Connecting+Science+TEKS+to+our+preserve


 * Scientific Processes:**


 * //The beginning of the year an introduction/review to scientific processes. (mini studies for review of the science processes)//**
 * //OBSERVE, CLASSIFY, MEASURE, COLLECT & ORGANIZE DATA, HYPOTHESIZING, PREDICTING, EXPERIMENTING, ANALYZING DATA, INFERRING, MODELING, COMMUNICATING//**


 * 1) Bird feeding station: (most common bird, time of day, food)
 * 2) Water evaporation rates from school pond
 * 3) Air/Soil/Water temperatures.

This can be conducted in phases over the school year to see seasonal changes Includes collection of data through field study observation, classifying, measuring, collecting & organizing data, hypothesizing, experimenting, analyzing data, inferring, modeling, and communicating.


 * //Over the course of the year, the science processes are being used in unison with a research paper about a wildlife species within our preserve.//**


 * 1) Includes a research question and a thesis statement
 * 2) Large amounts of data are collected over the school year as well as collected and filed on computers from previous years of study.
 * 3) Paper includes a well written introduction that initially addresses our purpose within the preserve and our restoration efforts towards native plant and wildlife species. The introduction then moves from the general restoration efforts to the detailed research of a particular wildlife species.
 * 4) Conducting year long field studies in the preserve. Using both direct and and indirect observations.
 * 5) Students develop an outline of their research paper to break it into more manageable parts and then work on writing the body portion of their paper using a variety of different sources.
 * 6) Once the data has been collected and organized, students create graphs and charts to organize their research so they can begin to analyze and infer their data in order to answer their research questions.
 * 7) The students will explain in writing their charts and graphs in the analysis and findings portion of the paper
 * 8) The conclusion will attempt to explain their data and bring it back to the bigger picture of what effects our restoration efforts have had on that wildlife species over the past four years.

TEKS Objectives that are utilized with our coverage of science processes:


 * 1) **The student conducts field and laboratory investigations following home and school safety procedures and environmentally appropriate and ethical practices.**
 * 2) Demonstrates safe practices during field and laboratory investigations. //(////rules reviewed, appropriate behavior a must, gloves or glasses if necessary//**//)//**
 * 3) Make wise choices in the use and conservation of resources and the disposal of recycling of materials. **//(//**//re usable containers, pick up trash)//

2 **The student uses scientific methods during field and laboratory investigations**
 * 1) Plan and implement descriptive and simple investigations including asking well-defined questions, formulating testable hypotheses, and selecting and using equipment and technology
 * Is there a difference in the nitrates or phosphate levels in our ponds?
 * How much debris is carried into our ponds from the rainwater run-off?
 * Is there a relationship between plant density and diversity and insect density and diversity?
 * How long does it take a newly restored area to grow plants?
 * Which plants in the preserve provide food for wildlife? and at what times of the year?
 * Is there a specific pond in the preserve where hawks, foxes, coyotes, owls, visit over others?
 * What time of year has the most sightings of a particular wildlife species
 * What impact does rain or lack of rain have on our prairie?
 * Do birds use our nest boxes?


 * 1) Collect information by observing and measuring
 * beginning of the year with science process introduction: direct and indirect observations. Cameras, video, as well as direct observation. Using feeders for measurement, using rulers to determine depth of ponds, using thermometers for air, soil, and water temps.
 * With regards to research papers: Daily journals of direct observations and hand held cameras. Indirect observation using trail cameras.
 * Water testing kits
 * Change over time pictures to be used for measuring growth over the year.


 * 1) Analyze and interpret information to construct reasonable explanations from direct and indirect evidence.


 * Air/ Soil/ Water temperature readings. Look at observations over time, create a 3 subject line graph to show differences. Explain results then prepare for same test the next season and the season after. From the years sample testing, what conclusions and inferences can be made about changes in temperature in air, water, and soil. Have students explain reasoning.
 * Video and direct observations of bird feeding tra Organize a bar graph to count the different birds visiting the feeder. Look at which birds are eating the seeds. Look at whether or not there are birds who do not eat from the tray. Is there a difference in volume when we are observing directly compared to indirectly. explain findings and behaviors of birds.
 * Research paper on individual wildlife species. Collect and organize sightings based on which pond they were seen at, which month they were most commonly observed and their total populations numbers from year to year.
 * Looking at water evaporation rates seasonally. Students create a bar graphs for week long periods over three seasons to look for changes. Explain the evaporation rate. To what extent is one season different from another.

