Refuge Reality
Title: Refuge Reality
Subject: Science
Grade Level: 5
Overview:
Students will become familiar with Black Bayou Lake National Wildlife Refuge and its importance in the preservation of local ecosystems prior to taking an actual field trip. This pre-visit activity is adapted from the "Rhythms of the Refuge" Environmental Education Project.
Approximate Duration: 3- 50 minute sessions
Content Standards:
Science as Inquiry
The students will do science by engaging in partial and full inquiries that are within their developmental capabilities.
Life Science
The students will become aware of the characteristics and life cycles of organisms and understand their relationships to each other and to their environment.
Science and the Environment
In learning environmental science, students will develop an appreciation of the natural environment, learn the importance of environmental quality, and acquire a sense of stewardship. As consumers and citizens, they will be able to recognize how our personal, professional, and political actions affect the natural world.
Benchmarks:
SI-M-A1
identifying questions that can be used to design a scientific investigation; (1,2,3,4)
SI-M-A5
developing models and predictions using the relationships between data and explanations; (1,2,3,4,5)
SI-M-A6
comparing alternative explanations and predictions; (1,2,3,4,5)
SI-M-A8
utilizing safety procedures during scientific investigations. (1,3,4,5)
SI-M-B6
communicating that scientific investigations can result in new ideas, new methods or procedures, and new technologies; (1,2,3,4,5)
SI-M-B7
understanding that scientific development/technology is driven by societal needs and funding. (1,3,4,5)
LS-M-C1
constructing and using classification systems based on the structure of organisms; (1,2,3,4,5)
LS-M-C3
investigating major ecosystems and recognizing physical properties and organisms within each; (1,2,3)
LS-M-C4
explaining the interaction and interdependence of nonliving and living components within ecosystems. (1,2,3,4)
LS-M-D1
describing the importance of plant and animal adaptation, including local examples; (1,3,4)
LS-M-D2
explaining how some members of a species survive under changed environmental conditions. (3,5)
SE-M-A1
demonstrating knowledge that an ecosystem includes living and nonliving factors and that humans are an integral part of ecosystems; (1,3,4)
SE-M-A4
understanding that human actions can create risks and consequences in the environment; (4,5)
Grade-Level Expectations (GLEs):
Grade 5-8
3. Use a variety of sources to answer questions (SI-M-A1)
6. Select and use appropriate equipment, technology, tools, and metric system units of measurement to make observations (SI-M-A3)
8. Use consistency and precision in data collection, analysis, and reporting (SI-M-A3)
16. Use evidence to make inferences and predict trends (SI-M-A5)
19. Communicate ideas in a variety of ways (e.g., symbols, illustrations, graphs, charts, spreadsheets, concept maps, oral and written reports, equations)(SI-M-A7)
21. Distinguish between observations and inferences (SI-M-A7)
23. Use relevant safety procedures and equipment to conduct scientific investigations (SI-M-A8)
38. Explain that, through the use of scientific processes and knowledge, people can solve problems, make decisions, and form new ideas (SI-M-B6)
40. Evaluate the impact of research on scientific thought, society, and the environment (SI-M-B7)
50. Describe the consequences of several types of human activities on local ecosystems (e.g., polluting streams, regulating hunting, introducing nonnative species)(SE-M-A4)
26. Identify and describe ecosystems of local importance (LS-M-C3)
27. Compare common traits of organisms within major ecosystems (LS-M-C3)
29. Describe adaptations of plants and animals that enable them to thrive in local and other natural environments (LS-M-D1)
Educational Technology Standards:
Use multimedia tools and desktop publishing to develop and present computer-generated projects for directed and independent learning activities.
Use technology tools (e.g., multimedia authoring, writing tools, digital cameras, drawing tools, web tools) to gather information for problem solving, communication, collaborative writing and publishing to create products for various audiences.
Use telecommunications and online resources efficiently and effectively to collaborate with peers, experts, and others to investigate curriculum-related problems, issues, and information and to develop solutions or products for various audiences.
Objectives:
The learner will explain the importance of Black Bayou Lake refuge for wildlife.The learner will use brochures and online resources to learn about the Refuge.
The learner will describe several plant and animal species that may be found at Black Bayou Lake refuge.
The learner will research selected internet sites to gain information about North Louisiana plants and animals.
Lesson Materials and Resources:
Black Bayou Lake refuge brochures
Rulers
Scissors
Chart paper
Markers or multi-colored pencils
Species lists from Black Bayou Lake refuge
Field guides
Refuge research guide
Copier paper
Construction paper
Foldable activity guide
I Think - I Know activity sheet
Technology Tools and Materials:
Hardware:
Computer
Internet
- Software:
Microsoft Word
Inspiration
Background Information:
The students should be able to identify various plant and animal characteristics. Most students will have experience using a computer.
Lesson Procedures:
Set up three classroom stations:
Station 1 - Welcome Center (Brochures)
Station 2 - Nature Trail (Field Guides)
Station 3 - Mission Control (Refuge Web Page)Begin the lesson by allowing the class time to write a brief description of what they infer will be seen at Black Bayou Lake National Wildlife Refuge Inferences will be recorded on the "I Think" section of the I Think - I Know activity sheet. Collect the sheets and prepare for the simulated activity.
Divide the class into three groups. Explain to students that they are going to rotate to three stations. During this activity, they will observe, research, and discover the importance of Black Bayou Lake National Wildlife Refuge.
Station 1 - Welcome Center (Materials: Black Bayou Lake refuge pamphlets, posters, brochures, multi-colored pencils, paper and rulers) Students will use the materials to record information in their Black Bayou Lake refuge Foldable Activity Booklet.
Station 2 - Nature Trail (Materials: field guides, species lists of plants and animals found on the refuge, word chart paper) Try to provide guides for a variety of organisms, including plants, birds, mammals, animal signs/tracking, amphibians, reptiles, insects, and aquatic invertebrates. Students will use the materials to create graphic organizers.
Station 3 - Mission Control (Materials/equipment: Computer, Internet) Students will visit selected sites to research information using the Refuge Reality Research Guide.
After each group completes station activities, allow time for peer editing.
Students will orally present results from simulated activities.
Plan a trip to Black Bayou Lake refuge. Distribute the "I Think - I Know activity sheets. Students will record actual observations and discoveries.
After the trip, make comparisons between the students' predictions and what was actually seen. Complete the final section of the "I Think, I Know activity sheet. Students will pair and share their results.
Assessment Procedures:
Rubric to assess science activity
Monitor classroom and field activities
Accommodations/Modifications:
Consult individual IEPs for modifications.
Students of varying abilities will work in groups.Reproducible Materials:
Refuge Reality Foldable
I Think - I Know
Refuge Reality Research Log
Refuge Reality Simulated Activities Rubric
Explorations and Extensions:
Students can use the same skills and apply to other research-based projects.
Lesson Development Resources:
GLE Related Materials
http://www.louisianaschools.net/lde/saa/1914.html
Contact Information:
Joyce Tate
joyce.tate@mcschools.net
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