Activities for Middle School Students
Bird Count
Objective: Identify and count bird species by sight and sound.
Location: Inside and Outside (see instructions for particular locations)
Age: Middle
Supplies: A bird identification book for birds in your area, and audio files of local bird calls.
Suggested websites:
http://www.azfo.org/soundlibrary/sounds_library.html (for Arizona bird calls)
http://www.allaboutbirds.org/page.aspx?pid=1059 (for help identifying unknown birds based on shape and size)
http://www.enature.com/birding/audio.asp (for a comprehensive list of bird calls)
Instructions: The objective of this activity is to count and correctly identify as many bird species in your area as possible. Since memorizing the call and appearance of dozens of birds is probably beyond most middle-school students’ reach, you may want to divide up a list of native birds, giving each student or group of students a few to memorize that they will then be responsible for. You may also wish to make this a long-term research project, with each student or group creating a report on the biology and lifestyle of their species.
After students feel comfortable identifying birds by sight and sound, take them to a local site where birds are known to frequent. Hiking trails, open meadows, rural parks, and fringe-areas (where meadows meet trees) are ideal spots. The students will then listen for 10-15 minutes,counting each recognizable bird call and sighting, and noting species they do not know (you may wish for them to look up these species upon returning to the classroom). If you are on a hiking trail, you may wish to do multiple counts, stopping every half mile or so and repeating the process. You may also wish to make a worksheet with birds that the class is likely to encounter so the students can easily keep a tally.
Optional: If you like, you can submit your results to the Great Backyard Bird Count, a collaborative effort by thousands of people, both professionals and amateurs. The main event takes place over four days in February. See http://www.birdsource.org/gbbc for more information.
Location: Inside and Outside (see instructions for particular locations)
Age: Middle
Supplies: A bird identification book for birds in your area, and audio files of local bird calls.
Suggested websites:
http://www.azfo.org/soundlibrary/sounds_library.html (for Arizona bird calls)
http://www.allaboutbirds.org/page.aspx?pid=1059 (for help identifying unknown birds based on shape and size)
http://www.enature.com/birding/audio.asp (for a comprehensive list of bird calls)
Instructions: The objective of this activity is to count and correctly identify as many bird species in your area as possible. Since memorizing the call and appearance of dozens of birds is probably beyond most middle-school students’ reach, you may want to divide up a list of native birds, giving each student or group of students a few to memorize that they will then be responsible for. You may also wish to make this a long-term research project, with each student or group creating a report on the biology and lifestyle of their species.
After students feel comfortable identifying birds by sight and sound, take them to a local site where birds are known to frequent. Hiking trails, open meadows, rural parks, and fringe-areas (where meadows meet trees) are ideal spots. The students will then listen for 10-15 minutes,counting each recognizable bird call and sighting, and noting species they do not know (you may wish for them to look up these species upon returning to the classroom). If you are on a hiking trail, you may wish to do multiple counts, stopping every half mile or so and repeating the process. You may also wish to make a worksheet with birds that the class is likely to encounter so the students can easily keep a tally.
Optional: If you like, you can submit your results to the Great Backyard Bird Count, a collaborative effort by thousands of people, both professionals and amateurs. The main event takes place over four days in February. See http://www.birdsource.org/gbbc for more information.
Archaeology of the Mundane
Objective: Understand the source of everyday objects and the energy and effort it takes to produce and transport them.
Location: Classroom/computer lab (can also be a take-home research project)
Age Groups: Middle/High
Instructions: Have each student pick a mundane object (examples include: book, rubber duck, chalk, pen/pencil, jewelry, etc). The student will then research how that object came to be and was delivered to its final destination. Be sure to include packaging and shipping considerations
Quick Example: Rubber Ducks: Started as petroleum which was refined into plastic, molded and painted in a Chinese factory before being packaged (again in plastic), shipped to the United States on a super tanker inside a shipping container. The packages of rubber ducks were then dispersed via 18-wheeler truck to their distributors, where they were shelved.
Optional aspect to add depth: For older students, you may want to add a mathematical research component to find the true cost of the item. This could include original cost of materials, labor costs of those involved (factory workers, tanker crew, truck drivers, shelvers), fuel costs, mining, packaging cost, etc. Encourage outside-the-box thinking on possible considerations.
