Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 76035
Schoolyard Microhabitat
This lesson is a physical survey of our school's microhabitat. Students will make quantitative and qualitative observations of the flora and fauna, as
well as making notes on the biotic and abiotic elements within the area they are examining. Through the collection and organization of data,
students will make assumptions as to the relationships between all components comprising the microhabitat, including limiting factors.
Subject(s): Science
Grade Level(s): 7
Intended Audience: Educators
Suggested Technology: Computer for Presenter,
Computers for Students, Internet Connection,
Interactive Whiteboard, Overhead Projector
Instructional Time: 3 Hour(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: habitat, biodiversity, limiting factors
Resource Collection: FCR-STEMLearn Diversity and Ecology
ATTACHMENTS
321ExitSlip.pdf
ECOLOGY.ppt
Schoolyard Microhabitat Field Study Data Sheet.doc
CPalms Iceberg and Hamburger Final Assessment.doc
essay_scaffold and rubric.pdf
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
The student will be able to:
Collect, analyze, and organize data
Compare and contrast data (quantitative and qualitative) and form a conclusion
Identify the biotic and abiotic elements of the school's microhabitat that are limiting factors within that environment
General method by which learning objectives will be achieved:
Once all four field observations have been completed, students will research their flora and fauna, and a class discuss will occur to discuss their results and compare
and contrast how many different species of flora and fauna were observed and with what frequency. Students will organize quantitative and qualitative data on a data
table format. Students will discuss their individual and collective results and formulate a conclusion about the biodiversity represented in the school's microhabitat.
Students will again use the Iceberg template to compile their findings and use as a visual aid to write a summative essay about the year-long unit on biodiversity
within the Schoolyard Microhabitat.
Prior Knowledge: What prior knowledge should students have for this lesson?
Basic knowledge of the scientific method, including observation, inference, data (qualitative and quantitative), results, conclusion, and communication of their findings.
page 1 of 5 Basic knowledge of qualitative data (descriptive data, such description of the prickly pear plants seen, where they were seen, if they had fruit on them; the color of ant
species seen and where in the microhabitat they were seen) and quantitative data (numerical, such as how many animal species they saw during the outing and how
many members of each species; how many oak trees were counted, how many prickly pear plants were counted, how tall and wide they plants were; the approximate
size of ants seen; etc.).
Basic knowledge about ecosystems, populations, population density, communities, and habitats.
Basic knowledge of food chains and food webs (students should be able to analyze their qualitative data, and form several food chains and a food web linking the food
chains together within the food web).
Basic knowledge of classification (Domain, Kingdom, Class, Order, Family, Genus, Species).
Vocabulary:
Terms and definitions associated with the scientific method (question, hypothesis, materials, procedure, data, analysis, results, conclusion, communication, error,
etc.)
Terms, definition, and relationships within food chains and food webs (predator, prey, producer, consumer, decomposer, etc.)
The association between biotic and abiotic factors within a habitat and their affects on each other; limiting factors
Terms and definitions associated with classification, as well as ecosystems, populations, population density, communities, and habitats
Guiding Questions: What are the guiding questions for this lesson?
How do scientists study in the field? (Answers will vary. Suggested answers they collect data, both quantitative and qualitative; they collect samples and bring them
back to the lab to study; they do tests in the field such as amount of sunlight, amount of rainfall, soil quality, any impact from human or animal activity, etc.)
What are the biotic and abiotic components within our school's microhabitat? (Answers will vary. Biotic - plants, vines, grasses, trees, flowers, animals, fungi, etc.;
Abiotic - air, soil, rocks, trash, metal fences, sound, soil nutrients, etc.)
What are the limiting factors within the school's microhabitat? Answers will vary. Biotic limiting factor can include - predation by native predators or the introduction of
new predators; introduction of new diseases; the introduction of invasive species of flora, such as plants or fungi, that have a positive or negative affect on the
microhabitat; or fauna such as parasites, new competitors for resources; a change in birth rate and/or death rate of species; changes in population density, and the
availability of food. Abiotic limiting factors can include changes in soil temperature, air temperature, changes in the amount of sunlight; soil conditions and nutrients;
habitat reduction; too much human activity; light pollution; etc.
