IOWA 4-9 SCIENCE PROJECT

TEACHER GUIDE FOR: Field, Forest and Stream Bank JEFF MILES
Edited by Luann Byerly
Ecology.46M GRADES 4-6

CONCEPT OBJECTIVE:
Students will become aware of what a habitat is, and will be able to identify similarities and differences among 3 habitats they observe.

PROCESS OBJECTIVES:
The students will develop the process skills of observing, recording and classifying.

TEACHER INFORMATION:
It is very important that students be supervised in these outdoor settings, both to insure their safety and to minimize damage to these environments.

MATERIALS:
Each group will need:
thermometer
paper
pencil

EXPLORATION:
The class should be divided into 4 ( or 8) groups. Each group will investigate a different aspect of the environment present in each of 3 different locations:
- The edge of a pond or stream
- An open field
- A forest (woods) floor
Using all of their senses to observe, each group will as specifically as possible, write observations on a piece of paper.

Group - 1 Examine soil moisture and 'feel' This group needs to develop a system by which to measure soil moisture. (This may be by touch, by comparing each of the habitats or something more sophisticated) The feel of the soil can also be used to help determine what the soil might be made of, for example clay, sand, loam etc.

Group - 2 Examine temperature of the sight. This group should measure air, soil, and if present, water temperature at the three locations. The teacher will need to decide if students will be allowed to go in or near the water.

Group - 3 Examine plant life. Describe various plant life. Make note of plants common to all areas and those found only in one of the areas and the size and quantity. Also take note of where some plants grow in relation to others.

Group - 4 Examine evidence of animal life. Note the creatures found in the given environment. Also note evidence that creatures have been there such as tracks, holes, or burrows.

(Note: If you chose, you may want to have one member of each group do one of the activities, rather than the whole group.

CONCEPT DEVELOPMENT:
After all of the data has been collected by groups, everyone needs to be brought together and all of the information should be compiled on a poster size chart to hang in the classroom. After the information has been compiled you can introduce the term "habitat". Each of the locations investigated is a different habitat. Use the chart as a basis for discussing the similarities and differences in each of the habitats.
"How does the forest affect light intensity, air temperature and soil temperature?"
"How does the water source influence soil temperature, soil moisture and plant life?"
"How does the amount of vegetation cover influence soil and air temperature, and soil moisture?"

APPLICATION:
1. Revisit each of the habitats and look for influence of man on them. Ask the group to record their observations, then discuss what implications man has on the environment.

2. Discuss other habitats that we have not seen, and try to think about ways that the 'new' habitats would be different or alike to the ones we have seen.

EVALUATION:
This activity can be evaluated on the completion of each groups partial chart, teacher observations and classroom sharing.