Location: Classroom/computer lab (can also be a take-home research project)
Age Groups: Middle/High
Instructions: Have each student pick a mundane object (examples include: book, rubber duck, chalk, pen/pencil, jewelry, etc). The student will then research how that object came to be and was delivered to its final destination. Be sure to include packaging and shipping considerations
Quick Example: Rubber Ducks: Started as petroleum which was refined into plastic, molded and painted in a Chinese factory before being packaged (again in plastic), shipped to the United States on a super tanker inside a shipping container. The packages of rubber ducks were then dispersed via 18-wheeler truck to their distributors, where they were shelved.
Optional aspect to add depth: For older students, you may want to add a mathematical research component to find the true cost of the item. This could include original cost of materials, labor costs of those involved (factory workers, tanker crew, truck drivers, shelvers), fuel costs, mining, packaging cost, etc. Encourage outside-the-box thinking on possible considerations.
Leaf Pounding
Objective: Create a piece of art using leaves.
Location: Outside near trees and somewhere with a hard surface such as a sidewalk or blacktop.
*Note: this works better in areas with more deciduous trees rather than evergreen.
Age Groups: Elementary/Middle
Supplies: muslin (a very thin type of cloth, available at most craft stores),
mallets (rubber or wood), Optional: scissors, paint, sticks, glue, string
Instructions: First, lead the students on a short outdoor “tree tour,” where you identify local tree species and how to identify them by their leaves. At each tree, if possible, give each child a leaf to use in their pounding. Upon returning to the location where they will be crafting, give each child a 1.5' x 1' rectangle of muslin and a mallet. Instruct them to place the leaves under the muslin and pound until the chlorophyll bleeds through, showing the shape of the leaf. This can also be done with leaves as they change into their fall colors, but note that carotenoids (the pigments responsible for the oranges, yellows, and reds) do not generally stain the muslin as well as chlorophyll.
*Note: the chlorophyll will also stain the floor, so doing this activity on a sidewalk/blacktop/outdoor pavilion may be best.
Optional Variations:
Older students can cut the leaves into shapes before pounding.
You can give students markers or paint to decorate/label their poundings.
Students may collect short straight sticks to use in hanging their art. After pounding, place the stick across the top of the art and fold the muslin over top. Glue the muslin to itself to form a loop around the stick. Tie a length of string to either end of the stick to create a hanging piece of art.
Location: Outside near trees and somewhere with a hard surface such as a sidewalk or blacktop.
*Note: this works better in areas with more deciduous trees rather than evergreen.
Age Groups: Elementary/Middle
Supplies: muslin (a very thin type of cloth, available at most craft stores),
mallets (rubber or wood), Optional: scissors, paint, sticks, glue, string
Instructions: First, lead the students on a short outdoor “tree tour,” where you identify local tree species and how to identify them by their leaves. At each tree, if possible, give each child a leaf to use in their pounding. Upon returning to the location where they will be crafting, give each child a 1.5' x 1' rectangle of muslin and a mallet. Instruct them to place the leaves under the muslin and pound until the chlorophyll bleeds through, showing the shape of the leaf. This can also be done with leaves as they change into their fall colors, but note that carotenoids (the pigments responsible for the oranges, yellows, and reds) do not generally stain the muslin as well as chlorophyll.
*Note: the chlorophyll will also stain the floor, so doing this activity on a sidewalk/blacktop/outdoor pavilion may be best.
Optional Variations:
Older students can cut the leaves into shapes before pounding.
You can give students markers or paint to decorate/label their poundings.
Students may collect short straight sticks to use in hanging their art. After pounding, place the stick across the top of the art and fold the muslin over top. Glue the muslin to itself to form a loop around the stick. Tie a length of string to either end of the stick to create a hanging piece of art.
Adaptations
Objective: To understand how different living things adapt to their environment
Location: Classroom/Outside
Age Groups: Elementary, Middle
Supplies: None
Instructions: This can be accomplished in many ways, depending on the age group. You can simply discuss with the class, or in groups or pairs, the way we as humans adapt to our environments, both biologically and behaviorally: Example: We tan in the summer, we wear warmer clothes when we get cold, we shiver to warm ourselves up. Then have each group pick an animal or plant and research how it is adapted to its environment.
