Bruce Vento Nature Sanctuary Science Curriculum

What are important components of the inquiry?

What is the difference between an independent and dependent variable?

How are results and conclusions generated?

Standard/

Benchmarks:

-The Practice of Science

-Scientific inquiry uses multiple interrelated processes to investigate questions and propose explanations about the natural world.

7.1.1.2.1 Generate and refine a variety of scientific questions and match them with appropriate methods of investigation, such as field studies, controlled experiments, reviews of existing work and development of models.

7.1.1.2.2 Plan and conduct a controlled experiment to test a hypothesis about a relationship between two variables, ensuring that one variable is systematically manipulated, the other is measured and recorded, and any other variables are kept the same (controlled).

7.1.1.2.3 Generate a scientific conclusion from an investigation, clearly distinguishing between results (evidence) and conclusions (explanation).

I can develop a scientific question and match effective methods of investigation.

I can conduct a controlled experiment testing a hypothesis.

I can report results and draw conclusions.

1. 
   Introduce guiding questions or learning targets by posting visually. Ask students to respond with initial understandings either in writing or verbally.
   
2. 
   Watch ‘1. Introduction’ of Bruce Vento Nature Sanctuary Tour DVD.
   
3. 
   Rolly Polly Bugs- Ask if student have ever seen rolly polly bugs or potato bugs (really called isopods). Where are they found? What else do students know about the bugs? Ask students what other questions they can think of about this type of bug. (Habitat, food, behavior, movement, physical appearance, curling up). As students are brainstorming, ask how the questions could be tested. Having isopods in the classroom will spark the interest of your students. The bugs can be found under rocks or logs in your backyard or park. Feel free to bring some to introduce the lesson!
   
4. 
   Scientific Inquiry Explain that any of the topics the students lesson can be turned into a scientific question. How does the habitat change an isopod’s behavior? Next, ask students how they would find out the answer to this (or other questions). There are several options such as doing a field study, developing a model, conducting a controlled experiment, studying existing research. Which form of investigation matches the scientific questions the students asked? Controlled experiment.
   
5. 
   Design your own! Students chose and create an experiment based on one scientific question. Hand out the lab ‘Isopod Inquiry’ and ask students to complete Part One. Remind students that a hypothesis is an if/then statement. You many need to delineate that the independent variable is something that changes in an experiment and the dependent variable stays the same. For example, if a group of students chose to test how light effects isopod behavior the hypothesis would be: Isopods will be more active in dark settings. The independent variable would be isopod behavior and the dependent variable would be the amount of light. Students are responsible for bringing materials needed to conduct their experience. Having a variety of materials on hand may help students brainstorm dependent variables.
   

Light: flashlight, construcion paper, aluminum foil,

Surface: soil, sand, sandpaper, bark, cedar chips, gravel, rocks

Food: fruit, vegetable, meat, fish food

Other organisms: mealworm, crickets, earthworms, ants

6. 
   Introduce Fieldwork Students will be working in groups to collect isopods from the Bruce Vento Nature Sanctuary. The students will conduct an experiment in the field. Communicate the details of when your class will be visiting the Sanctuary. Use a local map to show students where Bruce Vento Nature Sanctuary is highlighting how close the natural area is to downtown St. Paul.
   
7. 
   Describe the expectations: see ‘Fieldwork Resources’ for more information and suggestions. Make a plan for how students will work in groups (assign groups and roles). Remind students to be respectful of the bugs. Though the creatures are small, it is important to take care when handling living creatures.
   

Part One of ‘Isopod Inquiry’ lab report

Bruce Vento Nature Sanctuary DVD

DVD player and TV

or

Internet, computer and projector

http://www.biologycorner.com/worksheets/isopod_behavior_lab.html

1. 
   Conduct experiment completing Part Two of the lab report. Provide each group with an ice cream bucket. Collect Isopods by looking under rocks, logs and any other objects on the ground. The insects can easily be collected gently with sticks.
   

Ice cream buckets

Magnified glass

Materials for experiments: Flashlight, dirt, Students are responsible for bringing items to the Sanctuary.

Experiments: 30 minutes

1. 
   Discuss the difference between results (evidence of an experiment) and conclusion (explanation of what can be learned from the experiment. Complete part three of the Isopod Inquiry lab report.
   
2. 
   ‘Jigsaw’ One member from each group joins together to share the scientific question, results and conclusion.
   