What causes the variation of flora and fauna within our school's microhabitat? (Answers will vary. Time of year; how much rain there has been; how much sunlight
there has been; how much human activity there has been; what chemicals are in the soil; illegal dumping; what type of predators are present; the introduction of new
plants or diseases by animals visiting the microhabitat or by wind, etc.)
Teaching Phase: How will the teacher present the concept or skill to students?
The teacher will introduce and present the concept to the students by posting the following quote on the board for Bell Work (lesson opener): "The creatures came
again last night." While the teacher is taking roll, students will write a response to the question, "What does this quote mean to you?" Students will then participate in
a think-pair-share discussion and then a short whole-class discussion about what the quote could mean or be a reference to.
Next, the teacher will show the students several pictures of the school's microhabitat and ask the students to list all the related science concepts and science
vocabulary they think could be used in studying the area captured in the photo.
The teacher will ask specific questions of the students about the pictures of the school's microhabitat. These questions will deal with specific concepts related to the
school's microhabitat, and help the students be mindful in forming their hypothesis, observing and recording data, analyzing their data, coming up with results, forming
a conclusion, and coming up with ideas for further study. Examples:
1. How do the underlying biotic and abiotic factors affect the organisms the organisms you are observing?
2. Many trees have very few seedlings growing under them, while others have many. What factors could be the cause for this variance? (shading, soil pH, chemical
factors, etc.)
3. Vegetation throughout the schoolyard microhabitat varies dramatically. Be mindful when observing the vegetation near the tennis courts and portable classrooms.
Also be mindful when observing vegetation near the greenhouse and the retention culvert. Why do these areas vary so much? (amount of water available, foot
traffic, soil compaction, water quality, etc.)
Note:
The concepts and words recorded in the introduction will be revisited after the outdoor field study activity to compare and contrast with the words and concepts they
come up with that relate to the school's microhabitat after completing the activity.
Then the teacher will explain the gist of the activity to the students in the following manner:
1. Students will be told how they will be assigned to cooperative learning groups through the use of playing cards (or other method).
2. The roles each group member will be explained, as well as explaining why each much have different roles to accomplish all that needs to be accomplished while out
in the field.
3. The format of the data sheet will be explained, and the students will be shown how the data sheet is to be filled in. It will also be stressed that even though they
each have jobs, they also have to fill in their data sheets as much as possible while in the field.
4. An explanation of what will be done with the field data the following day in class will be explained, and it will be stressed that they need adequate data to do a
proper analysis of the school's microhabitat.
Note:
page 2 of 5 Teachers might use the lengthy Ecology PowerPoint from I Love Science to introduce or reintroduce students to ecology and biodiversity concepts and vocabulary. This
can be modified to suit your specific needs.
The Schoolyard Microhabitat Activity will be done through the use of observations, inferences, field study, the collection of quantitative and qualitative data (recorded
on a prepared Field Study Data Sheet), data analysis, compilation of results, formation of a conclusion, the use of a template to organize all information into the
writing of an essay explaining what was learned during the activity, and areas of interest that the student has developed due to the completion of this activity, and may
want to follow up with further study.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
Students will work cooperatively in small groups of three or four. Students can be assigned into their groups randomly through the use of playing cards (i.e. all kings
work together, all queens work together, etc.) or some other method.
The teacher will instruct the students that they will be working in groups and have certain tasks to accomplish within the time set aside for observation and data
collection in the field.
The teacher may want to assign roles to the students such as: time keeper, data recorder to record data (quantitative and qualitative), scientific illustrator to draw
examples of flora and fauna observed, and project manager to oversee that all tasks assigned are being done within the time allowed and that all members have the
necessary equipment to complete their tasks.
A trial run will be done the day before field observation occur to familiarize the students with what is expected of them, what equipment they need to use, how it is to
be used, and how clean up will occur.
After the field observation is completed, the teacher will go over the data the students have collected and independently organized.
The students will fill-in the Iceberg Template (see attachment) with the guidance of the teacher through the use of a document camera and the Smartboard. The
teacher will guide them step-by-step in filling in the template, that will be used to write an essay about the field observation of the Schoolyard Microhabitat.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
The students will review their data and find the various similarities and differences between their findings and those of the other cooperative groups. The student
groups will come up with hypothesis as to what would account for the variation within the schoolyard microhabitat.
