BIODIVERSITY

TEAM : Madelyn Asperas and Mary Lee

Lesson Plans: Biodiversity Field Journal

Location: The Rainforest Diorama-“American Museum of Natural History”

Websites: www.amnh.org/exhibition/index.html  

    www.ran.org

    www.americanforests.org

Key Ideas: # 5

Plants and animals depend on each other and their physical environment. (Dynamic Equilibrium)

# 7

Human decisions and activities have had a profound impact on the physical and living environment. (Ecology-Human Impact)

Concepts:

• Diseases of plants or humans can be induced by inheritance, toxic substances, poor nutrition, human impact, natural disasters.
• Organisms detect and respond to change in a variety of ways both at the cellular or organismal level.
• The atoms and molecules on the earth, cycle among the living and non-living components of the biosphere.
• The chemical elements that make up the molecules of living things pass through food webs and are combined and recombined in different ways. Some energy in the form of heat is released to the atmosphere.
• BIODIVERSITY increases the stability of the ecosystem.
• Human beings are part of the Earth's ecosystems and can alter the equilibrium and balance of nature.
• Human destruction of habitats can threaten global stability. The role of guardians and advocates of nature needs to be pointed out.
• Human activities that degrade ecosystems result in loss of habitat and diversity.

SKILLS to be DEVELOPED:

• Students will develop accuracy in metric measurement.
• They will back up data with field notes, labels, dates, descriptions, photo ID, sample baggies, etc.
• Preservation of leaf samples pressed or waxed will be taught.
• Students will present their work and data on an oak tag poster, as a PowerPoint Presentation, a video, etc.
• Students will develop ease in presenting findings and theories to the group.
• Students will have practice solving earth and nature problems as a group.

 

PREVISIT ACTIVITY:

• Set up class in teams of three or four as appropriate.
• Begin school grounds "trip" to examine the local plants.
• Take field notes to be tabulated later in class or for homework.
• Examine 5 trees for leaf shape, configuration, diameter, bark type, approximate height, flowers, seeds, berries, etc. using a meter stick, tape measure, small plastic bag (5) labeled for each specimen. Take a small sample to analyze later.
• Carry 4 meter sticks that are taped together to form a square meter. Examine all samples of your chosen area for plant, animal and non-living components. On a chart, list all individuals in the m² and describe all samples seen. Quantify and qualify placing data in chart.
• Save this data to compare with the Biodiversity samples at the Museum.

 Activity I: 

Procedure:

• Choose one small area of the rainforest and focus your research on this area.
• Work in teams of four to select your choice area. Record all organisms that you observe.
• Team members will select if they are the official animal, plant, color identifier, or non-living component observer (Soil, rocks, debris, dung, moisture, etc.).
• Each observer is to record all data for their specialty - to share with the group later (Group comments and ideas are encouraged).
• Develop a hypothesis about how these organisms or elements are related in this ecosystem and the unique job of each.
• Include labeled sketches or drawings to be completed or refined at a later time. Record all Names of species by checking the diorama wall for forest specimens.
• This is a group project so sharing of information or clarifying issues is the job of the whole team.
• Develop 4 questions for the class that you have researched while doing this project. Record them with the answers in your field journal or notebook. Good Luck !!!

• Work in teams of 4 but choose your "own special tree" and observe in great detail.
• Proceed to draw or sketch your tree noting all animals, plants (vines, orchids, etc.), scars, color, texture, bark, soil, etc.
• Note the width of the roots at the base & any support system.
• How many trees like yours are there in the area?
• Draw a hypothesis that explains how your tree relates to this section of the forest.
• Note any flower or fruit on your tree. Draw and Label.
• Explain how your living tree is of value to humans.
• Is your tree currently being preserved or chopped down? Explain if you agree with this policy and why.
• Name any medicines that have been made from the flora in your section of the forest.
• Prepare to choose a Team Leader from your group who will state the problem or research of the group and appoint topics to the team for class discussion.