Outdoor Classroom Lesson Plans

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Teacher Information Lesson Name

Amanda Dowd
ahburness@cps.edu Life Cycles: Butterflies
Name of School
Overview
Hanson Park Elementary
Lesson Information The goal of this project is to teach intermediate special
education students with moderate and severe disabilities
Language Arts about the life cycle of butterflies. The approach is
multi-sensory and uses a variety of hands-on materials and
Science opportunities for authentic observation and interaction.
Special Education Student Learning Objectives

Primary (Pre-K - 2nd)
This project is designed to teach special education
Middle Elementary (3rd - 5th) students with moderate and severe disabilities about the
life cycle of butterflies. Students will be exposed to a
Upper Elementary (6th - 8th) variety of materials which illustrate the life cycle of
butterflies, including books and manipulatives. A
High School (9th - 12th) butterfly nursery in the classroom will allow students to
observe the development of butterflies in real time; it is
recommended that activities and stories be repeated for
Grant Program reinforcement.
Small Grant 2008
The objectives are:
Estimated Length of Project
This unit can be completed over • to identify a butterfly and its various stages of
growth: egg, caterpillar, chrysalis, butterfly.
the course of several months.
Illinois State Standards • to look at pictures of, and listen/attend to stories
about, butterflies in different stages of their life
cycle.
11A: Know and apply the
concepts, principles and processes • to sequence the stages of the life cycle of butterflies.
of scientific inquiry.
12A: Know and apply concepts • to observe butterflies in each stage of their
that explain how living things
http://www.cfelessonplans.org/pages/lesson_search_results/148.php?id=884 Page 1 of 3
that explain how living things development.

function, adapt and change.
12B: Know and apply concepts

that describe how living things Supplies
interact with each other and with
their environment. • Life Cycles Instant Learning Center
1A: Apply word analysis and • The Very Hungry Caterpillar hardcover book
vocabulary skills to comprehend
selections. • The Very Hungry Caterpillar storytelling kit
1C: Comprehend a broad range of • Butterfly Life Cycle Pocket Chart Kit
reading materials.
• Butterfly Nursery and caterpillars (mail-ordered)
4A: Listen effectively in formal and
informal situations. Activities
5B: Analyze and evaluate
information acquired from various 1. Life Cycles: Sequencing
sources. A. Using the Life Cycles Instant Learning Centers,
model the sequencing of the life cycle of a butterfly for
students.
Email to A Friend B. Give a brief explanation of each stage:
i. The egg is laid by the butterfly.
ii. The egg becomes a caterpillar.
iii. The caterpillar wraps itself in a chrysalis and
develops into a butterfly.
iv. The butterfly breaks out of the chrysalis.
C. Give each student an opportunity to use the
materials to sequence the life cycle. For students with
physical limitations, use hand-over-hand assistance and/or
the most appropriate method of communication for that
student (pointing, gesturing, etc).
2. Story: The Very Hungry Caterpillar, by Eric Carle

A. Place the felt board on a desk or table and arrange
students in a semicircle around it.
B. Read the story aloud, using manipulatives with each
page to help illustrate.
Allow students the opportunity to touch the manipulatives
and add them to the felt board as they see fit.
3. Sequencing Using the Pocket Chart Kit:

A. Using the pocket chart and kit, place the materials
on the chart one at a time, using the title card for word
exposure.
B. Identify each stage of growth, and allow students to
place the appropriate materials on the chart.
4. Butterfly Nursery (Long-Term Activity)

A. Allow students to examine the caterpillars.
B. Place the caterpillars in the butterfly nursery.
C. Check on the progress the caterpillars are making
daily.
D. Have students assist in feeding the caterpillars.
E. Keep track of caterpillar growth on the bulletin
board, using large illustrations to symbolize each stage.
F. When butterflies hatch, plan a time to release them.
G. Release the butterflies as a class.
Extensions/Possible Modifications
Visit a butterfly museum to observe and interact with the

butterflies.
Student Assessment
1. Identification: This assesses the students' ability to

identify the different stages of butterfly growth.
A. Show students an example of each stage of
butterfly development.
B. Ask the students to identify the stage by naming
it or by pointing to it.
2. Sequencing: This assesses the students' ability to

sequence the different stages of butterfly growth.
A. Using growth stage manipulatives, have the
students put the stages in order.
B. Ask the students to name the stages, or say the
names out loud, and have them point to correctly identify.
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Teacher’s Corner Lesson Plans
Helping Teachers and Students Make the Most of
their Outdoor Classroom
www.evergreen.ca
Bringing Nature to our Cities
Conducting an Ecological Inquiry Investigation

Sandra McEwan
Grade level: Grade 10 and 11.

Provincial curriculum links: Ontario and Pan-Canadian.
Subject: Science.
Keywords: independent inquiry, research method, research design, ecology, variable, in-
dependent variable, dependent variable, control group, analysis, presentation, group work.
Description
This lesson gives students the opportunity to develop skills of scientific inquiry, design and
communication. Students will plan, conduct and analyze a scientific investigation for a
question they have formulated on an observable and/or measurable ecological relationship,
problem or idea in the school grounds.
Curriculum Framework
This lesson is linked directly to the learning expectations described in the Ontario Curricu-
lum for Grade 10 and 11 Science.
The learning expectations are also broadly applicable to other Canadian curricula, including
the Pan-Canadian Science Curriculum.
A: Ontario Curriculum Grade 10 Science, Academic (SNC 2D)

Strand: Biology
Specific Lesson Goals:
Through investigations and applications of basic concepts:
formulate scientific questions about observed ecological relationships, ideas, problems

and issues (e.g., “What impact will supplying an excess of food for a particular or-
ganism have on an ecosystem?”);
demonstrate the skills to plan and conduct an inquiry into ecological relationships,
using instruments, apparatus, and materials safely and accurately, and controlling
major variables and adapting or extending procedures where required;
Conducting an Ecological Inquiry Investigation 2
select and integrate information from various sources including electronic and print
resources, community resources and personally collected data to answer the questions
chosen;
analyze data and information and evaluate evidence and sources of information, iden-
tifying flaws such as errors and bias;
select and use appropriate vocabulary and numeric, symbolic, graphic and linguistic
modes of representation to communicate scientific ideas, plans, results, and conclu-
sions (e.g., use terms such as biotic, abiotic, biomass, biome, ecosystem, chemical
concentration and biodiversity when making presentations).
B: Grade 11 Biology, University Preparation (SBI 3U)

Strand: Plants: Anatomy, Growth and Functions
design and carry out an experiment to determine the factors that affect the growth of
a population of plants, identifying and controlling major variables.
C: Pan-Canadian Curriculum
Knowledge:
331-7 describe how soil composition and fertility can be altered and how these changes
could affect an ecosystem
Skills:
212-1 identify questions to investigate that arise from practical problems and issues.
212-3 design an experiment identifying and controlling major variables.
212-4 state a prediction and a hypothesis based on available evidence and background
information.
212-8 evaluate and select appropriate instruments for collecting evidence and appro-
priate processes for problem solving, inquiring, and decision making.
212-9 develop appropriate sampling procedures.
213-2 carry out procedures controlling the major variables and adapting or extending
procedures where required.
213-3 use instruments effectively and accurately for collecting data.
213-5 compile and organize data, using appropriate formats and data treatments to
facilitate interpretation of the data.
213-6 use library and electronic research tools to collect information on a given topic.
Teacher’s Corner — www.evergreen.ca

213-7 select and integrate information from various print and electronic sources or
from several parts of the same source.
213-8 select and use apparatus and materials safely.
214-9 identify and apply criteria, including presence of bias, for evaluating evidence
and sources of information.
214-10 identify and explain sources of errors and uncertainty in measurement and
express results in a form that acknowledges the degree of uncertainty.
214-11 provide a statement that addresses the problem or answers the question inves-
tigated in light of the link between data and the conclusion.
214-12 explain how data support or refute the hypothesis or prediction.
215-2 select and use appropriate numeric, symbolic, graphical, and linguistic modes
of representation to communicate ideas, plans, and results.
Preparation
Preparation time: Approximately 25 minutes to collect materials, prepare student work-
sheets, read educator notes (provided) and review references/resources (as noted be-
low).
Length of lesson: Approximately 375 minutes for class discussions, scientific investigation
and reporting.
Resources required: Student worksheets. Other resources will depend on the inquiry
being undertaken.
Procedure
1. Model the steps of a scientific inquiry investigation in the school ground using a sample
researchable question.
2. Distinguish between a controlled experiment and a correlational study.
3. Review the terminology and guiding principles for the design and analysis of an ex-
periment or investigation as summarized in the Educator Notes.
4. Organize students into research teams of two to four members. Assign tasks to each
member (e.g., group leader, equipment manager, data collector, safety officer and
on-task monitor).
5. Provide time for the teams to brainstorm topics to investigate and share ideas with
the class.
6. Approve and sign off on each team’s study topic, research question, materials list
and investigation design. Make sure students know that they need to have these
approved (see Teacher Approval sheet, attached) before they can go ahead with the
investigation.

7. Engage teams in the investigation and report write-up.
NOTE: This lesson allows students to think independently and creatively when designing
an investigation, but keep in mind that Grade 10 and 11 students will need quite a bit of
direction. Check students’ progress periodically, and encourage them to check in with you
to make sure they stay focused.
Discussion and Questions

Provide a full class period for the research teams to analyze their data and to work on
the report write-up. The report and presentation are due the following class. Facilitate
a class discussion around the Analysis and Write-up requirements outlined on the student
worksheet. Introduce these questions as well:
1. What is the significance of these inquiry results? That is, why do the results matter?
Could they be applied to school ground maintenance or school ground gardening?
2. Do the results of these inquiries suggest the need for further research? Suggest research
questions for future inquiries.
3. Why is it important to ensure that your inquiry could be replicated by another re-
searcher?
4. Could you have conducted these inquiries in the classroom or laboratory, instead of
outdoors? What would be the advantages and disadvantages of such an approach?
Student Evaluation
Completion of written report
Observations
Peer and self-evaluation
Presentation Rating Scale and Written Report Rating Scale (provided)
Enrichment and Extension Activities

If time permits, teams may deliver a short (5-8 min.) oral presentation to their peers on their
inquiry investigations. You may want to allow these presentations to take place outdoors,
so that students can show where their study sites were.
Connections to the Outdoor Environment

All inquiries should take place outdoors in the school grounds.

Educator Notes
In the most general sense, inquiry centers around the desire to answer a question or
to know more about a situation. Scientific inquiry refers to the process of developing
testable hypotheses and constructing understandings of real-world scientific ideas.
This inquiry process involves the following basic steps:
1. identifying a worthwhile and researchable question

2. planning the investigation
3. executing the research plan
4. preparing the research report
5. assessing the inquiry process.
Students should have prior knowledge of the scientific method and the scientific inquiry
process.
Students should be aware of the following terminology and principles for the design
and analysis of an experiment or investigation:
– Variable - any factor or condition that affects the results of a scientific investi-
gation.
– Controlled Variable - the factor or condition that affects the results of a scientific
investigation.
– Independent Variable - the factor or condition being tested.
– Dependent Variable - the factor that responds to the change in the independent
variable. Its response is measured as data.
Two groups of subjects are used in most experiments. Design the experiment so all
factors except the one being tested are kept the same for both groups:
– The experimental group is the group being tested by having the independent
variable changed.
– The control group is the group in which the independent variable is not changed
but treated as a controlled variable.
Use the same type of subject for both the experimental and controlled groups.
Be certain that each group is a representative sample and large enough to give validity
to the results.
The inquiry investigations may involve a controlled experiment in which one variable
is changed, or a correlational study in which change in variables are compared.
SAFETY NOTE: Consult your school board’s policy regarding safety precautions for
outdoor excursions and plan your trip accordingly. Be aware of any students with
allergies to insect bites and plants and ensure they carry the required medications.
Students should wash their hands after handling soil, plants and equipment. Encour-
age students to wear sunscreen and appropriate clothing (e.g. hat, long-sleeved shirt)
to minimize the damaging effects of sun exposure.

References
Etheredge, S. and Rudnitsky, A. Introducing Students to Scientific Inquiry. How Do
We Know What We Know? MA: Allyn and Bacon. 2003.
Martin, R. et al. Teaching Science For All Children. Lessons for Constructing Un-
derstanding, (2nd Ed). MA: Allyn and Bacon. 2002.
Worksheets
Student Worksheet
In this scientific study, you will plan and conduct an investigation to answer a question that
you have formulated on an observable and/or measurable ecological relationship, problem
or idea in the school ground. You will prepare a formal report of your inquiry investigation.
Part 1: Before Going Outdoors

1. Decide on a study topic. Brainstorm a list of variables - that is, what differs from one
area to another. Once you have a list of variables, work together to come up with
several possible relationships among them. For example:
Soil pH and tree species

Soil temperature and depth profile
Soil compaction and percolation rate
Plant species and location/plant adaptations
Species diversity and proximity to the parking lot
Slope and species distribution or abundance
Hours of sun per day and plant adaptation
Foot traffic level and soil compaction
2. Research Question - Select one topic to investigate and write a research question. For
example:
What is the relationship between soil pH and tree species?

