Lesson Title: Using GPS Technology to Evaluate Habitats on our school's campus

Lesson Learning Goals:

KNOW:
Students will be able to identify a variety of plants located on campus and be able to categorize plants according to the habitat they are found (cultivated, wetland, grassland, forested area.)


UNDERSTAND:
Students will be able to visit an area specified by the way points on the GPS, analyze the vegetation and make general conclusions about the habitat area along with the purpose for that environment on the campus.

BE ABLE TO:
Students will be able to use the GPS units to find various habitats on campus and mark the waypoints to share with class members. At each habitat they will leave a clue for the wellness class to solve.


Steps in Lesson:

Pre-assessment:
Using the interactive white board, students will match pictures of plants to the correct habitat. Using the Turning Point response systems, students will identify the characteristics and value of each habitat type on campus.


Lesson Introduction: In order to understand the various habitats on the campus, students will do analysis of the wetland as model of studying a habitat.

Over a 5-day period students will be divided into 5 groups working on one part of the field study each day. The wetland acts as foundation for the study of the other habitats.

Group 1: collect samples of plants, identify them, include their wetland classification, and register their location in the basin with the GPS unit

Group 2: identify and collect (if appropriate) animals in the wetland, place them in their correct trophic level

Group 3: using a core sampler, analyze a section of soil to determine if the soil is considered that which is conducive to a wetland and using the GPS units mark the location in the basin where the soil was sampled

Group 4: using the stream running through the wetland take a sample of water and analyze for dissolved oxygen, carbon dioxide, pH and hardness

Group 5: collect the abiotic data required, soil temperature, air temperature, relative humidity, and water clarity. Take longitude and latitude readings with the GPS units to determine the size and shape of the basin.



Sample Differentiated Activities:

Group 1: draw plants identified in the wetland for classroom display, make bark and leaf rubbings of representative tree, plant and fungus samples

Group 2: photograph various insects and other wildlife in the wetland

Group 3: Use the GPS unit to make predictions about where wetland soil might occur

Group 4: document the water team study using a digital video camera

Group 5: photograph cloud and sky conditions of the day, interview students about their understanding of relative humidity


Whole-Group Discussion/Understanding Check

Students will work in teams to compile the data for a field report (energy pyramid, food chains, charts and graphs of data from field and analysis of data including stage of succession) working in pairs as individuals and teams of 4 to make relationships between the data collected each day.

Construct an excel spreadsheet with the plant data on the interactive whiteboard reinforcing previous graphing knowledge

Students will demonstrate they understand the relationship of the elevation and wetland soils by registering and labeling waypoints to delineate the solid types



Individual/ small group Understanding Check
Students will be given GPS units with waypoints labeled. They will go to that site and using the clues in the cache determine the type of habitat at each location. At each site they mark, they will leave a geocache to act as hint to the type of habitat for younger learners on the campus.

Students will form pairs and utilizing the campus register waypoints for at least 3 different habitats. They will then exchange GPS units with another group who will confirm their habitat choices. Students will place geocaches for the wellness classes activity.

Cross-curricular connection:
The wellness classes will use the waypoints established by the biology to teach geocaching as a life long activity. Instead of the focus being on the type of vegetation, the caches will contain fitness facts and activities. Students will have a choice of geocaching activities. One group may choose to see how many caches they can find in a class period and the second group will have the opportunity to solve a puzzle or problem based strategically locating caches.







Environment and Ecology Standards
Describe the multiple functions of wetlands.
• Describe wetlands in terms of their effects (e.g., habitat, flood, buffer zones, prevention areas, nurseries, food production areas).
• Explain how a wetland influences water quality, wildlife and water retention.
• Analyze wetlands through their indicators (e.g., soils, plants, hydrology).

Explain biological diversity as an indicator of a healthy environment.
• Explain species diversity.

Explain the biotic and abiotic components of an ecosystem and their interaction.
• Identify the major biomes and explain their similarities and differences.
• Compare and contrast the interactions of biotic and abiotic components in an ecosystem.
• Analyze the effects of abiotic factors on specific ecosystems.
• Describe how the availability of resources affects organisms in an ecosystem.
• Explain energy flow in a food chain through an energy pyramid.
• Evaluate the efficiency of energy flow in a food chain..
• Explain trophic levels.
• Examine and explain how organisms modify their environments to sustain their needs.

Analyze how ecosystems change overtime.
• Identify and explain the succession stages in an ecosystem.
• Identify causes of succession.


Explain the significance of diversity inecosystems.
• Explain the role that specific organisms have in their ecosystem.
• Identify a species and explain what effects its increase or decline might have on the ecosystem.
• Identify a species and explain how its adaptations are related to its niche in the environment.

Explain how structure, function and behavior of plants and animals affect their ability to survive.
• Describe an organism’s adaptations for survival in its habitat.
• Compare adaptations among species.

ISTE standards
Research and Information Fluency
Students apply digital tools to gather, evaluate and use information
Students:
• plan strategies to guide inquiry
• evaluate and select information courses and digital tolls based on appropriateness
• process data and report results

Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations.
Students:
• understand and use technology systems.
• select and use applications effectively and productively.
• transfer current knowledge to learning of new technologies


Wellness Standard grades 10-11
Grades 11-12

Standards
10. 2. 12 E-
Health and the Environment:
E. Analyze the interrelationship between
environmental factors and community health.
• public health policies and laws/health promotion and disease prevention
• individual choices/maintenance of environment
• recreational opportunities/ health status


10.4.12.F-Physical Activity and Group Interaction
Assess and use strategies for enhancing adult group interaction in physical activities.
• shared responsibility
• open communication
• goal setting

10.5.12 F-Game Strategies
Analyze the application of game strategies for different categories of physical activities.
• individual
• team
• lifetime
• outdoor


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