3. 
   Reflection Using the worksheet provided, ask students to reflect on the experience and content they learned.
   

Part Three of ‘Isopod Inquiry’ lab report

Field work reflection

Fieldwork Reflection

What ecosystems, populations and communities are present at Bruce Vento Nature Sanctuary?

What are macro invertebrates?

How do abiotic and biotic resources affect populations?

Standard/

Benchmarks:

-Interdependence Among Living Systems

- Natural systems include a variety of organisms that interact with one another in several ways.

7.4.2.1.1 Identify a variety of populations and communities in an ecosystem and describe the relationships among the populations and communities in a stable ecosystem.

7.4.2.1.3 Explain how the number of populations an ecosystem can support depends on the biotic resources available as well as abiotic factors such as amount of light and water, temperature range and soil composition.

I can describe the ecosystems at Bruce Vento Nature Sanctuary.

I can understand the relationships between populations, communities, ecosystems, biotic and abiotic factors.

I can use a field guide to identify macro invertebrates.

8. 
   Introduce guiding questions and/or learning targets by posting visually. Ask students to respond with initial understandings either in writing or verbally.
   
9. 
   Interactive Word Wall: Provide each student with a note card. Place a piece of magnetic strip on the back of the card. This activity can be done on the floor with students in a big circle if the magnetic strip is not available. Students that have been assigned a bolded vocabulary word work with a student that does not have a bold word to write the definition on the back on the card. A Life Science book or the internet may serve as a resource.
   
10. 
    Ask the students that have a bolded vocabulary word to share the definition with the class. As each student shares their definition have him or her place the note card on the white board. Students should not place cards on the board randomly, but rather make connections between the words by draw arrows or a different symbols to show relationships After each of the bolded words is on the board, students that have examples of the bolded vocabulary words should then place their card by the matching word. If the students are unable to make connections through the sharing process, facilitate the process of relating the vocabulary words after all of the cards are on the board.
    

• 
  Abiotic- non-living components of an ecosystem
  
• 
  Weather
  
• 
  Wind
  
• 
  Water
  
• 
  Biotic- living components of an ecosystem
  
• 
  Algea- water plant
  
• 
  Bugs
  
• 
  Birds
  
• 
  Environment all the living and nonliving things with which an organism interacts
  
• 
  Bruce Vento Nature Sanctuary
  
• 
  Ecology- study of relationships and interactions of abiotic and biotic components
  
• 
  Life Science
  
• 
  Ecosystem- a system of organisms and the non living environment.
  
• 
  Community- groups of populations living together in a habitat
  
• 
  ‘The name of your school’
  
• 
  Macroinvetebrates- organisms that lack a spine and are large enough to be seen with the naked eye
  
• 
  Mayfly Nymph
  
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  Dragonfly Nymphy
  
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  Population- group of the same type of organisms living together in the same area
  
• 
  Flock of birds
  
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  Herd of cattle
  
• 
  Habitat-  a place where an organism lives
  
• 
  Wetlands
  
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  Prairie
  
• 
  Forest
  

11. 
    Macro Invertebrates Posters Introduce macro invertebrates as organisms that lack a spine and are large enough to be seen with the naked eye. 95% of all animals are macro invertebrates. Explain to students that the class will be collecting macro invertebrates (small bugs that live in water) in the wetland or pond at Bruce Vento Nature Sanctuary. Starting at the top, follow the prompts to determine the species. Provide students with a copy of the ‘Key to Life in the Pond Field guide’ and resource pages and assign the task of describing 3 macro invertebrates including the name, habitat, other information and sketch on plain 8 ½ x 11 paper.
    
12. 
    Introduce Fieldwork Students will be working in groups to collect macro invertebrates from a pond at Bruce Vento Nature Sanctuary. Communicate the details of when your class will be visiting the Sanctuary. Use a local map to show students where Bruce Vento Nature Sanctuary is highlighting how close the natural area is to downtown St. Paul.
    
13. 
    Watch 1. Introduction and 2. Eco Restoration’ of Bruce Vento Nature Sanctuary Tour DVD.
    
14. 
    Describe the expectations: see ‘Fieldwork Resources’ for more information and suggestions). Make a plan for how students will work in groups (assign groups and roles).
    

Macro Invertebrates poster

or

Internet, computer and projector

Magnetic strip

Plain white paper

‘Key to Life in the Pond’ Field Guide

‘Key to Life in the Pond’ Field Guide

‘Collecting Aquatic Macro Invertebrates Protocols’

‘Macro Invertebrate Lab Report’

Waders

Thermometers

Spoons

Tweezers

Bug boxes or magnified glasses

2. Revisit the word wall vocabulary words. Ask students to provide examples of each of the bolded words from their experience at Bruce Vento Nature Sanctuary specifically.