How does soil temperature change with depth?
Is there a relationship between soil compaction and percolation rate?
Why do dandelions grow more abundantly on the south side of the school com-
pared to the north side?
How does species diversity change with proximity to the parking lot?
What is the relationship between the slope of the ground and the distribu-
tion/abundance of species?
Is there a relationship between the number of hours of sun exposure per day and
plant adaptation?
What effect does foot traffic have on soil compaction?

3. Background Research - Use the library, internet and other media to collect information
on the topic to be investigated and the factors that might affect the design of the
investigation.
4. Hypothesis - Make a hypothesis or testable prediction about the possible outcome of

the investigation.
5. Materials and Equipment - List everything you need for the investigation.
6. Procedure - Design and record the step-by-step instructions. These instructions must
be specific enough to allow others to repeat the investigation in exactly the same way
each time. Specify the type of evidence or data to be collected. Set up any required
data tables.
7. Ask your teacher to check your work before providing you with the necessary equip-
ment to complete your investigation.
Part 2: Outdoors
1. Experiment - Select the study area(s) and conduct the investigation.
2. Results - Collect data in the form of observations and/or quantitative measurements.

Use data tables to organize data as it is collected.
Part 3: Analysis and Write-Up

1. Analyze Data - Evaluate the data to identify patterns. When organizing data for
analysis, use such visual tools as graphs, diagrams and flow charts.
2. Prepare Report - Your report should include the following sections:
Introduction: describing your research question and your predictions or hypoth-

esis. Use your background research to describe why the question is important,
and the reasoning behind your hypothesis. In this section, indicate what was the
independent variable and dependent variable, and list the controlled variables.
Describe the experimental and control group.
Equipment: provide a detailed list of required materials.
Procedure: outline your research method, step by step. Include notes about
advance preparation and safety.
Results: include your ’raw’ data - that is, the data you recorded in the field -
as well as data analysis results (e.g. using graphs and charts). Remember to
indicate your measurement units.
Discussion: provide a detailed discussion of the inquiry, including your conclu-
sions, as well as arguments to defend your conclusions and the merits of your
hypothesis. Drawing on your background research, theorize how one variable
might affect another. Comment on whether the research question or problem
was testable, and whether the results strengthen your confidence of your hy-
pothesis or, instead, require that the hypothesis be modified or discarded (a
hypothesis is never proven to be true; it is just supported by a greater amount

of evidence). Are there any weaknesses in the design of the investigation? List
those weaknesses. How would you change the design of the experiment to correct
those weaknesses?
Conclusion: summarize what was learned from the investigation
Conducting an Ecological Inquiry Investigation

Research Summary and Teacher Approval
Date:
Group Members:
Study Topic:
Research Question:
Materials List:
Investigation Design (briefly describe your research method):
Teacher Approval:
Date:

Inquiry Investigation: Written Report Rating Scale

Date Submitted:
Group Members:
Topic:
CRITERIA DESCRIPTION OF CRITERIA GRADE

FX D C B A E
Title Title is valid, concise and clearly identifies 0 1 2 3 4 5
the problem/topic of the investigation.
Introduction The introduction clearly and concisely de- 0 1 2 3 4 5
and Focus of scribes the focus question/problem; the fo-
Project cus is novel; predictions and hypothesis are
stated with logical reasoning; background
research is summarized.
Materials and A detailed list of required materials and 0 1 2 3 4 5
Equipment equipment is provided.
Procedure Valid safety notes are included; advanced 0 1 2 3 4 5

preparation needs are noted; the proce-
dures are clearly, concisely and sequentially
written; variables are effectively controlled;
measured a wide range of possible cause and
result variables; tests duplicated; tests valid
and reliable.
Results Data is complete on which to base a thor- 0 2 4 6 8 10
ough analysis; includes qualitative descrip-
tions and quantitative data presented in
tables and/or graphs and/or figures; in-
cludes repeat measurements and descrip-
tions; measurements include SI units.
Analysis and A detailed discussion features data and ar- 0 2 4 6 8 10
Discussion guments in defending all conclusions and
about the merits of the predictions and hy-
pothesis; the conclusions are logical; con-
clusions appropriately relate theory to ev-
idence; the results and conclusions are ad-
dressed with conviction; related result vari-
ables are compared; describes possible cause
and result variables; summarizes any con-
cerns about how well designed the actual
project was compared to the initial plans.
Creativity/ This is an original, scientific inquiry inves- 0 1 2 3 4 5
Originality tigation; displays creativity in design.
Appearance Layout is impressive; well organized with 0 1 2 3 4 5

headings; lacks spelling and grammatical er-
rors; professional in appearance.
Total /50 points

Inquiry Investigation: Presentation Rating Scale
Date:
Presenters:
Topic:
CRITERIA DESCRIPTION OF CRITERIA GRADE

FX D C B A E
Planning The presentation was clear and well orga- 0 1 2 3 4 5
nized; the sequence was logical and well
timed; the introduction was interesting.
Communication Presenters were enthusiastic; ideas were ex- 0 1 2 3 4 5
pressed clearly and concisely; the use of En-
glish was excellent; AV aids were used ef-
fectively; a valid and professional discussion
was generated.
Questioning Clear, concise questions were asked, as 0 1 2 3 4 5
deemed appropriate during the presentation.
Involvement All group members participated in meaning- 0 1 2 3 4 5
ful ways and the class was involved mentally
and physically in the presentation and topic.
Creativity and The presentation exhibited a high level of 0 1 2 3 4 5
Style creativity; relevance was stressed; presenta-
tion was elegant yet comprehensive, integra-
tion and unification were demonstrated.
Scholarship A mastery of the content of the project 0 1 2 3 4 5
and Project was exhibited; problem was posed; empirical
Summary tests and results and conclusions are summa-
rized.
Overall Impres- The presentation was of high quality and left 0 1 2 3 4 5
sion peers with a very positive impression.
Total /35 points
COMMENTS:

ALEX Lesson Plan: Determining Percent of Seed Germination-Enhancing ma…hnical classroom and providing relevance in the mathematics classroom 5/23/11 4:32 PM
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Search This lesson provided by:
Personal Author: Anthony Pendergrass
Workspace
Professional System: Fort Payne City
Learning School: Fort Payne High School
Podcast
Treasury Lesson Plan ID: 25208
ALEXville Title:
Determining Percent of Seed Germination-Enhancing mathematics
in the career/technical classroom and providing relevance in the
mathematics classroom
Overview/Annotation:
In this project, students will conduct an experiment to determine
the percentage of seed that will germinate in a given time frame.
Students will produce charts and graphs to represent the results
algebraically. Mathematics and career/technical students can
participate in this lab experiment together, or the activity can be
conducted separately in either classroom. The mathematics
teacher will want to adapt the student handouts to provide
additional emphasis on mathematics and to remove emphasis on the
career/technical.
This integrated lesson is the result of collaboration between Chip

Blanton, an agriculture teacher, and Greg Pendergrass, a math
teacher (Fort Payne HS). For information about using the eight
step model for developing integrated projects developed by the
Southern Regional Education Board, contact Leslie Carson at
leslie.carson@sreb.org. For information about the project
implementation, contact Chip Blanton (cblanton@ftpayk12.org) or
Greg Pendergrass (gpendergrass@ftpayk12.org).
http://alex.state.al.us/lesson_view.php?id=25208 Page 1 of 5
Content Standard(s): AG(9-12) 11. Describe methods of asexual and sexual plant
Horticulture propagation.
MA(9-12) 2. Analyze linear functions from their equations,
Algebra slopes, and intercepts.
AFN(9-12) 10. Determine characteristics and functions of
Agriscience plants.
MA1(9-12) 2. Analyze linear functions from their equations
Algebra I for their characteristics, including slopes and
intercepts.
MA1(9-12) 13. Identify characteristics of a data set, including
Algebra I numerical or categorical and univariate or
bivariate.
MA1(9-12) 15. Calculate probabilities given data in lists or
Algebra I graphs.
Local/National
Standards:
Primary Learning
Objective(s): Instruction in this lesson should result in career/technical students
achieving the following objectives: 1. Be able to discuss the
importance of sexual propagation of plants. 2. Be able to describe
the process of seed germination. 3. Be able to describe the factors
involved in planting seeds for transplanting. 4. Be able to explain
how to successfully direct seed outdoors. 5. Graphically represent
data collected from the seed germination experiment and to
represent the slope of a line through an equation.
Instruction in mathematics students achieving the following:

1. Conducting an authentic experiment in which they which they
use mathematics in a meaningful way. 2. Collect data, graphically
represent the results and to write equations using the y-intercept.
Additional Learning
Objective(s): Students in both the career/technical and mathematics classrooms
will prepare a report/essay which includes discussion of how they
used mathematics to predict the amount of seeds they will need to
plant to result in a full crop.
Approximate Duration of Greater than 120 Minutes

the Lesson:
Materials and
Equipment: Zip lock bags, large seeds from at least three different seed crop
types, paper towels, water, and rubber bands
Three cups per collaborative group, water, large seeds from at least
three different seed crop types
Technology Resources
Needed: Computer and Internet access
Background/Preparation: Students will show mastery of basic skills related to pencil and
paper graphing. They will need to understand independent and
dependent variables as they relate to linear functions.
The career/technical teacher may need the assistance of a
mathematics colleague to develop appropriate ways to support
career/technical students' math understandings.
The mathematics teacher may need to collaborate with the

career/technical teacher prior to beginning this project to ensure
understanding of the importance of using mathematics in successful
agribusiness. He/she will also need to adapt student handouts and
assignments to emphasize the mathematics rather than
career/technical.
If the mathematics and career/technical classes will be working on

this project together, it is important to create a master schedule
detailing when the classes will be brought together and for how
long. The two teachers will also need time to coordinate teaching
duties.
Procedures/Activities: 1.)Introduction of the unit:In the career/technical classroom, the
teacher introduces this project lesson through a lecture/discussion
of the importance of sexual propagation of plants, a description of
the process of seed germination, the factors involved in planting
seeds for transplanting and the process for successfully directing
seed outdoors. The teacher will direct discussion to agribusiness
and the importance of retaining seed viability when stored for
several years and the importance of determining crop output based
upon seed viability. Students will use two-column (Cornell) Note-
taking during the lecture. In the mathematics classroom, after
students learn about graphing and analyzing linear functions, the
teacher will introduce the seed germination project by explaining
how farmers make good business judgements using mathematics.
The math teacher will then introduce the seed germination
experiment which will require students to germinate seeds over a
period of several days, collect data, graphically represent the data
and then write an analysis for a farmer.
2.)Students conduct seed germination experiments: Provide

students with the attached Student Project Outline. Explain
expectations for conducting two experiments to determine
percentage of germination by reviewing the Student Project
Outline. Assign students to collaborative groups of three students.
Students take the attached pre-assessment test to determine
mathematics awareness related to the project. Students conduct the
Rag-Doll test and the Alternative Seed Viability Test as described
in the Project Outline. Instructions for the Rag-Doll test are found
at the attached URL, "Seed Germination Testing." Instructions for
the Alternative Seed Viability Test are included in the Student
Project Outline. Students are reminded they must collect data and
report it on the attached Data Collection Template and must, as a
group, answer the questions following the template. (If the
career/technical and mathematics classes are working on this
project together, it is important to ensure each three-member group

has at least one math student and one career/technical student.)
Attachments: Student Project Outline.doc, pretest.doc and Data
Collection Template.doc. Article URL Provided.
(Seed Germination Testing (&quotRag-Doll" Test))
It is often important to determine the potential germination rate of
seeds that have been held over from previous years. A fairly simple
procedure can be conducted. Seeds that will not germinate in a
&quotrag-doll" most likely will not germinate in the field.
3.)Math Lesson: After students have set up their experiments, the

career/technical teacher provides a lesson on graphing and
analyzing data. Students take notes using two-column/Cornell note-
taking. The lesson provides students with a review of vocabulary
they have learned (or will learn in Algebra I), including dependent
and independent variables, table of values, x-axis, y-axis and
coordinate or Cartesian plane. The teacher reviews how to
determine percentage using examples found in the pre-assessment.
The math lesson may be co-taught by a math colleague. (If the
career/technical and mathematics classes are working together on
this project,the math lesson may be taught to career/technical
students within the peer groups.)
4.)Students complete data collection: Students complete the data

collection over a seven day period. On day 3, students will need
approximately 15 minutes to check results on the experiments. On
day 6, students will need about 30 minutes to check on results of
the rag-doll test and set up the alternative seed viability test. On the
seventh day, time is provided for students to check results of both
experiments, to create appropriate graphs and to analyze the data as
a group. (NOTE: If the math and career/technical classes are
working together on this project, the teachers will need to create a
schedule detailing when math students will come to the
career/technical classroom to check germination test results and to
analyze data with their career/technical group members.)
5.)Students write data analysis report/essay: Either as homework or

as a class assignment, each student writes a five paragraph report
describing results of the two experiments, making recommendations
to a farm owner about seed purchases and planting using stored
seeds, and describing the reliability of each of the two tests for use
in agribusiness planning. Students read the article at the provided
URL to help form recommendations.
(Test Your Seeds)
In addition to making recommendations for seed planting, this
article describes what a farmer needs to do if seed germination
percentage falls below 70 percent.
Attachments:**Some PreTest.doc
files will display in a new studentprojectoutline.doc
window. Others will DataCollectionTemplate.doc
prompt you to download.
Assessment Strategies:
Assessment Strategies: Pre-assessment, Data produced, Graphs,
Report/essay, portfolio completion Post-assessment using pre-
assessment questions.
Extension:
The mathematics teacher will want to extend this lesson by
including evaluation of slope resulting from data collected,
intercepts and evaluation of linear functions that result.
Remediation:
Careful selection of collaborative groups can ensure students
needing additional support receive peer tutoring. The teachers can
also determine who might need extra support after seeing results of
the pre-assessment.
Each area below is a direct link to general teaching strategies/classroom accommodations for
students with identified learning and/or behavior problems such as: reading or math
performance below grade level; test or classroom assignments/quizzes at a failing level; failure
to complete assignments independently; difficulty with short-term memory, abstract concepts,
staying on task, or following directions; poor peer interaction or temper tantrums, and other
learning or behavior problems.
Presentation of Material Environment

Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Dealing with Inappropriate Behavior
Starter
Be sure to check the student's IEP for specific accommodations.