In research paper, verbally through class discussion, on school news program, through informations pieces to be posted in preserve.
 * 1) Communicate valid conclusions

Graphs, charts, tables, maps are all used to organize data for analysis and explanation. Students create field notes and then bring those into classroom to be made into excel graphs, pie charts, and tables. This information is presented with explanations to the findings and are shared on paper or verbally. (news program, guided tours, research papers)
 * 1) Construct simple graphs, tables, maps, and charts using tools including computers to organize, examine, and evaluate information.


 * 3 The student uses critical thinking and scientific problem solving to make informed decisions.**

Analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information. ( //Students read year’s prior research papers// //as a review of their own topic. Students analyze the data that the students//  //created to form conclusions and ask questions. Students read different//  //hypotheses and discuss the thesis statements of a particular paper.//  //then work to create their own questions, hypothesis and thesis statement//  //about their wildlife species. General discussions about papers already//  //written the year before. This helps with understanding what they will need//  //do and decide on a question they wish to pursue after learning more about//  //their topic and how it uses the preserve.//

//Draw inferences based on information related to promotional materials for// //products and services. (As part of project based learning the students// //develop plans and decide on materials for the work. Students compare ‘stores and prices to find the best deals for their items they need for their project. The students are able to determine if one store has a better price or product. )//

//Represent the natural world using models and identify their limitations.// //(First, we use the natural word as a base for student experience and// //exposure. Then, we have better information to develop models with//  //greater detail. We create a model of the 3 nature cycles that include a terrarium and an aquarium as well as the food chain and food web that is a part of the nature cycle model. Using the model of our wildlife preserve//  //is another model we can use when learning about geography. The model//  //has been developed to scale with a gps device. Students get a good//  //bird’s eye look at our preserve.//

//Evaluate the impact of research on scientific thought, society, and the// //environment. ( What does the information their research tell the students// //about the different wildlife species? What does it tell us about the ‘endangered species the Golden-cheeked Warbler? (this is student// //research?) What does it say about restoring native habitats? The effect// //and impact? What does it say about migratory birds flying south and flying//  //north? What does it say about the monarch butterfly that flying south ‘through our campus each October? ) (yearly migration patterns, impact of//  //restoring habitats and wildspaces. What does our research say about the//  //impact capturing rainwater has to wildlife in our preserve?//


 * 1) **The student knows how to use a variety of tools and methods to conduct science inquiry.**

Collect and analyze information using tools including calculators, microscopes, cameras, sound recorders, computers, hand lenses, rulers, thermometers, compasses, balances, hot plates, meter sticks, timing devices, magnets, collecting nets, and safety goggles.....binoculars, spotting scopes, and we even made underwater viewers.

Demonstrate that repeated investigations may increase the reliability of results. (Having different groups conduct the same investigation. Water evaporation rates and air,soil,water temps are two in particular. Students  can combine their group totals together to get an average and get an even  more reliable finding. Students can also see data that is too far from the  normal range can be considered unreliable and thrown out.


 * 1) **The student knows that a system is a collection of cycles, structures, and processes that interact.**

**A.** **Describe some cycles, structures, and processes that are found in a** **simple system**. (Terraqua models: Water cycle, Nitrogen cycle and carbon dioxide- oxygen cycle. The cycles are substances that are  central to maintaining life on Earth. These three material cycles consist of  the transfer of chemicals from biological systems to geological systems  therefore are called biogeochemical cycles. Processes that affect these  transfers are biological processes such as respiration, transpiration,  photosynthesis and decomposition, as well as geological processes such  as weathering, soil formation, and sedimentation. As materials cycle  we note that the total quantity (mass) stays the same and energy that is  put in changes to work (often to rearrange forms of matter) and is  eventually lost to the surroundings. These three cycles determine the  balance between life (lithosphere), and air and water (atmosphere and hydrosphere). Various aspects such as water cycle, state of the oceans, the climate are  interrelated and the rate of human activities disturbs the natural flow of  materials and energy. When the rates of the disruptions are larger than  the capacity of the entire system to bounce back, the system begins to  shift, affecting all levels of the ecosystems through local and global  changes.