Alternative: Pick similar species from different climates, and note the changes in their morphology that allow them to live there. Example: Arctic hare vs jackrabbit: arctic hares have smaller ears to reduce heat loss, as well as thicker coats that are white to blend in with the snow. Jackrabbits have larger ears to release heat, and lighter coats.
Location: Classroom/Outside
Age Groups: Elementary, Middle
Supplies: None
Instructions: This can be accomplished in many ways, depending on the age group. You can simply discuss with the class, or in groups or pairs, the way we as humans adapt to our environments, both biologically and behaviorally: Example: We tan in the summer, we wear warmer clothes when we get cold, we shiver to warm ourselves up. Then have each group pick an animal or plant and research how it is adapted to its environment.
Alternative: Pick similar species from different climates, and note the changes in their morphology that allow them to live there. Example: Arctic hare vs jackrabbit: arctic hares have smaller ears to reduce heat loss, as well as thicker coats that are white to blend in with the snow. Jackrabbits have larger ears to release heat, and lighter coats.
Soil Composition
Objective: Learn what composes soil
Location: Classroom, then outside in a schoolyard or field
Age Groups: Elementary, Middle
Supplies: Small shovels or trowels, Optional: Rulers/Tape Measures and string
Instructions: Have each student write a paragraph describing soil [left intentionally vague]. Then take them outside and each student or pair of students excavate a square-foot plot using the trowels (Optional: Use string and tape measures to mark the plots). Students will then sift through the soil, taking notes on things such as the soil texture (dry, moist, rocky, etc), color, organisms (insects, roots, fungal hyphae), and any other aspects they wish. Afterwards, have them rewrite their description of soil. Variation: Disperse the students so that they are sampling soil from different environments. Examples include: forest floor, creek adjacent, primarily shady, primarily sunny, rock-adjacent, on a slope, etc. Discuss the differences in the soil and why these differences are present.
**For a more in-depth soil study, check out our Soil Characterization protocol.
Location: Classroom, then outside in a schoolyard or field
Age Groups: Elementary, Middle
Supplies: Small shovels or trowels, Optional: Rulers/Tape Measures and string
Instructions: Have each student write a paragraph describing soil [left intentionally vague]. Then take them outside and each student or pair of students excavate a square-foot plot using the trowels (Optional: Use string and tape measures to mark the plots). Students will then sift through the soil, taking notes on things such as the soil texture (dry, moist, rocky, etc), color, organisms (insects, roots, fungal hyphae), and any other aspects they wish. Afterwards, have them rewrite their description of soil. Variation: Disperse the students so that they are sampling soil from different environments. Examples include: forest floor, creek adjacent, primarily shady, primarily sunny, rock-adjacent, on a slope, etc. Discuss the differences in the soil and why these differences are present.
**For a more in-depth soil study, check out our Soil Characterization protocol.
Natural Sundial
Objective: Use a natural landmark and basic geometry to track changes in the sun’s movements over the seasons.
Location: Outside
Age Groups: Elementary/Middle
Supplies: Protractor, measuring tape
Next Generation Science Standards: 5-ESS1-2
Instructions:
1. Find a natural landmark, such as a tree, that is in an open space where its shadow does not interact with any others.
Note: try to pick an older tree that will not grow much over the course of the year. If trees are unavailable, other landmarks such as statues or fence posts are suitable.
2. Have the students measure the shadow of the tree, noting the length and the angle to an arbitrary axis (perhaps a sidewalk, spray-painted [or otherwise marked] line, etc).
3. Repeat this exercise at the same time of day at different points in the year, again measuring the shadow length and angle.
4. Make a chart of the changes, then discuss or have the students write up how the changes in the earth’s relative position to the sun cause
these changes. This can also be used to provide an introduction to graph-making.
Location: Outside
Age Groups: Elementary/Middle
Supplies: Protractor, measuring tape
Next Generation Science Standards: 5-ESS1-2
Instructions:
1. Find a natural landmark, such as a tree, that is in an open space where its shadow does not interact with any others.
Note: try to pick an older tree that will not grow much over the course of the year. If trees are unavailable, other landmarks such as statues or fence posts are suitable.