Variations Submitted by
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Give Me Back My School: A Back to Basics Approach to

Ecological Restoration
Andrea MacInnes and Sandra McEwan
Grade level: Grade 9.

Provincial curriculum links: Ontario.
Subject: Geography.
Keywords: Ecological footprint, ecological restoration, mapping, urban development,
waste management, ecological pest management, mulching, composting, recycling.
Description
This lesson is intended to help students learn about the geography of the area in which
their school is situated, in order to create a successful ecological school ground. Students
will analyze local soil, average weather patterns for their area, topography and local pre-
cipitation and temperature graphs in order to develop a feasible method of small-scale land
reclamation. They must also decide upon the best types of vegetation to plant within their
plot of land. Vegetation should ideally (but not necessarily) be native vegetation to the
area/ecozone. This is an on-going, year long project that can be extended to students
over a number of years. The project is intended to draw awareness to ecology, ecozones,
waste management, ecological impact of each human on the land, urban growth and the
cost/benefit of land reclamation.
Ontario Curriculum Geography of Canada, Grade 9, Academic (CGC 1D)
Strand: Geographic Foundations: Space and Systems
demonstrate an understanding of how human activities (e.g., agricultural and urban

development, waste management, parks development, forest harvesting, land reclama-
tion) affect the environment;
explain how the effects of urban growth (e.g., development on former farm lands,
destruction of wildlife habitats, draining of marshes) alter the natural environment;
Give Me Back My School 2
research and report on ways of improving the balance between human needs and
natural systems (e.g., recycling, river clean-ups, ecological restoration of local woodlots
or school grounds, industrial initiatives to reduce pollution);
analyse and evaluate the success, in environmental and economic terms, of local waste
management methods.
Preparation
Preparation time: You will need to get the approval of the principal for this project,
therefore, notify as soon as possible. It is also important to plan your actions thor-
oughly; it may be a good idea to plan for this project over the summer so you will be
ready by the commencement of the following school year.
Length of lesson: This project should be conducted over the school year, depending on
your resources.
Resources required:
Historical maps of the area (if possible)

seeds of plants/trees/shrubs native to the area
plant guides
shovels
rakes
spades
extra soil
student worksheets
Procedure
1. Read the article “An Explanation of Ecological Footprints” at the following website:
http://www.rbg.ca/cbcn/en/information/footprints/dglectures/footprint1.html, and an-
swer the following questions:
(a) In your own words, describe the term ”ecological footprint”. What information
does this calculation provide? Why is this information significant?
(b) Has calculating your ecological footprint made you more aware of your impact
on the environment? In which ways? How can city planners or municipal gov-
ernments use similar information to curb urban impact on the environment?
(c) Outline at least 5 reasons why populations living in developing countries have a
smaller ecological footprint.
(d) Do you think the current methods of calculating one’s ecological footprint are rea-
sonable? Are there any “holes” in the criteria used to assess a person’s ecological
footprint?

(e) How does an individual’s ecological footprint differ from their “earthshare”?
Which is a better measure of the amount of land needed to support us? Ex-
plain your reasoning.
2. Consult with your school’s administration to ensure their support for your project.
3. Students should visit their local library or perhaps the city archives or the city planning
office to locate any original maps of the area. This will provide you with additional
insight as to how the land upon which your school is situated was originally used
and/or managed.
4. Before you plan your landscape, consider what is already present in and around your
intended area. Consider the following:
(a) Water - are there any natural sources of water in the area? Do you want to
create a source of water such as a small pond?
(b) Food - are there existing plants, shrubs or trees that provide food (e.g. blueber-
ries, apples)? Do you want to plant edible types of vegetation in your landscape?
(c) Shelter - which areas in your landscape are shady? Sunny? Will your landscape,
once it is established, provide sunny or shady areas? Are there areas where small
animals may seek shelter for the winter?
(d) Space - does your intended area provide spaces for students to sit and relax?
How much space will you have to work with?
5. You should prepare enough garden implements (shovels, gloves, tools, etc) for your
classroom. There will likely be insufficient tools available within the school, therefore,
ask your students if they have any extra garden tools at home. You can also petition
local nurseries, garden clubs or garden centres for tools. Garage sales or flea markets
and second-hand shops may also be useful to you.
6. To keep track of garden tools, create a chart which will identify the group, the time
they borrowed the tools and the time the tools were returned. Each group will be
responsible for replacing missing garden tools. Groups should also keep a log of tools
they borrow.
Group Garden Time Time Teacher

Members Tools Borrowed Returned Approval
Borrowed
E.g. Group 1 Shovel, rake, 10:10 am 11:10 am (teacher’s

bucket signature)
7. With your class, consult plant guides for information on types of vegetation native to
your ecozone, and specifically, to your area. You may also investigate via the internet

or by asking employees of local garden centres or members of garden clubs in your

area.
8. Each group should prepare a scaled drawing of their planting area and the seeds/plants
they intend to sow. This map should possess the following: a scale, a legend, a north
arrow, a title and the names of each group member. This map can be drawn freehand
or with the aid of a graphics program. Before their plans are approved, the group
must present their ideas to the teacher.
9. All groups should schedule time before, during or after class where they are responsible
for the maintenance of their area of the green space.
10. Decide, as a class how funds will be raised and the class budget for this project.
Project outcomes are directly dependent on available funding.
11. Groups are given soil, seeds, water, garden tools and small pots. Each group is to
plant and care for their own seedlings which will be used to create the green space in
the spring.
12. To allow for optimal water drainage, loosen the soil in your garden once a week.

1. As a class, discuss possible methods to reduce a person’s ecological footprint. Make
sure that these methods are realistic. What is involved on a personal basis? What
would be the government’s role in pursuing this goal? Is it likely that our government
will be willing to devote a large portion of its budget toward achieving a “greener”
society?
2. Investigate European cities that have already begun to reduce their impact on the
environment while maintaining a high standard of living. What are some methods
they have used? Can these methods be used in Canada as well?
3. What are the advantages to having a “green” school? In your answer, consider com-
posting programs, rainwater collection programs, recycling programs as well as the
beautification of the school ground.
4. How would you help reduce costs of school ground greening?
5. In which ways do you think your school green space helps to reduce your ecological
footprint? Explain your answers.
6. How has urban growth affected the land, soil, plant life and natural waterways around
the school?
7. What are the long-term benefits of creating a communal green space on the school
grounds?

Student Evaluation
Completion of worksheets
Observation
Final results (success of planting operation, overall appearance, etc)

Organize a drive to collect hazardous material (paint cans, oil bottles, etc) and bring
them to a cleanup station.
Present findings to local MPP or local government.
Poll the community to assess local interest in ongoing greening of school ground or
woodlots, etc.
Research and plant native grasses to replace the regular lawn around the school.
Present proposed plans or established practices for your ecological school ground dur-
ing a curriculum night.
Organize fundraisers in the school community and in the local area to draw attention
to your project and to increase funding.
Educator Notes
Please note that a greening project of this scale requires a high level of commitment
from the teacher, her or his colleagues, students, the principal and often the school
board.
Review the concept “Ecological Footprint” with your class. The ecological footprint
is the area of biologically productive land and water area needed to supply the re-
sources and assimilate the wastes generated by that population, using the prevailing
technology.
Have your students visit the following site to calculate their ecological footprint: http:
//www.mec.ca/Apps/ecoCalc/ecoCalc.jsp?FOLDER%3C%3Efolder id=619029
Ecological school grounds are outdoor learning environments that teach ecological
principles through the design of the school ground landscape. These landscapes can
significantly enhance the look of your school ground and may also be used as a teaching
tool.
What you can do with your class:
Create an “Edible Garden”, complete with edible flowers, herbs, berries, fruit or
vegetables.

Create a landscape designed to attract certain types of native wildlife to the school
(e.g. birds, butterflies, insects).
Design a garden that is low maintenance and requires little, to no irrigation.
Create a rock garden.
Cutting costs is one of the most important aspects to the creation and maintenance
of your landscape.
Fertilization: Composting involves creating conditions to encourage the natural de-

composition of plant matter in order to produce a mulch or a soil with a higher nutrient
content. Composting will play an important part in the natural fertilization and the
continued growth of your landscape. There are many different types of compost bins
you can make or purchase. The key is to select the right type of composter for your
needs. Investigate the different types of composters you require to achieve your set
goals. Compost bins should be located out of the way of your work area (due to the
odours created by decomposition). This spot should be easily reachable and should
be large enough to allow students to work around it. A good compost bin should
have a sufficient supply of air, water and composting material (e.g. grass clippings,
dried twigs or plants, kitchen vegetable scraps, weeds). Note: do NOT place any
milk products, meat scraps or bones into the composter; doing so will attract animals
which may dig through the compost. Also, try to eliminate all diseased plant matter,
for the disease may contaminate the compost soil. Research the types of materials
that should and should not be composted BEFORE you begin this project.
Irrigation: Your landscape, if composed entirely or almost entirely of native vegetation,

should not require much irrigation. To collect water naturally, try purchasing or
building a rain barrel with your class to save as much rainwater as possible.
Wildlife: Attracting specific types of insects to your landscape will create a healthier
garden, as the insects will help pollinate the plants. You may also want to build
environmentally friendly birdfeeders to attract local species of birds to your landscape.
A great way to collect material for composting is to place bins in the school cafeteria,
in individual classrooms, or in designated areas to collect vegetable and fruit scraps.
Be sure that all students are aware of the location of these bins and enforce the rule
that ONLY plant matter can be disposed of in these bins.
Inspect the soil quality and texture in your selected site. Soils differ greatly from area
to area in their mineral content, pH and permeability to water, therefore, some soils
may not be suitable for certain types of plants. You can purchase a soil testing kit to
test for the presence of nitrogen, phosphorus, potassium in the soil, as well as the pH
level. You may have to prepare the soil before planting by adding mulch, sand, loam,
or extra earth to change the level of minerals present in the soil.
Have students research the characteristics and ecological needs of species that are
native to your ecozone. The information can be organized onto a chart during class.
Students select the best possible types of vegetation for the landscape. Remember to
consider costs in purchasing seeds/seedlings. Below is an example of a chart you can
use to organize your plants

Name Type Perennial Type Sunlight Bloom Irrigation Height

of (grass / of Soil Period needs (cm)
Plant / plant Annual
(com- / shrub / Bien-
mon / tree) nial
and
Latin)
e.g. Plant Perennial Well- Full sun Fall Occasional 24 to 36

