Grasslands About this Unit Grasslands explores the tall grass and short grass prairie flora and fauna that used to cover southern Wisconsin. Many of the lessons are based on the availability of prairie gardens at which to study. is is a good unit to use in the fall when students return to school and there are still a few prairie flowers in bloom. e math concepts presented in this unit provide a basic review of skills learned in earlier grades (assuming this unit is taught in 7th grade). ere are Internet sites listed at the beginning of each lesson. ese sites have been chosen because of the self-directed learning activities to review or re-learn a topic. With so many directions that could have been taken with this topic, the focus had to be limited to learning about the prairies and planning a prairie garden or restoration. Contributing Writer Grasslands | | 1 | Mary Roberts Mary Roberts is a 4th grade teacher at Rusch Elementary in Portage, Wisconsin. She is married and has a son, Mark, and two daughters, Brittany and Caitlin. Her daughters attended River Crossing Environmental Charter School, and Mary has been a supporter of River Crossing’s environmental project-based learning since the school opened. Besides teaching, Mary enjoys biking, reading, scrapbooking and spending time with her family.
Transcript
Grasslands
About this UnitGrasslands explores the tall grass and short grass prairie flora and fauna that used to cover southern Wisconsin. Many of the lessons are based on the availability of prairie gardens at which to study.
This is a good unit to use in the fall when students return to school and there are still a few prairie flowers in bloom. The math concepts presented in this unit provide a basic review of skills learned in earlier grades (assuming this unit is taught in 7th grade). There are Internet sites listed at the beginning of each lesson. These sites have been chosen because of the self-directed learning activities to review or re-learn a topic.
With so many directions that could have been taken with this topic, the focus had to be limited to learning about the prairies and planning a prairie garden or restoration.
Contributing Writer
Grasslands | | 1 |
Mary Roberts
Mary Roberts is a 4th grade teacher at Rusch Elementary in Portage, Wisconsin. She is married and has a son, Mark, and two daughters, Brittany and Caitlin.
Her daughters attended River Crossing Environmental Charter School, and Mary has been a supporter of River Crossing’s environmental project-based learning since the school opened.
Besides teaching, Mary enjoys biking, reading, scrapbooking and spending time with her family.
Each lesson begins with a list of on-line sites for students to practice their math skills. A suggestion would be to •create a “hot list” or a web page with all of the links listed so students do not have to type them in. Possible sites include: http://del.icio.us/ or http://poster.4teachers.org/ or http://www.kn.pacbell.com/wired/fil/index.html
Developing a “prairie portfolio” during this unit would be a great final student assessment. Have each student •furnish a 3-subject notebook. Then in the first section, have them record all of the web sites they visit to practice math and the answers they enter. In the second section, have them record all of their prairie data. In the third section, have them write their research papers and reflections. This will help them stay organized. Finally, when students are finished with the unit, have them create a more professional product using a computer.
While completing this unit, a prairie or other wild area needs to be available to students. Much of the mapping •and data collection could be transferred to a wooded area or a school ground with minor background research.
Content:Other than the on-line practice, a majority of the math content is presented through hands-on activities completed while studying a current prairie or designing a prairie garden plan. The math concepts practiced in this unit include geometry, sampling and data collection, fractions, area and perimeter, percentages and number sequencing.
Non-math concepts:This unit encompasses much of the science behind grassland ecosystems. When appropriate, Internet sites have been added to the lesson plan to provide teachers with background information. Student assessments also incorporate writing skills.
Additional possibilities:A great resource to learn about prairie restoration for this unit is: Prairie Restoration for Wisconsin Schools, published by Earth Partnership for Schools at the University of Wisconsin Madison Arboretum. This guide is available at the Wisconsin Center for Environmental Education Library (see appendix).
Science Termsabiotic – a living part of an ecosystem.
biodiversity – the number of different species in an area.
biotic – a nonliving part of an ecosystem.
decomposer – an organism that breaks down waste and dead organisms.
diversity – the state or fact of being different; difference; unlikeness.
duff – organic matter in various stages of decomposition on the floor of a forest.
ecosystem – all the living and nonliving things that interact in an area.
extinction – the disappearance of all members of a species from Earth.
fauna – all the animal life in a particular region.
forb – a herbaceous plant other than a grass, sedge, or other grass-like plant.
flora – all the plant life in a particular region or period.
inorganic – any compound that does not contain carbon.
organic – substances that come from animal or plant sources.
organism – any individual form of life, such as a plant, animal or bacterium.
parent material – the mineral or organic matter from which the upper layers of soil are formed.
pH level – measure of acidity or alkalinity as of soil, water, etc. on a scale from 1 (acidic) to 14 (alkaline).
pistil – the female reproductive organ of a flower, consisting of an ovary, style, and stigma.
prairie – an area of rolling hills with dense grassland and few trees.
quadrat – a square sampling plot used for ecological or population studies.
sepal – one of the green parts that form the calyx (outer cover) of a flower.
soil profile – a vertical section of soil from the ground surface to the parent rock.
stamen – the pollen-bearing organ of a flower, consisting of the filament and the anther.
transect – a straight line along which a study of distribution and abundance of species is made.
Math Terms
frequency table – a method of recording data in a table that shows how often an event occurs.
data set – a logically meaningful grouping or collection of similar or related data.
random sample – a sample where every individual in the population has an equal chance of being selected.
frequency – the number of times a particular item appears in a set of data.
| 5 | | 5 |Grasslands | Lesson 1
Grasslands
Internet sites for practice
Prairie web siteshttp://courseweb.lis.uiuc.edu/~gruenber/EnvEd/03.1_PrairieBiome.htm• lhttp://www.campsilos.org/mod1/index.shtm• l
Web sites for teachersLinking science and math •http://teacher.scholastic.com/mathhunt/index.aspScience, social studies & math •http://teacher.scholastic.com/mathhunt/index.asp
Learning ObjectivesStudents will realize what they 1. already know about the prairie Students will begin to make 2. predictions about prairies and classify information about prairies as a class discussion takes place.