These nature cycles must work in balance in order for the ecosystem to function properly. We can look at climate changes/ swings from year to year to see the impact on our preserve’s ecosystem. Drought suppresses plant growth, this impacts insect activity and this impacts second and third level consumers. Drought affects our pond habitats. If they dry up, organisms are more exposed and at a greater risk of not surviving. The living and non living components to an ecosystem are all inextricably tied together and must be kept in balance for the system to function properly. We can look at open and closed systems. All nutrients, (carbons, oxygen, phosphorus, nitrogen and sulfur are used in ecosystems by living  organisms and operate in a closed system because these chemicals are  being recycled instead of being lost and replenished constantly like in an  open system.  The flow of energy in an open system, the sun constantly gives the planet  energy in the form of light while it is eventually used and lost in the form of  heat throughout trophic levels of food energy.

So students understand the ecosystem is compiled of numerous cycles each has their own processes and structures. Examples of processes stem from each part of a particular nature cycle. Examples of structure include the composition of the preserve biotic community as well as abiotic community such as nutrients and water and finally, range of conditions for for survival within our preserve. ( temperature, light, clouds, general weather patterns, soil composition. We examine these through models  within our terraquas as well as in the field in the preserve.

B. Describe some interactions that occur in a simple system. ( Water cycle, sun’s heat, causes evaporation,( humidity), as the warm water vapor rises,  it cools, condenses and forms clouds.... or it cools, condenses and  percolates liquid water back to the surface for plants to grow. Within these  processes, living organisms are impacted and subjected to these  while living in their environment. These interactions help organisms  survive. The nitrogen cycle where interactions occur. Decomposers break  dead organic matter for the release of nitrogen, where bacteria then fix  that nitrogen into a form plants can use to grow. Organisms are then able  consume the plant matter for the process to begin again within this cycle  exists within the larger system. There is also the food chain system where  energy is passed on from the sun and spread through the trophic levels of  the food chain.


 * 6 The students knows that some change occurs in cycles**

**A.** **Identify events and describe changes that occur on a regular basis** **such as in daily, weekly, lunar, and seasonal cycles.** (Nitrogen in pond system. Waste is broken down by bacteria into form that plants can use to  grow. Plants are consumed and organisms make waste and the process  repeats) Seasonal cycles and weather patterns affect preserve, plant growth and organism activity. Migration fall and spring are cyclical as well as hibernation of reptiles. studying the migration and hibernation patterns over the years to see if they are fixed or are a result of seasonal weather patterns.

**B.** **Identify the significance of the water, carbon, and nitrogen cycles.** (Allows life to exist, are interrelated to all living organisms, are part of a ‘ closed system when materials are recycled back into the cycle. as with the water and nitrogen cycle. And are part of an open system when  deriving energy from the sun and flows through the carbon-dioxide -  cycle and through the energy transformation process. Nitrogen cleans up  toxic bio-waste in our ponds as bacteria consume and chemically change  the nitrogen. As well as in the air where unusable nitrogen gas is fixed ‘for plant use by bacteria in the soil.

**C.** **describe and compare life cycles of plants and animals** (Plants: prairie plots to look at spreading native grass and wildflower seeds.  looking at the life cycle over the course of the school year. Also the bean  and grass seeds inside the terraqua. Looking at different native plants  their fruits and seeds and how they germinate.  Animals: Closely looking at the life cycle of different insects found within  the preserve to see if they are complete or incomplete metamorphosis. The classifying them into groups. Looking at different mammal, reptile,  and amphibian species to learn about their development.


 * 7 The student knows that matter has physical properties.**

**A.** **Classify matter based on its physical properties including** **magnetism, physical state, and the ability to conduct or insulate** **heat, electricity, and sound**

**B.** **Demonstrate that some mixtures maintain the physical properties of** **their ingredients.** ( erosion from rain run-off. both organic and inorganic materials) The pond water becomes a solution of different materials that include silt like sediment, nitrates, phosphates, as well as other potential run-off materials like fertilizer, soaps, or oil based products. Analyzing the water for pollution which impacts what organisms can live in our ponds.