Golden- drained to part- irriga- cm
rod shade tion
Buying young plants for your garden can be quite costly. Organizing a fundraiser to
collect funds to start your project is one way to defray the cost of the plants. Another
way to help stay within your budget is to have the students plant seeds during the
late winter and grow the seedlings indoors before transplanting them outdoors in the
Spring. This may help promote ownership among all students working on the project.
One way to save money in the long run is to select plants that are perennial or biennial.
Most flowers are in bloom during the summer months. If you want to feature blooming
flowers in your landscape, consider selecting plants that bloom in early spring or during
the fall months (Goldenrod, native sunflowers, native grasses, Aster or Helenium).
Flowers or shrubs which continue to bloom in the fall months tend to be more resilient
to drought and temperature change.
Plants that seed themselves may end up producing a rather large number of seeds.
Cosmos are a great example. Be sure that when weeding, you thin out the plants
which have spread a bit too far into your landscape.
If you choose to begin growing seedlings inside the school (or in a school greenhouse, if
you are lucky enough to have one), try to start seedlings in a mixture of store-bought
soil and soil from the area in which you intend to plant. The soil from the school
ground already has microorganisms and nutrients native to the area which will help
increase the biotic factor of the potting soil while adding to its fertility.
There are many plants to choose from when creating a green space on the school
property. When selecting plants, try to aim for those which are hardy to temperature,
differing soil and water conditions and insects.
You will want to attract as many “good bugs” as possible to your garden. These
insects feed mainly on pests which attack your plants. Select plants that attract
insects which, in turn, feed on pests in your garden. For example, butterfly milkweed
is a beautiful addition to any garden, however, they usually attract aphids, which
feed on young shoots and flower buds. “Good bugs” such as Ladybugs and Lacewings

habitually feed on aphids. To draw these beneficial insects to your landscape, try
planting Dill, Fennel, Dandelion or Yarrow around your more vulnerable plants.
With your class, review the elements of designing a landscape which is both functional
and attractive. The landscape should be safe, it should provide shade and it should
attract insects to pollinate flowers. The garden can be whimsical, inspiring and can
also reflect the culture of the area around the school and of the students as well. In-
corporate ecological principles in your landscape (i.e. integrating people, land, plants,
animals, buildings and communities).
Have your students interview the maintenance staff in the school to get their advice
on the care and maintenance of the school grounds (e.g. irrigation, weeding, planting,
pest removal).
Be sure not to plant toxic vegetation such as Atropa Belladonna or Deadly Nightshade
(the berries can be poisonous) and be on the lookout for invasive species such as
purple loosestrife or poison ivy. When removing such plants, be sure to wear gloves
and protect bare skin at all times. Try to remove invasive species before they begin
to seed. Wash all garden tools immediately after use.
The more people working on this project, the better! Search for volunteers from
within the school and from the local community. Ask for help from all students, staff
members, parents, members of garden clubs, local volunteer organizations or members
of environmental groups.
It is recommended that this investigation be started in the fall, as early as possible.
References
Wackernagel, Matheis and Rees, William. Our Ecological Footprint: Reducing Human
Impact on the Earth. Philadelphia: New Society Publishers. 1996.
For information on the ecological footprint of the average Canadian, visit: http://
www.rbg.ca/cbcn/en/information/footprints/dglectures/footprint1.html
For information on how to calculate a personal ecological footprint, visit: http://www.

mec.ca/Apps/ecoCalc/ecoCalc.jsp?FOLDER%3C%3Efolder id=619029
For information on Toronto’s ecological footprint, visit: http://www.city.toronto.on.

ca/eia/footprint/index.htm
For the article “An Explanation of Ecological Footprints”, visit: http://www.rbg.ca/

cbcn/en/information/footprints/dglectures/footprint1.html

For information on creating ecological schools, visit: http://www.ecoschools.com/
For excellent information on starting and maintaining a school garden, and on how to
collect funds, visit: http://www3.sympatico.ca/gary.spears/Schoolgardens1.HTML
For information on types of composters and methods to conserve rainwater, visit:

http://www.composters.com/main.shtml
For information on “Composting for Kids”, visit: http://aggie-horticulture.tamu.edu/

sustainable/slidesets/kidscompost/cover.html
For information on how to create a butterfly garden, visit: http://www.ext.colostate.

edu/pubs/insect/05504.html (Note, this is an American web site, featuring plant species
common to the ecozone encompassing Colorado, USA. Select the appropriate plant
species based on your ecozone. Try to use plants native to your area).
For information and links to sites about butterfly gardens, visit: http://www.thebutterflysite.
com/gardening.shtml
For information on “good bugs”, visit: http://www.farmerfred.com/plants that attract

benefi.html
For information on how to create a wild garden, visit: http://www.wildaboutgardening.

org/en/get started/section3/
For information about school ground greening and native plants, as well as lists of
recommended species and information about funding opportunities, visit Evergreen’s
web site at www.evergreen.ca, and link to the Learning Grounds home page.
Worksheets
Student Worksheet
Date:
Group Members:
In this investigation you will explore how to create a green space for your school which
promotes education and reduces the school’s ecological footprint while at the same time,
creates a safe and welcoming area for relaxation and recreation.
1. Draw a sketch of your area of the green space. Indicate the area in which you are to
work with your group. List the plants you will be using and their intended location.
2. Explain your selection of vegetation. Why did you choose the plants you did and what
is your goal for your area of the green space?
3. Use this chart to record your daily/weekly work in your area of the green space.

Task Day 1 Day 2 Day 3 Day 4 Day 5
Time
worked
(from..to)
Weeding
Irrigation
Thinning
Mulching
Fertilization
Transplanting
4. Use the following chart to indicate any problems you encounter in your area of the
green space.
Date Plant Location Problem Recommendation

Action
Species Taken and
Date
e.g. June e.g. wild e.g. Left e.g.Large e.g. Spray e.g. Roses
15 roses quadrat Aphid with sprayed on
infestation insecticidal June 16
soap

www.evergreen.ca
School Resource Use Inventory

Garth Chalmers and Sandra McEwan
Grade level: Grade 11 and 12.

Subject: Geography.
Keywords: Resource, renewable, non-renewable, alternative resource, conservation, con-
sumption, alternative technology.
Description
In this activity, students will examine the use of various resources by the school. Students
will collect data regarding paper consumption, energy use, water use, material consumption
and other resource use in order to investigate how much waste is created by the school.
Students need to make observations at various times during the school day in order to attain
a complete inventory of resource use. Furthermore, students will need to research some
aspects of resource consumption to help make recommendations for school improvement.
lum for Grade 11 Physical Geography (CGF 3M) and Grade 12 Environment and Resource
Management (CGR 4M).
The learning expectations are also broadly applicable to other Canadian curricula.
A: Ontario Curriculum Grade 11 (CGF 3M)

Strand: Human-Environment Interaction
evaluate the impact of human life on natural systems;
Strand: Global Connections

analyze local, regional and global issues related to physical geography;

School Resource Use Inventory 2
Strand: Understanding and Managing Change

explain how human uses of the earth, including uses involving technology, cause change
in natural systems;
analyze local, regional issues related to physical geography.;
Strand: Methods of Geographic Inquiry

use geographic skills, and methods, such as conducting field research to gather, analyze
and synthesize ideas and information;
use a variety of methods and technologies to communicate the results of geographic

inquiry and analysis effectively.
B: Ontario Curriculum Grade 12 (CGR 4M)

Strand: Human-Environment Interaction
demonstrate an understanding that humans are an integral part of an ecological system

and that human activity has short and long term effects on the natural environment;
analyze and evaluate interrelationships among the environment, the economy and
society;
analyze patterns of resource availability and use;
Strand: Global Connections

analyze environment and resource management issues on a global scale;
Strand: Understanding and Managing Change

evaluate a variety of ways to resolve environment and resource management concerns

at local, regional, or global scales;
Strand: Methods of Geographic Inquiry

use geographic methods, tools, and technologies to gather, analyze, synthesize, infor-
mation on environment and resource management issues and concerns;

use a variety of methods and technologies to communicate the results of geographic

inquiry in written, display and oral forms;
produce a structured plan and conduct an independent inquiry that applies geographic
knowledge, skills, methods, and technologies to a selected sustainability and resource
management issue.
Preparation
Preparation time: Approximately 20 minutes to prepare student worksheets, read edu-
cator notes (provided) and review references/resources (as noted below).
Length of lesson: This activity can be completed in 75 to 150 minutes, or could be length-
ened in order to get a more complete picture of the school’s resource use.
Resources required: Activity worksheets
Procedure
1. Use Activity Sheet 1 to make a preliminary inventory of indoor and outdoor resources
consumed at their school.
2. For the next five to ten periods, at the start of each period (or at some other specified
time during the day), students will walk through the school and school grounds and
record examples of resource wasting on Activity Sheet 2.
3. Research methods for reducing resource consumption and use this research to assess
and evaluate how well the school is using current technology. Ask students to provide
ideas for improved conservation of resources. The research will be recorded on Activity
Sheet 3.
4. Students should be reminded to walk around the outside of the school in order to
assess resource use outside, including:
(a) effective use of shade trees and windbreaks to moderate indoor temperatures in
summer and winter;
(b) gasoline consumption by lawn mowers and other maintenance vehicles;
(c) water use for turf grass irrigation;
(d) pesticide and fertilizer application;
(e) outdoor lighting, use of motion sensors etc.
(f) presence or absence of composting systems
(g) modes of travel to and from school (for students, staff and visitors).
5. Develop a series of recommendations for the school that would result in reduced or
more efficient resource consumption.


Research teams may share their ideas and recommendations in a whole class discussion at
the end of the activity.
Student Evaluation
Completion of worksheets
Observation

In groups, or as a full class, research and develop a resource-use action plan, including
an assessment of current resource use and wastage, as well as key recommendations for
improvement. If you divide the class into groups, each group could be given a different
focus (e.g.: energy use; school ground greening; transportation; paper use etc.). If possible,
arrange to present the action plans to the school administrators.
Educator Notes
Schools, like most businesses and organizations, must rely on a variety of resources
in order to operate. Electricity, paper, water and numerous other natural resources
are consumed daily at a school. In this activity, students will investigate resource
consumption patterns at their school and develop a plan for improving or reducing
that consumption.
References
For information on high efficiency windows, visit: http://www.bagelhole.org/article.
php/Housing/338/
For information on reducing resource use in schools, visit: http://www.powerhousemuseum.

com/ecotude/action article3.asp
For information on renewable energy, visit: http://solstice.crest.org/
For a report about low flow toilets, visit: http://www.terrylove.com/crtoilet.htm

Information about reducing household resource use, visit: http://www.thisoldhouse.

com/toh/knowhow/bath/article/0,16417,213021,00.html
For information on high efficiency lighting, visit: http://www.lrc.rpi.edu/researchtopics/

reducingBarriers/index.asp
For information on energy conservation, visit: http://www.energystar.gov/ia/new homes/

features/HighELighting1-17-01.pdf
Worksheets
Student Worksheet
Date:
Group Members:
In this activity, you will examine various indoor and outdoor resource consumption patterns
at your school and make recommendations for improving or reducing their consumption.
1: Inventory of Resource Consumption

Resource Description of Usage Pattern at
Outset
1.
2.
3.
4.

2: Resource Waste
Resource Description and Location of Waste

3: Alternative Resources and Methods for Reducing Consumption

Alternative Description, Pros and Cons
1. Description:
Pros:
Cons:
Source:
2. Description:
Pros:
Cons:
Source:
4: Recommendations for Improved Resource Consumption

Recommendation Proposed process of implementation
1. Implementation Process:
Approximate Cost:
2. Implementation Process:
Approximate Cost:

Leaf Collection Lesson -- Illinois State Museum 5/23/11 3:32 PM
ISM Botany ISM System :Leaf Collection Lesson
Introduction to Herbaria
About the ISM
Creating a Leaf Collection and Classroom Herbarium
Herbarium
Objective: Students will be able to
Illinois Prairie Plants identify and categorize leaves they
Illinois Trees collect from trees outdoors by
Herbarium Database consulting the Herbarium module's
Photo Gallery, the Museum's Forest
Activities
Module�s tree lists, field guides, and
Credits
the links to tree identification sites;
and be able to discuss how the form
of a leaf reflects its adaptation to its
environment.
Grades: upper elementary to early

high school, adjusting sophistication
of labeling and identification.
Time Required: field trip to collect
leaves (playground, home, or field
trip); pressing in a press or large
book with tissue paper for a week;
one class period for reading, sorting examples, online sources; taking
turns on the computer making labels; one class period to organize
and mount samples after pressing.
Museumlink Web site: Forests of Illinois, Present Day, click on each

type, then tree list
Behind the Scenes, Botany, Collections
ISM Herbarium Tree Specimens
Other Web sites:

Hillview School, Vernon, British Columbia's web site with tree
identification section:
http:// www.sd22.bc.ca/hillview/treeid.htm
Virginia Tech's outreach web site on forestry; tree identification
section:
http://www.fw.vt.edu/dendro/ Forsite/Idtree.htm
Familyeducation.com page on Flower and leaf press made from an
old phone book:
http:// www.familyeducation.com/article/0,1120,1-9891,00.html
Materials:
leaves collected on field trip or from neighborhood in plastic

bag
note paper and pencil
old phone book, large dictionary or other leaf press
paper towels or napkins in which to press leaves
white card stock or construction paper
http://www.museum.state.il.us/ismdepts/botany/herbarium/LeafCollection_Lesson.html Page 1 of 3
white glue
word processor printer or copier labels
Procedure:
Early Elementary students will:
bring in a tree leaf collected from home or the class will collect
from trees on the school grounds and talk about the trees
(How do we know this is a tree? What are the parts of a
tree?)(Teacher will identify leaves to prepare for discussion.)
Participate in a teacher-led class discussion and identify of

leaves based on their shapes. (Use aWeb site tree list and
tree identification sites' illustrations listed in Web sites)
Press the leaves in a large book or press.

