Laura Dooley & Paola Sotelo
SUBJECT / Junior Science / Grade / 8
STUDENT / Date/Fecha / January 2014
Assessment Task/ La actividad de evaluación
Why do trees need hugs?Aim:
The purpose of this field study is to practice sampling techniques commonly used in Biology to collect data.
Materials:
1. Work book and reference books
2. Sensors, digital camera (optional), thermometer, trowel, sampling packets, microscope, hand lenses, ruler, measuring cylinders, petri dishes, ovens,
Method:
1. Select an appropriate tree to study.
2. Complete all of the activities in the work book.
3. Answer the questions in each section of the workbook
Criterion and Assessment Rubrics
Criterion A: Scientific Issues
This criterion measures how well you report on scientific problems in the community.
level / Level descriptor / S / T0 / The student does not reach a standard described by any of the descriptors below.
1-2 / The student writes some general statements about how science is applied and how it may be used to address environmental issues
3-4 / The student describes the application and effectiveness of science in solving the problem or issue.
The student describes the implications of the use of science with reference to human population, resource management and the environmental.
5-6 / The student explains how science is applied to address a specific problem or issue.
The student describes the effectiveness of science in solving the problem or issue.
The student evaluates the implications of the use of science with reference to human population, resource management and the environmental.
Criterion B: Communication
This criterion measures how well you communicate information when speaking, writing paragraphs, essays and laboratory reports.
level / Level descriptor / S / T0 / The student does not reach a standard described by any of the descriptors below.
1-2 / The student uses a limited range of scientific language correctly and only communicates scientific information with limited effectiveness.
The student makes little attempt to document sources of information.
3-4 / The student uses some scientific language correctly and communicates scientific information with some effectiveness.
The student partially documents sources of information.
5-6 / The student uses scientific language correctly and communicates scientific information effectively.
The student fully documents sources of information correctly.
Criterion C: Knowledge and Understanding of Science
This criterion measures how well you remember, understand and use scientific words, ideas and procedures
level / Level descriptor / Self / Teacher0 / The student does not reach a standard described by any of the descriptors below.
1-2 / The student recalls some scientific knowledge and attempts to construct simple scientific explanations
The student attempts to apply scientific knowledge and understanding to solve problems
The student attempts to analyses scientific information or makes some comments on the quality of the information.
3-4 / The student uses some scientific understanding to construct simple scientific explanations
The student applies scientific knowledge and understanding to solve problems in familiar situations and some unfamiliar
The student analyses scientific information and/or makes some comments on the validity and quality of the information.
5-6 / The student uses scientific knowledge understanding to construct scientific explanations.
The student applies scientific knowledge and understanding to solve problems in familiar and unfamiliar situations.
The student analyses and evaluates scientific information critically and makes comments on the validity and quality of the information supported by scientific understanding.
Criterion E: Analysis
This criterion measures how well you record data in written form, graphs and tables. It measures how well you recognize patterns, similarities and differences in the results of your experiments. It also measures how well you write or speak about these results.
level / Level descriptor / S / T0 / The student does not reach a standard described by any of the descriptors below.
1-2 / The student collects some data and attempts to record it in a suitable format.
The student organizes and presents data using simple numerical or visual forms.
The student attempts to draw a conclusion in the essay in Activity 7 but this is not consistent with the interpretation of the data.
3-4 / The student collects data and records it in a suitable format.
The student organizes, transforms and presents data in numerical and/or visual forms, with a few errors or omissions.
The student draws a conclusion when writing the essay in Activity 7
5-6 / The student collects relevant data and records it in a suitable format.
The student organizes, transforms and presents data in numerical and/or visual forms logically and correctly.
The student draws clear conclusions based on the correct interpretation of the data and research information when writing the essay in Activity 7
Criterion F: Attitudes
This criterion measures how safely you work, how well you use scientific equipment and how well you work as part of a team.
level / Level descriptor / S / T0 / The student does not reach a standard described by any of the descriptors below.
1-2 / The student requires some guidance to work safely and some assistance when using material and equipment.
The student requires some guidance to work responsibly with regards to the living and non-living environment.
When working as part of a group, the student needs frequent reminders to cooperate with others.
3-4 / The student requires little guidance to work safely and little assistance when using material and equipment.
The student works responsibly with regards to the living and non-living environment.
When working as part of a group the student cooperates with others on most occasions.
5-6 / The student requires no guidance to work safely and uses material and equipment competently.
The student works responsibly with regards to the living and non-living environment.
When working as part of a group, the student cooperates with others.
Student Reflection:
Teacher Feedback/ Retroalimentación del profesor:
Overall Learning Objective:
The student should be able to appreciate the various interactions that a tree has with its immediate ecosystem and the important role that trees perform for our planet. You must use the class resources, the wiki (www.ccbbiology8.wikispaces.com) and your own investigation in order to complete the project successfully.
Activity 1: Classification Activity
In order to complete this unit in an appropriate fashion, you will be expected to properly research one of the varieties of trees that are to be found within the school grounds.
