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High School Field Ecology Course

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Field Research Project - Jim Baxter. The field research project is a semester-long experience in which your lab team will design, conduct, and present the results of an authentic ecological research study. The assessment for the project is divided into two parts: a written report and oral presentations. Each student will write their own individual report. Oral presentations will be given as a group. Instructions for the written and oral portions of the research project are given below. The reports and presentations are strictly graded based on the instructions below. Written report (100 points, plus 30 points for corresponding assignments) Each student must turn their own separate and original written report. Overview The written report must be organized into the following sections: Title page Introduction Methods Results Discussion Literature Cited These headings must be used exactly as written above. Reports must be type written, using 11 or 12 point font, and double-spaced.

Title Page Introduction Methods Results Discussion. Master Watershed Steward Program. This program provides extensive training in watershed management to volunteer who, in return, educate the community about watershed stewardship based on university research and recommendations. Watershed Stewards learning about monitoring water quality in a stream. What is the Penn State Master Watershed Steward Program? The Penn State Master Watershed Steward program was established to strengthen local capacity for management and protection of watersheds, streams, and rivers, by educating and empowering volunteers across the commonwealth. The program provides interested individuals with extensive training in watershed management. Training and volunteer service are coordinated at the county level by extension staff, partners, or trained volunteers. What do Penn State Master Watershed Stewards do? Master Watershed Stewards work with the community to improve the health of our streams and rivers.

Example projects include: What is required of a Penn State Master Watershed Steward? Watershed Education. The DCNR Watershed Education (WE) Portfolio is a five-part unit in which students build and gather information on different aspects of their watershed. These WE Portfolios provide teachers with a valid student assessment tool. Five of the WE lessons are a part of the Watershed Portfolio… Watershed Delineation Watershed Character Statement Stream Walk and Mapping Journaling Watershed Tour To create their portfolios, students will… Delineate their watershed Determine stream order Write their watershed address Develop a character statement Map their stream study site Survey their stream study site Develop Watershed Journals Tour their Watershed Student Portfolios should include… Watershed map with tributaries and influencing land uses labeled Watershed address Water flow chart Watershed character statement Water basin character statement Stream survey datasheet(s) Journal entries Watershed tour worksheet(s) Classroom Portfolios should include…

Watershed Education. The following is a list of equipment needed to properly perform data collection. You may want to purchase durable totes to store and transport equipment for each parameter. Don’t forget a copy of the WE lesson plan for each parameter. Prevent the spread of invasives and extend the life of your gear Use hot (140° F) water to clean your equipment Spray equipment with a high-pressure washer. Equipment needed for physical parameters, stream walk, and mapping Hip boots/waders (as many as needed) Armored thermometer (Celsius) Aluminum meter stick 50-meter measuring tape Wooden stakes Compass Hammer or mallet for driving stakes Cord or string Float (apple or orange or tennis ball) Colored clothespins (optional) Stopwatch (optional; may use smartphone) Calculator (optional; may use smartphone) Plant and aquatic field guides Copies of data sheets, stream walk papers, pencils and clipboards Topographical map of stream and watershed Higbee Stream Map of Pennsylvania.

Bot 440/540: How to measure per area. Measuring vegetation in quadrats Measuring biomass per area by the harvest method Measuring density and frequency Measuring cover in quadrats Making and using quadrats Line and point intercept methods of measuring cover A final note on overlapping plants Measuring vegetation in quadrats Measuring biomass per area by the harvest method Although simple in principle, biomass measurements are tricky in practice. Let's start with how to harvest aboveground biomass. Put the harvested material in a carefully labeled bag. Harvesting plants can be messy. For measuring dry-weight biomass, dry your samples in an oven hot enough to evaporate the water but not hot enough to break down the plant. Bags from the oven can hydrate rather quickly, causing the weight you measure to be too high.

After weighing the sample, you must account for the weight of the bag. Measuring belowground biomass is difficult. Another difficulty with harvesting belowground biomass is that roots are hard to identify to species. . Projectsquirrel. Lichens as Bioindicators. Lichens as Bioindicators Bioindicators are living organisms that respond in an especially clear way to a change in the environment.

The hardy lichens are useful bioindicators for air pollution, espeially sulfur dioxide pollution, since they derive their water and essential nutrients mainly from the atmosphere rather than from the soil. It also helps that they are able to react to air pollutants all year round. Compared with most physical/chemical monitors, they are inexpensive to use in evaluating air pollution. Lichens can also be used to measure toxic elemental pollutants and radioactive metals because they bind these substances in their fungal threads where they concentrate them over time.

What are Lichens? © 1997 TERC. The Great Elephant Census Modeling Activity. Chihuahuan Desert Biotic Study. Teacher Page :: My World GIS :: Northwestern University. The My World project (part of the GEODE Initiative) is committed to supporting teachers who are using My World GIS in their classroom. We do this by developing activities and datasets for classroom use, by supporting outside developers, and by offering occasional teacher workshops. We have three primary resources for teachers (middle school, high school, and college): User Community Forum "My World Users" is an online forum for users of My World GIS to ask questions and share experiences with each other and the My World development team. Resource Centers We maintain an Activity Center, Data Center and Help Center for users to post and download the latest activities, datasets, and support documentation for use with My World GIS. Teacher Workshops and Collaboration Opportunities Check News & Events for reports on new projects and upcoming workshops Visit our Gallery for examples of what we and others are doing with My World GIS.

