Citation
Scientific Illustrations: The Biodiversity of the Rain Forest

Material Information

Title:
Scientific Illustrations: The Biodiversity of the Rain Forest
Series Title:
Science Lesson Plans and Teacher Resources for Panama and Canal-related Stereographs
Creator:
Grant, Claudia ( Author, Primary )
Hoffman, Robert ( Author, Primary )
Madden, Jill ( Author, Primary )
Copyright Date:
2014

Learning Resource Information

Aggregation Level:
Level 3 - a course, or set of lesson plans
Interactivity Type:
Mixed
Interactivity Level:
High
Intended User Roles:
Teacher

Subjects

Subjects / Keywords:
Fossils ( lcsh )
Panama Canal (Panama) ( lcsh )
Panama Canal (Panama)--Construction. ( lcsh )
Forest biodiversity ( lcsh )
Engineering ( lcsh )
Hydraulic engineering ( lcsh )
Paleontology ( lcsh )
Science ( lcsh )
Genre:
lesson plan ( aat )
serial ( sobekcm )
Spatial Coverage:
Panama -- Central America -- Panama Canal Zone
Coordinates:
9.1110858 x -79.6993185

Notes

Abstract:
This set of lesson plans and teacher resources is intended to teach a variety of scientific concepts to students in grades 6-8. The lessons are related to the Panama Canal, including expansion, fossil excavation work, and history. The lesson plans can be used individually or as a larger set.

Record Information

Source Institution:
University of Florida
Holding Location:
Panama Canal Museum Collection at the University of Florida
Rights Management:
Copyright Claudia Grant, Robert Hoffman, and Jill Madden. Permission granted to University of Florida to digitize and display this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.

UFDC Membership

Aggregations:
Panama and the Canal
University of Florida

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Full Text

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*denotes a required field *Lesson Title : Scientific Illustrations: The Biodiversity of the Rain Forest PREZI Presentations: L4A Scientific Illustrations Minds Eye http://prezi.com/oygtwpvel5fi/?utm_campaign=share&utm_medium=copy&rc=ex0share L4B Fossils from the Cucaracha Formation Panama Canal http://prezi.com/p9xky fjdjl1e/?utm_campaign=share&utm_medium=copy&rc=ex0share *Lesso n Summary : The Panama Canal bisects a rain forest ecosystem that is astoundingly rich in its biodiversity. The construction of the Canal uncovered a treasure trove of fossils giving paleontolo gists insight into the biodiversity of ancient times. The present Canal crea tes a pathway through the rain forest ecosystem allowing scientists access to study the biodiversity living there now. This lesson explores the study of an ecosystem's biodiversity through two tools, scientific illustration and a bioblitz. Both tools offer methodologies in conducting the direct observation of biodiversit y and as a way to quantify it. By doing so this lesson offers students insight into a way to better understand wha t organisms make the rain forest their home and the importance of a bio diverse ecosystem. *Subject : Science *Intended Audience/Grade Level: Middle High (6 8) *Time Frame (designate whether this lesson will compose a series of lessons or a single lesson and approximate time frame): A. Prior Knowledge (30 min) B. Minds Eye (30 min) C. Scientific Illustration Handout (15 min) D. Scientific Illustrators Webquest (50 min) E. What is a Scientific Illustration? (45 min) F. Published Scientific Illustrat ion (110 min) G. Academic Language (30 min) H. Bioblitz Research (30 min) I. Ecosystem Bioblitz (150 min) J. Fossils from Cucaracha Formation (45 min) K. Fossils from the Gatun Formation (50 min)

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*denotes a required field Standards and Purpose *Standards (link appropriate Common Core State Standards, Next Generation Sunshine State Standards, or other standards below ): MS LS4 1. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throu ghout the history of life on Earth under the assumption that natural laws operate today as in the past. [Clarification Statement: Emphasis is on finding patterns of changes in the level of complexity of anatomical structures in organisms and the chronologi cal order of fossil appearance in the rock layers.] [Assessment Boundary: Assessment does not include the names of individual species or geological eras in the fossil record.] MS LS4 2. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. [Clarification Statement: Emphasis is on explanations of the evolutionary relationships among organisms in terms of similarity or differences of the gross appearance of anatomical structures.] *UFDC Resources (Identify and permalink for documents utilized from the UFDC here): http://ufdc.ufl.edu/AA00015113/00001 http://ufdc.ufl.edu/AA00015264/00001 http://ufdc.ufl.edu/AA00015127/00001 http://ufdc.ufl. edu/AA00015326/00001 http://ufdc.ufl.edu/AA00015327/00001 OTHER RESOURCES http://en.wikipedia.org/wiki/Anchitherium http://www.flmnh.ufl.edu/panama pire/fossils of Panama/gatun.htm http://catalog.csumb.edu/careers/ scientific illustration Guiding Question (s) : How do scientists record what they observe? In what ways does scientific illustration allow a scientist to study an organism? What is biodiversity and why is it *Objectives: Students will use the process of creating scientific illustrations of rain forest plants as a way to record in detail the unique characteristics of the organism. Students will write detailed scientific

