Madison Metropolitan School District
Connecting Classroom Science
& the
Madison School Forest
Environmental Education Field Study
Curricular Models
Aligned to the
Wisconsin Model Academic Standards
Articulated with the
MMSD K-8 Science Scope & Sequence
October 2004
Supported by a grant from the
Wisconsin Environmental Education Board
Table of Contents
Acknowledgements
Environmental Education – An MMSD Perspective
Phenology – Change Over Time
Earth Alive Database
Brief Overview of the Madison School Forest
Wisconsin Environmental Education Board Funding
page 2
page 3
page 4
page 4
page 5
page 5
Kindergarten
Observing Animals in Their Homes
MMSD Science Scope & Sequence Connection - FOSS Trees
Designed by Christy Russ
page 6
Grade 1
Changes in Plants and the Seasons
MMSD Science Scope & Sequence Connection - FOSS New Plants
Designed by Ken Swift
page 14
Grade 2
The Weather Around Us
MMSD Science Scope & Sequence Connection - FOSS Air & Weather
Designed by Kathy Statz, and Anne Schoenemann
page 22
Grade 3
Designed to Do the Job!
MMSD Science Scope & Sequence Connection - FOSS Structures of Life
Designed by Wendy Zucker and Anne Schoenemann
page 32
Grade 4
Turning Back to the Soil
MMSD Science Scope & Sequence Connection - STC Microworlds
Designed by David Spitzer
page 40
Grade 5
Living and Nonliving: Two Parts to an Ecosystem
MMSD Science Scope & Sequence Connection - FOSS Environments
Designed by Becky Rosenberg
page 48
Grade 6
Insect Diversity at the Madison School Forest
MMSD Science Scope & Sequence Connection - FOSS Diversity of Life
Designed by Terry Meissen and Sue Johnson
page 57
Grade 7
page 63
Does it Belong Here?
MMSD Science Scope & Sequence Connection - FOSS Populations & Ecosystems
Designed by Betty Downs, Suzanne Folberg, and Dave Ropa
Wisconsin Model Academic Standards – Science
page 72
Supplemental Resources
Wisconsin’s Model Academic Standards – Environmental Education
1
Acknowledgements
Thank you to everyone who has contributed to the success
and enduring quality of the project!
Lisa Wachtel
Science & Environmental Education Coordinator
Christy Russ
Ken Swift
Cindy Slifer
Kathy Statz
Wendy Zucker
Dave Spitzer
Rebecca Rosenberg
Terry Meissen
Betty Downs
Suzanne Folberg
Dave Ropa
Carla Hacker
Chris Sessions
Anne Schoenemann
Susan Johnson
Dolly Ledin
Kevin Niemi
Robert Bohanan
Kathe Conn
Professor Nick Balster
Todd Miller
Kelley Kearns
Kindergarten Teacher
1st Grade Teacher
2nd Grade Teacher
2nd Grade Teacher
3rd Grade Teacher
4th Grade Teacher
5th Grade Teacher
6th Grade Teacher
7th Grade Teacher
7th Grade Teacher
7th Grade Teacher
Stress Challenge
Head Naturalist
K-5 Instructional Resource Teacher
6-12 Instructional Resource Teacher
Expert Consultant & Writer
Expert Consultant & Writer
Expert Consultant & Writer
Expert Consultant & Earth Alive
Expert Consultant & Presenter
Expert Consultant & Presenter
Expert Consultant & Presenter
Franklin Elementary School
Lapham Elementary School
Orchard Ridge Elementary School
Orchard Ridge Elementary School
Leopold Elementary School
Lincoln Elementary School
Lincoln Elementary School
Whitehorse Middle School
Toki Middle School
O’Keeffe Middle School
Spring Harbor Middle School
ROPES
Madison School Forest
Teaching & Learning
Teaching & Learning
UW-Center for Biology Education
UW-Center for Biology Education
UW-Center for Biology Education
Aldo Leopold Nature Center
UW Department of Soil Science
UW-Arboretum
WI Department of Natural Resources
Teacher Professional Development Launched in September 2004
2
Environmental Education – An MMSD Perspective
Welcome to the wonderful world of environmental education! The Environmental Education Integration Committee
(EEIC) is proud to share this document with teachers in the Madison Metropolitan School District. Teacher
representatives with a passion for Environmental Education from around the district worked over the course of two
years to create the model field study and inquiry lessons you will find in this document. The lessons are carefully
designed to accomplish several goals.
The first goal is to bring new renewed enthusiasm and perspective to Environmental Education in MMSD. We want to
be sure that Environmental Education is not lost or diminished amidst the concerns over decreased budgets, No Child
Left Behind legislation, or pressures to limit curricula to only a few content areas. Rather, our planet needs
environmentally literate citizens more than ever before in history.
The second goal is to provide a model of Environmental Education that is standards-based, reflects best teaching
practices, and is integral to the curriculum in MMSD. The Wisconsin Model Academic Standards in Science and
Environmental Education define major concepts and skills required for scientifically and environmentally literate
citizens. The EEIC also wants to demonstrate how closely these two sets of standards are linked, both in content and
in spirit. Therefore, the field study and inquiry lessons support an integration of Science and Environmental
Education. We are convinced that in order for environmental education to be able to take its rightful place in the core
curricula, the content must be standards-based and the instruction must be best practice. We believe the curricular
models in this document accomplish both.
The third goal is to provide curricula that are engaging and meaningful for students to learn and realist for teachers to
instruct. The curricula is best called “field studies” because a portion of the instruction must be conducted outside in
the “field” and students learn or study while they are outside. Environmental education is so much more than a
walk or tour! Some of the very best MMSD teachers worked diligently to infuse their grade-level expertise into these
field studies. The experienced MMSD teachers who wrote these model curricula know the demands of classrooms
teachers! The members of the EEIC continually kept in the front of their minds the students in their own classrooms;
what interests them; what skills they have or have not yet mastered; and what kind of questions they have about the
world around them.
These field studies are a beginning, not an end. We hope you will find ways to incorporate even more environmental
education into your students’ science, social studies, and art curriculum. This model reflects key ideas we feel are
essential for integration of environmental education that will stand the test of time. The concepts are sound and gradelevel appropriate. The instruction has clear learning goals that are standards-based. Student learning is assessed in
each lesson to provide teachers with indicators of how well the learning goals have been met. Meaningful integration
is critical to both finding time to focus on environmental education and insuring students learn essential concepts in
the content areas integrated together.
3
Phenology – Change Over Time
Our Madison School Forest is a treasure any time of the year! In fact, observing how the forest changes during the
year is a terrific way to learn a great deal about ecology, weather, and structure and function in both plants and
animals. The EEIC members see connections among all the grade level field studies, and a term for the connection
they see is “phenology”. Phenology is an interdisciplinary branch of ecology that studies and records changes
in nature due to climate, geography and season. We believe that students can actively participate in this branch of
science using developmentally appropriate strategies, and hence, DO REAL SCIENCE!
There are significant educational and environmental benefits to phenological study at the Madison School Forest.
Human impact on the environment is unavoidable. Human impact can seem subtle, such as heavy use in fragile
areas. Heavy use can compact soil around the roots of oak trees. Over time, compacted soil can stress or weaken the
oak tree and even cause a slow death. Human impact can be abrupt and dramatic. In the summer of 2003, more than
25 trees lining Fritz Road were cut down and removed to widen and improve the road. Many more trees were
damaged due to the construction. This change was immediate. What we do not know at this time is what kind of
change will happen over the long term. For example, will native savanna species be able to grow with increased
sunlight? Will more invasive weed growth appear in the re-seeded ditches?
Using the protocols in these field studies and the Earth Alive database, MMSD students and teachers collect data
over time and record it. The information will be added to the over 50 years of data already gathered on the Madison
School Forest. Your and your students will be able to contribute their field study information for generation to come.
This database will become a part of science and history.
Earth Alive Database
Kathe Crowley Conn, Executive Director of the Aldo Leopold Nature Center, with funding from the Rennebohm
Foundation, Nature Net and the Aldo Leopold Nature Center, has partnered with MMSD in this project. The tool that
has been developed and modified to our specific needs is called Earth Alive. Earth Alive is a web site and database
tool that explores the science of phenology. Students and teachers enter data they collect on the web and are then
able to compare their data with other classes in the district, other classes from previous years, and other collection
sites around Wisconsin. This tool is a critical component that truly connects the classroom to the Madison School
Forest, and to the future.
4
Brief Overview of the Madison School Forest
The Madison School Forest is a special place of natural beauty and biological diversity. It is a place to get away from
the city, experience the quiet of the forest and enjoy nature by being surrounded by it!
The Madison Metropolitan School Forest property was purchased in 1958 and now encompasses over 300 acres. It is
located in the hilly terrain southwest of Verona in the unglaciated driftless area. The main trail (Wagon Trail) was once
the road from Bellville to Verona to Madison. The deep ruts from the early settlers’ wagons are still visible.
The forest includes the Olson Oak Woods State Natural Area, the Jerome Jones Pine Plantation and an old field.
These areas offer a variety of habitats to learn about, experience, and appreciate.
In addition to the hundreds of acres to walk and study in, the property includes a camping area and Nature Center.
The camping area has a kitchen, four sleeping cabins, fire bowl, open pavilion picnic area, restrooms, and a
handwashing station. The Nature Center houses an extensive collection of biological specimens, learning tools and
equipment, and has a wood burning stove for use in colder weather.
We invite you to take the next step with us. Come to the Madison School Forest with your students and expand your
classroom where there are no walls, but footpaths that lead to wonder, knowledge, and life-long learning your
students will remember forever!
Wisconsin Environmental Education Board Funding
The Madison Metropolitan School District was awarded a $20,000 grant from the Wisconsin Environmental Education
Board (WEEB) in July 2003. The grant was submitted under the School Forest category, and is titled “A Research
Connection: from the Classroom to the Madison School Forest”. The project is designed to promote district-wide
implementation of the Wisconsin Model Academic Standards in both Environmental Education and Science by
creating environmental field studies that engage teachers and students in connecting classroom science and outdoor
learning experiences. The research and learning is focused on issues that are relevant both to the overall
management of the Madison School Forest and core concepts in science and environmental education.
A committee was formed prior to the grant funding to begin work on updating the district-wide Environmental
Education program. The working committee, Environmental Education Integration Committee (EEIC), includes 14
teachers from Kindergarten through Middle School, UW-Center for Biology Education outreach specialists, staff from
the Aldo Leopold Nature Center, and all of our School Forest Naturalists. The EEIC worked throughout the 2003-2004
academic year to design engaging and scientifically sound grade level curricular exemplars that compliment and
correlate with the MMSD Science Scope & Sequence. The overarching theme for the curricular exemplars is
phenology – change over time. For example, primary students observe how plants change as they grow and respond
to different seasons, and middle school students collect data on invasive species and study their impact on our forest
system. Student data is be collected and entered into a database for future use and analysis as an archival record of
the changes at the Madison School Forest.
5
Kindergarten
Observing Animals in their Homes
Students enjoy walking outside, observing trees, animals, and clues that animals are present. This
curricular extension provides an opportunity for students to connect science concepts to their
outdoor explorations. All living things have basic needs for survival, including food, water, and
shelter. Through discussion, drawing, and building keen observation skills, students will develop an
understanding of the needs of living organisms, and how they these needs can be both similar and
different to the needs of humans.
MMSD Science Scope and Sequence Connection
FOSS Trees and/or FOSS Animals Two by Two
Key Concept
Animals have basic needs for survival.
Assessing Student Understanding
Criteria
Students will name four basic needs that animals, humans and plants have in common for survival: sun, water, food,
and air.
Students will name shelter as an additional basic need for humans and animals
Tools
Observations, conversations, and other informal assessments by teacher.
Documentation of students' ideas about how to find out the answers to our question.
A drawing/writing/artistic report of what they discovered.
Suggested Procedures for Assessment
Save the student worksheets that are provided along with the above tools to assess the students’ understanding.
Repeat the “basic needs” theme throughout the year with both the Trees and Animals 2x2 modules along with several
field experiences on and off the school grounds. Continue to check understanding through various tasks in art,
reading, writing, dramatic play, puppets, social studies, and science.
Teacher Background Knowledge
Some basic knowledge of the science inquiry method and how it relates to field experiences.
The teacher needs to focus the group on one simple key concept such as, “Animals have basic needs for survival.”
A basic understanding of trees and the changes they make throughout the year, as well as some information on how
their structure helps them to get the things they need to survive.
A basic understanding of which animals use trees as their homes, sources of food, etc.
Some information on where animals might find shelter or food in each season and the clues one could look for when
searching out those animals.
Other resources on trees, plants, animals and habitats for any other questions that might come up.
Student Pre-Readiness Activities
Your students need to be exposed to this key concept in various ways. Some ideas might include:
• After discussing common things that animals need to survive, have students (in pairs) choose an animal to study
by looking through picture books and reading if possible. Students report back to the group about their animal’s
food and shelter.
• Create a song about the basic needs using another song’s tune.
6
•
Play “Oh Deer!” from Project Wild. This is a game where ¼ of the students start as deer and the rest are food,
shelter and water. Deer stand in a line on one side of the area and the rest are on the opposite side with their
backs to each other. During each round, the deer decide what they are looking for and display this to the others
by using one of the predetermined signs. (Hands over the mouth = water, hands in a triangle over head = shelter,
and hands clamped on the stomach = food). The rest of the students decide which habitat component they are
going to be also by making one of the signs. When you tell the students to begin, the “basic needs” turn around
and stay in one place while the deer run over to try to find what they need. Only one deer can use one of the
people representing their need. The deer then takes that person back over to the deer side and now that child is a
deer as well. A deer that fails to find what it needs “dies” and becomes part of the habitat. As the game continues
(five or more rounds), the size of the two groups fluctuate depending on the choices the students make.
Sometimes there is a drought, sometimes a huge overpopulation problem of deer. Although the more
sophisticated thinking about the consequences of this fluctuation will be too difficult to understand, the students
will have a lot of practice with three basic needs of survival and what happens to an animal when it cannot meet
those needs. (Project Wild, P. 146).
Connecting Classroom Science and the Madison School Forest Field Study
The class will delve deeper into the key concept by looking at trees and animals throughout the year, in and around
the classroom and school setting, as well as at the School Forest.
During the fall, begin teaching the FOSS Trees module.
