Student will complete a graphic organizer while viewing a video about the electric knifefish. Student will create a flow chart describing some of the experiments researchers conduct in their laboratory.
Taser, bioacoustics, electro-sense
Pass out charts to students (or have them create the chart on their own). Student will fill in the chart while viewing the video This American Land: “The Body Electric.” Lead student discussion after viewing the video using the chart as a starting point.
. Teacher and student will discuss how the “sixth sense” of an electric field helps this animal find its meals; avoid being eaten by other animals
Researchers are also developing small underwater robots, based on the information they have learned from the activity of the electric knifefish. These robots could be used to study the health of coral reefs, or gain information in dangerous parts of the ocean after an oil spill. This branch of science is called biomimetics.
Students will create a flow chart describing some of the experiments scientists do with the electric knifefish in their labs. They hear and record the sounds these fish make; they study the differences in how the fish use electricity when they are alone, and when they are in groups; and they look at the bigger picture of how the brain of this unique animal controls its behavior.
Student will write a concluding statement connecting the study of electric fields produced by knifefish to a better understanding of animal communication. If needed, students can use the starter sentence: Electric knifefish provide an example of animals using _______.
Students in Barbara Warner’s high school Ecology Class at Kanab High (Kanab, Utah) worked at Grand Staircase Escalante National Monument, (1,880,461 acre park in Utah). Students removed invasive plants by weeding, noted the location and frequency of native winterfat plants using GPS/ GIS devices, collected seeds from those plants, grew them in their school greenhouse, transplanted seedlings in places where non-native plants had been removed, and monitored their viability for several years. The purpose of the project was to remove and replace introduced plant species that crowd out a particular native plant (winterfat) which is essential for wildlife survival in this ecosystem.
The original project took place in southwest Utah and centered on plant and animal species of that area. To replicate the project elsewhere, the protocols and equipment could be used without modification, but the particular invasive, non-native species to be removed, as well as the native species to be replanted, should be determined according to local conditions.
A quick and easy version of the project could be accomplished without a greenhouse, GPS devices, nor any other special equipment. Instead of making a frequency frame from an angle iron and rods, substitute a hula hoop, an empty picture frame, or a length of string equal to the perimeter of the desired-size square.* Instead of a greenhouse, start seeds in the classroom in cups or paper funnels (for long root growth), using natural light. In lieu of GPS devices, stake a starting point and use a compass and tape measure or pacing to set up a transect (baseline) with offsets to the right and left at certain intervals. For an even simpler project, make seed balls by mixing one part soaked native seeds, one part (red powdered) clay and two parts moist soil or compost; roll into balls; drop in areas that need revegetation; flag locations; and monitor viability (or practice “guerilla gardening” by slingshotting seed balls randomly).
Non-native plant species, which may have been intentionally introduced or have traveled away from their places of origin inadvertently, are considered invasive when they aggressively out-compete and replace local native plants. This typically happens because of a lack of predators in the new setting. Since plants provide food and shelter for animals, displacing native plants deprives native wildlife of their habitat, as well. Native plant restoration is the first step in habitat restoration.
Students in fourteen elementary, middle school and high school classes in the Tahoe – Truckee area of California raised endangered Lahontan cutthroat trout from eggs to fry. In the process, they observed the trout life cycle and researched the value of this native species in the local ecosystem. The participating classes traveled to cold-water trout streams and released their fry in the spring. Students learned about suitable conditions for trout habitat and monitored the streams into which the fry were released, testing for water quality and temperature.
Trout Unlimited has developed a project model called “Trout in the Classroom” which can be instrumental in setting up a program. See the Resources section for links to information and technical assistance. The Trout Unlimited web site also provides a “crowd-sourced” selection of science and interdisciplinary lessons related to raising trout, reproduced at the end of this lesson plan, with permission. It is important to establish a relationship with a state fish hatchery that can provide fish eggs. The featured project benefitted greatly from the efforts of a non-profit organization: Sierra Watershed Education Project, that obtained permits for raising endangered species (not always an option in other parts of the country), trained teachers, established protocols, provided equipment to schools, delivered eggs, set up a blog, provided technical assistance, and facilitated field trips for release of fry. For tips on developing a program that is effective and sustainable, please see SWEP’s final project grant report, included in the Resources section. In some parts of the country, “Salmon in the Classroom” programs are sponsored by state Fish and Game or Natural Resources Departments. Sturgeon and bass raising programs are also available in a few warmer states. Conduct an internet search to see if such a program exists in your area.
