Welcome to Class 4Folder: Place last weeks H.W in your binder.

Turn in new H.W

FIU Sustainability!Listen to the FIU Go green presentation. Prepare to ask questions. Don’t forget to take notes in your science

journal.Outdoor Activity to follow.

Preserve ActivityFIU Nature PreserveIn your groups discuss…(summarize in your

science journal)What are ants?Where do you find them?What have you noticed about them?

AssignmentToday you will visit the nature preserve.You will investigate… ant abundance in three

different areas.the Pine Rockland areathe Hardwood Hammockthe Anthropogenic (originating in human activity)

area.

Research QuestionWhich area in the FIU preserve has the most

ant abundance?Which area in the FIU preserve has the most

ant diversity?

Make a prediction in your science journal for both research questions. Support your predictions with your prior knowledge/experiences.

Investigation question 1Draw this table in your science journal.

Trial 1

Trail 2

(Trail 1+Trail 2)Total

Total/2Average

PINE ROCKLAND

HARDWOOD HAMMOCK

ANTHROPOGENIC AREA

Investigation Question 2Low diversity single species

Moderate Diversity2-3

Abundant diversity 4 or more

Pine Rockland

Hardwood Hammock

Anthropogenic Area

AssignmentTable 1 and Table 4 will investigate the pine

Rockland area.Table 2 and Table 5 will investigate the

hardwood hammock.Table 3 and Table 6 will investigate the

anthropogenic area.

ProceduresGo to your area and place your bait trap at

least 10 feet away from the other bait trap. Decide as a group the best area to place the bait trap. Write why you selected the area.

Wait 30 minutes. (during this time we will be touring the area)

Return to your bait trap and collect your data.

CollaborationTrial 1

Trail 2

(Trail 1+Trail 2)Total

Total/2Average

PINE ROCKLAND

HARDWOOD HAMMOCK

ANTHROPOGENIC AREA

Investigation Question 2Collaboration

Low diversity single species

Moderate Diversity2-3

Abundant diversity 4 or more

Pine Rockland

Hardwood Hammock

Anthropogenic Area

DiscussionDiscuss in your groups each of your predictions, and discuss them in relation to the observational data.

In your science notebook…..

Write up a conclusion to this activity, and how this information is applicable. (Application)

Reflection Questions: Pick 21.What was the one most useful thing you learned in this assignment?2. What suggestions would you give other students on ways to get the most out of this assignment?3. In what area did you improve the most?4. List three ways you think you have developed or grown as a result of this assignment?5. What did you learn about sustainability, science learning, or science teaching from this assignment?6. What problems did you encounter in this assignment?7. What part of today’s assignment brought out your best work and why?

Importance of local placeIncreasingly, our understanding of environmental, social, and political events also occurs in the context of place (Gruenwald, 2003; Sobel, 2005). For example, availability of nearby nature and green landscapes has a positive impact on personal health, as well as rates of community domestic violence and children’s school performance Kaplan & Kaplan, 2005).

Local Place and Sustainability LiteracyIn the context of sustainability literacy, place

pertains to an understanding of one’s bioregion, the distinct interrelated natural and social system where one lives, or food shed, the system that describes the flow of food from the place where it was grown to the place where it is consumed (Kloppenburg, Hendrickson, & Stevenson, 1996).

Place Based EducationPlace-based education focuses learning within

the local community of a student. It provides learners with a path for becoming

active citizens and stewards of the environment and place where they live.

The resources of the community are brought into the learning process in a way that makes education exciting.

The approach emphasizes hands-on, real world learning experiences that challenge students to learn and solve problems.

Place Based EducationIncreases academic achievement, helps

students develop stronger ties to their community, enhances student’s appreciation for the natural world, and creates a heightened commitment for serving as contributing citizens.

Community vitality and environmental quality are enhanced as local citizens, organizations and environmental resources are woven into the process of educating its citizens.

Teaching Science to Every Child:Using Culture as a Starting Point

©Routledge/Taylor & Francis 2012

Chapter 4More Basic Science Process Skills: Measure, Predict, & Communicate

©Routledge/Taylor & Francis 2012

Chapter 4 TopicsMeasuring as a Basic Science Process Skill

Predicting as a Forecast of Future Events

Communicating: Sharing Information from Process Skills

Joint Production of Understanding

Process Skills and Science Standards

Experiencing Scientific Worldview: Pendulum Activity

©Routledge/Taylor & Francis 2012

Measuring: Extending the Senses

Measures are Quantitative Observations but Not Just Counts

Comparing to Standardized Tools: Ruler, Scale, Thermometer

Measuring Tools will Reduce Bias with the Standardized Tool

Proficiency with Measuring will Occur with Lots of Practice

Emphasize the Need for Units, Not Just Numbers

©Routledge/Taylor & Francis 2012

Predicting: Anticipating Future

Predicting to Test our Ideas about Patterns in Nature

Guesses do not use Data. Predictions Start with Observations

It is Vital to Test Predictions to Check on their Accuracy

Predictions that Prove to be Wrong can be Informative

©Routledge/Taylor & Francis 2012

Communicating: Process Skills become Text, Pictures, and InfoCommunicating is the Sixth and Last Basic Process Skill

Not Just Drawings and Words; Must Share Science Ideas

Sharing Information about Observing, Inferring, Classifying, Measuring, and/or Predicting

Through Communicating Science Skills Becomes Stronger

©Routledge/Taylor & Francis 2012

Joint Production of UnderstandingFive Principles of Effective Pedagogy (Dalton)

The First Principle is for Teachers to Work Alongside Students

Working on Same Science Activity

Apprenticeship in Doing Science

Teacher is Active Member of Community

In the “Doing” Teacher Models Good Practices

Opportunity to Support Language Development

©Routledge/Taylor & Francis 2012

Process Skills in the Standards

Process Skills have Limits

Concerns about being “Out of Context”

Old Science Curriculum did JUST Skills

Recognize Need to Combine Skills with Content

Encourages Curiosity and its Pursuit

©Routledge/Taylor & Francis 2012

Scientific Worldview via Using Basic Science Process Skills

Pendulum: Weight + String. Needs a Steady Pivot Point.

One Swing = One Roundtrip (out and back is 1 swing)

Observe Pendulum’s Swinging over Fifteen Seconds

Predict its Behavior if You Change the String Length or the Weight

In Addition to Using all Basic Process Skills, Consider the Habits of Mind

©Routledge/Taylor & Francis 2012

Chapter 4 SummaryQuantitative Observations against a Standard: Measuring

Statement about the Future Based on Past: Predicting

Communicating: Counts as Science if Process Skills Used

First Principle of Effective Pedagogy: Jointly Investigating

Science Standards Prefer Science Content with Process Skills

Pendulum Activity as Example of a Scientific Worldview

©Routledge/Taylor & Francis 2012