2. Have the students measure the shadow of the tree, noting the length and the angle to an arbitrary axis (perhaps a sidewalk, spray-painted [or otherwise marked] line, etc).
3. Repeat this exercise at the same time of day at different points in the year, again measuring the shadow length and angle.
4. Make a chart of the changes, then discuss or have the students write up how the changes in the earth’s relative position to the sun cause
these changes. This can also be used to provide an introduction to graph-making.
Predator-Prey Simulation
Objective: Learn that the relationships between population numbers of predators and their prey.
Location: Classroom
Ages: Elementary, Middle
Source: http://www.nclark.net/Ecology
Materials: 100 pre-cut small squares for each group (approximately 1 in square)—these will represent the prey – and 50 larger squares (approximately the size of ½ an index card)—these will represent the predators. **Note: if constructing the cards is too time consuming for the teacher, other supplies can be used. Suggestions include pennies, counting chips for math class, etc.
We have provided a classroom worksheet here for your convenience.
Instructions:
1. To begin, place 3 prey cards on the table, in a random pattern. Then, toss a predator card onto the table. The predator must be touching at least 3 prey to survive, and all prey that are touched are removed. Initially, the predator will not survive.
2. At the end of each round, the numbers of remaining predators and prey are doubled. If there are no predators, one will be “introduced” to the system. It may be quite a while before the prey population can sustain a predator.
3. Record the number of predators and prey that start each round and end each round on the table provided (or have the students create their own).
4. Repeat the process for 20 generations.
Discussion Questions (can be discussed as a class or completed as individual/group work. These are provided on the accompanying worksheet)
1. How large did the prey population have to be to sustain a predator? What happened to the prey population as the number of predators increased? How long were the predators able to maintain their population?
2. How does this simulation model a real ecosystem? Are there other, unaccounted-for factors that can influence population dynamics?
3. Graph the populations of predators and prey on the same graph. What relationships do you notice between the two lines?
Optional: You may choose to put the activity into context by leading or following with a lecture/discussion on the classic lynx/hare population study. Information may be found here: http://www.britannica.com/blogs/2011/06/rise-fall-canada-lynx-snowshoe-hare/
Location: Classroom
Ages: Elementary, Middle
Source: http://www.nclark.net/Ecology
Materials: 100 pre-cut small squares for each group (approximately 1 in square)—these will represent the prey – and 50 larger squares (approximately the size of ½ an index card)—these will represent the predators. **Note: if constructing the cards is too time consuming for the teacher, other supplies can be used. Suggestions include pennies, counting chips for math class, etc.
We have provided a classroom worksheet here for your convenience.
Instructions:
1. To begin, place 3 prey cards on the table, in a random pattern. Then, toss a predator card onto the table. The predator must be touching at least 3 prey to survive, and all prey that are touched are removed. Initially, the predator will not survive.
2. At the end of each round, the numbers of remaining predators and prey are doubled. If there are no predators, one will be “introduced” to the system. It may be quite a while before the prey population can sustain a predator.
3. Record the number of predators and prey that start each round and end each round on the table provided (or have the students create their own).
4. Repeat the process for 20 generations.
Discussion Questions (can be discussed as a class or completed as individual/group work. These are provided on the accompanying worksheet)
1. How large did the prey population have to be to sustain a predator? What happened to the prey population as the number of predators increased? How long were the predators able to maintain their population?
2. How does this simulation model a real ecosystem? Are there other, unaccounted-for factors that can influence population dynamics?
3. Graph the populations of predators and prey on the same graph. What relationships do you notice between the two lines?
Optional: You may choose to put the activity into context by leading or following with a lecture/discussion on the classic lynx/hare population study. Information may be found here: http://www.britannica.com/blogs/2011/06/rise-fall-canada-lynx-snowshoe-hare/
Leaf Chromatography
Objective: Learn about the pigments that contribute to plant photosynthesis and separate them via chromatography.