MaterialsBook: ❒ If you’re not from the Prairie.SMART Board, computer, and ❒projector (optional) or chart paper
PreparationGet a copy of the book: ❒ If You’re Not From the Prairie by David Bouchard
Hour 1(15 min) Setting the Stage: Ask students the question, “What do you
know about a prairie?” Record their answers on the SMART Board or chart paper (you will need the list in lesson 3).
Read story to students: If You’re Not From the Prairie. Ask students again what they learned about a prairie.
(Hopefully, the book sparked some ideas.) Accept all valid answers from the students (encourage
1 or 2 word answers such as short grass, tall grass, bison, flowers, wind) and add them to the list. Have Students create the same list at their desks.
Note: If the students have no background knowledge and cannot generate more than ten ideas, stop here and complete Hour 2: Build-A-Prairie.
(5 min) Have each student classify his/her responses into no more than five different categories. This can be a difficult skill for students who don’t have a lot of background knowledge.
Instead of re-writing all of their responses, students could circle each word with a corresponding category color. Remind students that their categories may be different than other students.
(10 min) Then put students in small groups of 3 - 5 to share category topics with each other and decide on the five best category topics as a small group. Observe group interactions.
(10 min) Bring the class together as a whole group. On the SMART Board list all category topics from each small group. Eliminate duplicates and narrow down category topics to no more than 5 total.
Allow students to organize the category responses (procedure 2) under the 5 final category topics on the SMART Board.
(20 min) Assessment After today’s intro lesson instruct students to write a
short essay or poem to verbally describe their ideas of what a prairie looks like. A haiku would work well here.
Grasslands
Hour 2(60 min) Have students explore the Build-A-Prairie web site http://www.bellmuseum.
org/distancelearning/prairie/build/ to learn more about the ecology behind tall-grass and short-grass prairies. The information presented on this web site will help students throughout the entire unit.
Here are some guiding questions for reading the web exploration: How much prairie has been lost in the U.S.? Why do you think this is? 1. On the web site, choose Restore a tall grass prairie first, 2. and then answer the following questions:How would you describe the geographical division 3. between tall-grass and short grass prairies? What is a mesic prairie?4.
Complete the Venn diagram showing differences among mesic, dry, and wet prairies5. Which four grasses did you choose in order to move 6. on? Which 2 didn’t you choose and why?Which four forbs did you choose in order to move on? Which 2 didn’t work and why?7. Which birds thrive in the prairie in order to move on? Which 2 didn’t work and why?8. Which four mammals did you choose in order to move on? Which 2 didn’t work and why?9. Which four amphibians did you choose in order to move on? Which 2 didn’t work and why?10. Which four insects in order to move on? Which 2 didn’t work and why?11. What do you do at the end of the simulation and why?12. Answer the same questions while restoring a short grass prairie. Take notes (similar 13. to the questions above) and when you are finished, write a report on notebook paper describing the short-grass and tall-grass prairie and the differences between them.
This site teaches students about the shapes in 4 different units. Click on “Interactive Shape” and then click on •“Unit 1.” A vocabulary list will come up. One the lower right part of the screen is a link called “Sort” and you can choose what you’d like to sort. http://mathsnet.net/geometry/index.html
Web sites for teachersShapes of Nature: • http://www.teachnet-lab.org/miami/2004/gomez2/index.htm
For a good look at Fibonacci’s original rabbit population sequencing problem visit: •http://www.mcs.surrey.ac.uk/Personal/R.Knott/Fibonacci/fibnat.html
Purpose Discover mathematical patterns 1. in nature and realize that there is order in the natural world.Gain a working knowledge of 2. the Fibonacci Sequence.
Learning ObjectivesStudents will be able to recognize 1. geometric shapes in a natural setting. Students will predict next number 2. in Fibonacci sequence.Students will identify 3. Fibonacci spirals in nature
MaterialsPosters and cards of geometric ❒shapes (hexagon, octagon, circle, square, triangle, oval, rectangle, pentagon).Brightly colored pieces of ❒string or flagging tapeRulers ❒
Copies of ❒ Skill Building: Fibonacci Spirals in Flowers sheetCopies of ❒ Skill Building: Fibonacci PracticeCopy of ❒ Transparency: SunflowerCopies of ❒ Skill Building: Introduction to Fibonacci and NimSticks for Fibonacci Nim (enough for ❒a pairs of students to have a handful)Colored pencils or thin ❒markers for tracingSupplies for Fibonacci Bracelet ❒if doing Lesson Extension
Hour 1(20 min) Use the web sites provided for geometry practice. (20 min) Outside After going over the lesson practice on the SMART
Board explain to the students that they will be going out to look for geometrical shapes in the prairie.
Give each student a card with a geometric shape on it. Tell the students to examine the prairie until they find a plant or a plant part shaped like their shape. When each student finds their shape in the prairie they should tie a brightly colored string around it, determine the name of the shape, and measure the sides of the shape.
Allow students to present and explain their geometric shape that was found in nature.
Have each student take out their prairie portfolios and sketch the shape they found in nature and record shape name and side measurements. They should also write about their finding.
(20 min) Inside Assessment After today’s lesson, instruct students to investigate the
plant shapes they found using the Internet and reference books as well as calculate the perimeter and area of each shape. The driving question behind the research is: Is the geometric shape of a plant important to the survival of a plant? What are the different properties of one shape that makes it different than another? Write a short explanation of information found.
Art connection: Have students capture the shape using digital
cameras. Share the photos and make posters reflecting the shapes found in nature.
Make a chalk drawing of the geometric shape found in nature by referring to sketch in their prairie portfolio.
Lesson Extension: Symmetry in Nature. This web site provides lessons that
are downloadable for the Smart Notebook software for a SmartBoard. There are also Microsoft Word documents available for download. http://www.testkids.com/GAPS/math/grade%208/Math/Patterns/index.htm
Study more patterns through Pascal’s Triangle. This web site provides a list of many web sites on Pascal’s Triangle. http://www.wiu.edu/users/mfjro1/wiu/tea/pascal-tri.htm
PreparationCollect enough sticks for half ❒of your students to have a handful (a handful should be anywhere from 20 to 50 sticks)Make a transparency of ❒the sunflower picture.Photocopy ❒ Skill Building pages.
Math ConceptsArea 1. Perimeter2. Geometric shapes3.