Glue the leaves on a piece of construction paper.
Write the name of the tree on each sheet.
Exhibit and review the types of trees found nearby that are in
their class-room herbarium
Middle School to High School students will:
read pertinent information about deciduous forest of Illinois on

Museumlink Forests of Illinois web site and other links, noting
the format of the Herbarium specimen pages.
collect leaves from trees on field trip or from neighborhood

with permission of the owner (5 each). Note on paper the
original location of each leaf, and how the leaves are attached
to the branch (alternate or opposite).
press leaves for one week at school between the pages of a

leaf press made for the project.
(Teacher will choose a few leaves for whole class discussion

to summarize leaf identification procedure on web sites and
use of vocabulary for students.)
use the tree and leaf identification web sites and tree list
section of Museumlink Forest site to identify their leaves and
write down their characteristics.
type up the descriptions of the identification on a word

processor and print them on label paper
mount each leaf onto card stock with dots of white glue (or
use 1/4� non-acid framer�s tape)
attach the appropriate label to each herbarium page
exhibit the leaf collection for others to see
keep the collection as a class herbarium.
Assessment: Students should check their own and others� work for
accuracy of terminology and for completeness. A complete herbarium

sheet should have name of leaf, name of person who collected it,
location of collection, date of collection, and description of leaf and/or
plant.
Illinois Goals and Standards addressed:

� Goal 12: Understand the fundamental concepts, principles, and
interconnections of the life, physical, and earth/space sciences.
� Standard 12.A: Know and apply concepts that explain how living
things function, adapt, and change.
� Early Elementary: 12.A.1b: Categorize living organisms using a
variety of observable features.
� Middle/Junior High: 12.A.3c: Compare and contrast how different
forms and structures reflect different functions.
Sample Herbarium Label
Name of Tree: Sweet Gum

Name of Collector: Amy Smith
Location collected: 301. S. Main St., Alton,Illinois
Date: Sept. 30, 2000
Characteristics of leaf: alternate, simple, star-shaped, toothed
(serrate)
Herbarium Specimen Number __________
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Museum Webmaster| Illinois DNR
Making Connections 5/23/11 3:43 PM
Lesson Plans
How High Is It Anyway? View Printable...
Primary Subject Area: Mathematics
Grade Level: 9 - 10
Overview:
This is an outdoor activity designed to be used after an Algebra or Geometry class has studied trigonometric ratios and
angles of elevation/depression. The students will estimate the height of hard-to-measure objects like trees or buildings
using a hypsometer and trigonometry.
Approximate Duration: 55 minutes
Content Standards:
Algebra
In problem-solving investigations students demonstrate an understanding of concepts and processes that allow
them to analyze, represent, and describe relationships among variable quantities and to apply algebraic methods to
real-world situations.
Measurement
In problem-solving investigations, students demonstrate an understanding of the concepts, processes, and real-
life applications of measurement.
Geometry
In problem-solving investigations, students demonstrate an understanding of geometric concepts and
applications involving one-, two-, and three-dimensional geometry, and justify their findings.
Patterns, Relations, and Functions
In problem-solving investigations, students demonstrate an understanding of patterns, relations, and functions
that represent and explain real-world situations.
Benchmarks:
A-1-H
demonstrating the ability to translate real-world situations (e.g., distance versus time relationships, population
growth, growth functions for diseases, growth of minimum wage, auto insurance tables) into algebraic expressions,
equations, and inequalities and vice versa;
(1,2,4)
M-4-H
demonstrating the concept of measurement as it applies to real-world experiences.
(1,2,3,4,5)
G-2-H
representing and solving problems using geometric models and the properties of those models (e.g., Pythagorean
Theorem or formulas involving radius, diameter, and circumference);
(1,2,3)
http://mconn.doe.state.la.us/lessonplans.php?task=LP_view&lesson_id=30442&dispPage=11 Page 1 of 5
P-1-H
modeling the concepts of variables, functions, and relations as they occur in the real world and using the
appropriate notation and terminology;
(1,3,4)
P-3-H
recognizing behavior of families of elementary functions, such as polynomial, trigonometric, and exponential
functions, and, where appropriate, using graphing technologies to represent them;
(3,4)
P-5-H
analyzing real-world relationships that can be modeled by elementary functions.
(1,3,4)
Grade-Level Expectations (GLEs):
Grade 9
22. Solve problems using indirect measurement (M-4-H)
Grade 10
4. Use ratios and proportional reasoning to solve a variety of real-life problems including
similar figures and scale drawings (N-6-H) (M-4-H)
8. Model and use trigonometric ratios to solve problems involving right triangles (N-6-H)
(M-4-H)
12. Apply the Pythagorean theorem in both abstract and real-life settings (G-2-H)
18. Determine angle measures and side lengths of right and similar triangles using
trigonometric ratios and properties of similarity, including congruence (M-4-H) (G-5-H)
Interdisciplinary Connections:
English/Language Arts : Standard 2

Students write competently for a variety of purposes and audiences.
Agriscience/Agribusiness : Plant Systems
AgEd/FFA students will understand the concepts and principles of plant science.
Educational Technology Standards:
Explain and use advanced terminology, tools, and concepts associated with software applications,
telecommunications, and emerging technologies.
( 1, 3 )
Objectives:
1. The learner will find trigonometric ratios using right triangles.
2. The learner will solve problems using trigonometric ratios.
3. The learner will use trigonometry to solve problems involving angles of elevation or depression.
4. The learner will solve real-world application problems using trigonometry.
5. The learner will use a graphing calculator (TI-83) to solve problems involving trigonometry.
Lesson Materials and Resources:

1. Hypsometer
2. Measure Tape/Wheel
3. Scientific Calculator
4. PowerPoint Warm-Up Trig Applications
5. Teacher Dialog for Sample Problem
6. Find Your Complement Cards
7. Student Handout: How High Is It Anyway?
8. Grading Rubric
Technology Tools and Materials:
Hardware:
Computer
Calculator with Trigonometric Functions
Software:
Microsoft Office PowerPoint
Websites:
•Bizarre Stuff: Measuring the heights of trees
home.houston.rr.com/molerat/tree.htm
Other:
Background Information:
This activity will be used after the students have studied trigonometric ratios in right triangles. The students must
understand angle of elevation/depression. This lesson will reinforce the transfer of right triangle trigonometry to diagrams
of real life objects. The students must be able to find complements of angles.
Lesson Procedures:
Before the lesson:
Using the instruction sheet provided, make a hypsometer for each pair of students. Select a tree and a building at your
school for the activity.
(In poor weather conditions, objects to be measured can be selected in locations where a covered walkway can be used for
sighting the objects.)
Lesson:
1. A Warm-up Slide Show is provided. It can be displayed on computer or copied for transparencies or handouts.
2. The teacher will walk through a sample problem with the students on the board or overhead. Students will use a
scientific calculator to work the sample problem with the teacher. A sample problem with Teacher dialog is provided in
Reproducible Materials section.
3. The students will be paired up for the activity using the "Find Your Complement" cards provided in Reproducible
Materials section.
4. Each pair of students is given a hypsometer and tape measure or wheel measure.
5. Each student is given a Student Handout provided in Reproducible Materials section.
6. The class moves to the teacher selected tree and begins the activity. (The procedures are listed in steps on the Student
Handout.)
Steps:
a) Partner measures distance from ground to your eye level: ___________. Now switch and you measure your partner's
eye level height.
b) Partner measures your distance from the tree. (write in Table A as distance 1)
c) Without moving, have your partner report the hypsometer reading. Together find the angle of elevation to the top of the
tree. **Remember that the angle of elevation is the complement of the hypsometer reading. (write both in Table A as angle
1) Now switch. You measure your partner's distance from the tree and find the hypsometer reading. Partners must use
different distances.
d) Step forward or back 10 to 20 paces and repeat step #2 and #3. (write in Table A as distance 2 and angle 2)
e) Now, move to the building. Repeat the same procedure as you did with the tree. Measure distance 1 and find angle 1.
Move forward or back 10 to 20 paces and repeat to find distance 2 and angle 2. Remember to switch and measure for your
partner.
7. The students return to the classroom to complete the diagrams. The students will use the scientific calculator to find the
height of the objects (page 2). After heights are determined, the students answer the writing portion of the Student Handout
(page 3).
9. Each group returns the hypsometer and tape measure to the specified location.
10. Have a class share answers to discussion questions on Student Handout (page 3).
11. As an out-of class assignment, the students can search the Internet to discover interesting facts about "real"
hypsometers. The students can research occupations that use hypsometers as a work tool as present this information to the
class as an informal oral presentation.
Assessment Procedures:
The activity will be graded in three parts.
1. The accuracy of the diagrams, trig set-ups, and heights of the objects.
2. A rubric to assess the writing questions on page 3 of the student handout.
3. A rubric to assess the activities of the cooperative group.
Accommodations/Modifications:
Handicapped students could be assisted in the handling of the tools and/or the reading of the measurements. Teacher will
follow modifications as identified for 504/Special Education students.
----- written by Patricia Shuffield
Reproducible Materials:
Sample Problem
Find Your Complement Cards
Rubric
PowerPoint Warm-Up Trig Applications
Student Handout
Making a Hypsometer
Explorations and Extensions:

Digitial Camera to Apply Ratio/Proportions to Determine Heights.
Internet/Library Research on the Hypsometer
Speaker from the Forestry Service
Buildings of Historical Interest could be Measured during a Field Trip
Lesson Development Resources:

Collins, William, et al. Algebra 1. New York: Glencoe, 1998.
Drapeau, S. (n.d.). retrieved Apr 20, 2004, from http://www.cirpa-acpri.ca/english/2003conference.
Brack, PhD, C. (1999). Techniques for measuring height of a standing tree. retrieved Apr 20, 2004, from
http://sres.anu.edu.au/associated/mensuration/height.htm.
Lofgren, K. (). Faustmann and the invention of das spiegel-hypsometer. 6:3. Retrieved Apr 20, 2004, from
http://www.urbanfischer.de/journals/jfe/content/2000/e3.pdf
Reflections:
The students enjoyed using the hypsometer. None of the students had ever heard of or seen that measuring tool. I made the
hypsometers in preparation of the lesson. Next year, I will ask the students to make their own hypsometer. I think they will
be even more excited about using a homemade tool.
Contact Information:
Patricia Shuffield
patricia.shuffield@lpsb.org
Walker High School
Additional Contacts:
Jimmie Chandler
jimmie.chandler@lpsb.org
Live Oak High School
Alice Didier
alice.didier@lpsb.org
Live Oak High School
Group: none
MarcoPolo Lesson: No
Best Practices
Do you have any comments or suggestions to share about this lesson?
Would you like to view what others have experienced?
Add or View Teacher Comments.
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LA Content Standards | Lesson Plans | Web Site Resources | Statewide Assessment
www.evergreen.ca
Investigating Biological Communities in Natural and

Artificial Ecosystems
Sandra McEwan
Grade level: Grade 10.

Subject: Science.
Keywords: Quadrat, ecosystem, artificial ecosystem, biotic study, comparative ecosystem
study, habitat, niche, population, community, trophic (feeding) level, food chain, food web,
adaptation.
Description
In this activity, students will use the quadrat method to survey and compare plant and
animal populations that exist in natural and artificial ecosystems on the school ground or
in the local community. Students will estimate the relative abundance of organisms, identify
their ecological relationships and describe how they are suited to a particular habitat.
lum for Grade 10 Science.
The learning expectations are also broadly applicable to other Canadian curricula, including
the Pan-Canadian Science Curriculum.
A: Ontario Curriculum Grade 10 Science (SNC 2D)

Strand: Biology
compare a natural and an artificial ecosystem and suggest ways of assuring their
sustainability (e.g. compare a meadow and a lawn);
examine the factors (natural and external) that affect the survival and equilibrium of
populations in an ecosystem.
Investigating Biological Communities 2
B: Ontario Curriculum Grade 10 Science (SNC 2P)

Strand: Biology
compile data on the biodiversity within a natural ecosystem using appropriate tech-
niques and compare the results with those from an artificial ecosystem;
assess the impact of technological change on an ecosystem (e.g. the introduction of

fertilizer and pesticides to soil; the introduction of a genetically engineered plant; the
effect of polluted water or air on plants and animals).
C: Pan-Canadian curriculum
Knowledge:
318-6 explain how the biodiversity of an ecosystem contributes to its sustainability.
331-6 analyze the impact of external factors on an ecosystem.
Skills:
213-3 use instruments effectively and accurately for collecting data.
213-5 compile and organize data, using appropriate formats and data treatments to
facilitate interpretation of the data.
212-9 develop appropriate sampling procedures.
Preparation
Preparation time: Approximately 30 minutes to collect materials, photocopy student
worksheets, read educator notes (provided) and review references/resources (as noted
below), plus time to locate study areas.
Length of lesson: Approximately 200 minutes for class discussions and field trip.
Resources required:
Procedure
Note to teacher: If your school ground has a good place for students to gather together, you
may want to do steps 1-8 outside, or split the introductory time between the school grounds
and the classroom. After all, an explanation of natural and artificial ecosystems may be
easier to convey when you have living examples at hand. When you go out into the field to
do the activity, don’t forget to allow time for students to collect materials beforehand, and
return them afterwards. Students will need notebooks or clip-boards on which to take field
notes.