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*denotes a required field important? What is a bioblitz and how is it conducted? observatio ns of the organisms they draw. Students will write scientific questions about their organisms as they study and draw them. Students will be able to explain what biodiversity is and why it is important to an ecosystem. Students will be able to explain what a bioblizt is and how to conduct one as a way to quantify the biodiversity of an ecosystem. Assessment (how will data be collected on student performance?) *Formative (Describe how and when the students will get feedback about their performance or understanding during the lesson. How and when will they have an opportunity to use this feedback to improve their performance?): Answer the Focus/Guiding Questions in their science notebook. (approximately 50 minutes) *Summative (Describe how the teacher will determine if the students have reached the learning targets for this lesson. How will the teacher measure the impact of this lesson on student learning?): Peer Review Reflection Teaching Phase ( see attachments section ) *Activate/Build Prior knowledge : A. Prior Knowledge *Direct Instruction (How will the teacher present the concept or skill to students?): C. Scientific Illustration Handout (15 min) E. What is a Scientific Illustration? (45 min) G. Academic Language (30 min) H. Bioblitz Research (30 min )

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*denotes a required field *Guided Practice (What activity or exercise will the students complete with teacher guidance?): B Minds Eye E. What is a Scientific Illustration? (45 min) D. Scientific Illustrators Webquest (50 min) I. Ecosystem Bioblitz (150 min) B. Fossils from the Cucaracha Formation C. Fossils from the Gatun Formation *Independent Practice (What activities or exercises will the students complete to reinforce the concepts and skills developed in the lesson?): F. Published Scientific Illustration (110 min) I. Ecosystem Bioblitz (150 min) B. Fossils from the Cucaracha Formation C. Fossils from the Gatun Formation *Closure : Summative assessment Reading strategies: H. Bio blitz Research (30 min) Writing strategies: Peer review reflection Written answers for the focus guiding questions Final report for bio blitz investigation Sci Illustrations: write observations and questions. Spe aking and listening strategies: All classroom and team discussions during different sections of this lesson. This lesson is rich in opportunities for students being engaged in *Accommodations (Describe how to accommodate students with special needs and how to differentiate instruction.) This lesson requires ability to spend a few minutes in front of a screen. If this is not possible, teacher can provide a printed copy of the specimen. Other special needs will be accommodated in a case by case situation based on the school policy and resources. Each

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*denotes a required field lesson is designed to present the material through the different learning modalities (visual, auditory, kinest hetic). *Extensions (Describe possible extensions of this lesson.) Re Teaching: Research about biodiversity. Enrichment: J. Fossils from Cucaracha Formation (45 min) K. Fossils from the Gatun Formation (50 min) *Materials Special materials/ preparation needed : seashells hand lens metric ruler notebook pencils colored pencils/pens tape measure specimen tray __________________________ Plant specimen Hand lens Metric ruler Notebook Pencils Colored pencils/pens Tape measure Specimen tray ___________________________ A variety of local field guides of plant and animal life, hand lenses, hula hoops as quadrants, bug funnels made from plastic soda bottles cut in half (see handout on how to construct and use), data sheets, graph paper, colored pencils, & final ecosystem report form. Suggested technology : Internet Access with a projector (for teachers) Internet access and color printer (for students). If students have no access to color printer, then teacher can provide color copies of the spec imens.

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*denotes a required field Reflection (Questions to stimulate reflection on the process of teaching with primary sources for the implementing teacher not for completion by the lesson developer) Teacher learning: How did my students respond? What would I do differently next time? What would I keep the same? How will I use primary sources in the future? Attachments (Attach or embed worksheets and additional documents below) A. Prior Knowledge: T chart (30 min) Working as a science team students will fill out this T chart to record and share their prior knowledge. The left side is to be filled out by each individual student. The right side is to be filled out as the team shares what they knew with each other. This will be followed by a c lass share out which is recorded by the teacher on a wall chart. Rain Forest Biodiversity What I Know! What My Team Members Know! B. Minds Eye (30 min) Students are asked to draw a rain forest using only their imaginations.