Hour 2(10 min) Introduce the lesson by displaying part of the
Fibonacci sequence on the board 0, 1, 1, 2, 3, 5, 8, 13, etc. Can the students find the pattern? Can they generate more of the numbers in the sequence? Discuss the history of the Fibonacci sequence.
(10 min) Hold up a picture of something found in nature (the sunflower) that displays the Fibonacci spirals. Explain to the students that the Fibonacci sequence can often be found in nature. The number of spirals on each flower head, pine cone, etc is always a Fibonacci number. Show them how to count the spirals that are clockwise and counterclockwise. (This could be done on an overhead transparency so that each spiral can be outlined as you identify them.)
(10 min) Pass out pictures of objects found in nature that display Fibonacci spirals (daisy) along with the diagram of how to identify the spirals. Have the student trace the counterclockwise spirals in one color and the clockwise spirals in another. Also, have them total the number of counterclockwise spirals and then the clockwise spirals. Do the students recognize the numbers as Fibonacci Numbers? They should.
(20 min) Next, have the students go out and find the Fibonacci spirals in nature. Access to a prairie or garden that is in bloom or has seed heads on the flowers at this point would be excellent. The students can collect flower heads that have clusters of the Fibonacci spirals. Have them count the spirals.
If the students do not have access to a prairie or garden, bring in pinecones for them to count and/or a pineapple. You can also bring in fruit such as pomegranate, apple, star fruit, etc.
(10 min) Once the students are comfortable counting the spirals and identifying the numbers of spirals as Fibonacci numbers, it is time for a game! Fibonacci Nim!
Have the students pair off and hand out the directions to the game. You may want to go over the directions before they begin. Let the students know that there is a way to make it so that they win every time if they discover the trick before their partner. You can give them the hint that it has to do with Fibonacci numbers if you want.
Lesson Extension: Have your students make a Fibonacci bracelet to
remind them of the terms in the Fibonacci sequence! They will need: Different colored beads, Cord
(to string the beads on), Clasps (optional) The students will begin by putting a clasp on the end of the
cord or tying a not. Then they will string one bead of one color onto the cord, then one bead of another color, and then 2 beads of another color. Do you get the pattern?
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1 - of a different color 1 - of a different color 2 - of a different color 3 - of a different color 5 - of a different color 8 - of a different color 13 - of a different color, etc… They are the terms in the Fibonacci sequence! They will not even get up to the 13th
term however or else the bracelet will become too big. You could make a chain for your classroom or a bracelet that wraps several times around the wrist.
Web sites for pictures:http://www.mcs.surrey.ac.uk/Personal/R.Knott/Fibonacci/fibnat.html#petals1. http://www.geocities.com/jyce3/pineandsun.ht2. m (a good black and white picture for counting instead of the colored one)http://farm2.static.flickr.com/1278/694780262_8874b4f225.jp3. g (sunflower to use as transparency)http://farm1.static.flickr.com/54/188300024_634cc74f9f.jpg?v=04. (daisy to pass out to students)
AnswersTrick to Fibonacci Nim: In order to win, make sure the initial number of sticks is not a Fibonacci number.
Make sure you go first (Player 1). When it is your turn, count the number of sticks. Figure a sum of nonconsecutive Fibonacci numbers that add up to the remaining number of sticks. Pick the lowest nonconsecutive Fibonacci number of sticks. As long as you keep doing this when it is your turn, you will win!
Check out this example game that started with 20 sticks:
0, 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89, 144, 233, 3771. Answers will vary.2. Answer should be close to the trick explained above.3. Answers will vary. Make sure it is signed.4. Answers will vary5. Answers will vary. Make sure it is signed.6. Counterclockwise: 55 Clockwise: 34 Make sure each direction is traced to show work.7.
Name ________________________________________________Skill Building
| 12 | Grasslands | Lesson 2
Name ________________________________________________Skill Building
Fibonacci Spirals in FlowersDirections: Trace the Fibonacci Spirals in the yellow and white flower. Use the example pattern in the black and white for reference.
Grasslands | Lesson 2 | 13 |
Name ________________________________________________Skill Building
Fibonacci Practice 1. List the first 15 Fibonacci numbers.
2. How did the Fibonacci sequence get its name?
3. Explain how you can win Fibonacci Nim every time you play.
4. Go home and play Fibonacci Nim with someone at your house or near your home. First explain to them how to generate the Fibonacci numbers. Have them sign here verifying that you did it: _____________________________________________________________
5. Then play one round of Nim and let them win. After the first round tell whomever you are playing with that you know a trick and are not going to let them win. Do they believe you? What was their reaction after you won the first time? Play a couple more rounds. What was their reaction after the third or fourth time you won?
6. Did they figure out the trick? Explain to them how you were able to win each time and have them sign here verifying that you did it: ___________________________________________
7. How many counterclockwise and clockwise Fibonacci spirals are on this purple coneflower? Make sure you trace them in different colors to show your work.
| 14 | Grasslands | Lesson 2
Transparency
Sunflower
Grasslands | Lesson 2 | 15 |
Name ________________________________________________Skill Building
Introduction to FibonacciThe Fibonacci sequence goes all the way back to 1202 when Leonardo of Pisa began to wonder if there was a rule to the number of pairs of rabbits produced in the nth generation. He discovered a sequence to the rabbit pattern, and it became known as the Fibonacci sequence because his father was nicknamed Bonacci- the good natured one, and Leonardo was known as Fibonacci- son of the good natured one.This sequence was discovered not only to describe the pattern of the rabbits, but also many patterns in nature. Have you ever looked closely at the center of a purple coneflower, a pinecone, or even a pineapple? Did you notice a pattern? Can you see two sets of spirals—a clockwise spiral and a counterclockwise spiral? These spirals are all composed of a certain number of spirals. The number of spirals on each flower head, pine cone, etc is always a Fibonacci number.
Materials: A handful of sticks (pennies, toothpicks, or anything else like these things will work)Goal: The goal of this game is to be the person to pick up the last stick.Directions:
Grab a handful of sticks (pennies, toothpicks, or anything else like these 1. things will work) and lay them in the middle of you and your partner.Decide who will go first and have them pick any number of 2. the sticks (at least one but not all of them)The following player can pick up as few as one stick or up to twice as many 3. as their partner picked up. (Example: If your partner picked up 2 sticks on the last move, you can pick up as few as 1 stick or as many as 4.)