1. As a class, brainstorm methods of sampling plant and animal populations in terrestrial

ecosystems (e.g. random study plots of consistent size; a systematic arrangement of
quadrats in parallel lines laid out perpendicular to a base line; inventory wildlife for
specific time periods throughout the day / week / month / season).
2. Explain that, in this investigation, the square quadrat method will be used to sample
and compare plant and animal populations living in natural and artificial ecosystems.
Ecologists have discovered that the quadrats need only make up 10% of the total area
of the site being studied in order to obtain reliable information.
3. Use the chalkboard to brief your students on the procedure for laying out a 1m x 1m
quadrat using 4 stakes and 5m of string. The additional metre allows the students to
wrap the string around the corner stake two or three times, instead of cutting it and
tying it.
4. As a class, brainstorm examples of natural and artificial ecosystems in the school

ground and nearby community. Natural ecosystems have not been planned or main-
tained by humans. Examples include a meadow, a naturally regenerated wood-
lot/forest, an undisturbed ditch, the natural shoreline of a pond, lake or stream.
Artificial ecosystems have been planned or maintained by humans. For example, a
mowed and fertilized lawn, a garden or field of crops, a previously cut meadow, a
managed woodlot, a reforested plantation. Select a pair of relatively similar natural
and artificial ecosystems to complete a comparative study (e.g. a meadow or un-
mowed lawn and a mowed lawn; an abandoned ditch and a managed ditch; natural
and managed regenerated woodlots).
5. Explain how relative abundance on a four-point scale will be used to identify the
occurrence of plant and animal species.
Abundant - The species is easily found in high numbers in the study area.
Frequent - The species is easily found but the number is not the highest in the
study area.
Occasional - The species is not always detectable in the study area, but can
usually be found in small numbers through persistent searches.
Rare - The species is seldom found in the study area.
Do not worry if your students can’t identify all of the plants and animals. A simple
sketch can serve as a substitute for a name. However, if you have field guides on
hand, students can identify at least a few of the plants they find. A typical school
ground lawn has knotweed, plantain, creeping Charlie, chickweed, dandelions and
several species of grass. Familiarize yourself with these plants before the field trip.
6. Demonstrate how to collect animals by sweeping the vegetation with a sweep-net or

kitchen sieve and transferring to collection jars. Stress that all life must be treated
with respect and returned to its original location promptly.
7. Explain how to collect and examine a soil sample. Your students should be able to
identify the common soil animals - earthworm, ant, mite, sowbug, snail, slug, giant
centipede, ground centipede, earwig, carrion beetle.

8. Review the remaining requirements of the assignment.
9. Organize the students into research teams. A group size of no more than 5 or 6 is
best for a single study site. Distribute special tasks as follows:
Special Task Function

Group Leader Responsible for overall performance of
the group.
Equipment Manager Prepares a list of the equipment, in-
structs others in its use and ensures that
it is all returned undamaged.
Data Collector Ensure that all data are recorded in ap-
propriate tables.
Identification Coordinator Maintains the “library” of identification
materials and ensures that organisms are
properly identified.
Safety Officer Ensures that the group stays together
and that safety regulations are followed.
10. Assign study plots to each research team. Spread them well apart to avoid interfering
with each other. If possible, before your students go outside, place a red painted
starting stake in the ground to mark the location of each study plot.
11. Provide time for discussion of the follow-up questions.

Conduct a whole-class discussion around the results and these questions. Be sure to include
a discussion of native and invasive plants.
1. Which ecosystem contained the greatest diversity of plants and animals? Explain why.
2. In which trophic levels are most organisms found in the natural and artificial ecosys-
tems? Explain why.
3. Account for differences in the relative abundance of plants and animals identified in
the natural and artificial ecosystems.
4. Which ecosystem do you think is more stable? Support your answer.
5. Predict what would happen if all the plants with the exception of grasses were killed
off in each ecosystem.
6. Compare the advantages and disadvantages of growing native plants vs. exotic plants.
7. List some well-known invasive species. What are their impacts on the local ecology
and economy? Why are they so difficult to control?
8. List as many food chains as you can for each ecosystem.
9. Attempt to create a food web for each ecosystem.

10. What larger animals may be involved in the food web of each ecosystem? What
evidence of this involvement do you have?
11. Identify any non-native plant species growing on or near the school ground (e.g. cul-
tivated rose bush). What seasonal maintenance is required to help the plant(s) adapt
to the local conditions?
12. Identify any native plant species growing on or near the school ground (e.g. Black-eyed
Susan). What are the advantages of growing native species? How are these plants adapted
to the local conditions?
Student Evaluation
Completion of worksheets and quality of observations
Observation

Conduct a comparative study of the abiotic factors for the two ecosystems (e.g. slope,
air temperature, light intensity, wind speed and direction, relative humidity, soil tem-
perature at different depths, soil pH, upper soil profile, percolation rate). Account for
differences between the two ecosystems. Making reference to the biotic and abiotic
factors data, write a paper to illustrate that all parts of an ecosystem are interdepen-
dent.
Design and conduct comparative ecosystem studies for the following undisturbed sites:
wet area versus sunny area of the school ground
coniferous tree area versus deciduous tree area
area with organically rich soil versus area with organically-poor soil
wooded area versus meadow
sheltered area versus windy area
Identify invasive plant species on the school grounds and in the local community (e.g.
buckthorn, purple loosestrife). Research the method of introduction, range, impact
and control measures. Describe the adaptive features that allow the plants to be
highly invasive.
Research the loss of local wildlife and heritage food varieties in favour of a narrow
range of food crops that are often genetically engineered. Find out which food crops
are predominantly grown; the reasons for the decline in food variety; the benefits
and drawbacks of genetically engineered food crops; and the impact on the local
environment of narrowing the biodiversity of food crops.

Conduct a class debate on the use of native vs. non-native plants for school ground
landscapes (or for food crops, or for ornamental gardening).
Connections to the Outdoor Environment

Where possible, relate the discussion questions back to the students’ own school ground.
Why is it important to protect or restore biodiversity wherever possible? How diverse is
your school ground, and how could it be made more diverse? What are the external impacts
on the school ground ecosystem, and how do they affect species diversity and abundance
(e.g., salt from roads or parking lot; foot traffic; acid rain)? What about technological
factors such as pesticides and fertilizers?
Educator Notes
Students should have prior knowledge of the following ecological terms and concepts:
habitat and niche; population, community and ecosystem; trophic (feeding) levels;
the design of food chains and food webs; structural and behavioural adaptations of
organisms (cite examples and explain their advantage); and the ecosystem concept.
Scout out potential natural and artificial habitats on the school ground and, if neces-
sary, in the nearby community.
Assemble identification guides and picture keys for wildflowers, trees and shrubs, in-
sects, etc. Check your school library and science department for copies. Otherwise,
try the public library.
Consider contacting your local field naturalists club and ask for volunteers to assist
with the supervision and the identification of plant and animal species.
Try to inculcate in your students a respect-for-life ethic. Invertebrates should be
handled with sensitivity. Do not allow your students to harass any vertebrates.
Try to minimize habitat disturbance during the study. Tell your students to return
all animals and soil to the habitats from which they were taken. This may be an
opportunity to discuss the impact of human disturbances on ecosystems.
It is recommended that this investigation be conducted in the early fall or late spring.
References
Andrews, W.A. and Moore, D. Investigating Terrestrial Ecosystems. Scarborough:
Prentice Hall Canada. 1986.

Foster, Steven and James Duke. A Field Guide to Medicinal Plants and Herbs of East-
ern and Central North America. The Peterson Field Guide Series. Boston: Houghton
Mifflin Company. 2000/
Leahy, C. L. and White, R. E. Peterson Field Guide to Insects of North America.

Boston: Houghton Mifflin Company. 1987.
Montgomery, F. H. Weeds of Canada and the Northern United States. Toronto:

McGraw-Hill Ryerson Limited. 1964.
Newcombe, L. Newcombe’s Wildflower Guide. Boston: Little Brown and Company.

1977.
Niering, W.A. and N.C. Olmstead. The Audubon Society Field Guide to North Amer-
ican Wildflowers, Eastern Region. New York: Alfred A. Knopf. 1979.
Parker, Steve. Insects. Toronto: Stoddart Publishing Co. Limited. 1994.
Peterson, R. T. and M. McKenny. A Fieldguide to Wildflowers of Northeastern and

Northcentral North America. The Peterson Field Guide Series. Boston: Houghton
Mifflin Company. 1968.
Stokes, Donald W. A Guide to Observing Insect Lives - Stokes Nature Guide. Boston:
Houghton Mifflin Company. 1983.
White, D. J., Haber, E., and Keddy, C. Invasive Plants of Natural Habitats in Canada.
Ottawa: Habitat Conservation Branch, Canadian Wildlife Service. Publication No.
CW-66-127/1993E. 1993.
For information on invasive exotic species ranking for Southern Ontario, visit: www.
serontario.org/pdfs/exotics.pdf
Worksheets
Student Worksheet
Date:
Group Members:
Natural Ecosystem Study Site:
Artificial Ecosystem Study Site:
In this field study you will use the quadrat method to survey and compare plant and animal
populations that exist in natural and artificial ecosystems.
1. Predict which ecosystem study site will contain the greatest diversity of plants and
animals. Explain your predictions.
2. Use the string and 4 stakes to mark off a 1m x 1m quadrat in each of the study sites.
Describe the ecosystems under investigation.

3. Use the field guides provided by your teacher to help identify the plants growing in
both quadrats. If you cannot identify a plant, make a sketch or take a photograph.
Record your findings in Tables 1 and 2.
4. Use one of these words to describe the relative abundance of each plant species: abun-
dant, frequent, occasional, rare. Record in Tables 1 and 2.
5. List the structural adaptations for each plant and describe the advantage to the plant.
Look in the field guides for a description of the plant’s root system. Record your
findings in Tables 1 and 2.
6. Sweep the vegetation in your study sites with the sweepnet or kitchen sieve. Transfer
the animals you catch to collection jars. Examine them closely using a hand lens.
With the help of the field guides, record the name of each animal or sketch a drawing
in Tables 1 and 2. Release all animals back to their original sites.
7. Record the relative abundance, structural and behavioural advantages to the animals,
and their trophic levels/niche in Tables 1 and 2.
8. Use the trowel to collect some topsoil and plant litter (the top 4 to 5 cm will do).
Spread the soil sample out in the tray and search for animals. Study them closely
with the hand lens. Record your findings in Tables 1 and 2. Return the soil samples
to the original sites.
9. Examine the areas for evidence of decomposers. Record your findings in the tables.
10. Each quadrat is a mini-ecosystem. What evidence do you see of ecological interactions?
Record your observations in Tables 1 and 2.
11. What evidence do you see that humans have had an effect on the mini-ecosystem in
each quadrat?

Table 1: Terrestrial Biotic Study For Natural Ecosystem Study Site

TIME:
Plant / Relative Adaptations Advantages Trophic Level
Animal (name Abundance to Plant / (niche)
or sketch) (a,f,o,r) Animals
e.g. Grasshopper a Biting and chew- Can feed on Herbivore
(Dissosteira) ing mouthparts; vegetation; First order con-
hard exoskele- move freely in sumer
ton; wings; open spaces for
jumping legs defense; pro-
tected against
desiccation
Describe ecological interactions which you observed:
Describe evidence of decomposers:

Table 2: Terrestrial Biotic Study For Artificial Ecosystem Study Site

TIME:
Plant / Relative Adaptations Advantages Trophic Level
Animal (name Abundance to Plant / (niche)
or sketch) (a,f,o,r) Animals
e.g. Com- a Long taproot; Seek water; at- Producer
mon Dandelion bright yellow tract pollinators;
(Taraxacum flower; large capture sun and
officinale) broad leaves shade out grass
Describe ecological interactions which you observed:
Describe evidence of decomposers:

NTTI Lesson Plan: Forest Ecology 5/23/11 4:03 PM
Math & Science, Grades 7-12
New Angle on Forest Ecology

