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School Inquiry
Prairie Wind Middle School, Perham
Performance Package Minnesota Profile of Learning
Content Standard: Inquiry
Level: Complete Middle
Title of Package/Activity: Eyes on Wildlife
________________________________________________
Summary Statement of Content Standard:
Demonstrate ability to gather information to answer a scientific or social science question.
________________________________________________
Description of Student Performances:
Task 1: Mammal Survey
Task 2: Wildlife Management Issues Analysis
Task 3: Field Research Project
FINAL ACHIEVEMENT: Use the following scoring criteria when evaluating student performance.
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 students performance is below high standard level.
1 - Work on this standard has been complete, but performance is substantially below high standard level.
No package score is recorded until ALL parts of the package have been completed.
PERFORMANCE PACKAGE TASK 1
Eyes on Wildlife
Content Standard: _Inquiry
Level: Complete Middle
Specific Statement(s) from the Standard:
Controlled Experiments
A student shall design and conduct a controlled experiment or investigation and interpret the results by:
1) using relevant information to generate a hypothesis or frame a question in a given topic;
2) defining the controls, variable, and sample size or number of repetitions;
3) setting up a method to test the hypothesis;
4) determining how to record and organize data;
5) conducting experiment and record data;
6) analyzing data and evaluating the hypothesis; and
7) identifying areas for further investigation.
Product(s):
Habitat Analysis Form
Research outline
Track pad survey data
Log book
Written conclusion
Task Description:
In studying our unit on animals, we are going to do some research on what things might affect the numbers and kinds of mammals we have in our area. You will need to ask a question about mammals around your house and design a method for researching your question. For example, you may want to know what kinds of mammals are around your house, or if squirrels are getting into your bird feeder or deer are getting into your garden.
You will need to do some prior research and information gathering in order to help you formulate a question that can be researched, and also to give you ideas of things you may want to research about a particular mammal. Pick at least one mammal commonly found in our area and determine it's habitat preference, niche, predator-prey relationships, the effect humans have had on this mammal's habitat and survival as well as the effect this mammal has had on humans and other animals in the ecosystem.
Put this information on the Habitat Analysis Form (see attached).
Next, you will need to design a research project which will include the research question you are asking and a description of the field analysis technique(s) and kinds of data gathering you are going to use to gain information about your question. You will be taught several methods used by scientists for researching animals. You will be required to use the track pad survey method but have the option of using all or none of the other survey methods we discuss and practice in class.(You may have to modify the survey methods to meet your specific needs.) Your plan for researching your question and the methods you are going to use must be pre-approved by the teacher.
When your data gathering is complete, you will need to chart and analyze your results. This could include graphs, drawings, data tables, measurements, etc. You also need to write down problems you encountered in the research and what kinds of error you think may have occurred in the data collection.
Last, you need to write a conclusion - your conclusion needs to be about your original research question. Was the question answered? Was your hypothesis correct or incorrect? Did you get enough information to answer your question? What does research say - are your results supported by the scientific information and research that is available? (For example, you research the different kinds of mammals that come into your yard. You gather data and decide that a whale has been in your yard. Research says that whales need to live in an ocean habitat, therefore, it is highly probable there was error in your research. Your conclusions are not supported by scientific information). Your conclusion should also address the possible sources of error, and things that can be done to correct the error. Included with your conclusion should be a new question that could be researched. This question should be related to your original question and research. This should be a question you ask as a result of the new information you have obtained. For example, lets say your original question was again to find out what kinds of mammals come into your yard. You find out that you have deer and squirrels. Your new question could be: "Why aren't there any raccoons?" or "Where are the deer coming from"?
You will need to keep a log book for your investigation. Included in your log book should be your: research question, research plan, data and data analysis, any drawings or graphs, a written conclusion which answers your question, and a new question that could be researched.