Location: Classroom (outside to gather the leaves)
Ages: Elementary, Middle, High
Supplies: Leaves, coffee filters, rubbing alcohol, small bowls or jars, shallow pans or tubs, hot water
Instructions: Shred the leaves (around 2-3 large leaves or 5-6 smaller leaves), and place them at the bottom of the bowl or jar. Pour just enough alcohol into the jar to cover the leaves, and place the bowl in a shallow tub or pan full of hot water. Leave the jars for about half an hour, replacing the water when it cools and swirling the bowl occasionally. The alcohol will extract the pigments, so you will know the process is complete when the alcohol darkens to the color of the leaves. After this has occurred, place a strip (perhaps 3” wide) of the coffee filter into the jar so that one end is submerged in the liquid and the other is draped over the top. After the desired separation is achieved (this can take anywhere from 30-90 mins), remove the paper and allow it to dry. The larger pigments will have moved the shortest distance, and the smaller pigments will have moved the farthest.
Discussion Questions:
If a plant leaf appears to be one color, why does it have such a range of pigments?
Did you see any colors you were not expecting, such as red or orange? What do you think those pigments are for?
What function do the pigments perform for the plant?
If we were to repeat the experiment in the fall, what differences would we expect to see? Why?
Location: Classroom (outside to gather the leaves)
Ages: Elementary, Middle, High
Supplies: Leaves, coffee filters, rubbing alcohol, small bowls or jars, shallow pans or tubs, hot water
Instructions: Shred the leaves (around 2-3 large leaves or 5-6 smaller leaves), and place them at the bottom of the bowl or jar. Pour just enough alcohol into the jar to cover the leaves, and place the bowl in a shallow tub or pan full of hot water. Leave the jars for about half an hour, replacing the water when it cools and swirling the bowl occasionally. The alcohol will extract the pigments, so you will know the process is complete when the alcohol darkens to the color of the leaves. After this has occurred, place a strip (perhaps 3” wide) of the coffee filter into the jar so that one end is submerged in the liquid and the other is draped over the top. After the desired separation is achieved (this can take anywhere from 30-90 mins), remove the paper and allow it to dry. The larger pigments will have moved the shortest distance, and the smaller pigments will have moved the farthest.
Discussion Questions:
If a plant leaf appears to be one color, why does it have such a range of pigments?
Did you see any colors you were not expecting, such as red or orange? What do you think those pigments are for?
What function do the pigments perform for the plant?
If we were to repeat the experiment in the fall, what differences would we expect to see? Why?
Raingauge (or Snowgauge)
Objective: Collect data about the rainfall or snowfall in your area.
Location: Outside, at an open, unobstructed site that can be checked regularly.
Age Groups: Elementary/Middle
Supplies: Two-liter soda bottles, permanent marker, ruler, scissors
Instructions:
1. First, make the snow gauges. Each student can make his own, or you could make a few for the entire class.
Cut off the top of the two-liter soda bottle so that you are left with a straight cylinder.
2. Use the ruler to mark the measurements (every quarter-inch or centimeter) from the bottom of the bottle, or, if you prefer, from where the bottle assumes a consistent shape (ie not including the little feet at the bottom. You may also wish to fill the bottom of the bottle with rocks or plaster so that it gains more stability and also removes the added complications of the little feet). Place the gauge outside over a period of time that you know it will snow (or rain), and afterwards record the data on a spreadsheet.
Variations:
1. Have each student put their gauge outside their own house (out in the open, preferably), and record how much snow or rain they get during a storm or period of time, say overnight or during a specific 12, 24, or 48 hours. After all data is recorded, have the students mark where they live and the precipitation total on a map and compare the differences on precipitation based on location. Possible hypotheses for variation include: differences in elevation, tree cover, terrain, etc.
2. Record the precipitation for your area over an extended period of time. Each student can do this individually at their home, or you can have a “class” gauge placed outside the school, with a rotating list of students to check it each morning. Record each day’s precipitation on a board or spreadsheet. Then, you can use the data for practicing graphs, calculating means and medians, etc. If you continue to do this over multiple years, have students compare their data to previous years or make predictions.
Location: Outside, at an open, unobstructed site that can be checked regularly.
Age Groups: Elementary/Middle
Supplies: Two-liter soda bottles, permanent marker, ruler, scissors
Instructions:
1. First, make the snow gauges. Each student can make his own, or you could make a few for the entire class.
Cut off the top of the two-liter soda bottle so that you are left with a straight cylinder.