**C.** **Identify changes can occur in the physical properties of the** **ingredients of solutions such as dissolving sugar in water.** (pond water: The solution of a pond can cause changes based on light and  temperature as well as dissolved nutrients such as nitrogen and  the changes that result affect the entire pond habitat. High heat causes  necessary bacteria that breaks down nitrogen and ammonia to decrease  which then in turn increases toxicity of the water. Too much phosphorus or  nitrogen can result in “algal bloom” which can set off a chain of events. As  the algae begin to die, bacterial populations move in to decompose the  matter. They use of the available oxygen and this impacts other  Organisms such as fish especially at night when oxygen isn’t being produced.

**D.** **Observe and measure characteristic properties of substances that remain constant such as boiling points and melting points.**


 * 1) **The student knows that energy occurs in many forms**

**A.** **Differentiate among forms of energy including light, heat, electrical,** **and solar energy**

**B.** **Identify and demonstrate everyday examples of how light is reflected, such as from tinted windows, and refracted, such as in cameras, telescopes and eyeglasses. (**lenses used in preserve. binoculars, underwater viewers, spotting scopes, light refracting:  positioning of fish due to light refractions

**C.** **Demonstrate that electricity can flow in a circuit and can produce heat, light, sound and magnetic fields**

**D.** **Verify that vibrating an object can produce sound:** (Wings of insects, )


 * 1) **The student knows that adaptations may increase the survival of members of a species.**

**A.** **Compare the adaptive characteristics of species that improve** **their ability to survive and reproduce in an ecosystem.** Adaptation is a term used to describe the ways in which organisms change over time in response to the changing demands of their environment.

**Native Plants:** Waxy Leaves reduce transpiration during hot months, Needles and Spikes,to prevent from being eaten ( cacti, argarita) toxicity in plants to prevent from being eaten. Physiological Adaptations of Plants that reduce water loss: Small leaves and needle like foliage reduces surface area for water loss from transpiration.

**Animals:** Structural adaptations, Pysiological adaptations, and behavioral adaptations.

__Structural__: Talons, Beaks, Tails, Eyes, Ears, Color, skin, teeth, wings, shallow/deep roots __Behavioral__: Sleep during the day during summe, Hibernation, Migration grasping and using hands for raccoons. Getting food from human environment. Living or moving in groups, play dead __Pysiological:__ (responses to the environment) Liquid spray, secretions, waste, gills, lungs crayfish in low oxygen waters, they are shown to regulate oxygen uptake through induced hyperventilation. this physiological adaptations allows the crayfish to deal with stress and to still maintain activity

**B.** **Analyze and describe adaptive characteristics that result in an** **organism’s unique niche in an ecosystem:** This is done with plantss and animals in our preserve. We use digital picture files with our work.

**C.** **Predict some adaptive characteristics required for survival and** **reproduction by an organism in an ecosystem** (initial discussion with class on this topic. Teach 3 kinds and have the kids provide examples of wildlife on our campus.


 * 10 The student knows that likenesses between offspring and parents can be inherited or learned**

**A.** **Identify traits that are inherited from parents to offspring in plants and animals:** ( Eyes, ears, hair, nose, height, teeth, skin tone,: Plants: color, look, produce flower or seed, size)

**B.** **Give examples of learned characteristics that result form the** **influence of the environment.** Finding food in human environment, Places where water or food are, where to construct home, time of year certain food is available, **11 The student knows that certain past events affect present and future events**

**A.** **Identify and observe actions that require time for changes to be** **measurable, including growth, erosion, dissolving, weathering, and** **flow:** water flow from run-off: Looking at weathering, erosion and deposition. Plant growth in prairie plots, Mass movement over time

**B.** **Draw conclusions about “what happened before” using data such as** **from tree growth rings and sedimentary rock sequences** ( our limestone rock with marine organisms allow students to talk about what happened before and how it ended up being as it is now**. T**ree ‘ rings, weathering effects,

**C.** **Identify past events that led to the formation of the Earth’s renewable** **non-renewable, and inexhaustible resources:** Swamps for coal, marine organisms for natural gas and oil. Breakdown of rock and mixture of plant material for soil: sun, weather, climate for wind, solar, geothermal


 * 12 The student knows that the natural world includes earth materials and objects in the sky.**