Can you figure out a way so that you can win every time?
| 16 || 16 | Grasslands | Lesson 3
Grasslands
Internet sites for practice
Perimeter and AreaFun Brain: Students need to click on the higher level activities. • http://www.funbrain.com/measure/index.html
This site has great math lessons but may be slow to load in a lab setting. •http://www.shodor.org/interactivate/activities/PerimeterExplorer/
Learn Alberta: Click on “Grade 6” and then on “Spy Guys Interactive.” Click on “Skip the intro” and click on •“Lessons” and then “Lesson 12: Area and Perimeter.” Also check out Lesson 13: Relating Area and Perimeter. http://www.learnalberta.ca/Main.aspx
Learning ObjectivesStudents will learn how to set up 1. a quadrat that will allow them to study the biodiversity of an area. Students will demonstrate 2. the use of information gained from a quadrat study.
MaterialsFor each group:
Survey flags or quadrat frames* ❒
Flagging tape ❒
Data sheets ❒
2 meter sticks ❒
Small metric ruler ❒
Clipboards & pencils ❒
Graph paper ❒
Flora field guide ❒
Calculator ❒
10 cm square guides made of ❒cardboard with threads across the diagonals of the inner square which form the ‘cross hairs’.
*See Additional Possibilities section
PreparationFind a prairie site to conduct ❒activity (many people have native prairie plots in their yards if a real prairie is not available.Gather materials to make ❒the 10 cm guides.Explore the web sites under ❒“Additional Information” and print out desired data sheets.
Math Concepts: metric & measurement1. graphing2.
Hour 1(10 min) Inside Discuss with students the definitions of
diversity, biodiversity and extinction. Tell the students that they will be going to a
prairie garden to do a quadrat study to find out the diversity of plants in the prairie.
Describe how the quadrat is made and used. For more information and specific directions,
visit the following web sites: http://ed.fnal.gov/ntep/f98/projects/1. fnal/student/skills/quadrat.shtmlhttp://www.ncusd203.org/madison/2. Links/teams/stud-bkgrd.shtml
Students may have questions like: “What if one plant is larger than another?” and “What if one plant is only common in one location?” Address these questions as a class and develop a sampling protocol.
(40 min) Outside Assign student groups of 2 or 3 to measure a one meter
quadrat using the meter stick in the prairie garden. Mark the quadrat at each corner with a survey flag
Take a random sampling of 10 sets of data. Place the 10 cm cardboard guide in 10 places across the quadrat. Mark each place with a bright color (flagging tape works well) so you do not repeat that sampling.
Have each group identify each plant type under the cross hairs on their guide. Looking up the plants in a field guide is ideal. This will allow for more accurate data comparison later. However, the students do not need to know the real name of each plant type at this point, they just need to give each type an identity. For each type of plant create a symbol to map each plant location (estimated location is fine).
Measure, in metric and standard, each plant height in the sample area. This is important for lesson 5.
Record the above information on a data sheet or in a prairie portfolio.
Draw a picture of the plants in the quadrat before leaving. Use color!
(10 min) Compare data collected by the different groups. Discuss common data and unique data.
Discuss why you collected the information and how it could be useful.
Discuss how biodiversity varies from place to place, called ‘variations over distance’ and how ‘variations over time’
are between seasons or years. The observations today will be different that those in the future. Assessment: Each student will create one or more of the following for their prairie portfolio:
• circle graph of flora found with percentages • a bar graph of flora found with percentages calculated • a written report identifying patterns, explanations for patterns
of plant locations and frequencies, and predictions. • A research paper which defines the living things recorded in the survey. • Use a field guide to identify and record which plants are native,
which are introduced, and which are “weeds.” • Calculate the area of the quadrat
Additional Information Data Sheets, more explicit teacher directions, a school lawn quadrat study
sample and a prairie grass and forb dichotomous key can be found at: http://ed.fnal.gov/ntep/f98/projects/fnal/student/stud-index.shtml http://ed.fnal.gov/ntep/f98/projects/fnal/student/data.shtml
Additional Possibilities If you want to make permanent quadrat frames, you could use 1-meter
long 1⁄2 inch white PVC pipe and connect the pieces with the PVC “elbows.” These frames can easily be taken apart and carried in the field.
Lesson Extension This activity can be done in a wetland or upland community. It would be
good for students to see how a quadrat study can be transferred across plant communities. In this activity, students will determine plant dominance, diversity and habitat quality, as well as determine the effects of an invasive species.
Students should create 4'×4' square for their new sampling size. 1. Students should set the sampling square down on the ground at a location determined by the teacher. 2. Using field guides, students will positively identify different species within the square. 3. Complete a stem count per species as well as a total stem count. 4. Determine dominance based upon greatest percentage of stem density by species. 5. Students should transfer this information into a visual representation through creating a cover map. 6. Students should extrapolate stem count from the 4'×4' square to a 12'×12' area. 7. Percent cover should be extrapolated to the 12'×12' area. 8. Percent cover should be converted to reflect square footage per cover type. 9. Have students then extrapolate out to one acre (208'×20810. ')
Have students answer the following questions in a written report:Assuming that the original stem count and cover density calculations are representative of the whole site…
How many plants are there per acre?1. How many square feet does each plant community occupy?2. What conclusions can you draw regarding the quality of the habitat you have sampled, 3. based on plant count and species? Find research to support your conclusion.
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| 20 || 20 | Grasslands | Lesson 4
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Internet sites for practice
MeasurementWelcome to the World of Measurement - An introduction to measuring length, volume, mass, and temperature. •Features an interactive quiz to test your knowledge about measuring and units of measurement. http://oncampus.richmond.edu/academics/education/projects/webunits/measurement/index.htm
This slide show will show and review techniques used in our classroom to measure temperature with a •thermometer. It is very basic. http://westfieldnj.com/eis/team6/Measuring_temperature_w_thermometer_files_files/frame.htm
Data interpretation games•http://www.gamequarium.com/data.htm• l
Learning ObjectivesStudents will determine soil 1. temperature, air temperature, sunlight intensity, soil acidity, wind speed and direction, and depth of duff in a given area of the prairie.They will research the environmental 2. factors that they measured in an area of the prairie and should be able to describe how these conditions affect the type of community that exists there.