Throughout the first few months, students observe and record habitats and structures of animals in the classroom or
on the school grounds.
Study the common things that animals need to survive. Have students (in pairs) choose an animal to study by looking
through animal picture books and reading if possible. Students report back to the group about their animal’s food and
shelter.
Discuss clues that the class might see which show signs that animals are taking care of their basic needs (holes in
trees, broken seeds, etc.). Students draw pictures of their ideas.
Practice looking for clues by taking a walk around the school.
Plan a trip to the Madison School Forest. Coordinate with the naturalists about the objectives you have for your class
on the day of the trip, specifically, “Animals have basic needs for survival.”
Search for clues of animals taking care of their needs. Students record the clues that they see (either during the walk
or immediately afterwards at school). Students might use the provided worksheets, a science journal, or something
you create yourself. Keep in mind that these clues will vary depending on which season you are visiting the Madison
School Forest. Be sure to use your naturalist’s expertise about what your group might find. You may learn some new
signs yourself!
Follow up the field study by taking walks again periodically around the community or in outdoor environments to look
for more of these signs again during other seasons or time of day. Compare what you saw at the Madison School
Forest to what you are seeing now. What are the causes for the differences?
Take this information and reapply it to FOSS Animals Two by Two module.
Ask the question, “What about trees?” Talk about what trees need as well as what part they play in all of this.
Materials Available in the Nature Center at the Madison School Forest:
These materials are available in the storage cabinets for your use in this field study: hand lenses, clipboards, tables,
chairs.
Curricular Integration Ideas
Social studies: Use an animal unit such as mammals, rodents, forest animals, baby animals, jungle animals, zoo
animals, etc. to introduce the idea of what animals need to survive.
7
Science: Integration between Trees, Wood, and Animals Two by Two can be very natural, especially keeping in mind
the interdependence between humans, animals and plants. Continue discussing that idea about organisms (every
living thing) needing those same 4-5 basic things in order to survive (sun, food, water, air, and sometimes shelter).
Choose an activity that can be done in the fall, winter and spring so that students can see and/or experience the
changes that occur seasonally. After doing each activity, discuss whether it was easier or harder to complete and
why. Some examples include:
Make a nest – go outside, collect materials needed to make a nest. Try to make the nest stick together.
Take a nature walk -- see if you can find signs of animals (tracks, food, shelter)
Scavenger Hunt: Choose an animal, find out what that animal eats, go outside, pretend to be the animal and use a
chart to mark each time you see something that your animal could eat.
Literacy: Drawing, writing, reading, sharing.
Math: Data collection and recording, comparing and analyzing data.
Curricular Resources & Websites
www.bear-tracker.com
This site has good information about animals and their tracks. Some cool pictures and animal sounds too.
www.eNature.com
A great site! It has local guides to animals in your area as well as info sorted by mammals, reptiles, birds, etc.
www.teacherfiles.com
A site that has a few ideas for lesson plans and units as well some pretty good links.
www.discoveryschool.com
This site is in coordination with the discovery channel. It has lesson plans for students K-12.
www.naturenet.com
The statewide regional network of nature centers site. You can go to educational resources, professional development
resources, a Wisconsin map, and each regional link for your nature centers’ sites.
www.fossweb.com
The FOSS website for explanation, extensions, and all the up to date info about FOSS.
EEIC Contact
Christy Russ, Franklin School
cruss@madison.k12.wi.us
8
Wisconsin Model Academic Standards - Science
A. Science Connections
A.4.1 When conducting science investigations, ask and answer questions that will help decide the general areas of
science being addressed
A.4.3
When investigating a science related problem, decide what data can be collected to determine the most
useful explanations
A.4.5
When studying a science-related problem, decide what changes over time are occurring or have occurred
C. Science Inquiry
C.4.2 Use the science content being learned to ask questions, plan investigations, make observations, make
predictions, and offer explanations
C.4.6
Communicate the results of their investigations in ways their audiences will understand by using charts,
graphs, drawings, written descriptions, and various other means
F. Life and Environmental Science
F.4.1 Discover how each organism meets its basic needs for water, nutrients, protection, and energy in order to
survive
F.4.2 Investigate how organisms, especially plants, respond to both internal cues (the need for water) and external
cues (changes in the environment)
Wisconsin Model Academic Standards – Environmental Education
A. Questioning and Analysis
A.4.1 Make observations, ask questions, and plan environmental investigations
A.4.2
Collect information, make predictions, and offer explanations about questions asked
A.4.3
Develop answers, draw conclusions, and revise their personal understanding as needed based on their
investigations
A.4.4
Communicate their understanding to others in simple terms
9
OBSERVING ANIMALS IN THEIR HOMES
Wisconsin’s Model Academic Standards
for Science – 4th Grade
A – Science Connections
A.4.1
A.4.2
A.4.3
A.4.4
K
●
A.4.5
B – Nature Science
B.4.1
B.4.2
B.4.3
C – Science Inquiry
C.4.1
C.4.2
C.4.3
C.4.4
C.4.5
C.4.6
C.4.7
C.4.8
D – Physical Science
D.4.1
D.4.2
D.4.3
D.4.4
D.4.5
D.4.6
D.4.7
D.4.8
E – Earth and Space Science
E.4.1
E.4.2
E.4.3
E.4.4
E.4.5
E.4.6
E.4.7
E.4.8
F – Life and Environmental Science
F.4.1
F.4.2
F.4.3
F.4.4
G – Science Applications
G.4.1
G.4.2
G.4.3
G.4.4
G.4.5
H – Science in Social and Personal
Perspectives
H.4.1
H.4.2
H.4.3
H.4.4
●
●
Wisconsin’s Model Academic Standards for
Environmental Education – 4th Grade
A – Questioning & Analysis
A.4.1
A.4.2
A.4.3
A.4.4
B – Knowledge of Environmental Processes &
Systems
B.4.1
B.4.2
B.4.3
B.4.4
B.4.5
B.4.6
B.4.7
B.4.8
B.4.9
B.4.10
B.4.11
B.4.12
C – Environmental Issue Investigation Skills
C.4.1
C.4.2
C.4.3
C.4.4
C.4.5
D – Decision and Action Skills
D.4.1
D.4.2
D.4.3
D.4.4
D.4.5
D.4.6
E – Personal and Civic Responsibility
E.4.1
E.4.2
●
●
10
●
●
●
●
Name ________________________________
What clues do you think you will see today?
11
We looked for clues that animals are living at the Madison School Forest.
Which clues did you see
or smell
, hear
?
12
, touch
Scavenger Hunt
Name ______________
What animal are you?
What “food” did you see?
13
Grade 1
Changes in Plants and the Seasons
In first grade, students study that plants have basic needs and go through life cycles; plants have
structures that support their needs during the life cycles; and seasonal changes affect that growth,
behavior and life cycles. Students can extend their science knowledge and skills through a
yearlong study of a local nature area and/or visit the School Forest. The question students study is
“What plant growth, behavior and life cycle changes occur during seasonal changes?” The class
will observe, record and discuss plant needs, growth, behavior and life cycle and these items are
affected by the weather and/or seasonal changes. Environmental curricular activities include
measuring the weather; participating in a nature walk; and drawing and writing observations in a
student notebook. Classroom science curriculum connections are to the FOSS module, New Plants.
MMSD Science Scope & Sequence Connection
FOSS New Plants
Key Concepts
Plants have basic needs and life cycles. Plants have structures that support needs during its life cycle. Seasonal
changes affect growth, behavior and life cycles of plant.
Assessing Student Understanding
Criteria
Students will explain, draw and/or write plant needs, structures, functions and responses to seasonal changes and/or
human/animal interactions over time.
Tools
Yearlong student activity/observation sheets (FOSS and teacher generated), and teacher assessment checklists.
Teacher Background Knowledge
Teacher background knowledge to support this field study includes the definition and understanding of phenology and
seasonal changes.
Also important is an understanding of plants’ life cycles: needs, growth and structures. For example, leaves are for
food production and roots are for water uptake and anchoring the plant in the soil. A plant’s structure helps the plant
meet its needs for life. Structures vary between types of plants but have common functions such as the leaves on a
shrub look different from blades of grass but they are both leaves.
Connecting Classroom Science and the Madison School Forest Field Study
Students will develop questions and learn about plant growth, behavior and life cycle changes that occur during
seasonal changes. They will observe, record, and discuss responses (growth, behavior and life cycles) of plants in
their laboratory (classroom) and natural habitats (school garden, schoolyards, School Forest, local nature site, homes,
etc.) during seasonal changes throughout the school year. Students will also compare data between the seasons and
sites. Examples of student inquiry are found below.
Observations of plants grown in classroom (drawn and written)
How are they propagated?
Measurements over time
Specific plant structures
Experiments (reaction when cut, in darkness, amount of water, grown with other plants, addition of salt?
vinegar? fertilizer? worms?)
Shrub observations (drawn and written)
Identify various structures - - size and color of stems, leaves, flowers, seeds
Measure one stem over time and count its leaves
Use by animals/insects/human
School garden seed observations (drawn and written)
Identify various plants
Identify structures on the plants – flower, fruit
Count the structures
14
Discuss how the seeds are spread - hitch-hiker, drop and grow, etc
Discuss how the plant is used by animals/insects/humans
Lawn observations (drawn and written) - mown vs. not mown (determine 1 x 1 meter spot with building custodian and
“fence” it to keep from being mown)
Types of plants growing there
Observe, measure over time
Use by animals/insects/humans
As a class measure and record temperature, wind speed and direction, sky and precipitation observations at a regular
time each day.
A trip to the Madison School Forest trip should follow New Plants Investigations 1 & 2.
Measure and record weather information at the weather station as per normal school protocol. Complete a School
Forest weather report to leave at the School Forest for future schools to use and to compare data back at your local
site.
Participate in a weather walk or scavenger hunt (NOT collecting but recording items found). Observe, record and
discuss plant and animal responses to seasonal changes.
Choose from student long-term inquiries above to record observations and make comparisons between School Forest
data and school data. At School Forest, have students choose a shrub or patch of lawn that looks very different from
the one they have observed at school.
Materials Available in the Nature Center at the Madison School Forest:
These materials are available in the storage cabinets for your use in this field study: five thermometers, weather vane,
Madison School Forest weather observations notebook, clipboards, pencils, colored pencils, hand pencil sharpeners,
string loops six inches in diameter and rulers.
Curricular Integration Ideas
Literacy: drawing, writing, reading and verbal sharing.
Math: data collection, comparing and analyzing data.
Social Studies: awareness, interdependence and interactions between humans, plants, insects, animals; working
together to collect data.
Curricular Resources & Websites
www.naturenet.com - Good local resources, esp. Educational Resources links
www.backyardnature.net/index.html - Excellent site for elementary science/plant and other info/activities.
www.sws-wis.com/lifecycles/index.html - Phenological web site with many fine links.
www.madison.k12.wi.us/elib/elib.cgi?cat=65;o=alpha - MMSD’s FOSS New Plants site with many links to related
topics.
www.fossweb.com/searches/search.php - FOSS web site. Click on New Plants and Find Resources to get an
extensive list of related books, videos and websites.
www.uwex.edu/ces/wihort/landscape/Phenology.htm - Great phenology intro from UW – Extension Urban Horticulture
website with links at top of page to Wisconsin related horticultural topics (landscape, turf, fruits & vegetables, flowers,
pests, updates and other links).
www.uwm.edu/People/mds/markph.html – Phenology website with links from UW-Milwaukee
Books
New Plants book in FOSS
FOSS resources list at end of New Plants Manual
Your school library and Madison public libraries
15
Videos
FOSS resources list at end of New Plants Manual
Your school library and Madison public libraries
Community/Partnership Connections
Trip anywhere locally through Nature Net – www.naturenet.com
UW Arboretum – 263-7888
Olbrich Gardens – 246-4550
Aldo Leopold Nature Center – 221-0404
Troy Drive Community Gardens (call Friends of Troy Gardens at 240-0409) or other community gardens near your
school with their permission. Community Action Coalition for South Central Wisconsin, Inc. has a list of these
gardens. 246-4730.
EEIC Contacts
Ken Swift, Lapham
kswift@madison.k12.wi.us
Anne Schoenemann, Teaching and Learning – Science
aschoenemann@madison.k12.wi.us
16
Wisconsin Model Academic Standards - Science
A. Science Connections
A.4.2 When faced with a science-related problem, decide what evidence, models or explanations previously studied
can be used to better understand what is happening now.
A.4.3
When investigating a science related problem, decide what data can be collected to determine the most
useful explanations.
A.4.5
When studying a science related problem, decide what changes over time are occurring or have occurred.
C. Science Inquiry
C.4.2 Use the science content being learned to ask questions, plan investigations, make observations, make
predictions, and offer explanations.
C.4.5
Use data they have collected to develop explanations and answer questions generated by investigations.
C.4.6
Communicate results of their investigations in ways their audience will understand by using charts, graphs,
drawings, written descriptions, and various other means.
F. Life and Environmental Science
F.4.1 Discover how each organism meets its basic needs for water, nutrients, and protection in order to survive.
F.4.2
Investigate how organisms, especially plants, respond to both internal cues (the need for water) and external
cues (changes in the environment).
F.4.3
Illustrate the different ways that organisms grow through life stages and survive to produce new members of
their type.
Wisconsin Model Academic Standards - Environmental Education
A. Questioning and Analysis
A.4.1. Make observations ask questions and plan environmental investigations.
A.4.2. Collect information makes predictions, and offer explanations about questions asked.
A.4.3. Develop answers, draw conclusions, and revise their personal understanding as needed based on their
investigations.
A.4.4. Communicate their understanding to others in simple terms.
B. Knowledge of Environmental Processes and Systems
B.4.1 Describe the flow of energy in natural systems, citing the sun as the source of energy on earth; e.g. a food
chain.
B.4.6
Cite examples of how different organisms adapt to their habitat.
