ESSENTIAL QUESTION(S): 1. How can science be used to learn more about the world around us? 2. How can human’s presence impact wildlife? 3. How can research plots be set up using a compass? 4. What is the difference between a food chain and a food web?
SUBJECT: Environmental Science
GRADE LEVEL: 5th grade
CONCEPTS:
How to use a compass.
What is a controlled variable?
How to develop a consistent methodology.
TIME ESTIMATE: 4 hours 30 minutes
VOCABULARY:
Biodiversity: The variety of animals and plants found in an area.
Plot: A specific area mapped out with flags.
Sit spot: An individual location to sit and reflect.
Track tubes: Data collection devices that can identify presence or absence of small rodents. Made of a PVC pipe with an ink pad and paper inside to record animal footprints.
Controlled variables: An element of the experiment that remains consistent or unchanged.
Food Chain: Who eats who.
Food Web: All the food chains in an ecosystem.
LESSON OVERVIEW: This lesson will finish up the methodology and introduce new background information that will provide context for the experiment. Students will review the previous lesson, specifically the methodology of creating a track tube. After learning the basics of using a compass, students will set up 8 research plots using their compass skills. The instructor will introduce food chains and food webs, the students will have an opportunity to practice making their own food chains. Students will complete a sound mapping activity that will get them thinking like a mouse in our experiment.
STUDENT LEARNING OBJECTIVES: Students Will Be Able To: 1. Describe the procedure for making a track tube and teach it to someone who knows nothing about them. 2. Read a compass. 3. Organize a food chain of 3 or more plants/animals.
OPPORTUNITIES TO DIFFERENTIATE:
Throughout the lesson, students will have the opportunity to demonstrate understanding through writing, drawing, or verbal responses.
During the sound map activity, students will be allowed to record observations with drawings or words.
Students will be able to express understanding of food chains in their science notebooks or by discussing the concept with the instructor.
MATERIALS:
Track tubes from the previous lesson
Flags
Compasses
Sharpies
2 Long measuring tapes
Materials to make one track tube (PVC pipe, paper, cardstock, felt, ink, peanut butter, paper clips, binder clips, tape, scissors, and a spoon)
Book: If you give a mouse a cookie written by: Laura Joffe Numeroff and illustrated by: Felicia Bond
BACKGROUND INFORMATION: In the last lesson, students discussed personal interactions with wildlife specifically mice. Then were provided the research question: How does the presence of humans impact the presence of small rodents? Students created their own hypothesis following an if… then… because… structure. Most of the lesson focused on creating and following a procedure to create track tubes. The class briefly discussed and selected locations for setting up plots around a building and in the forest away from human presence as testing sites.
There are many ways to set up a plot for a scientific experiment. The method recommended for use in this lesson uses cardinal directions to create plots that are a perfect rectangle. You will need: a measuring tape, four flags, a compass, and the dimensions of your desired plot.
1. One person (researcher A) will stand in one of the corners of the plot and place the first flag. 2. Researcher A will stay standing by the first flag and hold onto the measuring tape and a compass. 3. Their partner (researcher B) will take the end of the measuring tape and begin to walk in a straight line. 4. Researcher A will use the compass to direct researcher B to walk in a straight line. a. Researcher A will pick a cardinal direction and will direct researcher B to walk in a line following that direction. 5. Once researcher B has walked the desired length of the plot, they will plant the second flag. a. Lengths will be based on the length of the plots created around the building. 6. Repeat this process two more times to create the remaining three sides of the plot.
LITERATURE: Duffie, D. R., Gitzen, R. A., Sharp, N. W., & Turner, A. J. (2019). Effectiveness and accuracy of track tubes for detecting small-mammal species occupancy in southeastern herbaceous wetlands and meadows. Southeastern Naturalist, 18(1), 130. https://doi.org/10.1656/058.018.0109
Numeroff, L. J., & Bond, F. (2015). If you give A mouse A cookie. A Laura Geringer Book, an imprint of HarperCollinsPublishers.
ASSESSMENT:
Students will be formatively assessed on their ability to describe the procedure to create a track tube (created in the Inquiry 2 lesson plan) during the ‘Teach the Lorax to Make a Track Tube’ activity.
Students will be assessed on their ability to use a compass. This assessment will be introduced as a game to take off any pressure. The instructor will call out a direction and students must point to the direction using their compass.
Students will show their understanding of a food chain by organizing 3 or more plants/animals into a chain.