MaterialsHand lenses ❒
Soil thermometer* ❒
Air thermometer* ❒
Light meters* ❒
Soil pH kit ❒
Materials for measuring wind ❒speed and direction**Meter stick ❒
Rulers ❒
Data sheets and clipboards ❒
* Vernier Labpro equipment works well for this activity.
** Kestral Pocket Anemometers or the Beaufort Wind Scale are two possibilities.
PreparationChoose 2 or 3 different 1. prairie or outdoor sites to conduct investigationsTeachers should be familiar with 2. using the tools to collect this data before heading outside. Check out this web site for more information: http://www.ncusd203.org/madison/Links/teams/training.html
Math Concepts:measurement1. data collection2.
Hour 1(30 min) Discuss with students the meaning of abiotic and
biotic factors of a prairie. Write definitions and list examples of each on the SMART Board.
Demonstrate to the students how the equipment listed in the materials section is used.
Divide students into teams of 3 and assign each team a study site. Each team should measure the following:
wind speed•wind direction•soil pH•soil temperature•air temperature•light intensity•depth of duff•
Outside Record data collected in the students’ prairie portfolio or on a data collection sheet from this web site: http://www.ncusd203.org/madison/Links/teams/abioticdata1.htm
Have student groups gather together and compile data. Find the averages of the students’ data if they sampled in the same place. Add the data to the prairie information list from Lesson 1.
(20 min) Assessment: Students will research how these factors (pH, temperature, light intensity) affect the prairie ecosystem. Then, students will write a short report describing variations in data collected at different prairie locations and predict the types of plants they will find at each designated prairie site based on the information.
By the end of the lesson, students should understand that you must be aware of the abiotic (nonliving) parts of a prairie ecosystem to understand the biotic (living and dead) parts of the prairie.
pH Procedure Suggestion:Sample—Collect 15-20 soil samples per field, fairway or potting mix.1. Mix—Place these samples in a clean plastic container.2. Measure—Remove a small amount (coffee measure) of soil from 3. your mix and add to an equal amount of distilled water.Shake and wait—Stir or shake the soil and water mixture 4. vigorously. Then let it sit for five minutes.Test—Turn on your pH meter and remove the cap to expose the sensor 5. completely in the solution. Record the reading on the meter.
Hour 1(10 min) Setting the Stage: Have a class discussion and ask
students: Where does soil come from? Do plants need soil? Why or why not? Are there different types of soil?
Outside Take the students outside to the study site. When outside, refer to classroom prairie and draw on prior knowledge from previous lessons.
Have students work with partners to consider the plants that grow in the study site and compare those plants to plants that would grow in a diverse native tallgrass prairie. Ask students: How are they different? How are they the same?
Record the time of day you begin and end collecting data. Take temperature readings of the soil at three levels:
First, the air temperature at 3 feet above the soil surface. Next, measure the ground temperature (at ground level) at 3 inches above the soil surface. Finally, measure soil temperature which is 3 to 6 inches below the surface of the soil. Record these readings.
Examine the soil surface and write a description of the materials on the soil surface. Measure the depth of loose materials, if present, on the soil’s surface.
Take individual soil samples using the full length of the soil probe (at least 18"). If a soil probe is not available, you can use a trowel and put different layers of the samples in small jars.
Place the soil samples on the cloth for comparison. Examine the topsoil (the first layer). Measure the depth,
its pH level and the temperature of the topsoil. Examine the subsoil (the second layer). (This layer may
not be accessible, as it may be 2 – 3 feet below ground level.) Describe the texture, color and structure of the subsoil. Measure the depth, pH level, and the temperature.
Examine the parent material (if you can reach it) and write a description of the color and type of rock materials found in this layer.
Assessment Option 1: Draw and label a profile of the
soil sample showing each layer. Option 2: Make a to-scale model of the
soil sample using a cup with labels.Additional Possibilities
• Bring in a guest speaker from a local Land and Water Conservation Office county office to talk about soil.
• Bring in a soil survey book of your county or a Munsell Soil Color chart to learn more about soils.
PurposeStudents will collect soil 1. and describe the physical characteristics of the soil sample. Students will identify soil 2. characteristics that can affect the growth of plants.
Learning ObjectivesStudents will compare various soil 1. sites, based on differences in color, texture, temperature and structure. Students will measure the 2. temperature and pH of a soil sample.
MaterialsFor each group:
Hand lenses ❒
Soil thermometer or ❒Vernier temperature probeSoil probe or trowel ❒
Yardstick ❒
3' × 3' sheet of cloth ❒
Pencils ❒
3 small jars with lids ❒
pH meter ❒
PreparationFind a soil site for the class to ❒study with little vegetation.Read this web site to get background ❒information on prairies and soils: http://www.illinoiswildflowers.info/prairie/filesx/prairies.htm
PurposeTo have students build a model of 1. a prairie plant, be able to identify the name of the prairie plant and identify the flower parts. To measure plant biodiversity by 2. collecting data. A diversity index will be calculated by the students who will also be keeping a journal.Analyze data on population 3. estimates using flora and fauna field guides and web sites.
Learning ObjectivesStudents will identify plant parts 1. and their functions, build an accurate 3-D model of a prairie plant, estimate the height of the plant and then accurately measure the plant using both metric and standard units.Students will work with a partner 2. to write a fraction to represent the part of a set, compare and order fractions and decimals, calculate mean, mode, and median averages.
MaterialsPlant field guides ❒
Black shower curtain ❒
Colored paper (construction ❒and tissue)Pipe cleaners ❒
Green florist foam ❒
Prairie Portfolio Journals ❒to record researchLarge, blank index cards ❒
Enough dowel rods for each group ❒to have 2 and enough string for each group to have 12" between the rods Ruler ❒
Hour 1(5 min) Have each student recall 2-3 different prairie plants
that were in their quadrat from Lesson 3 to make models of with brightly colored paper and pipe cleaners (ex. black-eyed susans, purple coneflowers, blazing star, assorted grasses). Students may want to use field guides to get accurate information.