Throughout the quarter, time permitting when students have completed work early, students will have the opportunity to use classroom computers and field guides to
research the information they have recorded on their field study observation sheet, and their newly discovered interests in science based on the field observation
activity. Students will discern to the best of their ability what flora and fauna species they have recorded on their field study data sheets.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
The teacher should review the data with the students prior to their beginning their summative assessment activities.
The teacher should tie the students' presentations back to the limiting factors within the school's microhabitat. The teacher should point out that some organisms
aren't found in some areas of the habitat because their required resources are not found there (i.e., no nutrients, lack of light, etc.). Some organisms aren't found in
some areas because some factors are there that limit their growth (i.e., through competition for resources, predation, too high pH, too much sunlight, etc.).
The students will analyze their data and will transfer their data in an organized way to the Iceberg Template with step by step directions from the teacher in a whole
group setting. Students will individually write essays using the "hamburger" template to write an essay (Summative Assessment).
To help the student groups tie their presentation to the limiting factors above, the students will come up with a hypothesis as to what would account for the variation
within the schoolyard microhabitat.
The students groups will prepare a ten-minute presentation (five minutes for presentation and five minutes for fielding questions from their peers). The students must
tie their observations and data to how the underlying biotic and abiotic factors affected the organisms they observed. They can make a PowerPoint slide show with five
slides, or a poster for use in their presentation.
Students must include in their presentation the following, whether it be in PowerPoint or poster form:
1. An introduction about what they found most interesting about their observations and a question they have about what they observed.
2. Form a hypothesis about something they observed.
3. The methods they would use to and the data they would collect carry out research to support their hypothesis.
4. The methods they would use to analyze their data, format their data, and come up with results.
5. Finally, they would share what they learned from doing the field study, and what they hope to gain from carrying out another field study of the school's
microhabitat.
Students will have ten minutes to present their findings and field questions from the audiences. Student presentations will be assessed with the Oral Presentation
Rubric from ReadWriteThink.org.
A Whole Class Formative Assessment will also be done through the use of exit slips used at the end of class.
For more information on the iceberg strategy, see How to Find "Structure" by Richard Karash.
Note: If teachers have access to Discovery Education Board Builder program within their school district, they may use this program for the production of the students'
presentation visual aid (see Discovery Education: 50 Ways to Use Board Builder).
Summative Assessment
The teacher will use the students essay, based on the Hamburger Essay Template (see CPalms Iceberg and Hamburger Final Assessment.doc attachment) and rubric
(pg. 4 on essay_scaffold and rubric.pdf attachment), to determine if students have reached the learning targets for this lesson.
page 3 of 5 Formative Assessment
Pre-assessment will be done through the use of Exit slips (See Attachments section for 3-2-1 Exit Slip) will be used at the end of class on the day of the initial field
study or as homework to aid the teacher in analyzing how much the students understand, what misconceptions they still have, and materials developed to address
these before moving on.
As results from the field study are organized by the students, the teacher will walk around the room and have students explain their findings, before presenting their
findings to the whole class. The teacher will collect students' field study data collection papers and give individual feedback and suggestions on what went well and
what they might to want to focus on if there is another opportunity to go out and make additional observations.
Feedback to Students
Based on information obtained from reading the exit slips, the teacher will address concerns, questions, and misconceptions revealed in the exit slips at the beginning
of the next lesson day after beginning activity has been completed.
After the field study, students' field study data sheets will be evaluated by teacher to check for how completely each student filled the field study data worksheet. The
teacher will be able to assess what level of mastery they have gained (given the tasks on the worksheet). Students will review their worksheets in a cooperative
setting, discuss and compare and contrast similarities and differences. The teacher will collect students papers and give individual feedback and suggestions on what
went well and what they might to want to focus on, if we have another opportunity to go out and make additional observations.
The teacher will determine if the students have reached the learning targets by analyzing their Graphic organizer (Iceberg Template/Model) with a rubric (see
attachments).
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
A rudimentary data collection sheet would be used to accommodate students with special needs.
Students would have a one-paragraph essay to complete instead of a five-paragraph essay.
Students would be able to verbalize what they have learned from doing both the field study and class discussions.
