions of the Earth, sun and moon to explain day length, the phases of the moon, and eclipses.