Lesson Plan Scientific Models & Diamondback terrapins 10th Grade Science Activity Beckett Hills I. PERFORMANCE OBJECTIVES Learning Outcomes Define scientific models land classification GIS Describe what it means to classify something how scientific models are useful why location within an environment is important how a reptile can actively thermoregulate and move for specific reasons how different salt marsh habitats may be important to Diamondback terrapins Identify habitats on maps using a legend ways classification is in use around us Purpose of Activity To familiarize students with a local reptile and its role within the ecosystem To illustrate scientific models II. ACTIVITY DESIGN Props Needed 1. Maps (see appendices) 2. Answer sheets 3. Color pencils (optional for maps to color code) 4. Small lecture presentation with a GIS (ArcMap, ArcExplorer, Google Earth, etc) to show on the overhead Activity Description 1. The overall lesson should address the following subjects, either through individual discussions or with a small lecture defining key terms and concepts for the activity: • Introduction to maps  Legend (symbols and colors)  Scale  Features (points, lines, and polygons)  Grid overlays dividing maps into smaller segments • Scientific Models  How are they used?  Examples? • Terrapin ecology  Definition of ecology  Diamondback terrapin facts • Classification  Why do we classify?  How do we classify?  What criteria should be used? 2. The first map activity should focus the lesson, using a lab style approach to working through a progressive set of problems that increase in difficulty and building to a final product. Could be best done in groups to promote social learning. Page 1 of 2 Lesson Plan Scientific Models & Diamondback terrapins 10th Grade Science Activity Beckett Hills Example (Map 1) o The first map activity is to get the process of using a map to represent areas, keying in on the use of variables to describe landscape.  The goal is to add two more methods (filling in columns A & B) in order to represent the map grid/pixels (left).  Once these are selected and the columns are complete (i.e., colors, numbers, letters, symbols), the next step is then translate this into the two blank grids on the right. • Main Activity, Terrapin Life History Model (Map 2) o The top map on the sheet is lettered and color-­‐coded for terrapin habitat types.  It should also be noted that the map is divided into four quadrants with 16 pixels/squares, denoted by a bold line running through the center both horizontally and vertically. There are a total of 64 pixels. o The next three maps on the left have only number values, representing the abundance counts. The goal is to have them write observations about the data presented.  Lead with questions if necessary, such as: • Where are the most turtles? • When are they there? • Does it change throughout the seasons? • What does a higher population count for an area suggest about the ecology of an organism?  Don’t give it away, but if folks are having a hard time, subtly suggesting color coding with color pencils could help highlight any correlation between abundance & habitat o Terrapin Life History Model  The BACK of the page then has space to represent a year or segment of the life of a terrapin, asking students to MODEL important habitat to for a terrapin to survive.  The life history model can then be derived using everyone’s observations, bringing to light how collaboration can refine models. • Closing the Activity The activity should be closed by comparing values among the groups and using these values to gain insight to the different ways scientific models can be implemented. Questions will be asked to lead into the final topic, such as: Why model variables in science? How do we know which one is right? 3. The entire lesson closing should be aimed at asking students how models may be useful to students, scientists, explorers, miners, city planners, etc. What are some examples? How can this be used for decision-­‐making? Why is decision-­‐making important? Is this all that a GIS is useful for? •
Page 2 of 2 SCIENTIFIC MODELS Pre-­Quiz Sally, Mike, June and Joe are discussing the concept of scientific models, but all have very different ideas of what they really are. They all agree that a model represents something, but they can’t agree on how it represents the concept. Using the solar system as the concept, here are what they each thought would be the best. A) Sally thinks: B) Mike thinks: C) June thinks: D) Joe thinks: 1) Circle who you think is has the correct scientific model: A. Sally B. Mike C. June D. Joe 2) Why do you think that selection is a scientific model? MAP?Activity
Representation+and+classi/ication+schemes
A
Description
Road
Swamp
Forest
Creek
Pond
Agriculture?(produce)
Agriculture?(livestock)
House?/?Residential
Symbol
Come%up%with%two%%ways%
to%represent%the%map%
information%in%the%grid%
below.
B
Example
1
1
2
3
4
5
6
2
7
8
Activity
1))Come)up)with)two)ways)to)represent)the)map)information)in)the)grids)provided)(see)example)grid,)top)right).
2))Fill)in)the)chosen)representations)in)the)legend)under)columns)A?&?B;)don't)forget)to)include)a)column)name.
For%example,%a%number%
coding%system
4
2
3
1
3
4
2
1
3
3
5
1
6
7
8
1
DATE _________________
NAME_______________________
Activity
Terrapin Habitats in a tidal salt marsh
MD
MD
OF
OF
OF
OF
SP
SP
MD
SP
SP
CR
OF
CR
OF
SP
MD
OF
SP
CR
SP
CR
CR
OF
OF Oyster Flat
OF
OF
CR
CR
SP
SP
CR
OF
SP Spartina Flat
OF
CR
CR
OF
SP
CR
CR
ID
CR Creek
CR
CR
ID
SP
SP
CR
ID
ID
BY Bay
CR
OF
ID
BY
BY
CR
ID
OF
ID Island
CR
OF
SP
BY
BY
CR
CR
BY
MD Mainland
Observations:
Make observations for each season, then
use your observations to generate questions
& hypotheses regarding spatial movements
and activity levels during the season.
Winter Terrapin Sightings
0
0
1
0
2
1
21
14
0
17
12
1
4
1
2
23
0
7
3
0
12
0
0
0
1
7
0
0
5
8
0
0
2
0
0
1
6
0
0
0
0
0
0
6
9
0
0
0
0
2
0
0
0
0
0
0
0
1
21
0
0
0
0
0
Questions/Hypotheses:
Spring Terrapin Sightings
0
0
4
65
15
32
12
14
0
3
12
8
14
4
9
3
0
7
6
4
12
3
6
24
6
7
9
4
5
8
12
35
9
3
5
14
3
6
4
0
5
2
0
9
11
7
0
0
3
19
0
1
1
5
0
4
8
13
7
0
0
1
2
0
Observations:
Questions/Hypotheses:
Summer Terrapin Sightings
0
0
4
38
11
23
9
11
0
3
12
7
13
14
9
3
0
7
6
8
9
9
12
14
6
7
9
5
4
4
19
18
9
9
11
9
6
17
12
14
7
4
19
6
9
7
12
2
11
9
11
2
1
9
8
5
13
4
10
0
1
3
4
0
Observations:
Questions/Hypotheses:
Page 1 of 2
DATE _________________
Terrapin Life History Model
NAME_______________________
Use the space provided to write or illustrate your interpretation of how a terrapin (or other semi-aquatic turtle)
may move through its environment over an annual cycle. Where possible, please use the words habitat,
survival, and scientific model.
Page 2 of 2
SCIENTIFIC MODELS Post-­Quiz 1) All choices below represent DNA. Which selection below is NOT a scientific model of DNA? A B A) B) 2) Briefly, why do you think that selection is NOT a scientific model? 3) In your own words, describe the concept of a scientific model and ways you think they could be or are used in everyday life (other than terrapins, solar systems, and DNA).