Learning Area: Scientific Applications & Inquiry (partial)
Content Standard: Living Systems & Inquiry
Level: Middle

Standard

A student shall understand interactions and interdependence of living systems.
What students should know:
2.Understand plants, animals, and microorganisms
    a. diversity and adaptation of organisms
    b. populations and ecosystems.
3.Understand dynamic effect of humans interacting with the environment .

What students should do:
1. Formulate questions to be answered based on systematic observation
2. Design and conduct investigations and field studies
3. Analyze data to support or refute hypotheses:
    a. identify patterns in data
    b. compare results to known scientific theories, current models and/or personal experience
    c. consider multiple interpretations of data
4. Describe how a premise is supported by scientific concepts, principles, theories or laws
5. Create a model to illustrate a contemporary or historical concept, principle, theory, or law.

A student shall demonstrate the ability to gather information to answer a scientific or social science question.
What students should do:
2. Gather information from direct observations, interviews, or surveys
    a. frame a question
    b. collect and record data through observation, interviews, or surveys
    c. recording and organize information
    d. evaluate the question based on findings

Large Processes/Concepts: (Create a graphic or list of items in the process and check those addressed in this package)

Description of Student Performances (Tasks)

Task 1: Interaction Study Task
Students will select a study area, observe and record interaction between living organisms and on-living objects, and report their findings using a map and logbook.

Task 2: Management Plan Task
Upon reviewing results of the first task, students will focus on and analyze particular interactions which affect monarch butterflies (or another species), develop a management plan to enhance monarch habitat, and prepare a presentation using a pamphlet, video or information center.

Note: This package was written to focus on monarch butterflies and their interactions with their living and non-living environment, but other insects may be substituted as focal organisms. The Monarchs in the Classroom Curriculum and monarch larvae may be obtained from Dr. Karen Oberhauser, Univ. of MN (oberh001@tc.umn.edu)

Scoring Criteria:

4 = Performance on this standard achieves and exceeds expectations of high standard work.
3 = Performance on this standard meets the expectations of high standard work
2 = Work on this standard has been completed, but all or part of the student's performance is below high standard level.
1 = Work on this standard has been completed, but performance is substantially below high standard level.
No package score is recorded until ALL parts of the package have been completed.

Learning Area: Scientific Applications & Inquiry (partial)
Content Standard: Living Systems & Inquiry
Level: Middle
Task Title: Ecological Interactions Study

Standard

A student shall understand interactions and interdependence of living systems.
What students should know:
2.Understand plants, animals, and microorganisms
    a. diversity and adaptation of organisms
    b. populations and ecosystems.
3.Understand dynamic effect of humans interacting with the environment .

What students should do:
1. Formulate questions to be answered based on systematic observation
2. Design and conduct investigations and field studies
3. Analyze data to support or refute hypotheses:
    a. identify patterns in data
    b. compare results to known scientific theories, current models and/or personal experience
    c. consider multiple interpretations of data
4. Describe how a premise is supported by scientific concepts, principles, theories or laws
5. Create a model to illustrate a contemporary or historical concept, principle, theory, or law.

A student shall demonstrate the ability to gather information to answer a scientific or social science question.
What students should do:
2. Gather information from direct observations, interviews, or surveys
    a. frame a question
    b. collect and record data through observation, interviews, or surveys
    c. recording and organize information
    d. evaluate the question based on findings

Large Processes/Concepts: (Create a graphic or list of items in the process and check those addressed in this package)

Products:

• Logbook
• Map

Task Description:

Overview:
Students will select a study area, observe and record interaction between living organisms and on-living objects, and report their findings using a map and log book.

1. In groups of three, students will select three 30m x 30m plots of land that share part or all of a border (are connected to each other). Each student will be responsible for one plot. The plots should be representative of the neighborhood of the school and should be at least 70% free of buildings, roads, parking lots, etc.
2. In their logbooks, students will record the address, city, county, state, latitude and longitude of their plot.
3. Using graph paper, each student will draw to scale, a map of his or her plot of land. Indicate the locations of plants, animals, and all non-living objects. Include a key that indicates the identity and number of each component of the plot. Use colors and shapes to help enhance the map. Indicate all human construction or manipulation of the area.
4. A minimum of three observations of the plot must be made at different times of the day in order to increase the chances of seeing animals. Students should be sure to include observations of insects.
5. Each student will list the amounts (numbers or % coverage) of living organisms and non-living objects. An example of a plant list is: 60% of the area is mowed grass with scattered clover and dandelions; 10% is a flower garden that includes day lilies, daisies, hosta, and impatiens; there are 3 milkweed plants, 2 oak trees, and 1 spruce tree.
6. Students will identify organisms and objects by name. If something is not identifiable, use drawings or rubbings, which must be included with the list.
7. Before collecting data, students must design an appropriate data table with the proper labels for the rows and columns. Units of measure, if appropriate, should be included.
8. Students will describe 10 interactions between living organisms. Some examples are: a bird using a tree as a perch, a bird eating an insect, or a bee getting nectar from a flower.
9. In their logbook, students will classify the interactions in a data table using the scientific terms mutualism, commensalism, predation, herbivory, parasitism, and competition.
10. In their logbooks, students will record observations of 6 interactions between a living organism and a non-living object. Some examples: a bird nest in the eave of a house, mosquitoes living in the water trapped in an old tire.
11. Together, the 3 student partners will summarize their data by listing similarities and differences of their 3 plots. The summary should include a list of the numbers of each type of organism.
12. The student partners will make a 2-3 minute presentation to the class sharing the information about the 3 plots.