17
CHANGES IN PLANTS AND THE SEASONS
Wisconsin’s Model Academic Standards
for Science – 4th Grade
A – Science Connections
A.4.1
A.4.2
A.4.3
A.4.4
A.4.5
B – Nature Science
B.4.1
B.4.2
B.4.3
C – Science Inquiry
C.4.1
C.4.2
C.4.3
C.4.4
C.4.5
C.4.6
C.4.7
C.4.8
D – Physical Science
D.4.1
D.4.2
D.4.3
D.4.4
D.4.5
D.4.6
D.4.7
D.4.8
E – Earth and Space Science
E.4.1
E.4.2
E.4.3
E.4.4
E.4.5
E.4.6
E.4.7
E.4.8
F – Life and Environmental Science
F.4.1
F.4.2
F.4.3
F.4.4
G – Science Applications
G.4.1
G.4.2
G.4.3
G.4.4
G.4.5
H – Science in Social and Personal
Perspectives
H.4.1
H.4.2
H.4.3
H.4.4
1st
Grade
●
●
●
●
●
●
Wisconsin’s Model Academic Standards for
Environmental Education – 4th Grade
A – Questioning & Analysis
A.4.1
A.4.2
A.4.3
A.4.4
B – Knowledge of Environmental Processes &
Systems
B.4.1
B.4.2
B.4.3
B.4.4
B.4.5
B.4.6
B.4.7
B.4.8
B.4.9
B.4.10
B.4.11
B.4.12
C – Environmental Issue Investigation Skills
C.4.1
C.4.2
C.4.3
C.4.4
C.4.5
D – Decision and Action Skills
D.4.1
D.4.2
D.4.3
D.4.4
D.4.5
D.4.6
E – Personal and Civic Responsibility
E.4.1
E.4.2
●
●
●
18
●
●
●
●
●
●
Grade 1 - Changes in Plants and the Seasons
Date: _____________________
Use shrub/lawn handouts and partner discussions to assess student understanding.
+:
√:
- :
most of the time
some of the time and/or with adult cues
little of the time or with adult support
Student Name 1. Observes,
records and/or
discusses basic
needs of plants
(sun, air, water,
food).
2. Observes,
records and/or
discusses plant
life cycle (plant
to flower to
seed to plant).
3. Observes and
identifies plant
structures
(roots, leaves,
stems, twigs,
seeds).
4. Observes and
identifies
changes in
plants during
the seasons (no
flowers during
winter).
Possible guiding questions for partner discussions:
1.
2.
3.
4.
How are these plants’ needs the same as Fast Plants?
This plant is in what part of its life cycle?
Tell and name this plant’s parts.
What changes do you see in this plant from our last visit or from our last local school observation?
19
Shrub Observations
Name: ___________________________________
Carefully draw a five-inch section of your shrub
from the tip of one twig down. Include and label as
many of these as you see: leaf, stem, twig, bud,
flower, fruit, seed.
Alternate
Opposite
1. Draw carefully one leaf. Add details: stem,
veins, edge of leaf, colors.
2. Does your shrub have alternate or opposite twigs?
_________________________________________
3. Does your shrub have alternate or opposite leaves?
_________________________________________
4. Is there evidence of other living things using your
shrub? ____ If yes, what are they? __________
__________________________________
20
Lawn Observations: Use a circle of string/yarn six inches in diameter.
Name: __________________________________________ Date: ________________ Time: __________
Sky: _________________________________________________________________ Temperature: ____
1. What living things do you see beside plants in your
patch of lawn?
___________________________________________
Carefully draw part of your patch of lawn. Go
for details such as plants and other living things.
___________________________________________
___________________________________________
2. How many different kinds of plants do you
see in your patch of lawn? ________
3. How many inches is the tallest plant? __________
4. Briefly describe how the soil under the lawn
feels and looks like. _________________________
___________________________________________
___________________________________________
5. Briefly describe how the lawn and soil smells.
___________________________________________
21
Grade 2
The Weather Around Us
In second grade, students study the properties of air; measure the weather; observe
and record changes in the seasons and the moon's appearance. Students can extend
their science knowledge and skills through a yearlong study of a local nature area
and/or visit the MMSD School Forest. The two questions students study are “What is
the weather like throughout the year?” and “How does the weather and the change in
seasons affect plants and/or animals?" The class will observe, record and discuss the
weather, seasonal changes and affects of those changes on plants and animals.
Environmental circular activities include measuring the weather and recording
information year round at nature sites, participating in a weather walk with naturalists,
and drawing and writing observations in a student nature notebook. Classroom science curriculum
connections are to the FOSS module, Air & Weather.
MMSD Science Scope and Sequence Connection
FOSS Air and Weather
Key Concepts
Weather can be measured. Weather changes over time and it has seasonal patterns. Seasonal changes
affect growth, behavior and life cycles of plants and animals.
Change - A variance in the rate, scales and pattern including trends and cycles.
Phenology – Responses of living organisms to seasonal and climatic changes to the environment in
which they live.
Assessing Student Understanding
Criteria
Students will observe, document, compare/contrast and summarize the weather throughout the seasons.
They will observe and summarize plant and animal responses (growth, interactions and life cycles) during
seasonal changes.
Tools
Tools include a yearlong student-writing notebook and the teacher assessment checklists.
Suggested Procedures for Assessment
To assess a student's deepening understanding of weather, students can enter several observations into
their student notebooks. Write comments about students’ understanding as you take walks in a local
nature area and the School Forest throughout the year.
Teacher Background Knowledge
Definition and understanding of phenology, weather and seasonal changes.
Understanding of weather concepts (sky, temperature, wind speed and direction and precipitation)
Understanding of plant and animal growth, interactions and life cycles during weather and seasonal
changes.
Student Pre-readiness
Before students visit the Madison School Forest, it is recommended that students have the following
experiences: practice and understanding in measuring the weather, weather writing experiences and
discussions about the weather and seasonal changes.
22
Connecting Classroom Science and the Madison School Forest
Students will inquire and learn about the weather throughout the year. They will measure and record
temperature, wind speed and direction, sky and precipitation observations throughout the seasons.
Students will observe, record and discuss responses (growth, behavior and life cycles) of plants and
animals in their natural habitats (school nature area and school forest) during seasonal changes.
Students will also learn to compare data between the seasons.
Measure and record weather information using resources in the Nature Center noting time of day and
date. (temperature, wind direction and speed, sky observations and precipitation)
Participate in a weather walk. Observe and record weather differences during the tour in different parts of
the school forest.
Observe, record and discuss plant and animal responses to the current season.
Complete a Madison School Forest weather report to leave at the school forest for future schools to use
and to compare data back at your local site.
Complete some FOSS activities at the Madison School Forest, e.g. bubbles and kites.
Materials Available in the Nature Center at the Madison School Forest
Weather station with 5 thermometers, an anemometer, a weather vane, FOSS cloud and wind scale
chart, cotton sheets to make a school flag, school forest weather report sheets, clipboards, pencils and
crayons in a container, Madison School Forest notebook to enter data, and hand held wind speed meters.
Community/Partnership Connections
Aldo Leopold phenology web site – Earth Alive.
Curricular Integration Ideas
Literacy: drawing, writing, and sharing.
Math: data collection, comparing and analyzing data.
Social Studies: awareness, interdependence and interactions between humans, plants, animals; working
together to collect data.
Science: look for and discuss patterns in nature observations, observe and discuss how weather affects
plants and animal responses.
Also see FOSS interdisciplinary extensions, math extensions, home/school connections and FOSS
science stories folio.
Curricular Resources & Websites
Wisconsin Phenological Society (Milwaukee): www.naturenet.com/alnc/wps/
Scott Web Service of Wisconsin – Phenology, The Study of Nature’s Lifecycles:
www.sws-wis.com/lifecycles/index.html
Aldo Leopold Nature Center: www.aldoleopold.org/
MMSD Air and Weather web site suggestions: www.madison.k12.wi.us/elib/elib.cgi?cat=219;o=alpha
FOSS web site resource list: www.fossweb.com/searches/search.php
Books
Air and Weather FOSS Science Story – “Seasons”
23
EEIC Contacts
Kathy Statz, Orchard Ridge Elementary
kstatz@madison.k12.wi.us
Anne Schoenemann, Teaching and Learning – Science
aschoenemann@madison.k12.wi.us
Wisconsin Model Academic Standards - Science
E. Earth and Space Science
E.4.5. Describe the weather commonly found in Wisconsin in terms of clouds, temperature, humidity,
and forms of precipitation, and the changes that occur over time, including seasonal changes.
E.4.6. Using the science themes, find patterns and cycles in the earth’s daily, yearly, and long-term
changes.
Wisconsin Model Academic Standards - Environmental Education
A.
Questioning and Analysis
A.4.1. Make observations ask questions and plan environmental investigations.
A.4.2. Collect information makes predictions, and offer explanations about questions asked.
A.4.3. Develop answers, draw conclusions, and revise their personal understanding as needed based
on their investigations.
A.4.4. Communicate their understanding to others in simple terms.
24
THE WEATHER AROUND US
Wisconsin’s Model Academic Standards
for Science – 4th Grade
2nd
Grade
A – Science Connections
A.4.1
A.4.2
A.4.3
A.4.4
A.4.5
B – Nature Science
B.4.1
B.4.2
B.4.3
C – Science Inquiry
C.4.1
C.4.2
C.4.3
C.4.4
C.4.5
C.4.6
C.4.7
C.4.8
D – Physical Science
D.4.1
D.4.2
D.4.3
D.4.4
D.4.5
D.4.6
D.4.7
D.4.8
E – Earth and Space Science
E.4.1
E.4.2
E.4.3
E.4.4
E.4.5
E.4.6
E.4.7
E.4.8
F – Life and Environmental Science
F.4.1
F.4.2
F.4.3
F.4.4
G – Science Applications
G.4.1
G.4.2
G.4.3
G.4.4
G.4.5
H – Science in Social and Personal
Perspectives
H.4.1
H.4.2
H.4.3
H.4.4
●
Wisconsin’s Model Academic Standards for
Environmental Education – 4th Grade
A – Questioning & Analysis
A.4.1
A.4.2
A.4.3
A.4.4
B – Knowledge of Environmental Processes &
Systems
B.4.1
B.4.2
B.4.3
B.4.4
B.4.5
B.4.6
B.4.7
B.4.8
B.4.9
B.4.10
B.4.11
B.4.12
C – Environmental Issue Investigation Skills
C.4.1
C.4.2
C.4.3
C.4.4
C.4.5
D – Decision and Action Skills
D.4.1
D.4.2
D.4.3
D.4.4
D.4.5
D.4.6
E – Personal and Civic Responsibility
E.4.1
E.4.2
●
25
●
●
●
●
Grade 2
The Weather Around Us
Date: _____________________ Assessment Tool: _____________________
Teacher Assessment Checklist
Weather can be measured. Weather changes over time and it has seasonal patterns.
Seasonal changes affect growth, behavior and life cycles of plants and animals. (Air &
Weather)
Possible Assessment Tools:
Student nature notebook, discussions, student project and/or teacher observations through out
the school year.
+ : most of the time
√ : some of the time and/or with adult cues
- : little of the time or with adult support
Student Name Observes,
records and/or
discusses the
weather
outside.
Observes,
compares and
records
changes in the
weather over
time.
26
Observes,
records and/or
discusses
plant and
animal
responses to
the weather.
Other:
Teacher Summative Grading Guide
Summative assessments include the last notebook entries.
+
√
-
Student observes and records the weather.
Student compares weather changes between the seasons.
Student observes, records and explains plant and animal responses to the
weather.
Student observes and records some weather data.
Student compares some seasonal changes with adult content cues.
Student observes, records and explains some plant and animal responses to the
weather.
Student unable to observe and record the weather.
Student unable to identify seasonal changes in the weather.
Student unable to observe, record or explain plant and animal responses to the
weather.
27
My Nature Notebook
Observations of the Weather
Name: ____________________________________________________
School Year: _______________________________________________
28
Name: ________________________________________________________
Date: ________ Time: ________ Season: ________ Place: _______________
Draw and write your weather observations. Record plant and animal responses to the
weather. Write any changes you notice from your previous observations.
29
30
Name: __________________Date: _____________ Place: __________________
Season: ________________
Season: _______________
31
Grade 3
Designed to Do the Job
In third grade, students study plant and animal growth, behavior and life cycles. They observe and
record how certain structures assist the organism in survival. The students identify the organism's
basic needs and how an organism uses its structures to respond to internal and external cues.
Students can extend their science knowledge and skills through a yearlong study of a local nature
area and/or visit the MMSD School Forest. Students investigate the question, "How are an
organism's structures related to their function?" The class will observe, record, compare and discuss
organism structures and their functions during seasonal changes. Environmental curricular activities
include observing the weather, taking a nature walk, and recording observations.
MMSD Science Scope & Sequence Connection
FOSS Structures of Life (focus on plants)
Key Concepts
The form of an organism’s structures is related to its function.
Form and Function – Complimentary aspects of objects, organisms, and systems in the natural world. (Wisconsin
Academic Model Science Standards)
Assessing Student Understanding
Criteria
Students will observe, collect data, compare/contrast and summarize plant structures and functions over the course of
the school year.
Tools
Student nature notebook entries, discussions, and teacher assessment checklist.
Suggested Procedures
To assess a student’s deepening understanding of form and function, students can document their observations of a
plant in their local nature area over the course of the school year. Teachers can write comments about student
discussions throughout the year.
Teacher Background Knowledge
Understanding of plant growth, behavior and life cycles.
Knowledge and experience with scientific skills to compare structures and functions of organisms.
Understanding of Environmental Education and Science Life standards.
Knowledge of local nature area and/or the MMSD School Forest.
Student Pre-readiness
Before visiting the School Forest, it is recommended that students start their monthly observations of a selected
organism at their school. Students inquire about how an organism’s structures are related to its functions. Students
use nature notebooks, pencils and colored pencils on clipboards outside at a local nature area.
Discuss with students what they see, hear and smell. Focus discussion on detailed observations (word choice).
Discuss how students can accurately record these observations.
Have the class choose an organism in the nature area to observe throughout the school year. Students record
observations at least quarterly. Discuss structure, function and changes over time. Encourage students to explain
their descriptions giving evidence from their observations. Include weather information. Have students create a map to
record where their organism is located. The teacher can model observational comments and recordings. Teachers
can also discuss how structures and their functions change over time.
Connecting Classroom Science and the Madison School Forest Field Study
Students inquire about how an organism’s structures are related to its functions. Students use nature notebooks,
pencils and colored pencils on clipboards outside at a local nature area.
32
Discuss with students what they see, hear and smell. Focus discussion on detailed observations (word choice).
Discuss how students can accurately record these observations.
Have the class choose an organism in the nature area to observe throughout the school year.