2. Use the ruler to mark the measurements (every quarter-inch or centimeter) from the bottom of the bottle, or, if you prefer, from where the bottle assumes a consistent shape (ie not including the little feet at the bottom. You may also wish to fill the bottom of the bottle with rocks or plaster so that it gains more stability and also removes the added complications of the little feet). Place the gauge outside over a period of time that you know it will snow (or rain), and afterwards record the data on a spreadsheet.
Variations:
1. Have each student put their gauge outside their own house (out in the open, preferably), and record how much snow or rain they get during a storm or period of time, say overnight or during a specific 12, 24, or 48 hours. After all data is recorded, have the students mark where they live and the precipitation total on a map and compare the differences on precipitation based on location. Possible hypotheses for variation include: differences in elevation, tree cover, terrain, etc.
2. Record the precipitation for your area over an extended period of time. Each student can do this individually at their home, or you can have a “class” gauge placed outside the school, with a rotating list of students to check it each morning. Record each day’s precipitation on a board or spreadsheet. Then, you can use the data for practicing graphs, calculating means and medians, etc. If you continue to do this over multiple years, have students compare their data to previous years or make predictions.
Beak and Talon
Objective: Understand that structure relates to function, especially in the talons and beaks of birds. Also understand that an animal is the evolutionary product of its environment and thus is modified to best fit into a niche.
Location: Classroom/Homework assignment
Age: Elementary/Early Middle
Supplies: None
Instructions: Assign each student a bird that can be found in your local area (or alternatively, any bird in the world). [Lists of birds commonly found in Northern Arizona can be found at: http://www.northernarizonaaudubon.org/birding/bird-checklists/] Have the student research at home the morphology of the bird’s beak and talons, and write a small report on how those structures allow the bird to exist in its environment. For example, woodpeckers have zygodactylous feet that allow it to cling to tree bark, and a long, probing beak that is used to search tree trunks for insects. Another example is that ospreys have hooked talons to assist in catching fish, and a sharp beak for carving the meat. The student can then present his findings to the class in a short presentation
Optional Variation: After the students have completed their findings, present to the class an ecosystem or natural scenario and allow them to describe what kind of bird would flourish there. For example: depict a wetland environment where fish are abundant. A suitable bird could be a wader, such as a heron or egret, with long spindly legs to stay above water and a beak built for spearing, or perhaps a duck, with short legs and webbed feet for swimming.
Location: Classroom/Homework assignment
Age: Elementary/Early Middle
Supplies: None
Instructions: Assign each student a bird that can be found in your local area (or alternatively, any bird in the world). [Lists of birds commonly found in Northern Arizona can be found at: http://www.northernarizonaaudubon.org/birding/bird-checklists/] Have the student research at home the morphology of the bird’s beak and talons, and write a small report on how those structures allow the bird to exist in its environment. For example, woodpeckers have zygodactylous feet that allow it to cling to tree bark, and a long, probing beak that is used to search tree trunks for insects. Another example is that ospreys have hooked talons to assist in catching fish, and a sharp beak for carving the meat. The student can then present his findings to the class in a short presentation
Optional Variation: After the students have completed their findings, present to the class an ecosystem or natural scenario and allow them to describe what kind of bird would flourish there. For example: depict a wetland environment where fish are abundant. A suitable bird could be a wader, such as a heron or egret, with long spindly legs to stay above water and a beak built for spearing, or perhaps a duck, with short legs and webbed feet for swimming.
Wildlife Sustainability Calculations
Objective: Students will be able to calculate how different environments can sustain deer populations
Location: Outside at a park or preserve (can be done inside with a map); Buffalo Park
Age Groups: Middle
Instructions: At the park/preserve, have each student or group of students mark out a grid of 1 acre (slightly smaller than a football field, a square about 70 yards on each side). Alternatively, if the students require more supervision, they can mark out half-acre grids. Have the students calculate approximately what percentage of their plot is forest, meadow, and shrubland. Attempt to have a variety in each plot, if possible. Have the students calculate how much food their plotted land could produce given that:
One acre of meadow = 500 lbs forage/year
One acre of shrubland = 300 lbs forage/year
One acre forest = 100 lbs forage/year
Reconvene as a class. Have each student tell his results to the class, and calculate how many pounds of forage the class’s land could produce in a year. Now, given that one adult deer needs 3,500 lbs of forage per year, how many deer could your land support?
