Virtual Inquiry Field Lesson
Initial Publication Date: August 3, 2009
Summary
This Life Science classroom/field activity will motivate students with its element of anticipation. After observing a habitat type from a student filming team, the class will use inquiry to answer their own questions about an area's animals in a natural setting using motion sensing video cameras.
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Learning Goals
Students will learn to observe the different behaviors of various populations of organisms in different areas and record in their science journal their observations of the behaviors. Concepts:
1) Students will learn various species behavior in the natural world.
2) Students will learn what species are in different habitats.
3) Students will learn how species interact with their environment.
1) Students will learn various species behavior in the natural world.
2) Students will learn what species are in different habitats.
3) Students will learn how species interact with their environment.
Context for Use
This activity would be for 7th grade life science, but 10th grade biology could use this as well! This classroom/field study can be done with any size class. It can be done throughout the year utilizing many concepts related to phenology, biology, etc. A motion sensing video camera, digital camera, and some type of smart board or proxima machine are needed to do this activity. This activity can be ongoing throughout the year, or done for one unit. Extra time from the teacher is needed for this project, or ample access to a large tract of land with different habitats near school for the whole class to visit. If time is put in, this activity can be done almost anywhere with some creativity. Access to undeveloped land, during or after school, is needed to do this lesson.
Description and Teaching Materials
I would go outdoors to different locations with a few select students in my class after school or on weekends and take short video clips of different habitats with a digital camera on private land. These short clips would then be the basis of the inquiry project.
Back in class, students would be grouped and showed all the different clips on the smart board. Each group of students would then have to ask questions about species of animals that are believed to live in the area. The groups would narrow down their questions to 1--- "best of the best". Then the groups would discuss how and where to place the scoutguard motion detection cameras to answer the group's question. Two students from each group would place the camera in the location discussed by the group. The cameras would be set out for 2-week intervals. These videos would then be brought back to the classroom for all the students to learn from.
Examples of an activity would be:
1) Students asking, "How do beavers repair their dams?"
2) " " "What smells attract canines and cause them to dig or roll?"
3) " " "What foods are preferred by individual species?"
4) " " "What organisms feed on carrion in our areas?"
5) " " "Does weather change animal behavior?"
6) " " "What kinds of organisms live in certain habitats?"
The questions would be never ending!! All of these would be connected to scientific investigation/inquiry, scientific methods, animals interacting, etc. The best of all, the kids would love it! Just think...videos of organisms in their natural environment with the students manipulating conditions to answer specific questions!!!
Back in class, students would be grouped and showed all the different clips on the smart board. Each group of students would then have to ask questions about species of animals that are believed to live in the area. The groups would narrow down their questions to 1--- "best of the best". Then the groups would discuss how and where to place the scoutguard motion detection cameras to answer the group's question. Two students from each group would place the camera in the location discussed by the group. The cameras would be set out for 2-week intervals. These videos would then be brought back to the classroom for all the students to learn from.
Examples of an activity would be:
1) Students asking, "How do beavers repair their dams?"
2) " " "What smells attract canines and cause them to dig or roll?"
3) " " "What foods are preferred by individual species?"
4) " " "What organisms feed on carrion in our areas?"
5) " " "Does weather change animal behavior?"
6) " " "What kinds of organisms live in certain habitats?"
The questions would be never ending!! All of these would be connected to scientific investigation/inquiry, scientific methods, animals interacting, etc. The best of all, the kids would love it! Just think...videos of organisms in their natural environment with the students manipulating conditions to answer specific questions!!!
Teaching Notes and Tips
I have never done this before, but personal time used maybe a factor for many teachers. Much of the set-up time for the cameras will have to be done with your time and the students free time.
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Assessment
Each student will write up an entire description of the process used and the results from each time we do the activity. This activity is definitely a qualitative rather than a quantitative activity. Process and participation are the most important aspects of this activity.
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.