(35 min) Students should begin researching the prairie plants they chose to make a model of and also look at pictures of their plants. The anatomy of each plant should also be studied and then the students should add the stamen, pistils, petals, and sepals to their prairie plant models.
Next students are to add roots to their plants (frayed macramé works well for roots). Research must be done to discover the prairie plants’ root length. The length of the roots are in proportion to the height of the plants. For example, the big bluestem grass roots and the coneflower are almost three times the length of the plant height.
After the prairie plant models are made, students should plant each of their models in green florist foam to create a prairie block.
(30 min) Creating a Prairie in the ClassroomCover a large table with a black shower 1. curtain liner to represent prairie soil. Students are to find the area and perimeter 2. of their prairie plant blocks. The blocks of plants are then put on top of the table 3. to form the prairie. The roots of each plant should be attached to the blocks on the outside edge of the prairie. Have your students count the number of each 4. species in their blocks. After that, students should estimate the area and perimeter of the entire prairie using the information they had about their own piece of the prairie. As a class, measure the whole prairie and 5. calculate the perimeter and area of the prairie.Get into small student groups of four to 6. compare the plants in their prairie samples. Next, the student groups are to estimate the total 7. number of plants of each species that may be found in the prairie. This can be done by multiplying the average number of plants from their samples by the total number of samples in the entire prairie. Finally, the students should share their actual species 8. count. Add those numbers together to find the numbers of plants in the prairie. As a class, compare those numbers to the estimated population numbers. Discuss as a class why the numbers are different and how the numbers could be more accurate.
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PreparationTeacher may want to make a ❒sample to show students.
Math ConceptsMeasuring (metric & standard) 1. area, perimeter, data collectionConversion 2.
Hour 2(60 min) Outside Students should place their dowels and string in the
prairie, spacing the dowels so the string is taut. Any plant that touches the string should be counted and recorded (each prairie plant was recorded with a letter.
For example, if along one transect line students had three purple coneflowers (P), two black-eyed susans (S), six big bluestem grasses (B) and one prairie dock (D) they would record their data as PBSSBBBDBBPP (the letters are in the order the plants are seen in the prairie).
Students now can be asked to write a fraction for the presence of each plant they found in their sample. Since there were three coneflowers in a sample of twelve plants, the fraction is written 3⁄12. After the fractions are recorded, make sure they are reduced. A mini-lesson on reducing may be helpful if students are having trouble.
After completing the above activity, students then figure out the number of runs in their prairie samples. A run changes when a different species is encountered than the previous one (even if the new one has been recorded already). In the example above, seven runs are identified.
The General Diversity Index is determined by dividing the total number of runs by the total number of plants along any transect. Our example is 7⁄12 = 0.583 which shows average diversity. After students compare their findings to other students findings the diversity indexes should be added together and divided to find the mean. Then the diversity indexes should be organized in ascending order to find the median and mode averages.
Assessment Plant Models and ID cards Students are assessed on the accuracy and completeness of
their plant models. Students will also make identification cards for each of their prairie plants. The cards should have information on the color, size, arrangement and shape of the leaves and petals, and habitat of the plant. Each identification card should also include an illustration or a computer-generated picture of the prairie plant. The teacher will use this identification card to assess how well each student researched each plant species.
Lesson Extension: Have the students create a scale-drawing of their plant.
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Name ________________________________________________Skill Building
Student Guide Creating a Prairie in the Classroom
Find the area and perimeter of their prairie plant blocks. 1.
Place the plant blocks on top of the table to form the prairie. The roots of each plant should be 2. attached to the blocks on the outside edge of the prairie.
Count the number of each species in the blocks. Then, estimate the area and perimeter of the entire 3. prairie using the information gathered about your own piece of the prairie.
As a class, measure the whole prairie and calculate the perimeter and area of the prairie.4.
In a group of four, compare the plants in your prairie samples. 5.
In small groups, estimate the total number of plants of each species that may be found in the prairie. 6. This can be done by multiplying the average number of plants from the samples by the total number of samples in the entire prairie.
Finally, share your actual species count. Add those numbers together to find the numbers of plants in 7. the prairie. As a class, compare those numbers to the estimated population numbers. Discuss: why are the numbers are different and how could the numbers be more accurate?
Finding the General Diversity Index
Place your dowels and string in the prairie, spacing the dowels so the string is taut. Any plant that touches the 1. string should be counted and recorded (each prairie plant was recorded with a letter. For example, if along one transect line there were three purple coneflowers (P), two black-eyed susans (S), six big bluestem grasses (B) and one prairie dock (D) they would be recorded as PBSSBBBDBBPP (the letters are in the order the plants are seen in the prairie). Write a fraction for the presence of each plant you found in your sample. Since 2. there were three coneflowers in a sample of twelve plants (above), the fraction is written 3⁄12. After your fractions are recorded, make sure they are reduced. Calculate the number of runs in your prairie samples. A run changes when a 3. different species is encountered than the previous one (even if the new one has been recorded already). In the example above, seven runs are identified. The General Diversity Index is determined by dividing the total number of runs 4. by the total number of plants along any transect. Our example is 7⁄12 = 0.583 which shows average diversity. Compare your findings to other students’ findings. Now, add the diversity indexes together and then divide to find the mean. 5. Finally, the diversity indexes should be organized in ascending order to find the median and mode averages.6.
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Internet sites practice
FractionsStep-by-step direction to convert fractions, decimals & percents: •http://www.factmonster.com/ipka/A0881930.html
Add, Subtract, Multiply and Divide fractions - Help tools are on the site to give students every tool necessary for •performing operations with fractions as easy as it has ever been! http://www.mrnussbaum.com/ezfractions.htm
GraphingIf you use the following sites, you will need to have data sets to enter into graphs.