Students record observations at least quarterly. Discuss structure, function and changes over time. Encourage
students to explain their descriptions giving evidence from their observations. Include weather information
instruction/function statements.
Have students create a map to record where their organism is located.
The teacher can model observational comments and recordings. Discuss how structures and their functions change
over time.
Students take a walking tour through the Madison School Forest and observe materials in the Nature Center. They
will identify plant and animal structures and their functions.
Students can draw and write in their nature notebook at the school forest. Back at their classroom, students can
compare this data with their previous entries.
Materials Available at the School Forest Nature Center
Small viewfinders, hand lenses, plant and animal samples, tree identification key, writing supplies, and clip boards
Curricular Integration Ideas
Literacy: Drawing, writing, and sharing.
Math: Data collection, comparing and analyzing data.
Social Studies: Students create a map of their local nature area and identify where the organism is located on the
map. Discuss awareness, interdependence and interactions between humans, plants, and animals working together
to collect data.
Science: Use the plant rubbing activity while teaching Ideas and Inventions to apply knowledge of writing detailed
observations and structure and function.
Also, see FOSS interdisciplinary extensions, math extensions, home/school connections and FOSS science stories
folio.
Curricular Resources & Websites
www.naturenet.com/alnc/wps/ Wisconsin Phenological Society (Milwaukee)
www.sws-wis.com/lifecycles/index.html Scott Web Service of Wisconsin – Phenology, The Study of Nature’s
Lifecycles
www.madison.k12.wi.us/elib/elib.cgi?cat=88;o=alpha MMSD Structures of Life website suggestions
www.fossweb.com/searches/search.php FOSS web site resource list
Community/Partnership Connections
www.aldoleopold.org Aldo Leopold Nature Center
EEIC Contacts
Wendy Zucker, Leopold Elementary
wzucker@madison.k12.wi.us
Anne Schoenemann, Teaching & Learning – Science
aschoenemann@madison.k12.wi.us
33
Wisconsin Model Academic Standards - Science
A. Science Connections
A 4.2 Investigate how organisms, especially plants, respond to both internal cues (the need for water) and external
cues (changes in the environment).
Wisconsin Model Academic Standards - Environmental Education
A. Questioning and Analysis
A.4.1. Make observations ask questions and plan environmental investigations.
A.4.2. Collect information makes predictions, and offer explanations about questions asked.
A.4.3. Develop answers, draw conclusions, and revise their personal understanding as needed based on their
investigations.
A.4.4. Communicate their understanding to others in simple terms.
B. Knowledge of Environmental Processes and Systems
B.4.1. Describe the flow of energy in natural systems, citing the sun as the source of energy on earth; e.g. a food
chain.
34
DESIGNED TO DO THE JOB
Wisconsin’s Model Academic Standards
for Science – 4th Grade
A – Science Connections
A.4.1
A.4.2
A.4.3
A.4.4
A.4.5
B – Nature Science
B.4.1
B.4.2
B.4.3
C – Science Inquiry
C.4.1
C.4.2
C.4.3
C.4.4
C.4.5
C.4.6
C.4.7
C.4.8
D – Physical Science
D.4.1
D.4.2
D.4.3
D.4.4
D.4.5
D.4.6
D.4.7
D.4.8
E – Earth and Space Science
E.4.1
E.4.2
E.4.3
E.4.4
E.4.5
E.4.6
E.4.7
E.4.8
F – Life and Environmental Science
F.4.1
F.4.2
F.4.3
F.4.4
G – Science Applications
G.4.1
G.4.2
G.4.3
G.4.4
G.4.5
H – Science in Social and Personal
Perspectives
H.4.1
H.4.2
H.4.3
H.4.4
3rd
Grade
●
Wisconsin’s Model Academic Standards for
Environmental Education – 4th Grade
A – Questioning & Analysis
A.4.1
A.4.2
A.4.3
A.4.4
B – Knowledge of Environmental Processes &
Systems
B.4.1
B.4.2
B.4.3
B.4.4
B.4.5
B.4.6
B.4.7
B.4.8
B.4.9
B.4.10
B.4.11
B.4.12
C – Environmental Issue Investigation Skills
C.4.1
C.4.2
C.4.3
C.4.4
C.4.5
D – Decision and Action Skills
D.4.1
D.4.2
D.4.3
D.4.4
D.4.5
D.4.6
E – Personal and Civic Responsibility
E.4.1
E.4.2
35
●
●
●
●
●
Date: _____________________ Assessment Tool: _____________________
Teacher Assessment Checklist
The form of organism’s structures is related to its function
(Structures of Life)
Possible Assessment Tools
Student nature notebook, discussions, student project and/or teacher observations throughout the school year.
+ : most of the time
√ : some of the time and/or with adult cues
- : little of the time or with adult support
Student Name Observes,
records and/or
discusses
plant
structures.
Observes,
records,
and/or
discusses the
functions of
the structures.
Other:
Observes,
records and/or
discusses
how
structures and
its functions
are affected by
the weather.
36
My Nature Notebook
20__-20__ school year
Name: _______________________________________________________________
Place: _______________________________________________________________
37
Name: ___________________________ Date: ______ Time: _______
Describe the weather.
______________________________________________________________________________________
______________________________________________________________________________________
Where is your organism located?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Describe your organism.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
38
Name: _____________________________Date: _______Time: _____
Describe the weather.
____________________________________________________________________
____________________________________________________________________
Describe what your organism looks like today.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Describe one of the organism’s structures and its function.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
39
Grade 4
Turning Back to the Soil
Studying the world we cannot see is an exciting part of the nature of science. In fourth grade
students learn about the “microworld” and study various forms of organisms that can
sometimes only be seen with a microscope. In this field study, students extend their learning at
the Madison School Forest by closely observing fungi and other decomposers that turn
organic matter into soil. The inquiry students will investigate at the Madison School Forest is
“What and where are the decomposers?” and “What role does decomposition play in the
ecosystem?” Students will observe and decomposers and analyze how they break down leaf
litter back into soil. Student activities include taking “The Rotten Hike”, using a soil bore,
sketching soil strata, and conducting a quadrat study.
Discovery Hike (“The Rotten Hike” or “Observing the Details”)
MMSD Science Scope & Sequence Connection
STC Microworlds
Key Concepts
Decomposition is part of the forest reclamation and soil building cycle that operates over time. A variety of
decomposers transforms dead and dying plant material into soil material.
Assessing Student Understanding
Criteria
• Attention to observation skills
• Appropriate use of tools and instruments in the field
• Adherence to the quadrat investigation procedures
• Attention to clear sketches and to measurement data
• Written/oral explanation of procedures used (post visit)
• Written/oral description of the decomposition process as investigated and how it operates within a cycle at
the forest (post visit)
Tools
See the “Turning Back to the Soil” field study assessment sheet and rubric.
Teacher Background Knowledge
• Forest ecology basics
• Concept of phenology
• Observation skills
• Knowledge of the decomposition process/cycle, as well as other cycles of nature
• Knowledge of decomposer organisms
• Use of tools such as hand lenses and quadrat frames
Student Pre-readiness
Students will need to have amply opportunity to develop basic concepts and skills needed on the field study. These
concepts and skills include knowledge of a “microworld” that is better seen with magnification (STC Microworlds
curriculum). Pre-readiness skills include use of a hand lens and microscope. Knowledge of forest ecology and the
connection among plant and animal communities is critical. Students will expand their knowledge about the role of
fungi as decomposers as this concept is not fully developed in STC Microworlds.
Connecting Classroom Science and the Madison School Forest Field Study
Part I: The Rotten Hike
Take your students on “The Rotten Hike” at the Madison School Forest. Students will use their observation skills to
study decomposing plants along the trails. Concentrate on rotting logs and downed plant material. Search for various
forms of fungi on trees and on the ground; observe sizes, shapes, colors, spore gills/openings and mycelium strands.
Students should sketch or photograph fungi. Investigate downed logs for decay; pull them apart to reveal habitat and
40
decomposer critters. Identify animals and insects within the decayed wood: sketch or photograph. Use a soil bore to
observe a vertical core of soil strata from a number of sites along the hiking path. Analyze and compare the soil cores
for strata depths, colors and textures. Sketch or photograph each core sample.
Part II: Observing the Details – or Quadrat Study of Leaf Litter
Use a quadrat frame (square meter divided in 4ths for 4 kids or one square ft. for each) placed on a section of leaf
litter to investigate decomposition in one focused spot.
•
Describe area around sample site in terms of vegetation, terrain, sunlight.
•
Observe/sketch the top layer of leaves within the quadrat.
•
Pick off the top layer of leaf material and observe subsequent layers.
•
Place one sample of each layer on a grid paper for measuring.
•
Measure the depth (mm) of the top un-decomposed leaves.
•
Continue downward while comparing the state of decomposition of leaf material.
•
Determine the line at which leaf litter and soil matter seem to meet.
•
Measure the depth to this soil layer.
•
Repeat this procedure in various locations of the forest and repeat this procedure in other seasons.
Materials Available in the Nature Center at the Madison School Forest
soil sample bores
magnifying lenses
clipboards, sketch sheets, pencils
tweezers or toothpicks
metric rulers
insect, animal, or fungi identification guides
paper with variety of grid sizes
Teachers would need to provide paper with a variety of grid sizes, and the camera(s).
Curricular Integration Ideas
Language Arts: classroom content reading, field sketching/labeling, field oral analysis or explanations and
observation, following directions, written and oral assessment.
Math: metric measure, core sample measure, data collection and analysis.
Community/Partnership Connections
Make finished reports available to local environmental groups for their membership newsletters. Groups include The
Audubon Society, Sierra Club, Nature Conservancy, and The Environmental Decade.
“Adopt a Forestry Student” at UW-Madison
Submit student reports to the MMSD Environmental Education website and invite parents/community entities to check
out the fieldwork.
UW Speakers’ Bureau: contact with expert as a mentor.
Curricular Resources & Websites
www.newsday.com/other/special/naturalworld/ny-nworld123655816feb08,0,6598594.story
(general teacher info on litter)
www.cornwallwildlifetrust.org.uk/educate/activity/decay.htm
(classroom activity suggestions)
41
http://web.missouri.edu/~bioscish/
(leaf litter arthropods)
www.stolaf.edu/depts/biology/mnps/papers/hale2001202.html
(current earthworm ecology)
http://fwie.fw.vt.edu/rhgiles/trevey/Decomposit.htm
(scientific paper on leaf litter)
EEIC Contact
Dave Spitzer, Lincoln Elementary
dspitzer@madison.k12.wi.us
Wisconsin Model Academic Standards - Science
A. Science Connections
A.4.5. When studying a science-related problem, decide what changes over time are occurring or have occurred.
C. Science Inquiry
C.4.4. Use simple science equipment to collect data relevant to questions and investigations.
C.4.6. Communicate the results of their investigations in ways their audiences will understand by using charts,
graphs, drawings, written descriptions, and various other means.
E. Earth and Space Science
E.4.1. Investigate that earth materials are composed of rocks and soils and correctly use the vocabulary.
E.4.6. Using the science themes, find patterns and cycles in the earth’s daily, yearly and long-term changes.
F. Life and Environmental Science
F.4.4. Using the science themes, develop explanations for the connections among living and nonliving things in
various environments.
Wisconsin Model Academic Standards - Environmental Education
A.4.1. Make observations, ask questions and plan environmental investigations.
B.4.1. Describe the flow of energy in natural systems, citing the sun as the source of energy on the earth.
B.4.4. List the components of an ecosystem, including the qualities of a healthy habitat.
42
TURNING BACK TO THE SOIL
Wisconsin’s Model Academic Standards
for Science – 4th Grade
4th
Grade
A – Science Connections
A.4.1
A.4.2
A.4.3
A.4.4
A.4.5
B – Nature Science
B.4.1
B.4.2
B.4.3
C – Science Inquiry
C.4.1
C.4.2
C.4.3
C.4.4
C.4.5
C.4.6
C.4.7
C.4.8
D – Physical Science
D.4.1
D.4.2
D.4.3
D.4.4
D.4.5
D.4.6
D.4.7
D.4.8
E – Earth and Space Science
E.4.1
E.4.2
E.4.3
E.4.4
E.4.5
E.4.6
E.4.7
E.4.8
F – Life and Environmental Science
F.4.1
F.4.2
F.4.3
F.4.4
G – Science Applications
G.4.1
G.4.2
G.4.3
G.4.4
G.4.5
H – Science in Social and Personal
Perspectives
H.4.1
H.4.2
H.4.3
H.4.4
●
●
●
●
Wisconsin’s Model Academic Standards for
Environmental Education – 4th Grade
A – Questioning & Analysis
A.4.1
A.4.2
A.4.3
A.4.4
B – Knowledge of Environmental Processes &
Systems
B.4.1
B.4.2
B.4.3
B.4.4
B.4.5
B.4.6
B.4.7
B.4.8
B.4.9
B.4.10
B.4.11
B.4.12
C – Environmental Issue Investigation Skills
C.4.1
C.4.2
C.4.3
C.4.4
C.4.5
D – Decision and Action Skills
D.4.1
D.4.2
D.4.3
D.4.4
D.4.5
D.4.6
E – Personal and Civic Responsibility
E.4.1
E.4.2
●
●
43
●
●
●
Grade 4
Turning Back to the Soil
School Forest Field Study Assessment
Date of Field Study:______
Scoring
3: Most of the time
2: Some of the time
1: Minimal; adult assistance
Focuses observations along
the trail to search for forms of
fungi; able to generalize
location, shape and color of
fungi to locate further
specimens
Significant details in
sketches; clear and complete
labels with words/arrows;
accurate proportions
Explains the
decomposition process
of a rotting log
Observes and sorts layers of
leaf litter carefully; places
letter sample sizes in order
on worksheet; measures
mm’s accurately
Explains the relationship
between the upper soil bore
sample horizons and the
decomposition process on
the forest floor.
44
Name_________________
The Rotten Hike
Air Temperature________
General Weather_____________________________________________________
Searching for decomposers!
Sketch and label each fungus type: shape, colors, size, looks like..., feels like...
Name of fungus?_____________
Name of fungus?_____________
Name of fungus?_____________
Name of fungus?_____________
Rotting log habitat
45
Name_______________
Quadrat Investigation of Leaf Litter
Sketch the sizes and shapes of leaves on the top layer of one spot of your quadrat square.