PLT Presentation August 2013. Teacher Page :: My World GIS :: Northwestern University. iNaturalist Project & Curriculum | protecthabitat. Outline On this page you will find the project summary and curriculum documents including student surveys, project outlines, assessments, webquests, field observation assignments, grading rubrics, and other related assignments. Also, there is an iNaturalist PowerPoint for educators to train their students in using iNaturalist. You may copy, distribute and alter these documents and slide show with attribution to “Julie L.

Wittmann”. This information is organized into three main parts which flows with chronological order of the actual project: Part 1, Part 2, and Part 3. iNaturalist As A Creative Tool for Student Engagement As a teacher, I discovered that incorporating iNaturalist into my curriculum engages a variety of learners while providing exciting service learning.

Curriculum Insight: Project Scope and Orientation Educators are welcome to use my iNaturalist curriculum with accreditation per the Creative Commons license CC BY-SA. Project Timeline Online Project Set Up For Teachers. Risingtidescience - Ecology Syllabus. Introduction to Ecology 2012-2013Rising Tide Charter Public SchoolMr. Griffiths, Grade 9 Science Teacherggriffiths@risingtide.org (508) 747- Miller Levine Biology (2010) What is the purpose of this course? The purpose of this course is to help students develop an understanding of the interactions of organisms with each other and the environment, improve scientific literacy skills, and gain an appreciation for the natural world and local community. Ecology is explored from the single species through the ecosystem level and the year concludes with applications to conservation and preservation of our ecosystems.

Students improve field and laboratory research skills from field sketching and data collection to experimental design and problem solving skills. Waterfall near Mongaup Dam, Glen Spey, New YorkWhat do you think lives here? FeederWatch - Count Feeder Birds for Science. Bioindicators: Using Organisms to Measure Environmental Impacts | Learn Science at Scitable. "1986: Coal mine canaries made redundant. " BBC News. December 12, 1986. Carignan, V. & M. -C. Villard. Selecting indicator species to monitor ecological integrity: A review. Environmental Monitoring and Assessment 78, 45–61 (2002). Hasselbach, L. et al. Iwama, G. Miller, S.

Rainio, J. & Niemelä, J. Rosenberg, D. Tanabe, S. & Subramanian, A. Macrolife guide final. White Mountain National Forest. Learning Lichens will introduce high school and advanced middle school students to intriguing lichen ecology, identification, and values to humans. Teachers can use these four lessons to help their students develop their observational, research design, and field inventory skills.

Students will also be able to relate lichen ecology to its valuable use as a bioindicator of air quality and old growth habitat. The curriculum includes 4 lessons, student data sheets and protocols, teacher notes, and instructional PowerPoints for teachers and students. Everything needed for the field inventory lesson is included in a kit that can be borrowed from the White Mountain National Forest. Learning Lichens has been developed and field tested by high school ecology teacher, Sarah Thorne and her students at Prospect Mt. Students will learn the biology, natural and cultural history, and scientific importance of lichens through field investigation.

Getting Started Lichen Lesson Summary Table pdf. Welcome | School of Ants. Innovative Education Projects | Cary Institute of Ecosystem Studies. Schoolyard Ecology | Cary Institute of Ecosystem Studies. Home : Citizen Science. Questions about Quadrats. Interdependence is a key concept in ecology. Whilst this can be taught theoretically, some practical fieldwork greatly enhances pupils' understanding.

Almost certainly the fieldwork would entail looking at plant abundance and distribution and, of course, some work with quadrats! A quadrat is a simple device for marking out a small area. For young children at primary school the quadrat is often a convenient way of focusing a pupil's attention on a particular small area. At secondary level, pupils should understand how quadrats can be used to sample a larger area. By recording information from a number of quadrats placed within a larger study area, they can obtain a representative sample of the whole area, which may be too big to describe in full.

This article describes how quadrats can be used to help pupils at lower secondary level estimate the relative abundance of plant species. How is the study area chosen? 1. 2. Making the quadrats 3. Abundance means the amount of something. Example. Gorongosa: Scientific Inquiry and Data Analysis. Happiness Village - Pandas. Bat%20Count%20Protocol%20and%20Forms. Appalachian Bat Count. Now's your chance to be the most creative host in your neighborhood – host a bat count this summer! Two of Pennsylvania's bat species commonly use buildings as their summer roosts.

Abandoned houses, barns, church steeples – and even currently-occupied structures – can provide a summer home to female bats and their young. Monitoring these "maternity colonies" can give biologists a good idea of how bat populations in an area are doing from year to year. With the occurrence of White Nose Syndrome in Pennsylvania this year, monitoring these colonies is more important than ever. PLEASE JOIN US in monitoring the health of Pennsylvania's summer bat colonies through the Appalachian Bat Count.