Enter data to create a bar graph, then manipulate the graph’s maximum and minimum values •http://www.shodor.org/interactivate/activities/bargraph/
Circle Graphs: • http://www.shodor.org/interactivate/activities/CircleGraph/
Create a Graph • http://nces.ed.gov/nceskids/createagraph/
Web sites for teachersFraction Bar. This is a very versatile tool that can be used to illustrate a variety of number operations. Be sure to •click on “Parent/Teacher” to get the directions. http://nlvm.usu.edu/en/nav/frames_asid_265_g_2_t_1.html
Visual Fractions. This site have great visual representation of different types of fractions that you can use when •teaching. There is also a game section that you could have students work on. http://www.visualfractions.com/
Students use tables, graphs, linear functions to solve a real-world problem •http://math.rice.edu/%7Elanius/Algebra/rentacar.html
Learning ObjectivesStudents will identify organisms 1. found in the prairie soil.
MaterialsBaked potatoes cut in half, ❒three halves per group.Small plastic bags ❒
Disposable gloves for students ❒
Dissection probes (you ❒can use toothpicks)Hand lenses or dissection ❒microscopes Book: ❒ One Day In The Prairie.Insect field guides ❒
Scale ❒
PreparationGet a copy of ❒ One Day In The Prairie by Jean Craighead GeorgeBake potatoes ❒
Photocopy ❒ Skill Building page
Math Conceptsfractions1. graphing2.
Hour 1(20 min) Inside Setting the Stage: Read One Day In The Prairie by
Jean Craighead George and discuss with the class. Have students weigh the potato halves. Have students calculate the area of the
potato that will be touching the soil.(20 min) Outside Have student groups pick a spot in the prairie
where the soil is somewhat moist and place a half of potato, cut side down in the soil. Student groups should repeat this procedure in the prairie where the soil is well drained, and where the soil is dry.
Students should sketch this experiment. Have the potato halves remain in place
for 24 – 48 hours, undisturbed.
Hour 2Outside After 48 hours, remove the potato carefully from the soil. Have students sketch what the potato
looks like after the experiment. Inside Have students weigh the potato halves, again. Have students calculate the area of the potato
that was touching the soil, again. Use hand lenses to observe and have students classify
according to type of insect (worm, snail, insect, etc.) found on the potato. You may need to use a probe because you may need to examine inside the potato half.
Students should determine: what fraction of the insects are snails, worms, insects; what percentage of the area was comprised of insects; and the percent of area covered by each species of insect.
Assessment: Student observation Collect group data and draw conclusions. Students will
graph class insect data in pie graphs or bar graphs. Students will write a report answering the following:
Is there a difference in the type 1. of organism at each site?Why might these differences happen?2. Can you think of any other “bait” besides a potato? 3. Name at least three. What might you find with these?Why are these insects in the soil?4.
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Are these insects good or bad? Explain.5. How much more or less did the potato weigh after the 6. experiment? Why do you think this is?What do these insects 7. do for the prairie? Are there any insects that might not be lured by the bait? 8. What are they and why are they important?Are there any symbiotic relationships?9.
Lesson Extension Some of the information from this web site may be helpful in helping students understand what
kinds of roles insects play in an ecosystem. http://www.openlands.org/midewin/grade7sci.html
Name ________________________________________________Skill Building
Research and ReportUsing information you gathered during the experiment and other research (that you will conduct) answer the following questions and type a report that includes your findings.
1. Is there a difference in the type of organism at each site?
2. Why might these differences happen?
3. Can you think of any other “bait” besides a potato? Name at least three. What might you find with these?
4. Why are these insects in the soil?
5. Are these insects good or bad? Explain.
6. How much more or less did the potato weigh after the experiment? Why do you think this is?
7. What do these insects do for the prairie?
8. Are there any insects that might not be lured by the bait? What are they and why are they important?
9. Are there any symbiotic relationships?
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Internet sites for practice
ComputationThis site has students review their times tables. • http://www.resourceroom.net/Math/1timestables.asp#facts
Students can practice the order of operations here. •http://www.math.com/school/subject2/practice/S2U1L2/S2U1L2Pract.html
Math Drill. Click on “Go to Problems” on the right bar. Then from the “Problem Level” drop-down menu, •choose the most appropriate level. http://www.mathdrill.com/ Note: Only 12 free problems per day are allowed from an IP address for guest accounts. This may be a problem in a computer-lab setting.
PurposeTo have students prepare a seed 1. order that is fiscally realistic and appropriate for the soil type.
Learning ObjectivesStudents will be able to determine 1. prices for a prairie restoration plan based on their species selection, how much seed is needed, the current price of the seed, and money that is available.
MaterialsObtain current seed and plant ❒prices from prairie nurseries.
PreparationPlan time for students to have ❒Internet access if students are using web sites for pricing information.
Math ConceptsCalculation1. Estimation 2.
Hour 1(60 min) Working in teams, have students draw simple prairie
garden designs (ones that could be implemented in the school yard), on graph paper and determine the area in square feet, using one square on the graph paper representing one square foot. Set a maximum garden size.
Give each team a budget (the amount of money they have to spend). Remind them of the goal to maintain a diverse prairie with a balance of different heights, flowering times, and flower colors for the forbs (flowering plants). If students have been keeping a prairie portfolio, they may want to refer back to the classroom prairie to help make decisions.
Begin prairie plans. Allow each team time to look through the seed catalogs and discuss what to purchase. Students need to think about those abiotic factors in a prairie that affect plant growth. They should select plants appropriate for conditions in the school yard.
After teams have a plan, they should refer to their seed price list and begin tallying costs.
Students should compare the total cost for seeds to the money available.
If there is money left over, each team should form a plan: add more transplants, change the quantity of certain species, add more seeds, add different species, etc.
If the total cost on your price sheet exceeds the budget, each team should form a plan to reduce expenses: plant less seed per square foot, increasing the grass to forb ratio (grasses are usually cheaper than forbs), change the quantity of the seed chosen, etc.
Recalculate the order until the team’s seed order matches the money that is available.
If using online sources for pricing, students could find images of the different plants to create a visual representation of their garden.
Assessment Students should calculate the cost per seed of different
varieties (if the information is available: number of seeds per packet divided by the total cost of the packet). Students should calculate the land value of the prairie per square foot, based on the cost of the seeds.
Students should explain in writing how the team balanced their seed budget. Students should also justify the plant choices. Is the seed mix appropriate for the soil type? Explain.