Habitat Analysis Form
Your habitat analysis form for the mammal you chose must include it's:
1. habitat
2. niche
3. predator-prey relationships
food chain
5. physical and behavioral adaptations of the mammal
6. effect the mammal has on the human ecosystem
7. effect humans have on the mammal's ecosystem and ability to survive
Research Outline
You will need to formulate a question dealing with a mammal(s) commonly found in our area and design an investigation to research the mammal. This outline must contain the following:
1. the question you are asking
2. a method for researching the question - the method must include a track pad survey as one of the field data collection techniques.
3. detailed explanations of how data will be collected
ALL RESEARCH INVESTIGATIONS MUST BE PRE-APPROVED BEFORE YOU PROCEED!
Track Pad Survey data
1. Locate an area alongside a dirt or gravel road. (You can also use garden areas in your yard, or the field located behind the school) Sometimes it is necessary to make the track pad in the ditch area alongside a road. Avoid tarred and/or heavily traveled roads. Rake up an area of soil approximately 3 ft by 3 ft - be sure to loosen up approximately the top 2 inches of soil.
2. Rake and hand pick out large rocks, gravel, debris, etc. from the raked section of soil.
3. If the soil has a lot of gravel and/or sand you will need to sift additional soil on top of this - the sifted soil should be dug up in the same vicinity in order to keep the color similar. (sifters can be obtained from the teacher)
4. Once the soil is loosened and all major debris removed, back rack the area to level it and smooth the edges down to be level with the surrounding ground. (you can use a rake or even a piece of board or your hand to smooth the pad)
5. Return the following day to make observations. Try to identify any tracks which lie within the designated area of the track pad (3ft by 3ft square area)
6. Fill in data observation sheet. (see attached)
Log Book
will need to keep a log book for the following:
1. research question and approved investigation outline, including the controls, variables and sample size of your mammal survey
2. data collected, drawings, graphs, charts, etc.
track pad survey results and analysis
4. problems encountered during the research
5. possible sources of error in the data collecting
6.written conclusion
7. new research question
Written Conclusion
Your written conclusion must include the following:
1. an answer to the original research question
2. other possible answers to the question
3. a statement addressing whether or not the research provided enough information to make an accurate conclusion.
4. A new question stemming from your research that you would like to investigate.
Special Notes:
Students will need pre-teaching on:
1. formulating questions that can be researched
designing experiments and identifying controls, variables, and sample size
3. field data measurements and collection methods - for this project that specifically involves using a tracking key, making a track pad, visual identification methods, sound identification methods, walking gaits, and other evidence such as browse, hair, scat, hetc.
4. population and ecosystem relationships
5. behavioral and physical adaptations such as camouflage , foot shape, size, etc.
6. general wildlife research protocol and methodology
7. steps in the scientific method
8. proper use of measurement tools for length and mass
9. data display methods such as graphs, charts, etc.
When interpreting animal tracks, use a tracking key. Check with your local DNR for tracking guides they may have, as well as some other tracking books such as the Peterson Field Guide to Animal Tracks or Jim Halfpenny's A Field Guide to Mammal Tracking in North America.
Students can make gait measurements and actual print measurements for length and width. Student data sheets can be filled out with these observations and measurements as well as the official DNR data sheet used for a scent post survey (a series of track pads)
Students can make plaster casts of the various tracks found for later analysis and display. Students can make transparency overlay tracings of tracks for later analysis.
Students should understand that the more data they collect, the more accurate their analysis will be. Students should also understand the difference between successful and unsuccessful track pad surveys: successful means the track pad has not been rained out or destroyed - getting no tracks is still successful. Students should understand that in data collection, the lack of data can have as much significance as an abundance of data with respect to their analysis.
PERFORMANCE PACKAGE TASK 1
Eyes on Wildlife
FEEDBACK CHECKLIST FOR TASK 1
The purpose of the checklist is to provide feedback to the student about his/her work relative to the content standard. Have the standard available for reference.