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*denotes a required field C. Scientific Illustrations (15 min) Show students the first PREZI presentation: L4A Scientific Illustrations Minds Eye http://prezi.com/oygtwpvel5fi/?utm_campaign=shar e&utm_medium=copy&rc=ex0share Students are drawing from their memories i nto science notebooks Imagine you are a scientist walking along the Panama Canal and you document the type of vegetation. Choose one image that caught your attention and draw what you remember. Handout Scientific illustrations are drawings of something you are observing. Draw in detail exactly what you are seeing (you are like a human camera!). You may want to draw multiple views on the same page to show different perspectives/sides. You may want to include enlargements of what you are drawing to give better details (use a hand lens). Keep in mind proportion. Always include a title and a date to your illustration. Label your illustration. Record observations of what you are noticing about what you are drawing. Your observations may include measurements. Record questions you may have about what you are drawing. Your illustration can be a color or pencil/pen sketch. Be sure to make notes on color if your illustration is in one color. Fi nally, always ask yourself if another scientist could identify what you have drawn simply by looking at your illustration!

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*denotes a required field D. Scientific Illustrators Webquest (50 min) Computer Lab time needed (or can be done as a homework assignment) Purpose is t o intro duce students to the profession using the CSUMB program (they can see that both men a nd women are illustrators ) Into science notebooks Students hopefully will notice some of the following: Variety of drawing styles + mediums, patterns, habitats, behavior, detail, body plans (form/function), lifecycles, etc. Use the link from the Science Illustration Graduate Program at CSUMB as a starting point in checking out the work from a variety of scientific illustrators: http://scienceillustration.org/gallery/galleryhome.htm D irections: Visit at least 3 of the illustrator sites and answer the following focus questions for each : A) Whose site did you visit?__________________________________________________ Focus Questions: 1. What did you notice that a ll the scientific illustr ations had in common? 2. What did you learn from the illustrations about living things? 3. What did you like about the illustrations? B) Whose site did you visit? ____________________________________________________ Focus Questions: 1. What did you notice that all the scientific illustrations had in common? 2. What did you learn from the illustrations about living things? 3. What did you like about the illustrations? C) Whose site did you visit? ____________________________________________________ Focus Questions: 1. What did you notice that all the scientific illustrations had in common? 2. What did you learn from the illustrations about living things? 3. What did you like about the illustra tions?

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*denotes a required field E. What is a Scientific Illustration?..... A way of recording what we observe! Appetizer: Using your scientific illustration handout, how does the scientific illustration compare Write down your thoughts below : Photo Drawing Focus Question: What details can you record from your observations through scientific illustration? Directions: 1. Take a few minutes to handle (gently please) and observe your specimen. 2. Place object on the specimen tray in the middle of the table and begin your scientific illustration in your notebook you may do this as a pencil sketch or in color. 3. Remember to refer to the scientific illustration handout. 4. For both illustrations, find the following information: Body plan, size, color, patterns...write down your thoughts on your notebooks. Materials: seashells hand lens metric ruler notebook pencils colored pencils/pens tape measure specimen tray F. Published Scientific Illustration Students get a chance to build on all the previous skills and make a really nice detailed scientific illustration bringing it home! Students will make this on nice paper (computer paper) and it will be turned in for 50 pts. scientific illustration of an unknown plant specimen. Your payment is a potential 50 points.

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*denotes a required field Appetizer: Each team will be given a photograph of a plant or an animal. Pick a part of the organisms body, how does the body plan (ex: leg, beak, wing...) tell you how the organism functions in its environment. Focus Question: What details can you record from your observations through scientific illustration that can tell Key Questions to answer in your notebook: 1.How do you think this organism uses this body part? 2.What does this body tell you about the environment this organism lives in? Main Course: Show National Geographic your mad illustration skills of a plant specimen. Materials: Plant specimen Hand lens Metric ruler Notebook Pencils Colored pencils/pens Tape measure Specimen tray Directions: 1. Take a few minutes to handle (gently please) and observe your specimen. 2. Place object on the specimen tray and begin your scientific illustration on the artist paper given. Include color. 3. Remember to refer to the scientific illustration handout and your previous work in your notebook (this is published work to be turned in and graded) G. Academic Language (30 min) Using their Smar t Phones as a search engine students will work in teams to define the following words to be added to their science notebook glossary: (approximately 30 minutes) Biodiversity Conservation Ecosystem Citizen Science H. Bioblitz Research (30 min) Working in research teams students will read the article discussing a Bioblitz in Ca. They will