Inside Alternative: give each student or group of students a map that depicts types of ecosystems (meadow, forest). Have them calculate how much area (in square miles or acres) each type takes up, and do the calculations based on the information above.
Discussion Points:
Does one deer require more or less land than you would think?
How would you make the land better able to sustain more deer?
Notes: While meadow provides the most food, taking away forests may take away protection for the deer, etc.
Location: Outside at a park or preserve (can be done inside with a map); Buffalo Park
Age Groups: Middle
Instructions: At the park/preserve, have each student or group of students mark out a grid of 1 acre (slightly smaller than a football field, a square about 70 yards on each side). Alternatively, if the students require more supervision, they can mark out half-acre grids. Have the students calculate approximately what percentage of their plot is forest, meadow, and shrubland. Attempt to have a variety in each plot, if possible. Have the students calculate how much food their plotted land could produce given that:
One acre of meadow = 500 lbs forage/year
One acre of shrubland = 300 lbs forage/year
One acre forest = 100 lbs forage/year
Reconvene as a class. Have each student tell his results to the class, and calculate how many pounds of forage the class’s land could produce in a year. Now, given that one adult deer needs 3,500 lbs of forage per year, how many deer could your land support?
Inside Alternative: give each student or group of students a map that depicts types of ecosystems (meadow, forest). Have them calculate how much area (in square miles or acres) each type takes up, and do the calculations based on the information above.
Discussion Points:
Does one deer require more or less land than you would think?
How would you make the land better able to sustain more deer?
Notes: While meadow provides the most food, taking away forests may take away protection for the deer, etc.
Vegetation and Soil Stability
Objective: Understand the water retentive properties of two types of slopes (bare and vegetative) and their implications for erosion. Location: Outside, on two slopes. One slope should be relatively bare. Roadsides and areas next to railroad tracks are usually good. The second should have ample vegetation in the form of grasses or shrubs. Check areas around your school for a suitable hill.
Age Groups: Middle, High
Supplies: Buckets/jugs of water Optional: Plastic Wrap, stopwatch
Next Generation Science Standards: 2-ESS2-1
Instructions: Have students pour the buckets of water down each hill and take notes on the water’s passage.
Optional: For more quantitative science, start with the same amount of water in each bucket and use plastic wrap or a tarp to collect water at the bottom of the slope in a given time. Use a graduated cylinder or comparable measuring tool to determine the exact amount of water to reach the bottom of the slope. This works better on smaller hills.
Discussion Points:
Which hill allowed the most water to reach the bottom?
On which hill did the water flow faster down the hill?
On which hill did the water have the most impact in terms of erosion?
What happened to loose debris that was in the path of the water?
Given the results, what can we do to reduce erosion?
Optional: Have students design a diorama or poster of their design to reduce erosion on a hill.
Age Groups: Middle, High
Supplies: Buckets/jugs of water Optional: Plastic Wrap, stopwatch
Next Generation Science Standards: 2-ESS2-1
Instructions: Have students pour the buckets of water down each hill and take notes on the water’s passage.
Optional: For more quantitative science, start with the same amount of water in each bucket and use plastic wrap or a tarp to collect water at the bottom of the slope in a given time. Use a graduated cylinder or comparable measuring tool to determine the exact amount of water to reach the bottom of the slope. This works better on smaller hills.
Discussion Points:
Which hill allowed the most water to reach the bottom?
On which hill did the water flow faster down the hill?
On which hill did the water have the most impact in terms of erosion?
What happened to loose debris that was in the path of the water?
Given the results, what can we do to reduce erosion?
Optional: Have students design a diorama or poster of their design to reduce erosion on a hill.
Survival Plan
Objective: For students to design a plan to survive in the wild with given parameters
Location: Classroom/ Take-home research project
Age Groups: Middle, High
Instructions: This is meant to be a large-scale research project for pairs or groups of students. Give them a survival scenario of your own devising: this could involve surviving a week on a frozen tundra, having to cross the jungles of the amazon, or simply a nature-hike-gone-wrong in your local area. You can design the project with any parameters: the students may be allowed a certain weight of supplies, only a standard survival kit, no supplies at all, or any variation thereof. Have the students write up paper as to how they would survive, noting especially the edible plants of the region, animals for game, and climate. After a plan has been devised, you can present each group with a set of in-class questions of possible scenarios (perhaps a group member falls ill, there is an out-of-season storm, an unexpected animal attack, etc), and how they would propose to handle them with their chosen supplies and methods of survival.