Student will complete a graphic organizer while viewing a video about wolverine study in Montana. Student will create a flow chart describing the process of setting up remote cameras and hair snares to collect wolverine DNA.
elusive, radio collar, watershed
Pass out charts to students (or have them create the chart on their own.) Student will fill in the chart while viewing the video This American Land: “A Wolverine’s World.” Lead student discussion after viewing the video using the chart as a starting point.
What are some of the obstacles scientists studying wolverines might face, and how can they prepare to overcome these difficulties? (cold weather, snowmobile breaking down, equipment not working, etc) Would you like to do this kind of research? What human activity nearly wiped out the wolverine in the United States early in the 20th century? What events and activities are threatening these animals right now?
More information:
Student will create a flow chart describing the process of a wolverine field study. Student will draw each step, or use available computers to illustrate each step. The steps include: Identifying wolverine habitat, assembling tools, cameras, bait, and other equipment needed to gather evidence of wolverine activity, traveling to remote sites and installing scientific equipment, retrieving video and hair samples, then analyzing those samples in a laboratory.
Student will write a concluding statement connecting the fieldwork of scientists to an understanding of how a wolverine survives. If needed, students can use the starter sentence: Understanding the behavior of the small number of wolverines in the northern Rockies will help researchers __________.
Student will complete a graphic organizer while viewing a video about current fossil excavation in Utah. Student will create a flow chart describing the process of fossil excavation and connect the process to scientific research.
Fossil, Excavate, Prehistoric
Pass out charts to students (or have them create the chart on their own). Student will fill in the chart while viewing the video This American Land: Digging for Dinosaurs. Lead student discussion after viewing the video using the chart as a starting point.
Teacher will review the process of excavating a fossil, focusing on key terms: fossil, excavate, prehistoric. Teacher and student will discuss how a fossil provides evidence of pre-historic life. Teacher will show photos of dinosaur fossils (easily found online) and have students analyze the type of evidence they are viewing.
Student will create a flow chart describing the process of fossil excavation. Student will draw each step, or use available computers to illustrate each step. The steps are: Choosing a Site, Walking the Area, Digging and Excavating, Transport to the Lab, Reconstruct, Analyze for Information. Student will write a brief summary of what happens during each step on the chart.
Student will write a concluding statement connecting the excavation of fossils to gathering evidence of prehistoric life. If needed, students can use the starter sentence: Fossils provide evidence of prehistoric life because_________________.
Kelly Muller’s Ecology class at Albany Options, an alternative high school, set out to solve the problem of a persistent muddy and wet area on their campus. After researching the situation, they decided to create a bioswale to increase the infiltration rate of rainwater, improve the quality of runoff water, and restore wildlife habitat. Without excavation equipment, they removed sod and dug the bioswale by hand but were unable to install gravel, sand and topsoil at the bottom to increase drainage. After creating a berm around the swale to increase its capacity to hold rainwater, the class planted the sides and bottom of the swale with native plants that are tolerant of wet conditions, effective in filtering pollutants, and attractive to native wildlife.
In adapting this project for other sites, it is important to identify local soils to determine whether a bioswale or a rain garden is indicated. (Bioswales require excavation and replacement of clay soils at the bottom of the swale with gravel, sand and topsoil. Rain gardens are located in areas with soils that drain well and do not require excavation and soil amending). The project Kelly Muller’s class completed is essentially a rain garden, despite the diligence of students in digging it deeper in the style of a bioswale. The class discovered that soils in the area do not drain well and that their rain garden would have functioned better if they had been able to excavate and amend the soil.
Planting a rain garden requires no excavation and can take advantage of existing low lying areas, ditches or swales. (Note: Please take care not to destroy existing creekside vegetation to plant new plants, as the loss of roots will contribute to erosion). Other projects to consider include building rain barrels or green infrastructure including low-lying below grade planter beds, tree planting, roof gardens, and paths and parking lots with permeable surfaces.
(per student)
•Rain boots
•Gloves
•Shovels, trowels, and planting tools (for class)
• Soil test kits (or soil sample bag to send to state extension service for analysis)
• Earth-moving equipment to dig swale deeper
• Gravel, sand and topsoil to bury at bottom of swale
• Native Plants (see lists) that can tolerate wet conditions and absorb pollutants
Download our Resource Packet to aid you in your lesson plans. Feel free to selectively use the pages you think will most benefit your students.