1998 Master Teacher Sonya Vickers, Minnechaug Regional High School, Wilbraham, MA
Overview
Laurie Sanders provides a series of short three to six-minute programs about the natural history of
the Connecticut River Valley.� Her video on the vegetation found on Mt. Holyoke leads to a student
investigation into the measurement of the angle of the sun and its influence on the type of vegetation
found on Mt. Holyoke and other north and south-facing slopes.� The activities measuring and
calculating the angle of the sun can be done inside the classroom, but make an interesting
experience done outside in the schoolyard. The comparison of leaf types on the north and south
slopes again can be done in the classroom, but make a wonderful opportunity for a field trip either to
Mt. Holyoke or any mountain that students can see north-side and south-side vegetation.
ITV Series
The Connecticut River Snapshots with Laurie Sanders (WGBY/TV 1995-1998)
(The snapshot used for lesson was a new one aired October 1997.� It is 5th in that series and is
entitled A Natural Focus with Laurie Sanders� and can be recognized by the aerial view of Mt.
Holyoke on the title segment).
Learning Objectives
Students will be able to:� measure the angle of the sun using two different methods; calculate the
angle of sun knowing the date and latitude; determine the relative sun energy that reaches the north
or south slope of a mountain; investigate the types of trees that can grow in this difference of sunlight
energy
Materials
Pre-viewing Activity
a fist-full of pencils or markers bound by an elastic
overhead or plain paper
Post-viewing Activities (Per pair of students)

soda straw
protractor
string and weight
http://www.wgby.org/edu/lessonplans/ntti/1999/forestecology.html Page 1 of 7
(Per class)
leaves characteristic of north or south slope for students to trace
rubber cement
plenty of pencils and erasers
leaf identification keys
��
Pre-Viewing Activities
This lesson is about the relationship of the angle of the sun as one of the environmental factors that
might determine the kinds of trees one tends to find on the sides of mountains.� Mt. Holyoke,
Massachusetts, is the example given here, but any mountain having a southern slope and a northern
slope can be used.� First we must demonstrate that the angle of the sun can make a difference in
energy levels (for photosynthesis) and then we will determine two ways we can determine the angle
of the sun on level, then sloping, ground.
DEMONSTRATION OF ENERGY DIFFERENCES DUE TO ANGLE OF SUN
This demonstration can best be done with a fistfull of pencils or overhead markers held together with
a rubber band.� At least ten overhead markers should be used, or 20 or so pencils.� Explain that
each unit of sun (photon) has a given energy.� Hold the markers straight up and down and place the
ten dots on an overhead transparency.� Here the ten units of sun take up a given space.� Circle
that space.� Now slant all the markers at about a 45-degree angle, keeping all the tips touching the
transparency.� Again make all ten dots.� Circle the area covered.� Point out to the students that
the same amount of sunshine energy is spread out over a larger area so that there is less energy per
space on the ground.� Direct sun gives plants a lot of energy for photosynthesis, sun at an angle
gives less energy per unit area.
ENERGY DIFFERENCES WHEN A SLOPE IS INTRODUCED
Since the sun is so far away, we can assume that all the sun�s rays that reach earth are basically
parallel lines.� We have shown that parallel pencils when held at 900� to a surface make marks
that are closer together than when the pencils are held at an angle.� Now let�s introduce a sloped
surface rather than a flat one.� If the side of a mountain faces east or west, it will see either the
rising or the setting sun at some time of the day, but if a mountain side faces north or south, it will
have very different amounts of sunshine on each slope. This can be shown to a class as the diagram
below on the board or as a 3D model using a stiff cardboard and the same set of markers as above.�
The �mountain� should stand only two inches high when folded.� If the sun were directly
overhead, both slopes would get equal amounts of sunshine energy, but there are not many places in
this country where the sun ever shines directly overhead.� If the sun were to shine at about a 450
angle as it does on Mt. Holyoke in spring and fall, notice that the south slope gets more than 45
degrees and the north slope gets less.
Focus For Viewing

The focus for viewing is the specific responsibility or task students are responsible for while watching
the video.� Laurie Sanders will be demonstrating five different areas on Mt. Holyoke where the
vegetation differs markedly.� Tell the students that they should be able to identify these five areas,
and identify the environmental factors and the tree species mentioned on each.� See worksheet #1
for student input.
Viewing Activities
Begin with the 5th segment of the Connecticut River Snapshots . There is an aerial view of Mt.
Holyoke and the title A Natural Focus with Laurie Sanders.� Pause on the title shot and point out
some of the landmarks.� The mountain in the foreground is Mt. Holyoke and the viewer is looking
south. You can see the white dot of the summit house at the top of the ridge. This mountain range is
one of the few in New England which spans from east to west, so it has a north facing side and a
south facing side.� As you can see here, the north facing side, the one we are looking at, is much
steeper. The more distant mountain is Mt. Tom.� The ski slope is on the gentler southern slope of
Mt. Tom. The Connecticut River flows south between the two mountains.� Resume the video.
Pause When Laurie says, �In these areas called balds where the vegetation is especially adapted to
even less moisture and less soil,� ask the students what types of trees occur in this type of
environment.� What makes this particular spot on� Mt. Holyoke particularly tough on any plants?�
Resume the video.
Pause when Laurie says, �These trees are much taller than the ones we found on the ridge.� Ask
the students what type of trees predominate now.� Resume the video.
Pause when Laurie says, �This mix of species characterizes our New England forest.�� Ask the
students what species are found at the bottom of the mountain.� Resume the video.
Pause when Laurie says that 75% of our countryside was cleared land and ask students to look out
their classroom windows and imagine any forested hillside that they see without trees.� Ask the
students why there are so many more people living here 150 years later and so many more trees
too.� The area between Springfield and Boston is part of the great eastern megalopolis, yet a drive
along the Mass. Turnpike is through forested countryside. How can this be?� What happened?
Resume the video.
Pause when Laurie speaks about the �richest soil in New� England,�� ask the students what two
factors make this river floodplain the total opposite of the first site.� Ask them to listen for the
species that will occur� here.� Resume the video.
Pause at end.� Ask the students to repeat the factors Laurie gave for different forest types.
Post-Viewing Activities
If you think of� algebra and you have one unknown in an equation but all other numbers are known,
you can figure out what the unknown is.� Try to use the same principle here.� If you know what
environmental factors produce what mix of trees, could you go to any forest, look at the mix of trees
and guess the environmental factors? In other words:�
Environmental factor X = specific mix of tree species
�� or
Environmental factor = X mix of tree species.
If one side of the equation is known, the other side can be figured out.
If we have two unknowns, the equation cannot be solved, so our environmental factor must be caused
by only one measurable variable.� Let us choose the variable of slope.� The slope of the mountain
allows the sun to shine at different angles on the vegetation. Since the mountain has an east-west
orientation, it has a south-facing slope and a north-facing slope.� Although the angles might be the
same to level ground, the amount of sunshine received is quite different.� We will take this factor
mentioned in Laurie Sanders� film and see if we can quantify slope, angle of sun and type of tree.
ACTIVITY TO DETERMINE ANGLE OF SUN
This activity can be done indoors if sun comes in through your windows, but it is best done outdoors
anywhere where it is level on the school grounds. A soda straw, protractor, level and clipboard are all
that is needed.� WARN STUDENTS THAT PERMANENT DAMAGE AND EVEN BLINDNESS CAN
OCCUR FROM LOOKING DIRECTLY AT THE SUN. (The retina peels just like a beach sunburn, but
while you can grow new skin, you only have one retina.� When it peels because of sunburn, it is
gone forever!)
FIRST METHOD USING ACTUAL ANGLE. Students should place the clipboard� or book on the
ground and get it to be level and stable.� The straw, if held upright, will make a shadow.� The
object here is to make the shortest shadow possible.� When the shortest shadow is made, the bright
light of the sun can be seen as a point of light on the paper.� As one student holds the straw steady,
another lines up the protractor to determine the angle of the straw to the clipboard, taking
measurements from the center of the straw.� This method is not as accurate as the second method
but it visually orients the student to the actual angle of the sun.� Note the time of day.
SECOND METHOD USING COMPLIMENTARY ANGLES.� Since a string with a weight will drop
straight down, there is no need to determine the level ground or horizon.� A string with a weight at
the end is tied to a straw.� The straw is aligned to the sun as before.� The angle of the string and
the straw is measured.� The angle of sun is the complimentary angle, or 90 minus the angle
measured.� Note the time of day.
COMPARISON OF MEASUREMENTS WITH A CALCULATED ANGLE.� We can estimate the angle

of the sun knowing your latitude and the date and the time of day. (Early sailors knew the time and
date, could figure the angle of sun, and therefore could calculate latitude.� We know that the earth is
tilted at a 23 1/2 degree angle.� We know that the sun shines directly overhead at the equator only
at the spring equinox (March 21) and the autumnal equinox (September 21). Directly overhead
means a 90 degree angle from the horizon, so the sun is at 90� degrees spring and fall at the
equator.� At any other latitude than the equator the sun would be 90 degrees minus the latitude.
Areas near the equator have angles very close to 90 degrees� and areas near the poles have
angles very close to 0 degrees.� We can see that the wintertime noon high angle is 90 minus latitude
minus� 23 1/2 degrees.� We can see that summertime noon high angle is 90 minus latitude plus 23
1/2 degrees.� Springfield Massachusetts, is at 42 degrees north latitude.� At noon on June 21 the
sun can get as high as 71 1/2 degrees ( 90 - 42 + 23 1/2 ) or as low as 24 1/2 degrees
(90 - 42 - 23 1/2 )� at noon on December 21.� Knowing the date you measured the angle of the
sun, you can figure out what proportion of the difference you are from any one of the determined
points� (Example:� Nov 5 is half-way between fall and winter,� so the angle will be half the
difference between 48 degrees� and 24 degrees� or� 36 degrees)� Any time other than noon will
have an angle less than the estimated angle for that day.� Compare student measurements with this
calculated measurement.
SLOPE OF THE LAND AND ANGLE OF THE SUN.� We have seen in the previewing activities how
the slope of land can alter the angle of the sun at a particular latitude.� Southern slopes add to the
angle of sun and northern slopes subtract from the angle of sun.� Some northern slopes on
mountains never see sunlight during the winter months.� This can effect the type of vegetation that
can live on such a slope.
ANGLE OF SUN AND TREE TYPES.� Laurie Sanders has given us five locations along Mt. Holyoke
and the types of trees found on each.� We will use the middle three locations for slope since the top
location on the ridge was determined more by little soil and water, and the riverbed location was
determined more by a lot of soil and water.� The middle three are determined more by the angle of
sun.
Plan to have some of the leaves mentioned in the video in the classroom. In addition to the trees
mentioned by Laurie Sanders, the following can be found on the north slope.
Eastern Hemlock
Witch Hazel
Mountain Laurel
Black Birch
Sugar Maple
Striped Maple
White Birch
White Pine
Mountain Maple
Yellow Birch
Beech
Red Maple
These trees can be found on the south slope of Mt. Holyoke:

White Oak
Scarlet Oak
Black Oak
Chestnut Oak
American Chestnut
Red Hickory
Shagbark Hickory
Sassafras
Pignut Hickory
Black Cherry
Sumac
Hop Hornbeam
Instruct the students how to make a leaf rubbing from the underside of the leaves by placing the leaf
between two pieces of plain paper and rubbing with a pencil.�� Since the leaf must be kept
stationary during the process, a bit of� rubber cement� sticking the upper side to a piece of paper is
helpful. Once the impression is made on the paper, stray lines can be erased giving a quick but
accurate �picture� of the leaf. The leaves can be identified in the classroom by the teacher or
unidentified and a key provided.� A �mountain� is drawn on the classroom bulletin board with the
north and south sides shown, along with parallel lines representing the angle of sun on each slope as
in the diagram in previewing activities.� Students hang their leaves on the side of the mountain
where they would occur naturally.
Action Plan
This is a great activity if the teacher can get a classroom to a mountain where a large area of it faces
north or south.� Small slopes of small areas will not show a vegetation difference. If there is an area
in your community but it would be difficult to get the class outside, students can be asked to bring in
sample vegetation from areas located on topographic maps. Leaf rubbings can be made and added to
the bulletin board as before.
If it is possible to visit Mt. Holyoke itself, this ecology can be vividly seen.� A school bus can go up
the reservation road to the halfway house.� Students can hike the trail at the foot of the parking lot
on the north side up through a forest of predominately Eastern Hemlock.� Twenty minutes steep
climb brings them to the Summit House where there are expansive views.� On a clear day, the sky
scrapers of Hartford, Connecticut can be seen to the south and Mt. Monadnock, New Hampshire, to
the north. The Connecticut River can be seen directly below with its famous Oxbow which formed in
1840, making the boat trip to Springfield 3 !&� miles shorter.� A short walk down the roadway
brings one to the southern side where more leaves can be traced. Drawings can be brought back to
school and assembled on the bulletin board.� Contact anyone at Skinner State Park, Hadley,
Massachusetts, to arrange for a school trip.
Extensions
Art:� Biological observations are more exact when a particular specimen is drawn.� Students can
learn to observe fine details by concentrating on and drawing what they see.� An activity like leaf
tracing produces nice looking results in just a short time.� Some students may want to add detail to
their traced leaves by adding stems or fruit.� Other organisms that cannot be traced can be
drawn.� Photography is also a way a student can capture the biological diversity of an area.� Clare
Walker Leslie has published several books on the student use of drawing to study and observe things
in nature and they are excellent sources of information.� They are Nature Drawing, a Tool for
Learning and The Art of Field Sketching.
Geology:� The geology of an area also determines the types of trees that can grow there.� The
Connecticut River Valley has an interesting geology that can be witnessed through films and books
mentioned in the bibliography.� Mt. Holyoke is an excellent vantage point to see the past unfold.� A
local author has written an understandable and well-illustrated text on Connecticut River Valley
geology that can provide background for other factors which will influence forest types in the Valley.�
The book is Dinosaurs, Dunes and Drifting Continents by Richard Little, a professor at Greenfield
Community College.� He has also made a video of the Valley geology called The Flow of Time..
Additional information on the Holyoke Range ecology can be found in The Holyoke Range�a Study
of its History, Resources and Land Use edited by Steven Berkowitz and available at the Hampshire
College Bookstore.
Download 2 Worksheets in PDF format.