Look for layers of leaves inside your quadrat.
Pick up leaf samples of each layer from top to bottom and place them in
boxes that are similar in size.
46
Measure and record the diameter of one
leaf part in each box.
Use mm’s.
(reverse side/ page 2)
Describe what you observed about the layers of leaves from top to bottom.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Why do you think this has happened?
__________________________________________________________________
__________________________________________________________________
47
Grade 5
Living and Non-living: Two Parts of an Ecosystem
Although the Madison School Forest is a relatively small area, there are many
distinctly different locations to study within the boundaries. In fifth grade students
begin to investigate the living (biotic) and non-living (abiotic) components of an
ecosystem, and the important relationships between organisms and their
environment. Students can extend their science knowledge and skills at the Madison
School Forest by comparing and contrasting the biotic and abiotic components
within two different locations asking the questions “What are the non-living
differences between locations that have different amounts of sunlight?” and “How
are the living organisms adapted to those differences?” Activities that students will
engage in include gathering weather and soil data, using a quadrat study protocol to identify plants and
animals within different locations, and comparing their data between the two different locations.
MMSD Science Scope & Sequence Connection
FOSS Environments
Key Concept
Organisms have adapted structures to match their functions, providing means of encouraging individual
and group survival within specific environments.
Assessing Student Understanding
Criteria
Students will observe, discuss, and record data from two school forest ecosystems and record
comparisons of them. As an extension, students may compare/contrast a local school ecosystem with
those at the school forest.
Tools
Using quadrats (study plots), nature notebooks and student sheets students will take notes, sketch
observations and answer questions about the ecosystems.
Suggested Procedures for Assessment
Teachers will listen to small group discussions as well as collect student written work to assess students’
level of understanding about ecosystems, structures and functions, adaptations, and environmental
factors.
Teacher Background Knowledge
Content and process skills outlined in FOSS Environments module such as abiotic and biotic, structures
and functions of organisms, ecosystems and their components, environmental factors, optimum
conditions and preferences, natural systems.
Knowledge of the effects of major environmental factors (light, temperature, water, human impact).
Knowledge of basic organisms in the school forest.
Knowledge of lichens and mosses. At the School Forest, two main kinds of mosses are polytrichum, the
mini pine trees, found on dry acid sandy soil, and minium, which is flat and grows on logs, rocks and
moist ground.
Student Pre-readiness
Students use quadrats to study a 1m x 1m area and compare the diversity of plants in different areas of
the schoolyard. Students may also use a hula-hoop to define the boundaries of their study area. It is
48
recommended teachers select areas that are diverse (tall grasses, tree area, water’s edge, and short
grasses). Instruct students to collect information about the abiotic and biotic components in the quadrat.
Students could include insects, scat, animal tracks and soil descriptions. Discuss and practice drawing
detailed sketches. Take photos to continue work back in the classroom. Use identification books to
accurately identify organisms. Students can use these tools before going to the school forest to gain
experience and confidence.
Before visiting the Madison School Forest, it is recommended that students start monthly observations of
a selected area at their school to look at changes over time. This will be difficult to do at the School Forest
unless the class goes out to the School Forest more than one time.
Connecting Classroom Science and the Madison School Forest Field Study
Students will focus their inquiry on the abiotic and biotic components in different Madison School Forest
ecosystems. They will compare the similarities and differences of the biotic and abiotic components in a
sunny and shady location. What are some specific relationships between abiotic and biotic factors within
different ecosystems? What are some specific structures and functions of organisms in each ecosystem,
and how are they different in the two ecosystems? Why?
Study areas may include a field, with the drying effects of sun and wind, a shady forest and a sandy
hilltop. Each area has plants that are adapted to survive there. These and other environmental
differences contribute to the large diversity of plants found in Wisconsin ecosystems. The naturalist will
choose the sites, demonstrate use of the equipment, help find insects and signs of animals and identify
plants and fungi.
Divide students into groups of 4 to 5 and assign jobs ahead of time. The recorder reads the worksheet
questions and records the answers. The artist would do leaf rubbings and draw other things they might
find. If the students are prepared, they will be able to work more independently. They are encouraged to
write questions of their own, based on the needs of plants, using the worksheets as a model. Students
will collect data to describe the three environments and also look for insects, signs of mammals and other
organisms.
Students compare a sunny field and shady forest to see how they are alike and how they are different.
Students identify abiotic and biotic components. This includes plants, animals, climate, and soil. Students
set up the quadrat by gently tossing a stake over their shoulder. This will be the center of the plot.
Students stay outside the plotted area to collect data. They measure where the plants are growing and
record the types of plants. They complete a sun analysis (percentage of sun light in the plot), record air
temperature, wind speed and wind direction. Students collect soil samples to measure the moisture levels
(wet, damp or dry) at the surface and below the surface and identify the soil color, texture and
composition.
After studying the first study plot, the students may be able to make predictions about what the second
study plot will be like. Have students analyze data from the two plots and compare the ecosystems. Use
an organism (i.e. moss) from the Madison School Forest to complete range of tolerance (water, chemical,
and light) concentration and/or salinity experiments back in the classroom.
Materials Available in the Nature Center at the Madison School Forest
In the nature center are quadrats, magnifying lenses, clip boards, pencils, crayons and markers,
compasses, thermometers, hand held wind speed readers, identification books, and measuring tools.
Above the remote telescope building is a weather vane.
The sides of soil sampling tubes are sharp!
49
Teachers need to supply notebooks and/or sketchpads, camera (optional), tracing paper, and student
sheets. Bring a bubble bottle and stake with a rope to outline the sample study plot.
Curricular Integration Ideas
Science: 1) Take a sample of mosses that the naturalist gives you, back to school. Generate ideas from
the students about what conditions mosses might need to grow. Possible questions may include what
kind of soil(s) provide optimum growth, how much water is needed, which window in the classroom shall it
be closest to, or amount of sunlight. 2) Compare data from the school forest ecosystems with the local
school ecosystem data.
Literacy: 1) Check out guidebooks and other related books from school library about ecosystems, insects,
forests, meadows, birds, mammals, mosses, woodland plants, trees, schoolyard science, inquiry projects)
2) Keep a science journal with notes and entries from class lessons/activities as well as Madison School
Forest experiences. 3) Write an article for the Friends of the School Forest newsletter about your day at
the Madison School Forest. 4) Create flash cards of insects, animals and plants (for extra challenges
include different life stages, male and female, seeds that go with plants)
Math: Chart data, looking at trends with factors in mind. Create quantitative and qualitative data to record
numbers of insects and plants, height of plant stems, size of insects, number of leaves and types, and
record soil data.
Social Studies: Students create a map of the school forest or the school’s local nature area and identify
where their plots are located on the map. Discuss awareness, interdependence and interactions between
humans, plants, animals; and working together to collect data.
Also, see FOSS interdisciplinary extensions, math extensions, home/school connections and FOSS
science stories folio.
Curricular Resources & Websites
http://www.mobot.org/MOBOT/Research/links5.shtml (mosses: bryophytes)
http://www.madison.k12.wi.us/elib/elib.cgi?cat=55;o=alpha (MMSD Electronic Library)
http://www.fossweb.com/searches/search.php (FOSS web site resource list)
http://www.fossweb.com/modules3-6/Environments/index.html (FOSS site for students)
www.madison.k12.wi.us/forest/edguide.htm (School Forest guidebook written by 4th grade teacher Dave
Spitzer & students.)
http://www.fastplants.org/bottle_biology/
Conrad, H.S., Redfern, P.L. 1979, How to know the Mosses and Liverworts. Wm. Brown, Dubuque.
Raven, P.H., Evert, R.F., Eiehhorn, S.E. 1992, Biology of Plants, 5th ed. Worth Rate, New York.
Community/Partnership Connections
Dr. Paul Williams, Emeritus Professor from UW in Plant Pathology, “To Know a Moss, Grow a Moss”
activities or “Is it Alive or DEAD?” (WI Fast Plants or Bottle Biology website)
Nature Net organizations online.
EEIC Contact
Becky Rosenberg, Lincoln Elementary
rrosenberg@madison,k12.wi.us
50
Wisconsin Model Academic Standards - Science
E. Earth and Space Science
E.8.4 Using the science themes*, analyze* the influence living organisms have had on the earth's
systems, including their impact on the composition of the atmosphere and the weathering of
rocks.
F. Life and Environmental Science
F.8.2 Show* how organisms have adapted structures to match their functions*, providing means of
encouraging individual and group survival within specific environments.
F.8.6 Understand* that an organism is regulated both internally and externally.
F.8.8 Show* through investigations* how organisms both depend on and contribute to the balance or
imbalance of populations and/or ecosystems, which in turn contribute to the total system* of life
on the planet.
F.8.9 Explain* how some of the changes* on the earth are contributing to changes in the balance of life
and affecting the survival or population growth of certain species.
Wisconsin Model Academic Standards - Environmental Education
A. Questioning and Analysis
A.8.4 Use critical thinking strategies to interpret and analyze gathered information.
B. Knowledge of Environmental Processes and Systems
B.4.1 Describe the flow of energy in natural systems, citing the sun as the source of energy on the
earth; e.g. a food chain.
B.4.4 List the components of an ecosystem, including the qualities of a healthy habitat.
B.4.6 Cite examples of how different organisms adapt to their habitat.
B.8.5 Give examples of human impact on various ecosystems.
B.8.8 Explain interactions among organisms or populations of organisms.
51
LIVING AND NON-LIVING: TWO PARTS OF AN ECOSYSTEM
Wisconsin’s Model Academic Standards for
Science – 8th Grade
A – Science Connections
A.8.1
A.8.2
A.8.3
A.8.4
A.8.5
A.8.6
A.8.7
A.8.8
B – Nature Science
B.8.1
B.8.2
B.8.3
B.8.4
B.8.5
B.8.6
C – Science Inquiry
C.8.1
C.8.2
C.8.3
C.8.4
C.8.5
C.8.6
C.8.7
C.8.8
C.8.9
C.8.10
C.8.11
D – Physical Science
D.8.1
D.8.2
D.8.3
D.8.4
D.8.5
D.8.6
D.8.7
D.8.8
D.8.9
D.8.10
E – Earth and Space Science
E.8.1
E.8.2
E.8.3
E.8.4
E.8.5
E.8.6
E.8.7
E.8.8
F – Life and Environmental Science
F.8.1
F.8.2
F.8.3
F.8.4
F.8.5
F.8.6
F.8.7
F.8.8
F.8.9
F.8.10
G – Science Applications
G.8.1
G.8.2
G.8.3
G.8.4
G.8.5
G.8.6
G.8.7
th
5 Grade
●
Wisconsin’s Model Academic Standards for Environmental
Education – 8th Grade
A – Questioning and Analysis
A.8.1
A.8.2
A.8.3
A.8.4
A.8.5
A.8.6
B – Knowledge of Environmental Processes and Systems
B.8.1
B.8.2
B.8.3
B.8.4
B.8.5
B.8.6
B.8.7
B.8.8
B.8.9
B.8.10
B.8.11
B.8.12
B.8.13
B.8.14
B.8.15
B.8.16
B.8.17
B.8.18
B.8.19
B.8.20
B.8.21
B.8.22
B.8.23
B.8.24
C – Environmental Issue Investigation Skills
C.8.1
C.8.2
C.8.3
C.8.4
D – Decision and Action Skills
D.8.1
D.8.2
D.8.3
D.8.4
D.8.5
D.8.6
D.8.7
D.8.8
E – Personal and Civic Responsibility
E.8.1
E.8.2
●
●
●
H – Science in Social and Personal Perspectives
H.8.1
H.8.2
H.8.3
52
●
●
●
Grade 5
Living and Non-Living: Two Parts of an Ecosystem
Date: _____________________ Assessment Tool: _____________________
Teacher Assessment Checklist
Key Concept: Organisms have adapted structures to match their functions, providing means of
encouraging individual and group survival within specific environments.
Possible Assessment Tools: Key phrases and questions from small group discussions, student written
work in notebooks and on student sheets
Scoring Guide:
+: Most of the time
√: Some of the time and/or with adult cues
-: Little of the time or with adult support
Student Name
Observes,
records and/or
discusses an
example of all
four
components of
an ecosystem
(nonliving,
producers,
consumers and
decomposers)
Observes,
records, and/or
discusses an
organism's
structures and
functions in an
ecosystem.
53
Observes,
records and/or
discusses how
environmental
factors can
affect an
ecosystem.
Other:
Grade 5
Living and Nonliving: Two Parts to an Ecosystem
Student Review & Discussion Points
Student may need assistance to make connections and gain understanding from their data. The points
below may help you encourage your students to go deeper in their understanding of the key concepts in
this field study.
Think and Share
•
Review the basic needs of plants in order to live and grow.
•
List similarities and differences between the various sample study plots.
•
Analyze the data by discussing what is different at each site and how plants structures might
compensate. For example, in the shade some plants have large horizontal leaves to capture as
much sunlight as possible.
•
Compare leaf sizes and shapes. Discuss transpiration and evaporation – key processes of plants.
•
Are there connections between biotic and abiotic factors?
•
Why doesn’t grass grow in the darker parts of the forest?
•
Why don’t woodland flowers grow in the field?
•
Where weren’t there as many plants growing in the sandy soil?
•
What does grass need to grow?
•
Do some insects and other invertebrates need specific environments? Can you give an example?
•
Describe growing conditions for moss.
•
Where did you see fungus growing? Why?
•
Do animals have impact or effects on plants?
54
Grade 5
Student Field Study Sheet
DATE____________ TEMPERATURE______WEATHER CONDITIONS _______________________
TEACHER ____________________________
RECORDER___________________________ EQUIPMENT PERSON_________________________
ARTISTS__________________________________________________________________________
DATA COLLECTORS________________________________________________________________
We are going to compare several different environments including a sunny field and a shady forest to see
how they are alike and how they are different. To study an environment we need to look at the non-living
factors, the type of soil, and the plants and animals that live there. We will record data for study plots in a
field and in a forest.
NON-LIVING (abiotic) FACTORS
WHICH ENVIRONMENT?
(field or forest)
SUNLIGHT
(sunny, part shade, or full shade)
AIR TEMPERATURE
(degrees Celsius)
WIND SPEED
(mph)
SOIL CONDITIONS - (may contain both biotic and abiotic components)
What is on the surface of the soil?