1. Select your study tree, draw a fully detailed map and mark the position of your tree on it.
2. Printed photograph of your tree, its bark, leaves (and any flowers/seeds/fruits if possible)
3. Describe you tree: height, shape, colour and bark structure
4. Describe the leaves on your tree: margin, venation, and shape
5. Record the name of the tree, both scientific and common names.
Activity 2: Plant reproduction
Criteria C, E
Plants reproduce in different ways; this can be identified by several factors, among them their leaf, flowers and seeds.
1. Collect a flower from your tree if applicable, if not from any tree.
2. With your partner identify and label the parts of the flower.
3. With your partner identify which type of pollination it uses; be sure to include an explanation.
4. Individually you will complete an analysis of your flower. You must also include a how your chosen school tree reproduces in your analysis (including a picture).
Activity 3a: Soil study
The use of collection techniques allows researchers to complete more detailed research under controlled conditions in the laboratory. This should always be done with care and minimum of disturbance.
1. From under the tree dig down at least 20cm down to collect a small, sandwich size ziplock bag of top soil. Label the ziplock bag with your name, the date and location.
2. Using a hand lens and microscopes to search for signs of organisms and record what you find.
Activity 3b: Soil Profile
The structure of the soil is very complex and is influenced by many variables including: soil type, underlying bedrock, rainfall, location. Completing a soil profile will allow you to recognize some of the elements in the topsoil where your tree is growing.
1. Place a white sticker on the cylinder and label it with your names and class.
2. Place 40ml of soil in a 100ml measuring cylinder.
3. Add water until the level reaches 90ml of the measuring cylinder.
4. Cover the top and shake until all soil has been mixed with the water and there is no soil on the bottom of the cylinder.
5. Allow to settle over a 3-4 days and observe the layers which have formed.
6. Print a photograph of the profile, label it and describe it. (Use the support material to assist you in this task.
Activity 3c: Soil pH
The pH of the soil has a significant effect on the types of plants which are able grow there and the quality of their growth overall. The pH of the soil may vary because of the soil type, underlying rock type, rainfall, drainage and type and amount of leaf litter accumulated.
1. Using the soil profile water,
2. Use the pH sensor to determine the pH. Record the soil pH here ______
3. How might the pH affect the organisms which live in the soil?
Activity 3d: Soil Humidity
Soil humidity is the measure of the amount of water contained within a soil sample. You need to weigh the soil sample, dehydrate it in an oven and weigh it again (N.B. do not change the petri dish during the process)
1. Place a white name tag on a petri dish and label it with your names and class
2. Weigh the Petri dish and the hydrated soil sample, record this as Sh: ______
3. Dehydrate the sample in the ovens in Lab1 over a peiod of days
4. Weigh the sample again after being dehydrated, record this as Sd: ______
5. Determine weight of water (W) removed by dehydration Sh – Sd= W : ______
6. Calculate the % of water in the original sample (Hu= Humidity) W/Sh x 100= Hu: ______
Activity 4: Soil Analysis
Criteria F
Now that you have analysed your soil, you must find out what your numbers mean. Use the questions in activity 3a,b,c,d to help guide you. Does your soil have the appropriate pH and humidity for growth? Why or why not. Did you find bugs in your soil? What kind of soil did you find? You must connect all of these questions to understand your soil.
1. Complete the analysis in pairs.
2. You must hand in an analysis of your soil sample.
3. It must be typed and includes all of the data from activity #2-5, including calculations.
4. This will be reviewed and corrected by your teacher and then returned to you
5. You will have this as a reference when you complete the final comparison analysis at the end of the unit.
Activity 5: Observing the ecosystem under the tree:
Biotic and Abiotic Factors
Every ecosystem is affected by the living and non living factors which impact it. By understanding the complex interaction of these factors scientists can understand more clearly the delicate balance of each ecosystem.
1. Define Biotic and Abiotic Factors
2. Construct a table and list the Biotic and Abiotic factors which affect the ecosystem that surrounds the tree.
3. Research the Carbon and Water cycles. What role does your tree play in these cycles? Draw a single diagram to illustrate how your tree is involved in BOTH of these processes.
4. Provide a definition of the term photosynthesis and write out the chemical formula for the reaction (include the sources for the reactants for the process of photosynthesis and what happens to each of the products).
5. Observe your tree’s canopy. How does the canopy of your tree affect the health of your tree and its soil?
6. Measure your tree’s leaf litter. Use a ruler to measure the depth of the leaves sitting on the ground under your tree’s canopy
Activity 6: Constructing Food Webs
Constructing a food web from the available data provides information about the possible interrelationships between the environment and the different organisms within the ecosystem.
1. Complete the worksheets on a food web. You will use these sheets to help you form a food web of the species you find during the forest visit.
Activity 7: Forest visit
Criteria F
Although we have studied our tree very thoroughly, it doesn’t mean much until we see trees in their natural habit: a forest! In a forest we can compare and contrast how an individual tree affects its environment compared to a group of trees.
1. You must record (take notes!) and observe the following in the forest: Sounds, temperature, wildlife, leaf litter, canopy coverage and soil life (bugs). As well, observe and record any observations of how the water cycle and the carbon cycle are functioning.
2. You must use the magnifying glasses and the shovel to find life in the soil.
3. You will bring back a sample of soil to check its humidity, soil composition and pH here at school.
Activity 8: Compare and contrast trees