(Adobe Acrobat Reader required. Need detailed help installing Acrobat Reader?)
1940s Learner Resources – Nature Notes 5/23/11 4:01 PM
Online Lesson Plan

Nature Notes
Lesson Plan by Susan Kelly who has taught science at both
the middle school and high school levels for Lincoln Public
Schools. She has written assessment and curriculum for LPS
and has attained a Level II assessment certification. She has
also served as a student teacher supervisor for the University
of Nebraska-Lincoln.
Subject Area: Suggested Grade Level:

Science Grades 9-12
Learner Resources Learning Modality: Multiple Intelligence:
for the 1940s Kinesthetic Logical-mathematical & Naturalist
Reading Bloom's Taxonomy:
Uncle Sam Wants You! What are these educational concepts?
Evaluation
GI's, Gals, and Gardens
Listening is Not Hearing
Picturing Text Objectives
Science & Math In this lesson, students will:
Fertilizers & Grass
Household Chemicals experience nature through an out of
It's All About the Roots! classroom experience;
"Finding" Horsepower ask questions about objects,
A Model Aquifer organisms, and events in the
Nature Notes environment;
Music refresh their powers of observation
Patriotic Music and encourage the use of the scientific
I've Got the Blues! method while taking a walk in the
Swinging with Big Bands woods;
Virtual Square Dance make descriptive journal entries.
Introduction
We dashed out the door
To hug
The rain
To run on grass
That was drinking
Its fill
To hear the creek gurgle its faint new

Spill
To splash and to spin

Wet to the skin,
The wetter, the better
The very much wetter, the
http://www.livinghistoryfarm.org/farminginthe40s/lrScience06.html Page 1 of 4
Very much better.
Of all the days in that

Long July
I remember –
Who could forget? –
That glorious day

When our world was
Wet.
From Poems Have Roots, by Lilian Moore

Science should be experienced in unlimited ways!
Keeping a journal is one of the ways scientists remember their thoughts,
record their observations, and interpret what they see. In this lesson, students
will have the opportunity to leave the indoor classroom and experience science
outdoors!
The Resources
Links from within the Wessels Living History Farm site. [Note that
clicking on these links will open a new browser window. Just close it and you'll
be back to this page.] Direct the students to these pages.
Biological Controls for an example of a way that living organisms
interact in the environment,
http://www.livinghistoryfarm.org/farminginthe40s/pests_06.html.
Resources from outside Wessels. Direct students to these Web sites and
books that are produced by others outside of the Wessels Living History Farm.
[Again, clicking these links will open a new window.]
Ostlund, Karen, and Mercier, Sheryl. Rising to the Challenge, the
Processes of Science Inquiry. S and K Associates, 1996.
Writing in Science, Writing Across the Curriculum. Globe Fearon
Educational Publisher, 1996
The Process
1. Make descriptive observations about the abiotic conditions; include all
of your senses.
a. Is the wind blowing? How strong is it? Is it creating sound?
Where is it coming from? What does it remind you of?
b. What is the temperature? Describe the temperature without using
numbers. Is it humid?
c. Is there water nearby? How do you know? Go to the water area.
What does it smell like? What color is the water? Is it moving?
d. Is it cloudy? What percent of the sky is covered with clouds?
Which types of clouds do you see? Draw the clouds.
e. List sounds that you hear that make you feel angry, sad, beautiful,
afraid, happy, tough etc.
2. Rocks and soil.
a. Give a physical description of the each including color, texture,
and size.
b. Feel the soil and describe it. Is it dry? Sandy? Moist?
c. How do the rocks feel? Describe their size.
3. Plants, trees and shrubs.
a. Give a physical description of the leaves, shape and size. Are
flowers visible? Are there thorns, cones etc.?
b. What do the leaves feel like? The needles? Cones? Bark?

c. What do the plants/shrubs smell like?
d. Are there any living organisms present? Is the environment
damaged in any way?
Learning Advice
If possible, try to visit an area with trees and water.
This activity can be assigned over a three-day weekend and done on student's
time.
This activity can be meaningful if done in the fall, winter, and again in the
spring.
Conclusion of the Lesson

We learn about place, our world, and ourselves by making observations and
study of nature. We can learn as much from experience in the field as activity
in the classroom.
Assessment Activity
Prepare a sketch or poem about something you experienced while outdoors.
Have students research and collect other poems about nature.
Submit a sample outline for a simple experiment based on something you
experienced while outside. What is your question? What is your hypothesis?
Include a simple procedure.
Select one item from your experience and answer the following:
1. How many kinds of living things did you find?

2. What was the biggest living thing you found? What was the smallest?
3. What do you think you would find if you searched the same place next
month? Six months from now? Next year? Now do it and take notes!
Collect materials from the environment and create some art from them. Create
a piece showing: how ugly an environment can be; how beautiful an
environment can be; how your environment makes you feel; the joy or sadness
of your environment.
Find living and nonliving humorous things. Pantomime the things you found.
Invent ways to bring more joy into your environment.
Find something in the environment that is increasing in number and
something that is decreasing – and prove it! Write a poem in which the
number of words per line increases and then write one in which the number of
words per line decreases.
General Notes
Use the simple assessment rubric found in the Rising to the Challenge book
for grades 5-8 to assess the questions from the 'process' section above.
Incorporate student evaluation of the artwork, pantomime, or poems.
Get Published. You can also submit your own lesson plan
based on this Web site to us by clicking the button at right. We

will review the plan and publish it for you.
Next – Patriotic Music
Go to:
Math Forum: Measurement: Triangulation 5/23/11 4:42 PM
Measuring Distances - Triangulation

Middle School Lessons || High School Lessons || Contents
An Explorer lesson from Nancy Michal at Brea Junior High School.
Download a Claris Works or Acrobat file from the Explorer site. Also information on grades,
availability, description, curriculum, process skills, author, and publisher.
Title: Measuring Distances with Triangulation

Author: Nancy Michal, Brea Junior High School, Brea, CA
Theme: Scale and Structure
Grade Level: 7-12
Group size: 2-4 students
Setting: Classroom and outdoors
Approximate Time Required: 2 class periods; can be extended to 3 if you wish to use
trigonometry.
Objectives: Students will:
1. Determine the distance to the object by sighting a distant object from 2 different locations
and knowing the distance between those locations (parallax).
2. Use trigonometry to determine an unknown distance. (optional)
Major Concepts:
1. By sighting a distant object from 2 different locations and knowing the distance between
those locations (called the line of position), we can determine the distance to the object.
2. A carefully drawn scale model can be used to determine an unknown distance.
3. Trigonometry can be used to determine an unknown distance.
4. The farther an object is from an observer, the smaller its parallax.
Science Processes: Measuring, Modeling, Interpreting Data
Vocabulary:
1. Line of Position: The distance between two measured angles (line AB).
2. Parallax: The angle subtended by the far object on the line of position; the apparent shift in
position of an object with respect to its background due to a shift in the position of the
observer.
http://mathforum.org/paths/measurement/meastriangm.html Page 1 of 4
Materials Needed (per group):
meter stick, metric ruler, tape, 2 thumbtacks, 2 drinking straws, 2 protractors with small
central hole at base, (you can photocopy protractors on card stock instead of using plastic
ones).
General Procedures:
1. The procedure is outlined on the student handout.

2. You may want to compile class data for section III, step 2 on the board. Hopefully, the
students will discover that the parallax angle gets smaller with increasing distance. This is a
good place to discuss the use of parallax to measure distances to stars. Since the angle
decreases with distance, this method can only be used for nearby stars.
3. One way to increase the use of parallax is to increase the line of position (section IV on the
student handout). Astronomers use the diameter of Earth's orbit (186 million miles) as a line
of position. The use of parallax is limited to stars that are closer to Earth than 300 light
years.
General Information for Teachers:
1. Assembly of materials can be done ahead of time by a student aide. This not only saves
time, but allows you to check the placement of the protractors.
2. Though no worksheet is included, you may wish to make a class set of the procedure.
Students can make a data table on their own paper, similar to this:
Object Angle 1 Angle 2 Line of Position Meas. Dist. Calc. Dist.
1.
2.
3.
4.
5.
Scale drawings can go on the same paper.
3. Caution students to avoid rotating the measurer when they raise it to eye level during the
outside portion of this activity.
Reference:
Astronomy Made Simple, Meir H. Degani, Doubleday Made Simple Books, 1976, pp. 82-84
I. Assembly of Materials
1. Push one of the thumbtacks through the sticky side of a piece of tape. The tape should be
long enough to wrap around the meter stick.
2. Position the tape with the thumbtack over the 10 cm mark on the meter stick; secure it in
place so that the pointed end of the tack is sticking up.
3. Repeat the procedure with the second tack, positioning it over the 10 cm mark of the metric
ruler.
4. Place a protractor over each tack. Position the protractor so its base is parallel to the edge of
the meter stick/ruler. Tape the protractor in place.

5. Place a straw on each tack. You will sight the object to be measured through the straw.
II. Using the Measuring Device
1. Place the meter stick and ruler end to end on a flat surface. You now have a line of position
that is one meter long.
2. Move the left straw so that it is at a right angle to the meter stick. Find a distant object in
the classroom. Without moving the meter stick or ruler, move the right straw until you can
see the same object through it.
3. Record the measurements of your 2 angles (one is 90 degrees) and your line of position (it
should be 1 meter).
4. If possible, measure the distance to the object. You can then compare this distance to the
distance obtained by triangulation.
5. On a piece of paper, draw a scale model of your measurements. Use 10 cm to represent your
1 meter line of position; draw this line near the bottom of your paper. Using a protractor,
construct the 2 angles you measured at the left and right ends of the line of position.
6. Extend the sides of the triangle until they meet. The angle formed at the top of the triangle is
called the parallax. What is its measurement? (Remember that the sum of the three angles of
a triangle is 180 degrees.)
7. To find the distance to the object, measure the line between the right angle and the parallax
angle. Use your scale (10 cm = 1 m) to convert this to an actual distance.
8. How does your measured distance (from step 4) compare to the distance determined in step
7? What are some sources of error?
III. Comparing Near to Far Objects
1. Move your distance measurer closer to the object Your were measuring. Repeat the steps in
Part II.
2. As the distance to the object increases, what happens to the parallax? Compare your results
with those of others in your class to see if they are consistent.
IV. Increasing the Line of Position
1. To measure the distance to a much farther object, you will need a longer line of position.
Your teacher will direct you to a location outside in which to conduct your work.
2. Move the meter sticks and ruler farther apart measure the length of your new line of
position. (Since the protractors are already 1 meter apart, a space of nine meters between the
meter stick and ruler will give you a 10 m line of position.)
3. Since the meter sticks are at ground level, you need to lift them in order to sight through the
straw. BE CAREFUL TO AVOID ROTATING THE METER STICK AS YOU RAISE IT!
V. Using Trigonometry
1. So far, you have used scale drawings to find the distance to the measured object. There is
another method, using a branch of mathematics called trigonometry. Trigonometry enables
us to find unknown parts of triangles. The trig function you need for this exercise is called
the tangent.
2. The tangent of an angle is the ratio of the side opposite the angle divided by the side
adjacent to the angle. In your measurements, you know the adjacent side (it is your line of
position) and you want to find the opposite side (the distance to the object). Using a trig
table or calculator with a tangent function, you can set up a ratio and solve for the distance
to the object. An example follows:
Suppose you had a right triangle with a base of 10 m, and a side angle of 70 degrees, what
is its height (X) ?
Tan = opp / adj

Tan 70 = 2.7475 (from a trig. table or calculator)
2.7475 = X / 10.0 m
X = 27.5 m
3. Use the tangent function to calculate distances to the objects you measured. Compare the
results with those obtained from the scale drawings.
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Special Education Student Learning Objectives

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G. Release the butterflies as a class.

Visit a butterfly museum to observe and interact with the

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Conducting an Ecological Inquiry Investigation

Grade level: Grade 10 and 11.

A: Ontario Curriculum Grade 10 Science, Academic (SNC 2D)

formulate scientific questions about observed ecological relationships, ideas, problems

B: Grade 11 Biology, University Preparation (SBI 3U)

212-3 design an experiment identifying and controlling major variables.

212-9 develop appropriate sampling procedures.

213-3 use instruments eﬀectively and accurately for collecting data.

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2. Prepare Report - Your report should include the following sections:

Introduction: describing your research question and your predictions or hypoth-

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Conducting an Ecological Inquiry Investigation

Investigation Design (briefly describe your research method):

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Procedure Valid safety notes are included; advanced 0 1 2 3 4 5

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This integrated lesson is the result of collaboration between Chip

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