Soil moisture on surface
(wet, damp or dry)
Soil moisture below surface
Soil color
(black, brown, tan, or red)
Soil texture
(sand, clay, or in between)
Did you find worms?
55
ENVIRONMENT COMPARISON DATA SHEET
General observations: As a group, look around you for evidence to answer the following questions.
Which study environment?
Do live plants completely cover the ground?
Do you see places where animals could hide?
Do you see places for bird nests?
Do you see food for insects?
Do you see food for birds?
Do you see food for mammals?
ARTISTS: ON ATTACHED SHEETS MAKE RUBBINGS OR DRAWINGS OF ONE LEAF FROM
EACH KIND OF PLANT IN YOUR STUDY PLOT. WHAT DO YOU NOTICE ABOUT SHAPE? SIZE?
PLANTS AND ANIMALS (biotic)
Count the numbers of the following:
Short woody plants (shrubs)
Clumps of grass
Forbs (wild flowers)
Fungi
Moss (are they all the same kind?)
Describe decomposing layer. What kinds of dead
plants do you find?
SIGNS OF ANIMALS - Record what you see and, if you can, draw pictures of insects you may find.
56
Grade 6
Insect Diversity at the School Forest
The FOSS Diversity of Life course introduces students to the incredible
variety of life on Earth. Investigation 9 specifically focuses on insects along
with some of the specific structural and behavioral adaptations that they
possess. Student interest in insects and the idea that they are the most
diverse group of organisms on Earth ensures that this activity matches the
main theme of the FOSS Diversity of Life course. Students will go on a
nature walk covering several different environments within the Madison
School Forest. Along the walk they will look for insects and use a chart to attempt to place each insect in
its appropriate group. They will also specifically look for Asian ladybird beetles in several environments in
the Madison School Forest. From these two activities they will build a picture, over time, of the types of
insects found in specific environments in the school forest and gather data on any changes in population
density of Asian ladybird beetles in several environments. If the timing of the fieldtrip meshes with an
appropriate time to remove invasive plant species such as garlic mustard, students could work with the
naturalists to do so.
MMSD Science Scope & Sequence Connection
FOSS Diversity of Life
Key Concepts
• 95% of the species existing on earth are insects.
• All insects have three main body parts, six jointed legs, two antennae, and an exoskeleton
• Adaptations are structures or behaviors of organisms that enhance their chances to survive and
reproduce in their habitat.
• The major groups of insects can each be identified by specific structural and functional
adaptations such as number and type of wings and courtship behavior.
• An invasive species is one that does not naturally occur in an area and, when introduced to that
area, does or is likely to cause environmental harm or harm to human health.
• What adaptations have allowed the recently introduced Asian ladybird beetle to compete
successfully with other types of ladybird beetles, to the point where they have become invasive?
Key Skills
• Determine whether an organism is an insect, using the four common characteristics.
• Using a simple classification key, match several insects with the major insect group to which they
belong.
• Measure and monitor the population density of Asian ladybird beetles.
Phenological Data
Keep records (drawings and/or photos, along with written descriptions) of the types of insects found each
year, what time of the year they are found, and the specific environment in which they are found. Measure
the population density of Asian ladybird beetles over time. Include the time of year when the density is
being measured, along with the site of measurement.
Assessing Student Understanding
Criteria
Students should be able to determine if an organism is a true insect. Students will be assessed on the
completeness of their description of the adaptations that allow Asian ladybird beetles to become invasive.
The project will be assessed on its ability to track the populations of the Asian ladybird beetles over time.
57
Tools
Given a chart or written description of the major insects groups, students should be able to place at least
two insects in their appropriate group.
Suggested Procedures
Students should also be able to present the results of their investigation in a manner chosen by the
classroom teacher.
Teacher Background Knowledge
• Familiarity with the science content in the FOSS Diversity of Life course, especially Investigation
9, Roaches.
• Ability to match, using a written key or chart, common insects to their major category based on
their characteristic structural and functional adaptations.
• Understanding of phenology.
• Understanding of the concept of adaptation.
• Understanding of the concept of invasive species.
• Knowledge of methods of population density estimation.
Connecting Classroom Science and the Madison School Forest Field Study
While teaching the FOSS Diversity of Life course, begin to build a picture, over time, of some of the
common types of insects at the Madison School Forest, and the specific environments in which they tend
to be found. In particular, the Asian ladybird beetle can be compared and contrasted to the insects
studied in FOSS Diversity of Life. There are many sources available to gather print or internet information
on the Asian ladybird beetle.
During the field study at the Madison School Forest, students can use hand lenses and make detailed
observations of forest insects, including Asian ladybird beetles. Combine what is already known about
Asian ladybird beetle adaptations with direct observations to gather data about Asian ladybird beetle
structures and functions. Take a quadrat count of each type of beetle in several environments at the
school forest. Compare the density of beetles at the various quadrat sites. Monitor quadrat count
information from year to year to begin to Keep track of the density of Asian ladybird beetle in the Madison
School Forest. Determine what types of areas in the School Forest are preferred by the ladybird beetles.
Extension Ideas
Write a report or propose an explanation for the success of the Asian ladybird beetle.
Introduce the question about increasing numbers of certain species of insects, and their possible
(deleterious) effects on the Madison School Forest. Two insects that are being monitored in Wisconsin
and the greater Midwest region are the two-lined chestnut borer and the picnic beetle.
Student Service Project
If the timing of the fieldtrip meshes with an appropriate time to remove invasive plant species such as
garlic mustard, students could work with the Naturalists to do so. Students will pull garlic mustard plants
or other invasive species. Middle school students are at a perfect age to begin to be involved in the active
preservation of the environment. Removal of invasive species is a very needed and valuable community
service!
Curricular Resources & Websites
http://www.insects.org/
General classification categories with descriptions and photos. Also has good links to other sites.
http://www.ivyhall.district96.k12.il.us/4th/kkhp/1insects/bugmenu.html
Good for insect facts and looking up specific insects.
http://www.kathimitchell.com/insects.html
Links to other sites. Especially good for looking up specific insects.
58
http://www.ars.usda.gov/is/kids/insects/insectintro.htm
Lots of information and fun visuals on topics such as “Recipe for Tick Soup: Just Add Roundworms or
Fungi”.
http://cnf.ca/beetle/guide.html
Good selection of images of various types of ladybird beetles.
http://creatures.ifas.ufl.edu/beneficial/lady_beetles.htm
Lots of information about ladybird beetles. Good selection of images.
http://www.nysaes.cornell.edu/ent/biocontrol/predators/ladybintro.html
Good information.
EEIC Contact
Sue Johnson, Instructional Resource Teacher, Teaching and Learning
skjohnson@madison.k12.wi.us
Wisconsin Model Academic Standards-Science
A. Science Connections
A.8.8. Use the themes of evolution, equilibrium and energy to predict future events or changes in the natural world.
C. Science Inquiry
C.8.2. Identify data and locate sources of information including their own records to answer the questions being
investigated.
C.8.4. Use inferences to help decide possible results of their investigations, use observations to check those
inferences.
C.8.6
State what they have learned from investigations, relating their inferences to scientific knowledge and to
data they have collected.
C 8.9
Discuss the importance of their results and implications of their work with their peers, teachers, and other
adults.
F. Life and Environmental Science
F.8.1
Understand the structure and function of cells, organs, tissues, organ systems and whole organisms
F.8.2
Show how organisms have adapted structures to match their functions, providing means of encouraging
individual and group survival within specific environments.
F.8.7
Understand that an organism’s behavior evolves through adaptation to its environment.
F.8.8
Show through investigations how organisms both depend on and contribute to the balance or imbalance of
populations and /or ecosystems, which, in turn, contribute to the total system of life on the planet.
Wisconsin Model Academic Standards-Environmental Education
A. Questioning and Analysis
A.8.4
Use critical-thinking strategies to interpret and analyze information gathered in their investigations.
A.8.5
Use the results of their investigations to develop answers, draw conclusions and revise their personal
understanding.
A.8.6. Communicate the results of investigations by using a variety of media and logically defend their answers.
B. Knowledge of Environmental Processes and Systems
B.8.2
Explain how change is a natural process, citing examples of succession, evolution and extinction.
B.8.7
Give examples of human impact on various ecosystems.
B.8.8
Explain interactions among organisms or populations of organisms
C. Environmental Issue Investigation Skills
C.8.2. Use environmental monitoring techniques such as, observations, chemical analysis, and computer mapping
software to collect data about environmental problems.
D. Decision and Action Skills
D.8.6. Develop a plan for improving or maintaining some part of the local environment and identify their role in
accomplishing this plan.
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INSECT DIVERSITY AT THE SCHOOL FOREST
Wisconsin’s Model Academic
th
Standards for Science – 8 Grade
A – Science Connections
A.8.1
A.8.2
A.8.3
A.8.4
A.8.5
A.8.6
A.8.7
A.8.8
B – Nature Science
B.8.1
B.8.2
B.8.3
B.8.4
B.8.5
B.8.6
C – Science Inquiry
C.8.1
C.8.2
C.8.3
C.8.4
C.8.5
C.8.6
C.8.7
C.8.8
C.8.9
C.8.10
C.8.11
D – Physical Science
D.8.1
D.8.2
D.8.3
D.8.4
D.8.5
D.8.6
D.8.7
D.8.8
D.8.9
D.8.10
E – Earth and Space Science
E.8.1
E.8.2
E.8.3
E.8.4
E.8.5
E.8.6
E.8.7
E.8.8
F – Life and Environmental Science
F.8.1
F.8.2
F.8.3
F.8.4
F.8.5
F.8.6
F.8.7
F.8.8
F.8.9
F.8.10
G – Science Applications
G.8.1
G.8.2
G.8.3
G.8.4
G.8.5
G.8.6
G.8.7
th
6 Grade
●
●
●
●
●
Wisconsin’s Model Academic Standards for
th
Environmental Education – 8 Grade
A – Questioning and Analysis
A.8.1
A.8.2
A.8.3
A.8.4
A.8.5
A.8.6
B – Knowledge of Environmental Processes and Systems
B.8.1
B.8.2
B.8.3
B.8.4
B.8.5
B.8.6
B.8.7
B.8.8
B.8.9
B.8.10
B.8.11
B.8.12
B.8.13
B.8.14
B.8.15
B.8.16
B.8.17
B.8.18
B.8.19
B.8.20
B.8.21
B.8.22
B.8.23
B.8.24
C – Environmental Issue Investigation Skills
C.8.1
C.8.2
C.8.3
C.8.4
D – Decision and Action Skills
D.8.1
D.8.2
D.8.3
D.8.4
D.8.5
D.8.6
D.8.7
D.8.8
E – Personal and Civic Responsibility
E.8.1
E.8.2
●
●
●
●
H – Science in Social and Personal Perspectives
H.8.1
H.8.2
H.8.3
60
●
●
●
●
●
●
●
●
Student Worksheet
Name______________________
Beetles, and Bugs, and Bees, Oh My
Investigation 9 in Diversity of Life is about the huge group of organisms known as insects. In fact, there are more
species of insects in the world than all other kinds of organisms combined. Although a great deal is known about
plants and other animals in the School Forest, less is known about the insects that live there. The 6th grade classes
from Madison Metropolitan School District are going to work together to build a more complete picture of insects in the
School Forest.
Materials Needed:
Each student
Clipboard with student worksheet
Bug Viewer
Each group
Insect poster
1. During your walk pick one insect and sketch and describe it in the space provided below. Using the poster,
determine the major insect group to which it belongs. Since we are building a picture of insect diversity in the
School Forest, see if each student in your group can sketch a different type of insect.
Sketch and Description of Insect
Insect Group________________________
2. Describe one adaptation that your insect possesses that would increase its chance of surviving.
3. As you look for insects, you may have come across some of their relatives. For example, centipedes,
millipedes, and spiders are related to the insects, as they also have an exoskeleton. For any of those three
types of organisms that you find on your walk describe one characteristic that they possess which is different
from that of insects.
61
Organism
Centipede
Characteristic
Millipede
Spider
4. You may have noticed that ladybird beetles, often called ladybugs, are becoming more common. Actually, it is
a very specific type of ladybird beetle, commonly called the Asian ladybird beetle that is increasing in
numbers in our environment, including our houses. They are visually different from other types of ladybird
beetles in that they have a white head. During your visit to the School Forest write down any places where
you find Asian ladybird beetles and list the approximate number that you find at that site.
62
Grade 7
Connections to Populations & Ecosystems
The Madison School Forest is a treasure in southern Wisconsin. Within its boundaries are pieces
of an ecosystem known as a Southern Dry Oak, or Oak Savanna. This ecosystem was once
common in southern Wisconsin, but is now almost gone. Students in seventh grade science
investigate the fragile balance within ecosystems and among populations. This field study can
extend their science knowledge and skills at the Madison School Forest. Students will use
scientific protocol to identify and collect data on one or more invasive species, species that do
not exist in the original ecosystem, but are now becoming over-populated and displacing native
species. Using a transect method, students will locate, identify, record, and remove non-native
species. The combined efforts of the student service work will ultimately contribute to the
restoration of native species at the Madison School Forest.
MMSD Science Scope and Sequence Connection
FOSS Populations and Ecosystems
Key Concepts
How do we study population size and change over time? What are invasive species? What is the difference between
native species, exotic species and invasive species? How do we control invasive species? How do invasive species
populations replace native species populations? What affects will invasive species removal have on native plant
populations over time?
Key Skills
Learn to identify invasive species that have been identified as a problem at the school forest. Learn invasive species
removal skills. Students collect and compile quadrat data. Students study the Madison School Forest, a local
ecosystem and learn about one of its issues/problems.
Phenological Data
Study populations of invasive species over time. Use historical plant data and current data to study trends in invasive
species populations. Students gather and analyze data on the relative abundance of native and invasive species.
Students will compare to existing data and set up a database for current data.
Assessing Student Understanding
Criteria
Students will be assessed on their understanding and mastery of key concepts and skills listed above.
Tools and Procedures
Refer to the section “Student Review & Discussion Points”
Students will prepare group presentations/ poster sessions to present data collected and report on the restoration
work they participated in at the Madison School Forest. Modes of presentations include PowerPoint presentations of
data and pictures taken, posters including data and pictures, 3D models, oral reports, debates, written reports or
another mode approved by the teacher. Students will include questions answered and developed as a result of the
school forest study.