Instructions on how and when to conduct a 'bat count' once you locate a summer bat colony. Appalachian Bat Count Protocol and Survey Forms (PDF) Please complete ALL forms and submit to:Appalachian Bat Countc/o Bureau of Wildlife ManagementPA Game Commission2001 Elmerton AvenueHarrisburg, PA 17110-9797. PA DCNR - InsectsDisease. Forest Inventory and Analysis National Program. Home - Maine Forest Inventory Growth. 2009%20 %20Willson%20%26%20Gibbons%20 %20Amphibian%20traps%20 %20BOOK%20CHAPTER. FieldScope - National Geographic Society. NestWatch. Crossing Boundaries. How can we make learning science terms and graphing skills more interesting, effective and meaningful? Through spatial and graphical analysis of bird populations on a fictional island, students learn the meaning of biodiversity, species richness, endemism, and abundance.

With the teacher acting as a facilitator, students use an interactive PDF map to explore various ways to represent and compare biodiversity across ecoregions. Students manipulate information layers to identify, describe, compare and graph bird distribution patterns in the island’s different ecoregions. Rather than being given a list of vocabulary words, students grapple with the material to discover the meaning of these words and concepts. Bird Island (Fictional) Lesson Plan: What is Biodiversity?

Student Worksheet: Graphs (Word, PDF) Bird Island Map for Teachers (demo purposes) ArcGIS.com- Interactive Web Map Interactive GeoPDF (Fictional) (not to be used in a web-browser - download and open in Adobe Reader) "Yes!!! Crossing Boundaries. Lesson 1. Boston Schoolyard Initiative | Teaching in the Schoolyard | Science in the Schoolyard™ Submission Guidelines. We collect work from young people everywhere for consideration for our BirdSleuth Investigator magazine. Our online submission form makes it easy for you to quickly send us your science reports, artwork, photos, and graphs!

To submit online: For text files, please add the following at the beginning of the document so we know who sent it. TitleStudent’s first nameSchool nameSchool address (city, state)Teacher’s nameGrade It helps us to keep organized if you name the file something we can easily recognize. Please include the teacher name, student first name, and topic, along with the file extension. So Jim Smith’s report on feeder color in Ms. Thom’s class might be named:Ms_Thom_ Jim_ Feedercolor.doc. Send us your work! Scientific Reports Send us your report in a Word document.You are welcome to send a digital photograph or graph to illustrate your report!

Graphs Send graphs as an Excel file. Art and Photos We accept original art but prefer that you send us your work as a JPEG or TIFF file. AP Environmental Science Sample Lesson Plans. Surveying Ant Diversity in Gorongosa National Park | HHMI BioInteractive. Camera Traps | Initiatives. Building Solitary Bee Nests. Untitled. 2009%20 %20Willson%20%26%20Gibbons%20 %20Amphibian%20traps%20 %20BOOK%20CHAPTER. I-Tree Eco. Great Lakes Worm Watch :: Methods. Building Solitary Bee Nests. Surveying Ant Diversity in Gorongosa National Park | HHMI BioInteractive. Submission Guidelines. ConEd Schoolyard Biodiversity Guide. Parking lot diversity activity. Connecting the Dots: From Christmas Cookies to Climate. Takingroot handouts. Endangered Species Chocolate – Indulge In A Cause. Seeds of Change, Inc. Apply today… – Wildlife Leadership Academy. Audubon Society | Sign in to Hummingbirds at Home App. The T-Test. MUnet Login Page | Miami University. Students and Nature : The National Wildlife Federation Blog.

Frogs that Thrive and Dive in Vernal Pools : The National Wildlife Federation Blog. Environmental Monitoring - Hands on the Land. Teaching Resources. A National Network of Field Classrooms - Hands on the Land. For Educators and Students | The Long Term Ecological Research Network. Resource list | LTER Education Library. For Teachers | North Temperate Lakes.

For Educators and Students | The Long Term Ecological Research Network. Schoolyard LTER Program | Harvard Forest. Get Involved with Stewardship Science | Harvard Forest. W&W Stewardship Science | Harvard Forest. Citizenscience.gov | Helping Federal Agencies Accelerate Innovation Through Public Participation. Measuring Biodiversity in Gorongosa | HHMI BioInteractive. Ecology. Two Quick, Easy Ways to Collect Insects for Diversity Studies. Environmental Science. I-Tree | Climate Change Resource Center. International | Educator Resources. YardMap. Mid Atlantic%20Seasonal%20Ponds%20 %20EPA. 19 apps that will turn you into a wilderness expert. CyberTracker GPS Field Data Collection System - Home. Citizen Science. Examining new trends in citizen science | The Student Blog. Citizen Science Association | A community of practice for the field of public participation in scientific research.

School Programs | Ned Smith Center for Nature and Art. Global Invasive Species Database. Earthwatch: School Group Expeditions for Teachers. Mogk Field Revised JBF. Field Studies in the Methods Course. Teaching Outside the Classroom | Center for Teaching | Vanderbilt University. Errata Improvements. Places We Live. Focus on Forests. Log In. Log In. Log In. Spring RPSEC High School Field Ecology. Education & Outreach Materials. Curriculum.