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*denotes a required field also use their Smart Phones to research what a Bioblitz is and how it is conducted. This information is to be recorded in their science notebooks under th e title: Bioblitz. Students will be required to record their sources. I. Ecosystem Bioblitz (150 min) This investigation will give students an opportunity to use citizen science to determine the level of biodiversity in their school yard ecosystem. This is an investigation that is best conducted over a three day period. Day 1: Plant Biodiversity (approximately 50 minutes) Day 2: Animal Biodiversity (approximately 50 minutes) Day 3: Graphing of Data & completing a report form sharing the biodi versity of the school ecosystem. (approximately 50 minutes) Materials: A variety of local field guides of plant and animal life, hand lenses, hula hoops as quadrants, bug funnels made from plastic soda bottles cut in half (see handout on how to construct and use), data sheets, graph paper, colored pencils, & final ecosystem report form. J. Peer Review Reflection How to Write a Peer Review Reflection Writing your reflection: Date your reflection. Copy the title and the prompt for your reflection. Answer the prompt sharing your thoughts and ideas in at least 7 well written sentences. How to respond to a peer Read your peer's reflection. Write a sentence about something you found interesting in their reflection. Write a sentence telling them new informati on. Ask a science question that connects to the topic of the prompt. Sign your name and return the reflection to your peer. Title: The Biodiversity of an Ecosystem Prompt: You have learned how to make careful observations of organisms by doing scientific illustrations. You have also conducted a Bio blitz for your school ecosystem to measure the level of biodiversity of the organisms that make that ecosystem their home. Please describe how you used scientific illustration and a Bio blitz to better understan d the biodiversity of your school yard ecosystem. Explain why the biodiversity of an ecosystem such as the rainforest is important. K. Fossils from the Cucaracha Formation Show students the second PREZI presentation

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*denotes a required field L4B Fossils from the Cucaracha Forma tion Panama Canal http://prezi.com/p9xkyfjdjl1e/?utm_campaign=share&utm_medium=copy&rc=ex0share Students are drawing from a photograph i nto science notebook s Imagine you are a scientist and have found some fossils at the Cucaracha Formation in the Panama Canal Zone. Choose one image that you like and copy what you see. L. Fossils from the Gatun Formation Into science notebooks Students will have a set of modern shells provided by the teacher and they will have access to images of fossil shells from the Gatun Formation. They will be asked to produce at least 2 scientific illustrations (one modern and one fossil), compare and write the facts according to the handout. Using your scientific illustration handout, how does the scientific illustration compare to the photo or modern specimen? Draw a scientific illustration of a modern shell (provided by the teacher, or one of your own) Draw a scientific illustration of a fossil shell from the Gatun Formation: http://www.flmnh.ufl.edu/panama pire/fossils of Panama/gatun.htm Worksheets, articles, and additional handouts :

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Bioblitz Plant Life Field Work Orientation Date: Time: Field Work Location: Temperature: Weather Conditions: Plant Biodiversity Leaf Shape Sci. Illustration GPS Coordinates Other Organisms On or Near Plant General Observations of Plant

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Plant Biodiversity Leaf Shape Sci. Illustration GPS Coordinates Other Organisms On or Near Plant General Observations of Plant

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Bioblitz Animal Life Field Work Orientation Date: Time: Begin End Field Work Location: Temperature in Degree F: Weather Conditions: Animal Biodiversity Class of Animal Mammal, Bird, Insect, Reptile Species of Animal Location (Ground, Sky, Vegetation, Other) General Observations of Animal (Include its Physical Characteristics as well as its Behavior)

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Animal Biodiversity Class of Animal Mammal, Bird, Insect, Reptile Species of Animal Location (Ground, Sky, Vegetation, Other) General Observations of Animal (Include its Physical Characteristics as well as its Behavior) Bioblitz Notes:

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Bioblitz Grade Sheet Please complete the following report to evaluate the school garden ecosystem in terms of its biodiversity. Garden Biodiversity Data Organisms Number of Different Organisms Plants Insects Reptiles/Amphibians Birds Mammals When you consider the amount of biodiversity that you observed in the garden ecosystem how would you grade it? A high level of biodiversity A medium level of biodiversity A low level of biodiversity What were some things you observed that surprised you?

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What are some questions that you have about the garden ecosystem? When you examine your data from the bioblitz how would you grade the health of the garden ecosystem? Very Healthy Partly Healthy Not Healthy Conservation Recommendations for the Garden Ecosystem:

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Please share your ideas for how to maintain or to improve the biodiversity of our school garden.