Teacher Background Knowledge
• A summary of the science content in FOSS Populations and Ecosystems Investigation 6, 7 and 8.
•
FOSS Investigation 6 - Population Size: This field study supplements student understanding by focusing on
the techniques used to study population size and change.
•
FOSS Investigation 7 – Ecoscenarios: The field study expands exposure to various ecosystems found in
Investigation 7. The Madison School Forest is a rich and interesting “Ecoscenario” with its own environmental
management issues, problems, and possible solutions.
63
•
FOSS Investigation 8 – Adaptations: Students will examine adaptations that allow invasive populations to out
compete some native populations.
•
Background information on invasive species. What are invasive species and why are we concerned about
them? What control methods are effective?
•
Hands on experience working with invasive species removal: including identification, tools use and safety
issues.
•
How do invasive species replace native species? Use the Invasive Species Game (contact Larry
Schoenemann, Black Hawk), a simulation of how invasive species replace native species. What are the
adaptations that allow invasive species to replace native species?
•
Madison School Forest Management Plan
http://dww.madison.k12.wi.us/tl/environmental_education/default.htm
•
Quadrat study protocol. How to set up quadrats, collect and record data. GPS, diameter tapes and tree key.
•
Curriculum materials to use in the classroom to prepare students for this field experience.
•
Experience in data entry so teachers and students can add data to the MMSD web site.
Connecting Classroom Science and the Madison School Forest
Invasive species displace native species and limit biological diversity in the Madison School Forest. Invasive species
found at the school forest include but are not limited to honeysuckle, buckthorn, garlic mustard, multiflora rose,
celandine poppy, and reed canary grass. People are concerned about invasive species when these plants limit their
enjoyment of natural areas. Invasive plants displace populations of spring wildflowers, reduce habitat for valued birds,
insects and mammals and shade out native tree and shrub seedlings.
Currently the invasive species: garlic mustard, buckthorn and honeysuckle are being removed by adult and student
groups, but records are not being kept. This field study will provide an opportunity for students to use scientific
methods to collect data and monitor effects of these activities over time.
Question
How can we decrease populations of invasive species at the Madison School Forest?
Model
Populations of invasive species can be decreased by long term monitoring that includes surveying, identifying and
removing them.
Hypothesis
If we survey, identify, monitor and remove invasive species from certain areas in the school forest those populations
of invasive species will decrease over time.
Field Study Protocol
• Student teams of four will set up 30 meter long transects lined up either north/south or east/west. Transects
should be spaced equal distances apart. Meter tapes will be attached to permanent stakes in the ground.
Transects surveyed will be numbered.
• Students will use a meter stick or meter tape to measure a distance of 1 meter horizontal to the ground on
each side of the transect tape.
• All individuals of the invasive species being surveyed within one meter on either side of the tape will be
recorded by name or symbol.
• Students will record the meter location of the invasive plant(s) along the 30 meter transect.
• Students will record presence of leaves.
• Students will record if invasive species were removed.
• Data collected will become part of a long-term study to help answer questions about invasive species at the
school forest.
• In following years students will return to the surveyed transects to retake data and repeat treatment if invasive
species are present.
64
Treatment: Student service project
• Each class that participates in data collection will also help remove invasive species from the school
forest.
• Methods used to remove invasive species will be determined by the types of invasive species present.
Methods include pulling, cutting and digging.
• Naturalists may return at a later time to treat cut stems with herbicides.
Control
Untreated areas with invasive species will provide control areas for many years to come.
Documentation and Data Collection
• Students will record data on invasive species data sheets. Naturalists will help with identification and
data recording.
• Students will use field notebooks to take notes and make sketches of plants and animals in and around
study site. Students will do journal writings.
• Students will take pictures of study site.
• Students will record GPS location of study site.
• All data collected will be kept on a MMSD web site and will be available to all teachers and students in the
school district.
Student Review & Discussion Points
Student may need assistance in order to make connections and gain understanding from their field study and data.
The points below may help you encourage your students to go deeper in their understanding of the key concepts in
this field study.
Before Data Collection
Students should be encouraged to come up with some of their own questions and hypotheses. These can spur
discussion and wondering questions.
How many different invasive species do you think you will find?
Will invasive species be evenly distributed or clumped together?
Will there be more invasive plants or native plants?
What will removing the invasive plants do?
After Data Collection
These questions can be used to spur discussion and promote more in-depth investigation back in the classroom.
How many invasive plants did the students identify?
How many plants were removed?
Were there differences between transects? Why?
Were there more invasive species or native species?
Were there other plants growing underneath the invasive plants?
Did the appearance of the site change after removing the invasive
Materials Available at the Nature Center at the Madison School Forest
• 30 meter tapes
• data sheets and clip boards
• meter tapes or meter sticks
• compass (if transect stakes need to be installed)
• gloves, safety goggles, tools for removing invasive species
• GPS units
Teachers will need to provide invasive species cards or brochures (available from the DNR), and camera(s).
Student Service Project
Each class that participates in data collection will also help remove invasive species from the school forest, either at
their study site or at another site determined by naturalists and teachers.
65
Curricular Resources & Website
www.glifwc.org/ Great Lakes Indian Fish and Wildlife Commission
Contains information on invasive species in the great lakes region
http://dnr.wi.gov/org/land/er/invasive/ Wisconsin DNR invasive species website. Contains fact sheets with pictures
and control methods for invasive plants such as honeysuckle, garlic mustard and buckthorn found at the School
Forest.
http://tncweeds.ucdavis.edu/methods.html The Nature Conservancy web site on invasive species. Good overview of
the worldwide problem. Good Q&A section. Good slide show of national and international problems.
www.ipaw.org Invasive Plants Association of Wisconsin. Useful link: “What the Heck is an Invasive Plant?” by Jil M.
Swearingen, National Park Service, national Capital Region Center for Urban Ecology. March 23, 2004.
http://invasivespecies.gov/ U.S. government site on invasive species countrywide. Includes plants and animals.
Provides a link to an invasive plant survey that will provide information for an invasive plant database.
http://dnr.wi.gov/org/land/er/invasive/
Wisconsin DNR invasive species web site. Contains fact sheets with pictures and control methods for invasive plants
such as honeysuckle, garlic mustard and buckthorn found at the School Forest, as well as many others.
http://tncweeds.ucdavis.edu/methods.html
The Nature Conservancy web site on invasive species. Good overview of the worldwide problem. Good Q&A
section. Good slide show of national and international problems.
Books & Publications
National Science Teacher’s Association, 1998
Global Environmental Change: Introduced Species -- Grades 9-12
Krasny, M.E. and the Environmental Inquiry Team Invasive Ecology Teacher’s Guide and Student Edition Cornell
Scientific Inquiry Series, 2003, Grades 9-12 National Science Teacher’s Association Press
“Common and Glossy Buckthorn: Major Threats to Wisconsin's Woodlands" and "Garlic Mustard (Alliaria petiolata): A
Major Threat to Wisconsin's Woodlands" Buckthorn Pub- HT2001 Garlic Mustard – Pub-FG-217 2002. For copies,
contact your local extension office or Wisconsin DNR
Global Environmental Change Series
Introduced Species
NSTA PRESS #PB138X04
Environmental Protection Agency
Invasive Ecology teacher + student addition
Cornell Scientific Inquiry Series
NSTA Press #PK162X4
Krasny and all
EEIC Contacts
Betty Downs, Toki Middle School
edowns@madison.k12.wi.us
Dave Ropa, Spring Harbor Middle School
dropa@madison.k12.wi.us
Suzanne Folberg, O’Keeffe Middle School
sfolberg@madison.k12.wi.us
66
Wisconsin Model Academic Standards – Science
C. Science Inquiry
C.8.8. Use computer software and other technologies to organize, process and present their data
F. Life and Environmental Science
F.8.10. Project how current trends in human resource use and population growth will influence the natural
environment and show how current policies affect those trends.
G. Science in Social and Personal Perspectives
G.8.5 Investigate a specific local problem to which there has been a scientific or technological solution, including
proposal for alternative courses of action, the choices that were made, reasons for the choices, any new
problems created, and subsequent community satisfaction.
Wisconsin Model Academic Standards – Environmental Education
B. Knowledge of Environmental Processes and Systems
B.8.5 Give examples of impact on various ecosystems
C. Environmental Issue Investigation Skills
C.8.2 Use environmental monitoring techniques, such as observations, chemical analysis, and computer mapping
software to collect data about environmental problems.
C.8.3. Use questioning and analysis skills to determine beliefs, attitudes, and values held by people involved in an
environmental issue.
D. Decision and Action Skills
D.8.5 Explain how personal actions can impact an environmental issue; e.g., doing volunteer work in conservation.
D.8.6. Develop a plan for improving or maintaining some part of the local environment and identify their role in
accomplishing this plan.
67
CONNECTIONS TO POPULATIONS AND ECOSYSTEMS
Wisconsin’s Model Academic
th
Standards for Science – 8 Grade
A – Science Connections
A.8.1
A.8.2
A.8.3
A.8.4
A.8.5
A.8.6
A.8.7
A.8.8
B – Nature Science
B.8.1
B.8.2
B.8.3
B.8.4
B.8.5
B.8.6
C – Science Inquiry
C.8.1
C.8.2
C.8.3
C.8.4
C.8.5
C.8.6
C.8.7
C.8.8
C.8.9
C.8.10
C.8.11
D – Physical Science
D.8.1
D.8.2
D.8.3
D.8.4
D.8.5
D.8.6
D.8.7
D.8.8
D.8.9
D.8.10
E – Earth and Space Science
E.8.1
E.8.2
E.8.3
E.8.4
E.8.5
E.8.6
E.8.7
E.8.8
F – Life and Environmental Science
F.8.1
F.8.2
F.8.3
F.8.4
F.8.5
F.8.6
F.8.7
F.8.8
F.8.9
F.8.10
G – Science Applications
G.8.1
G.8.2
G.8.3
G.8.4
G.8.5
G.8.6
G.8.7
th
7 Grade
●
●
●
●
Wisconsin’s Model Academic Standards for
th
Environmental Education – 8 Grade
A – Questioning and Analysis
A.8.1
A.8.2
A.8.3
A.8.4
A.8.5
A.8.6
B – Knowledge of Environmental Processes and Systems
B.8.1
B.8.2
B.8.3
B.8.4
B.8.5
B.8.6
B.8.7
B.8.8
B.8.9
B.8.10
B.8.11
B.8.12
B.8.13
B.8.14
B.8.15
B.8.16
B.8.17
B.8.18
B.8.19
B.8.20
B.8.21
B.8.22
B.8.23
B.8.24
C – Environmental Issue Investigation Skills
C.8.1
C.8.2
C.8.3
C.8.4
D – Decision and Action Skills
D.8.1
D.8.2
D.8.3
D.8.4
D.8.5
D.8.6
D.8.7
D.8.8
E – Personal and Civic Responsibility
E.8.1
E.8.2
●
●
H – Science in Social and Personal Perspectives
H.8.1
H.8.2
H.8.3
68
●
●
Grade 7
Do They Belong Here?
Teacher Assessment Guide for Poster
Poster assessment rubrics. Adapted from Krasny, 2003, Invasive Ecology NSTA Press
Assessment Scale for Poster presentations 1-4
1.
2.
3.
4.
Inadequate in meeting requirement of the task
Minimal in meeting requirements of the task
Adequate in meeting requirements of the task
Superior in meeting requirements of the task
Poster Presentation Criteria
Evaluation
Self
Points
Self
Evaluation
Teacher
Poster includes: Title, Background and Relevance,
Research Question, Procedure, Results,
Conclusions and Resources Used
1 2 3 4
1 2 3
4
Purpose is clearly stated in research question.
Background and relevance of research are clearly
stated.
1 2 3
4
1 2 3
4
Points
Teacher
Procedure is described clearly enough to be reproduced
1 2 3
4
1 2 3
4
Results and conclusions are displayed in a manner that
is easy to follow
1 2 3
4
1 2 3
4
Display is neat, clearly labeled and easy to read.
1 2 3
4
1 2 3
4
Ideas fit together and make sense
1 2 3
4
1 2 3
4
Total Points
See Krasny, 2003, Invasive Ecology for more assessment rubrics for written reports and student research. Invasive
Ecology: Student Edition also includes a useful Poster Design Guidelines page with dimensions and poster layout
diagram. All can be modified for middle school use.
69
QUESTIONS FOR STUDY GUIDES/QUIZZES AND RESPONSE SHEETS
Adapted from Krasny, 2003, Invasive Ecology, NSTA Press
The following questions adapted from Invasive Ecology can be used as study guides as students read educational
materials or search the Internet for information on invasive plants. Some are appropriate for quizzes or response sheets
1. Which of the following statements are true? Which are false?
Explain your answer. What is your evidence to support your answer?
(a) Some species native to North America become invasive. (T)
(b) All invasive species are introduced from other continents. (F)
(c) Most invasive species in North America have been introduced from other continents. (T)
(d) Most species that are introduced to North America from other continents become invasive. (F)
2. Why are people so concerned about invasive species?
3. Why are invasive plants so successful? What characteristics do they have that allow them to displace native
plants?
4. Describe the characteristics you would expect invasive animals to have.
5. “Emilia is a park manager and discovers a small patch of the invasive species garlic mustard along the edge of
the woods. What should Emilia do if she wants to protect the native species in her park from this invasive plant?
Why should she do this?” ( Krasny, 2003)
This question fits well into the FOSS assessment format.
It would work well as a response sheet question for formative assessment.
70
Identification, Location and Removal of Invasive
Plants in School Forest
Starting GPS Location: N
W
(provided by Naturalist)
Date:
Transect #
Weather:
Invasive Plant Name
Location along Transect
(1-30 m)
71
Has Leaves?
(Y/N)
Removed?
(Y/N)
WISCONSIN’S MODEL ACADEMIC STANDARDS FOR SCIENCE
A.
A.4.1
A.4.2
A.4.3
A.4.4
A.4.5
B.
B.4.1
B.4.2
B.4.3
C.
C.4.1
C.4.2
C.4.3
C.4.4
C.4.5
C.4.6
C.4.7
C.4.8
Fourth Grade Performance Standards: Science Connections
By the end of grade Four, students will:
When conducting science investigations, ask and answer questions that will help decide the
general areas of science being addressed.