SCIENTIFIC NOTEBOOK EXPECTATIONS:
In this lesson, scientific notebooks will be used as a tool for students to record measurement when creating plots (see appendix II), and an assessment tool for the teacher.
Students will read sections of If You Give a Mouse a Cookie in their science notebooks (see appendix III).
Students will show their understanding of food chains in their science notebooks (see appendix IV).
COLORADO ACADEMIC STANDARDS ADDRESSED: Standard 2.c Life Science-Evidence Outcomes: Create and evaluate models of plant and/or animal systems or parts. (DOK 2-3)
ADVANCE PREPARATION:
Create a map (see Appendix II) for where the plots will be, based on the discussions from the past lesson.
Have name tags with jobs on them for flagging the plots.
Each group will have three students, one student will be the Compass Champion, another will be the Measuring Master, and the last student will be the Fantastic Flag Flyer.
The instructor should make and laminate name tags for both groups before the Lesson.
Before the lesson the instructor will label 36 flags that will mark the location of each track tube.
Each plot will contain four total tubes: two with peanut butter, one with bird seed, and one with crushed berries.
TIME ESTIMATES:
LESSON PROCEDURE:
Check In and Norms
Check In:
If you built a time machine, where would you time travel to?
Overview of the day.
Engage: Teach the Lorax to make a track tube
The students will be given all the materials needed to make one track tube.
PVC pipe, paper, cardstock, felt, ink, peanut butter, paper clips, binder clips, tape, scissors, and a spoon.
The students will be asked to instruct the Lorax (an alien like creature unaware of normal human procedures) to make a track tube.
The instructor, pretending to be the Lorax, will follow the direction of the students on how to make a track tube.
The instructor will intentionally make silly mistakes to prompt the students to be more specific and clearer in their directions. This activity will help students understand the level of detail needed when creating a methodology or procedure.
Explore: Map out the plots
Begin recapping our discussion on where plots will be placed. (2 min)
Ask a student to recall the last class and where we decided to make the plots.
Quick lesson on how to use a compass (~10 min)
Lesson
Point out the 4-cardinal directions.
Explain that the compass always points to the north.
Let students practice finding all four directions with their own compass and assist students that may need individual attention.
Compass assessment:
Have students stand two arm lengths apart from each other.
Call out a direction and have students use their compasses to find the direction and point to it.
Split students into groups of 3 and flag the plots around aspen.
Pass out name tags for various jobs (Compass Champion, Measuring Master, and Fantastic Flag Flyer)
Students will not need to use a compass when creating plots around the building. They should use the walls of the buildings as reference points to create straight lines. (Students assigned to the Compass Champion role will assist the Measuring Masters)
Students should reference the provided map of the plots around aspen. (See appendix II)
Record the dimensions (see appendix II)
In the same groups, flag equivalent size plots in the designated forest area.
Check in with students assigned to the Compass Champion role and make sure they are comfortable using a compass and understand the methods (outlined in the background information section of this lesson plan) to create straight plots in the forest.
Explain: Placing the track tubes
The instructor will distribute an even number of track tubes and pre-labeled flags to each student.
Students can decorate and personalize their flags with colorful sharpies.
The class will go on a walk to place all the track tubes in the correct plots.
Students will discuss important variables to consider when placing a track tube.
Orientation of the tube.
Making sure nothing is obstructing either entrance.
Option to secure the tubes by placing dirt, rocks, or sticks around the tube.
Evaluate: If You Give a Mouse a Cookie and food chains
Book: If You Give a Mouse a Cookie written by: Laura Joffe Numeroff and illustrated by: Felicia Bond.
Have students read aloud to the class from their science notebooks. (Appendix III)
Discussion on the diet of mice and how mice fit in a food chain/web
Introduce food chains:
Ask students about prior knowledge of food chains
Does anyone know what a food chain is? What about a food web?
Activity: Place the animals in the order of a food chain (Hawk, Snake, Mice, Grasshopper, Flower. (Appendix IV)
Do we think these are the only things that each of these animals eat?
What evidence do we have that proves mice eat more than one thing?
Introduce food webs:
Explain that most animals eat more than one thing and our mice will eat peanut butter, seeds, and berries from the track tubes we’ve made.
Explain how a food web is just a complicated food chain.
Show example (see appendix V)
Elaborate: Sound map activity
Students will find a private spot near the forest plots.
Students will sit quietly, listening to sounds and recording what they hear in their science notebook on the sound map page. (See Appendix I)
The class will regroup at the end of the activity to debrief and share their observations.
Discuss what implications this may have for the experiment. Ask if they could hear any humans.