Students might do research on vocabulary they weren't clear on, and make vocabulary cards with pictures from the field study observation site.
Students could make a pictorial representation of what they observed and learned from doing this activity.
Students would be purposefully paired in a group with a higher-level learner.
Assessments would be modified to fit with student's preferred modalities of learning.
Extensions:
Students could carry out research on their hypothesis during the next field study of the school's microhabitat; or if time doesn't permit during the school day, it could
be arranged for those students wishing to pursue their continued study after school or on a Saturday with the teacher and parents present.
Students could do research on topics of interests that developed from doing the field observation and give presentations to the class.
The activity could be turned into a year-long project with field observations during each season of the year, with a culminating activity comparing and contrasting
the differences in the flora and fauna in the schoolyard microhabitat.
Students could do soil cultures to examine the variety of microorganisms living in the soil and see if there is any relationship to abiotic features and the amount of
different microorganisms found in the soil.
Students could take soil samples from other areas on the campus and compare and contrast the organisms found to see if there are factors that change the variety
of life in one area of campus compared to another.
If you have access to plant presses and stereoscopes, they should be made available for students to use with this activity.
This lesson could also be used as a review of ecology and biodiversity concepts taught in 6th and 7th grade to prepare 8th grade students for the 8th grade Science
FCAT test.
Suggested Technology: Computer for Presenter, Computers for Students, Internet Connection, Interactive Whiteboard, Overhead Projector
Special Materials Needed:
For Lesson: Cameras, plant presses, newspaper, paper towels, clip boards, pencils, calculators, field guides, metric measuring tapes, paper, transect squares, colored
pencils, pH meters, light meters, computers, etc.
For Extension: baggies for soil samples collecting, distilled water, hand shovels, beakers, boiled rice, microscopes, well microscope slides or regular microscope slides
with cover slips
Further Recommendations:
Special Thanks go out to Andrea Distelhurst and David McNutt, Ph.D. and the FCR-STEM Diversity and Ecology Institute 2014 for all their help in putting this lesson
together. Special Thanks to Patricia Wheeler and Kirstin Bittel for their adaptation of the Systems Thinking Iceberg Model.
The following websites are sources of some of the materials used or adapted for use within this activity:
1. Systems Thinking Northwest Tools and Concepts (Iceberg Model)
2. Seeing Below the Surface: Systems Thinking
3. The Iceberg Model
4. Systems Thinking Rubrics
5. Iceberg/Graphics Template
6. I Love Science Ecology PowerPoint
7. ReadWriteThink.org Oral Presentation Rubric
page 4 of 5 Additional Information/Instructions
By Author/Submitter
Created by Elizabeth Evans-Razi. This lesson is supported by a variety of resources cited in the lesson.
Note: This lesson can be done as one lesson, or it can be done as one of four lessons that can be used to observe the school's microhabitat over the course of all four
seasons.
The first observation should be done within the first two weeks of school, so the students can observe the microhabitat in summer. They should then repeat this lesson
with the same guiding questions during mid-autumn, mid-winter, and mid-spring.
The final assessment could be used through the use of Iceberg Model and Hamburger Template for writing an essay that would be a summary of all the information gathered
throughout the school year, including what the student learned, and what they would like to research further in the future.
SOURCE AND ACCESS INFORMATION
Contributed by: Elizabeth EvansRazi
Name of Author/Source: Elizabeth EvansRazi
District/Organization of Contributor(s): Escambia
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
SC.7.L.17.3:
SC.7.N.1.6:
LAFS.7.W.4.10:
Description
Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including
food, shelter, water, space, disease, parasitism, predation, and nesting sites.
Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific
explanations are based.
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Related Access Points
Access Point Number
SC.7.L.17.In.1:
SC.7.L.17.Su.1:
SC.7.L.17.In.2:
SC.7.L.17.Su.2:
SC.7.L.17.In.3:
Access Point Title
Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and
to organisms that cause decay (decomposers).
Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals,
and animals that eat plants and animals.
Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food
(predation), and to benefit at the expense of the other (parasitism).
Recognize how living things affect each other in their habitat (ecosystem).
Recognize that living things compete with each other to get the things they need to live in their local environment.
page 5 of 5