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Description of Major Field Activities

Varied activities, especially those that are inquiry-based, prepare students to learn and help them to retain what knowledge they uncover during the experience. These are activities that took place in an outdoor setting. Please refer to the Learning Objectives and unit Map Diagram to see how and when these activities fit into the themed unit.

Summary

The core of the unit is a field trip to Stebbins Cold Canyon Reserve. Here, students experience first-hand the importance of water; not only does it shape the geography of the landscape, but its presence leads to a gradient of different plants adapted to different amounts of water and sunlight. Students have the opportunity to apply what they have learned about adaptations and the environment, and use the scientific method to test hypotheses they developed.

Plant Adaptations

Activity Objectives
Generally, students will understand the concepts of adaptation and evolution and will use the scientific method to develop testable hypotheses and experiments, collect data, interpret results and report results. More specifically, students will understand that all organisms have basic requirements for life, that all organisms have adaptations that enable them to meet these basic needs in different habitats, and that species assemblages differ depending on environmental conditions.

Materials List Field notebooks, pencils, rulers, 10 m long strings for creating measurement transects, disposable cameras, magnifying glasses, and data sheets prepared for each of the research topics are needed. Activity Description In the classroom, prior to the field site visit, students split into groups and are assigned one of three general research topics, which they pursue at the Reserve:

1. leaf size in deciduous vs. evergreen plant species

2. plant species' diversity in different habitats

3. tree species' distribution in different habitats

Each group will then follow the scientific method to develop a research plan, beginning with developing testable questions and hypotheses and concluding with experimental design and expected results. At this point, the student groups will be ready for the field site visit.

At the field site, each student group will carry out its scientific investigation, based on the questions, hypotheses, and methods prepared in the classroom. Upon completion of the field site visit, students will then analyze their data and interpret their results, ultimately making a classroom presentation of their findings.

Things to be done in the classroom before the field trip
The concepts of adaptation and evolution should be covered prior to the field trip. Additionally, the scientific method should be introduced and explained. Students will also use the scientific method to prepare their field experiment.

Click here to view student worksheet

Things to be done after the trip
After the trip, student groups will analyze their collected data and interpret their results. They will prepare graphs and/or tables to present their results and give an oral presentation on their findings.

How are you going to know that you met your objectives and that the students learned what you wanted them to learn?
There will be an assessment of understanding the concepts of evolution, adaptation, and the scientific method. Contributions to the group preparations for the field experiment and to the analysis and interpretation of results from the experiment will demonstrate understanding.

CA Standards Satisfied by this Unit

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