3. Reflection Using the worksheet provided, ask students to reflect on the experience and content they learned. (abiotic influence biotic, other vocab)

How has Bruce Vento Nature Sanctuary changed over time?

Why is the Sanctuary important to Dakota Native Americans?

Why was Bruce Vento Nature Sanctuary a natural location for the railroads and Schmidt Brewery?

Standard/

Benchmarks:

-Interactions Among Science, Technology, Engineering, Mathematics and Society

- Science and engineering operate in the context of society and both influence and are influenced by this context.

8.1.3.3.1 Explain how scientific laws and engineering principles, as well as economic, political, social, and ethical expectations, must be taken into account in designing engineering solutions or conducting scientific investigations.

-Interactions Among Science, Technology, Engineering, Mathematics and Society

-Current and emerging technologies have enabled humans to develop and use models to understand and communicate how natural and designed systems work and interact.

8.1.3.4.1 Use maps, satellite images and other data sets to describe patterns and make predictions about local and global systems in Earth science contexts.

I can create a timeline describing how the Sanctuary has changed over time.

I can find evidence of each time period at the sanctuary.

1. 
   Introduce guiding questions and/or learning targets by posting visually. Ask students to respond with initial understandings either in writing or verbally.
   
2. 
   Watch the following sections of the Bruce Vento Nature Sanctuary Tour DVD 1. Introduction, 5. Wakan Tipi Cave, 7. Dakota Culture, 8. Rail History.
   
3. 
   Show students the location of Bruce Vento Nature Sanctuary using google earth or the map provided. Show students the power point ‘Historic Bruce Vento Nature Sanctuary’ which shows images of many different uses of the land. Ask students to answer the last two guiding questions: Why was Bruce Vento Nature Sanctuary a natural location for the railroads and Schmidt Brewery? Proximity to the city and the cooling resource of the caves as well as the fresh water were all of importance to the brewers. ‘Why is the Sanctuary important to Dakota Native Americans? ’ Students should be able to discuss the significance of Wakan Tipi, proximity to the river to the Dakota People and the connection to the land and sky.
   
4. 
   Create a timeline using ‘Bruce Vento Nature Sanctuary: A Natural Gem in the Heart of St. Paul’ by Sarah Clark. Be sure students include the Dakota people, North Star Brewery, railroads, European immigrant settlement, decreased rail use/abandonment, restoration, and when the park opened to the public. The timeline is a rough draft and will be combined with photos taken at the sanctuary for a final product. An example is attached.
   
5. 
   Introduce fieldwork Explain that students will work in groups or two or three to record evidence of Bruce Vento Nature Sanctuary’s past. Discuss how to use digital cameras and elements of good photograph such as focus, lighting and framing the picture.
   
6. 
   Describe the expectations: Make a plan for how students will work in groups (assign groups and roles).
   

or

Internet, computer and projector

Bruce Vento Nature Sanctuary: A Hidden Gem in St. Paul’ http://www.nps.gov/miss/parknews/vento_auth-clark.htm

Sample timeline

Students work in groups of two or three to create a photo essay representing the history of the Sanctuary.

If you are able, stop by or hike to Indian Mounds Park. The burial grounds are a meaningful location. Interpretative signs provide valuable information.

• 
  Restoration: rain garden, entrance, wetlands, native plants
  
• 
  Dakota people: Wiki Tipi cave (end of the trail, cave in bluff), Indian Mounds Park which is north east of the Sanctuary (if time)
  
• 
  Brewery:
  
• 
  Railroad: concrete slabs, existing rail roads
  

Indian Mounds Park 20 minutes

(optional)

Sample photos

1. 
   Create a photo timeline. Print pictures from fieldwork. Students may use long butch paper, poster board, power point or another electronic media to design a photo timeline. Photo taken during fieldwork should accompany the revised version of the text. Students may also be provided with historic photo from the powerpoint ‘Historic Bruce Vento Nature Sanctuary to include in the timelines. Final products can be shared in a presentation, gallery walk or simply hung in the classroom or hallway. Ask the group that finishes first to create a sign and caption describing the experience and assignment.
   
2. 
   Reflection Using the worksheet provided, ask students to reflect on the experience and content they learned.
   

Digital camera, cord or card reader, computer and printer