Y=Yes
N=Needs Improvement
0=Not completed
Student |
|
Teacher |
_______ |
uses relevant information to generate a feasible hypothesis or frame a clearly defined question to be researched |
_______ |
_______ |
accurately defines the controls, variable and sample size or number of repetitions in survey experiment |
_______ |
_______ |
sets up a correct method to reasonably test the hypothesis |
_______ |
_______ |
determines how to accurately and properly record and organize data |
_______ |
_______ |
accurately and precisely conducts the experiment and records data |
_______ |
_______ |
effectively analyzes data and evaluates the hypothesis |
_______ |
_______ |
identifies areas appropriate and reasonable for further study |
_______ |
Overall Comments (information about student progress, quality of work, next steps for teacher and student, needed adjustments in the teaching and learning processes, and problems to be addressed):
PERFORMANCE PACKAGE TASK 2
Eyes on Wildlife
Content Standard: Inquiry Level: Complete Middle
Specific Statement(s) from the Standard:
Accessing Information
A student shall access information and use a variety of sources to answer a question or support a position by:
1) generating a question to be answered or a position to be supported through investigation;
2) using electronic media or other available means to access relevant information;
3) determining how to record and organize information;
4) gathering information from multiple sources;
5) evaluating the relevance of the information; and
6) answering the question or supporting a position by synthesizing information.
Product(s):
1. Survey on management issues with results tabulated and compiled
2. Log book recording pros and cons of present management system
3. Position paper regarding present management system
4. Group debate on management issues
Task Description:
Canis Lupus, or the Gray Wolf will be the focus of our wildlife management project. The wolf nearly became extinct in Minnesota as well as several other states, for several reasons which you will research. Because of dangerously low population numbers, the wolf was put on the Endangered Species list for all states. As a result of this protection, the population of the wolf in Minnesota has made a strong comeback. The wolf is now at a point in Minnesota where it will most likely be taken off any type of protection if the state can devise a sound management plan for the wolf to insure it's continued survival. What you will be doing in this project is gathering data, facts, and figures regarding the history of the wolf in Minnesota, the effect the wolf has on it's surrounding ecosystem (including humans), the effect humans have on the wolf and it's ecosystem, and the general ecology of the wolf. You will then use this information to make informed decisions and draw conclusions regarding your opinion on wolf management for the state of Minnesota.
You will need to devise a survey regarding people's knowledge of the facts on wolves and the issues surrounding the wolf in Minnesota, as well as opinions on various management practices for the wolf in our state. You will need to decide what questions will be relevant to ask, and which people you will need to survey in order to get a variety of viewpoints and information.
You will need to keep a log book of facts on general wolf ecology and the pros and cons of various management issues for this mammal in the state of Minnesota. You will have available to you a variety of information: videos, news and magazine articles, Internet resources, books, scientific articles and research biologists who have been or are presently working on the management issues related to the wolf. You will need to form your own opinion based on these sources of information and be able to justify your position with facts by writing a position paper and participating in a debate.
Special Notes:
The wolf is used here as a specific example. Many different mammals can be used in place of the wolf. There is, however, an advantage to using a species which has been or may be put on either the Endangered Species or Threatened lists, as there is usually a lot of information available regarding the pros and cons dealt with in management issues for that particular species. Check with your regional DNR, USFWS and/or area universities to see if there are any wildlife research projects taking place that would fit into this Inquiry project that students could participate in to some degree. This not only helps to lend ownership and authenticity to the project, but gives students an opportunity to work with biologists doing research on the same topic.
PERFORMANCE PACKAGE TASK 2
Eyes on Wildlife
FEEDBACK CHECKLIST FOR TASK 2
The purpose of the checklist is to provide feedback to the student about his/her work relative to the content standard. Have the standard available for reference.
Y=Yes
N=Needs Improvement
0=Not completed
Student |
|
Teacher |
_______ |
Generates a feasible position to be supported through investigation |
_______ |
_______ |
appropriately uses electronic media or other available means to access relevant information |
_______ |
_______ |
adequately records and organizes information |
_______ |
_______ |
effectively gathers information from multiple sources |
_______ |
_______ |
sufficiently evaluates the relevance and credibility of the information |
_______ |
_______ |
logically supports position by synthesizing information and convincing others the position is reasonable and justified as based upon facts and evidence |
_______ |
Overall Comments (information about student progress, quality of work, next steps for teacher and student, needed adjustments in the teaching and learning processes, and problems to be addressed):