Functions and GraphingThis activity allows the user to explore the effect of changing constants in most types of functions •http://www.shodor.org/interactivate/activities/FunctionFlyer/
This activity allows the user to see functions typed in as algebraic expressions graphed on the coordinate plane. •http://www.shodor.org/interactivate/activities/GraphSketcher/
PurposeTo have students layout a restoration 1. design plan using a scale drawing and square foot templates. To have students recognize 2. the effects of fire on the prairie by exploring the vegetation, wildlife, and soil of the burned and non-burned areas.
Learning ObjectivesStudents will transfer points 1. on graph paper to physical points on the ground.Students will apply math 2. concepts such as geometry, measurement, perimeter, and area to a real-life design project. Students will demonstrate 3. measurement techniques using scale drawings along with generating a model for a real world project. Students will use observation 4. skills to note similarities and differences of a burned prairie site verses a non-burned prairie site.
MaterialsA student design plan ❒drawn on graph paper“Square foot” cardboard pieces ❒and string for each studentSurveyor flags ❒
100 foot measuring tape ❒
Spray paint ❒
Clipboard ❒
Hand lens ❒
Quart-sized container ❒
Hand trowel ❒
Tweezers ❒
Data gathering sheet/journal ❒
Sieve ❒
Heavy paper or white tray ❒
Hour 1In this hour, students will design a prairie restoration plan. (15 min) Warm-up activities: 1) Look at the team garden design
plans from the previous lesson. Have each team give a brief (1 min.) explanation of their design. Hold a class vote to choose a winning design to use in this lesson.
2) Give two pieces of square foot cardboard and string to each student. Have students attach the string to each cardboard piece. Students will tie one cardboard piece on each foot. Measure the classroom using square foot templates.
(20 min) Getting Ready: Divide the students into two equal teams. Each team should have one caller, one flagger, and line people.
Assign roles. • 2 callers (students to call out the design) • 2 flaggers (students to place flags) • Line people. The rest of the students will be line
people and wear square foot cardboard pieces on each foot. These people will “step” out the design.
On the student garden design (drawn on graph paper), draw a line through the middle of the design in a north/south. Number each row north to south. Count the number of squares to the right of the line and record that number next to the row in the margin on that side. Count the number of squares to the left of that line and record that number next to the row in the margin on that side
(20 min) Outside At the restoration site, lay out the measuring tape
in the same north/south direction. The measuring tape represents the center line on the design plan.
Have the students divide into their teams. Begin at the north end of the design plot. One team will lay out the design to the left of the center line and the other team will layout the design to the right of the center line.
To begin the mapping process, the callers call out the number of squares in the first row. The line people line up shoulder to shoulder wearing the cardboard templates on their feet.
For example, in the first row, there could be two squares (two square feet) to the right of the line and four squares (four square feet) to the left of the line. One student with cardboard squares on their feet standing to the right of the line measures two feet. To the left of the line, two students would stand side by side to measure four square feet.
Once the line people are standing in their position the flaggers place a flag at either end of the row.
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PreparationGain background knowledge to ❒share with students by visiting the following web sites: http://www.campsilos.org/mod2/teachers/r6.shtml http://www.campsilos.org/mod1/students/index.shtml
Math Concepts geometry1. graphing2. measurement 3. perimeter4. data collection5. calculation6. computation7.
This process is to be repeated for each row in the design. After each flag is placed on the ground, you will see the
perimeter of your garden design plan laid out with flags. The next step is to walk the perimeter of the design plot and
use spray paint* to semi-permanently mark the perimeter. If a trail is planned for the garden, place a flag
in the square that the trail bisects and also use the spray paint to mark the trail.
Assessment Have each student draw the garden design plan to
scale on graph paper and calculate square footage*Be sure to check with administration
Hour 2In this hour, students will learn about the role of fires in prairie. If you have access to a prairie site that has
been burned, use the lesson below. If not, have students complete online research and do the fire activity listed in the Internet resources.
(60 min) Setting the Stage: Discuss prairie fires. Students should be in small teams. Half of the teams
should investigate a previously burned prairie site and the other half of the teams should investigate an adjacent (or near-by), non-burned prairie site.
At each site, conduct the next activity as a whole group to minimize human impact on the ecosystem. With a hand shovel or a trowel, dig up enough of the top two inches of soil to fill up a quart jar. Dump some of the soil out on white paper or a light colored pan. Use a hand lens to examine the soil. Separate the organic from the inorganic soil particles using a tweezers. Students record what they see, including an illustration with labels (organic or inorganic) of the soil sample. Students should write a paragraph describing the soil sample.
Student teams sub-divide into pairs to complete another quadrat study. Student pairs should carefully observe a one square meter area to record the types and quantities of vegetation and signs of wildlife. Record observations on a data sheet or in their prairie portfolio.
As a whole class, compare the plant, wildlife, and soil sample data from the burned and non-burned sites.
Summarize the data gathered as a class. Assessment Students should write a reflection describing some of
the positive and negative effects of fire on the prairie.
Lesson Plan Smallville Prairie Development Project • Lesson 10
Purpose To have students experience 1. the problems communities face when they try to balance economic development with a desire to maintain open spaces.
Learning ObjectivesThrough the group activities, students will be able to:
Explain important scientific, 1. social/historical and aesthetic values of a prairie habitat.Analyze the impact of specific 2. human activities on a prairie habitat.Analyze the socioeconomic 3. impact of specific human activities on a community.Explain relevant prairie issues 4. from multiple perspectives.
MaterialsAccess to online resources ❒
Math Concepts: Computation1. Calculation2. Data collection3. Measurement4.
Hours 1 and 2(120 min) This lesson utilizes the following web site: Teacher-side: http://ed.fnal.gov/help/prairie/6prairie/ Student-side:
http://ed.fnal.gov/help/prairie/6prairie/student/index.html During this project, groups of students will take on roles
of various stakeholders looking at a potential prairie development. Each group will have a different point-of-view and will participate in a mock town meeting.
Give large group instructions on how to proceed through this site.
Split students into small groups of 3 – 4 to work together on this online project.
Hour 3(60 min) Hold a classroom debate.
Assessments Rubrics for this project are available on the web site