When faced with a science-related problem, decide what evidence, models, or explanations
previously studied can be used to better understand what is happening now.
When investigating a science-related problem, decide what data can be collected to determine
the most useful explanations.
When studying science-related problems, decide which of the science themes are important.
When studying a science-related problem, decide what changes over time are occurring or have
occurred.
Fourth Grade Performance Standards: Nature of Science
By the end of grade Four, students will:
Use encyclopedias, source books, texts, computers, teachers, parents, other adults, journals,
popular press, and various other sources, to help answer science-related questions and plan
investigations.
Acquire information about people who have contributed to the development of major ideas in the
sciences and learn about the cultures in which these people lived and worked.
Show how the major developments of scientific knowledge in the earth and space, life and
environmental, and physical sciences have changed over time.
Fourth Grade Performance Standards: Science Inquiry
By the end of grade Four, students will:
Use the vocabulary of the unifying themes to ask questions about objects, organisms, and events
being studied.
Use the science content being learned to ask questions, plan investigations, make observations,
make predictions, and offer explanations.
Select multiple sources of information to help answer questions selected for classroom
investigations.
Use simple science equipment safely and effectively, including rulers, balances, graduated
cylinders, hand lenses, thermometers, and computers, to collect data relevant to questions and
investigations.
Use data they have collected to develop explanations and answer questions generated by
investigations.
Communicate the results of their investigations in ways their audiences will understand by using
charts, graphs, drawings, written descriptions, and various other means, to display their answers.
Support their conclusions with logical arguments.
Ask additional questions that might help focus or further an investigation.
D.
Fourth Grade Performance Standards: Physical Science
By the end of grade Four, students will:
Properties of Earth Materials
D.4.1 Understand that objects are made of more than one substance, by observing, describing and
measuring the properties of earth materials, including properties of size, weight, shape, color,
temperature, and the ability to react with other substances.
D.4.2 Group and/or classify objects and substances based on the properties of earth materials.
D.4.3 Understand that substances can exist in different states: solid, liquid, gas.
D.4.4 Observe and describe changes in form, temperature, color, speed, and direction of objects and
construct* explanations for the changes.
D.4.5 Construct simple models of what is happening to materials and substances undergoing change,
using simple instruments or tools to aid observations and collect data.
72
Position and Motion of Objects
D.4.6 Observe and describe physical events in objects at rest or in motion.
D.4.7 Observe and describe physical events involving objects and develop record-keeping systems to
follow these events by measuring and describing changes in their properties, including position
relative to another object, motion over time, and position due to forces.
Light, Heat, Electricity, And Magnetism
D.4.8 Ask questions and make observations to discover the differences between substances that can
be touched (matter) and substances that cannot be touched (forms of energy, light, heat,
electricity, sound, and magnetism).
E.
Fourth Grade Performance Standards: Earth and Space Science
By the end of grade Four, students will:
Properties of Earth Materials
E.4.1 Investigate that earth materials are composed of rocks and soils and correctly use the vocabulary
for rocks, minerals, and soils during these investigations.
E.4.2 Show that earth materials have different physical and chemical properties, including the
properties of soils found in Wisconsin.
E.4.3 Develop descriptions of the land and water masses of the earth and of Wisconsin's rocks and
minerals, using the common vocabulary of earth and space science.
Objects in the Sky
E.4.4 Identify celestial objects (stars, sun, moon, planets) in the sky, noting changes in patterns of
those objects over time.
Changes in the Earth and Sky
E.4.5 Describe the weather commonly found in Wisconsin in terms of clouds, temperature, humidity,
and forms of precipitation, and the changes that occur over time, including seasonal changes.
E.4.6 Using the science themes, find patterns and cycles in the earth's daily, yearly, and long-term
changes.
E.4.7 Using the science themes, describe resources used in the home, community, and nation as a
whole.
E.4.8 Illustrate human resources use in mining, forestry, farming, and manufacturing in Wisconsin and
elsewhere in the world.
F.
Fourth Grade Performance Standards: Life and Environmental Science
By the end of grade Four, students will:
The Characteristics of Organisms
F.4.1 Discover how each organism meets its basic needs for water, nutrients, protection, and energy in
order to survive.
F.4.2 Investigate how organisms, especially plants, respond to both internal cues (the need for water)
and external cues (changes in the environment).
Life Cycles of Organisms
F.4.3 Illustrate the different ways that organisms grow through life stages and survive to produce new
members of their type.
Organisms and their Environment
F.4.4 Using the science themes, develop explanations for the connections among living and non-living
things in various environments.
G.
G.4.1
G.4.2
G.4.3
Fourth Grade Performance Standards: Science Applications
By the end of grade Four, students will:
Identify the technology used by someone employed in a job or position in Wisconsin and explain
how the technology helps.
Discover what changes in technology have occurred in a career chosen by a parent, grandparent,
or an adult friend over a long period of time.
Determine what science discoveries have led to changes in technologies that are being used in
the workplace by someone employed locally.
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G.4.4
G.4.5
H.
H.4.1
H.4.2
H.4.3
H.4.4
Identify the combinations of simple machines in a device used in the home, the workplace, or
elsewhere in the community, to make or repair things, or to move goods or people.
Ask questions to find answers about how devices and machines were invented and produced.
Fourth Grade Performance Standards: Social and Personal Perspectives
By the end of grade Four, students will:
Describe how science and technology have helped, and in some cases hindered, progress in
providing better food, more rapid information, quicker and safer transportation, and more effective
health care.
Using the science themes, identify local and state issues that are helped by science and
technology and explain how science and technology can also cause a problem.
Show how science has contributed to meeting personal needs, including hygiene, nutrition,
exercise, safety, and health care.
Develop a list of issues that citizens must make decisions about and describe a strategy for
becoming informed about the science behind these issues.
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WISCONSIN’S MODEL ACADEMIC STANDARDS FOR SCIENCE
A.
A.8.1
A.8.2
A.8.3
A.8.4
A.8.5
A.8.6
A.8.7
A.8.8
B.
B.8.1
B.8.2
B.8.3
B.8.4
B.8.5
B.8.6
C.
C.8.1
C.8.2
C.8.3
C.8.4
C.8.5
C.8.6
C.8.7
C.8.8
C.8.9
Eighth Grade Performance Standards: Science Connections
By the end of grade Eight, students will:
Develop their understanding of the science themes by using the themes to frame questions about
science-related issues and problems.
Describe limitations of science systems and give reasons why specific science themes are
included in or excluded from those systems.
Defend explanations and models by collecting and organizing evidence that supports them and
critique explanations and models by collecting and organizing evidence that conflicts with them.
Collect evidence to show that models developed as explanations for events were (and are) based
on the evidence available to scientists at the time.
Show how models and explanations, based on systems, were changed as new evidence
accumulated (the effects of constancy, evolution, change, and measurement should all be part of
these explanations)
Use models and explanations to predict actions and events in the natural world.
Design real or thought investigations to test the usefulness and limitations of a model.
Use the themes of evolution, equilibrium, and energy to predict future events or changes in the
natural world.
Eighth Grade Performance Standards: Nature of Science
By the end of grade Eight, students will:
Describe how scientific knowledge and concepts have changed over time in the earth and space,
life and environmental, and physical sciences.
Identify and describe major changes that have occurred over in conceptual models and
explanations in the earth and space, life and environmental, and physical sciences and identify
the people, cultures, and conditions that led to these developments.
Explain how the general rules of science apply to the development and use of evidence in
science investigations, model making, and applications.
Describe types of reasoning and evidence used outside of science to draw conclusions about the
natural world.
Explain ways in which science knowledge is shared, checked, and extended, and show how
these processes change over time.
Explain the ways in which scientific knowledge is useful and also limited when applied to social
issues.
Eighth Grade Performance Standards: Science Inquiry
By the end of grade Eight, students will:
Identify questions they can investigate using resources and equipment they have available.
Identify data and locate sources of information including their own records to answer the
questions being investigated.
Design and safely conduct investigations that provide reliable quantitative or qualitative data, as
appropriate, to answer their questions.
Use inferences to help decide possible results of their investigations, use observations to check
their inferences.
Use accepted scientific knowledge, models, and theories to explain their results and to raise
further questions about their investigations.
State what they have learned from investigations, relating their inferences to scientific knowledge
and to data they have collected.
Explain their data and conclusions in ways that allow an audience to understand the questions
they selected for investigation and the answers they have developed.
Use computer software and other technologies to organize, process, and present their data.
Evaluate, explain, and defend the validity of questions, hypotheses, and conclusions to their
investigations.
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C.8.10 Discuss the importance of their results and implications of their work with peers, teachers, and
other adults.
C.8.11 Raise further questions which still need to be answered.
D.
Eighth Grade Performance Standards: Physical Science
By the end of grade Eight, students will:
Properties and Changes of Properties in Matter
D.8.1 Observe, describe, and measure physical and chemical properties of elements and other
substances to identify and group them according to properties such as density, melting points,
boiling points, conductivity, magnetic attraction, solubility, and reactions to common physical and
chemical tests.
D.8.2 Use the major ideas of atomic theory and molecular theory to describe physical and chemical
interactions among substances, including solids, liquids, and gases.
D.8.3 Understand how chemical interactions and behaviors lead to new substances with different
properties.
D.8.4 While conducting investigations, use the science themes to develop explanations of physical and
chemical interactions and energy exchanges.
Motions and Forces
D.8.5 While conducting investigations, explain the motion of objects by describing the forces acting on
them.
D.8.6 While conducting investigations, explain the motion of objects using concepts of speed, velocity,
acceleration, friction, momentum, and changes over time, among others, and apply these
concepts and explanations to real-life situations outside the classroom.
D.8.7 While conducting investigations of common physical and chemical interactions occurring in the
laboratory and the outside world, use commonly accepted definitions of energy and the idea of
energy conservation.
Transfer of Energy
D.8.8 Describe and investigate the properties of light, heat, gravity, radio waves, magnetic fields,
electrical fields, and sound waves as they interact with material objects in common situations.
D.8.9 Explain the behaviors of various forms of energy by using the models of energy transmission,
both in the laboratory and in real-life situations in the outside world.
D.8.10 Explain how models of the atomic structure of matter have changed over time, including historical
models and modern atomic theory.
E.
Eighth Grade Performance Standards: Earth and Space Science
By the end of grade Eight, students will:
Structure of Earth System
E.8.1 Using the science themes, explain and predict changes in major features of land, water, and
atmospheric systems.
E.8.2 Describe underlying structures of the earth that cause changes in the earth's surface.
E.8.3 Using the science themes during the process of investigation, describe climate, weather, ocean
currents, soil movements and changes in the forces acting on the earth.
E.8.4 Using the science themes, analyze the influence living organisms have had on the earth's
systems, including their impact on the composition of the atmosphere and the weathering of
rocks.
Earth's History
E.8.5 Analyze the geologic and life history of the earth, including change over time, using various forms
of scientific evidence.
E.8.6 Describe through investigations the use of the earth's resources by humans in both past and
current cultures, particularly how changes in the resources used for the past 100 years are the
basis for efforts to conserve and recycle renewable and non-renewable resources.
Earth in the Solar System
E.8.7 Describe the general structure of the solar system, galaxies, and the universe, explaining the
nature of the evidence used to develop current models of the universe.
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E.8.8
Using past and current models of the structure of the solar system, explain the daily, monthly,
yearly, and long-term cycles of the earth, citing evidence gained from personal observation as
well as evidence used by scientists.
F.
Eighth Grade Performance Standards: Life and Environmental Science
By the end of grade Eight, students will:
Structure and Function in Living Things
F.8.1 Understand the structure and function of cells, organs, tissues, organ systems, and whole
organisms.
F.8.2 Show how organisms have adapted structures to match their functions, providing means of
encouraging individual and group survival within specific environments.
F.8.3 Differentiate between single-celled and multiple-celled organisms (humans) through investigation,
comparing the cell functions of specialized cells for each type of organism.
Reproduction and Heredity
F.8.4 Investigate and explain that heredity is comprised of the characteristic traits found in genes within
the cell of an organism.
F.8.5 Show how different structures both reproduce and pass on characteristics of their group.
Regulation and Behavior
F.8.6 Understand that an organism is regulated both internally and externally.
F.8.7 Understand that an organism's behavior evolves through adaptation to its environment.
Populations and Ecosystems
F.8.8 Show through investigations how organisms both depend on and contribute to the balance or
imbalance of populations and/or ecosystems, which in turn contribute to the total system of life on
the planet.
Diversity and Adaptations of Organisms
F.8.9 Explain how some of the changes on the earth are contributing to changes in the balance of life
and affecting the survival or population growth of certain species.
F.8.10 Project how current trends in human resource use and population growth will influence the natural
environment, and show how current policies affect those trends.
G.
G.8.1
G.8.2
G.8.3
G.8.4
G.8.5
G.8.6
G.8.7
H.
H.8.1
Eighth Grade Performance Standards: Science Applications
By the end of grade Eight, students will:
Identify and investigate the skills people need for a career in science or technology and identify
the academic courses that a person pursuing such a career would need.
Explain how current scientific and technological discoveries have an influence on the work people
do and how some of these discoveries also lead to new careers.
Illustrate the impact that science and technology have had, both good and bad, on careers,
systems, society, environment, and quality of life.
Propose a design (or re-design) of an applied science model or a machine that will have an
impact in the community or elsewhere in the world and show how the design (or re-design) might
work, including potential side effects.
Investigate a specific local problem to which there has been a scientific or technological solution,
including proposals for alternative courses of action, the choices that were made, reasons for the
choices, any new problems created, and subsequent community satisfaction.
Use current texts, encyclopedias, source books, computers, experts, the popular press, or other
relevant sources to identify examples of how scientific discoveries have resulted in new
technology.
Show evidence of how science and technology are interdependent, using some examples drawn
from personally conducted investigations.
Eighth Grade Performance Standards: Social and Personal Perspectives
By the end of grade Eight, students will:
Evaluate the scientific evidence used in various media (for example, television, radio, Internet,
popular press, and scientific journals) to address a social issue, using criteria of accuracy, logic,
bias, relevance of data, and credibility of sources.
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H.8.2
H.8.3
Present a scientific solution to a problem involving the earth and space, life and environmental, or
physical sciences and participate .in a consensus-building discussion to arrive at a group decision
Understand the consequences of decisions affecting personal health and safety.
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