Optional: This can be an oral presentation that requires the group to be well-versed on their region and supplies.
Location: Classroom/ Take-home research project
Age Groups: Middle, High
Instructions: This is meant to be a large-scale research project for pairs or groups of students. Give them a survival scenario of your own devising: this could involve surviving a week on a frozen tundra, having to cross the jungles of the amazon, or simply a nature-hike-gone-wrong in your local area. You can design the project with any parameters: the students may be allowed a certain weight of supplies, only a standard survival kit, no supplies at all, or any variation thereof. Have the students write up paper as to how they would survive, noting especially the edible plants of the region, animals for game, and climate. After a plan has been devised, you can present each group with a set of in-class questions of possible scenarios (perhaps a group member falls ill, there is an out-of-season storm, an unexpected animal attack, etc), and how they would propose to handle them with their chosen supplies and methods of survival.
Optional: This can be an oral presentation that requires the group to be well-versed on their region and supplies.
Growing Seeds
Objective: learn what kind of environments are ideal for seed growth.
Location: Classroom/indoors
Age: Elementary
Supplies: Rulers, plant seeds (Nasturtiums, Marigolds, or mustard seed is recommended), planters (single-serving milk cartons from school cafeterias are a very viable substitute), potting soil. The rest of the materials depend on what type of experiments your students would like to perform.
Heat Variation: Heat lamps and thermometers
Color Variation: Green, red, blue, and clear plastic wrap
Instructions: This can be a group or individual project. The idea is for students to think critically about what affects plant growth and to design an experiment based on their chosen variables. Each group will monitor their plants over a number of days or weeks, taking daily measurements of the plant growth and recording them on a chart. While the students are designing their experiments, make sure to emphasize the importance of control tests.
Possible Variables:
Heat: place a heat lamp (a ceramic one that does not increase light) on one plant, and leave the other in the open.
Record the temperatures surrounding the plants as well as daily growth.
Color: Use one of a variety of different colored lights (lamps covered with plastic wrap) as the sole source of light for a plant.
An experiment could contain many different colors or simply a color versus two controls (ie a green-lighted plant, a clear-lighted
plant, and a plant with a lamp with no plastic wrap). Record plant growth daily.
Water: Simply provide plants with varying amounts of water daily (perhaps 0 mL, 10 mL, 50 mL, 100 mL, etc), while keeping all other
variables (light, temperature, etc) the same. Record plant growth daily.
**Encourage free thinking from your students as to how they wish to design their experiment.**
Location: Classroom/indoors
Age: Elementary
Supplies: Rulers, plant seeds (Nasturtiums, Marigolds, or mustard seed is recommended), planters (single-serving milk cartons from school cafeterias are a very viable substitute), potting soil. The rest of the materials depend on what type of experiments your students would like to perform.
Heat Variation: Heat lamps and thermometers
Color Variation: Green, red, blue, and clear plastic wrap
Instructions: This can be a group or individual project. The idea is for students to think critically about what affects plant growth and to design an experiment based on their chosen variables. Each group will monitor their plants over a number of days or weeks, taking daily measurements of the plant growth and recording them on a chart. While the students are designing their experiments, make sure to emphasize the importance of control tests.
Possible Variables:
Heat: place a heat lamp (a ceramic one that does not increase light) on one plant, and leave the other in the open.
Record the temperatures surrounding the plants as well as daily growth.
Color: Use one of a variety of different colored lights (lamps covered with plastic wrap) as the sole source of light for a plant.
An experiment could contain many different colors or simply a color versus two controls (ie a green-lighted plant, a clear-lighted
plant, and a plant with a lamp with no plastic wrap). Record plant growth daily.
Water: Simply provide plants with varying amounts of water daily (perhaps 0 mL, 10 mL, 50 mL, 100 mL, etc), while keeping all other
variables (light, temperature, etc) the same. Record plant growth daily.
**Encourage free thinking from your students as to how they wish to design their experiment.**
