Course title
Field SciencePre-requisite
ChemistryCourse description
Field Science is an inquiry-based; outdoor; and laboratory-based course that studies local environments through the physics topics of mechanics; wave phenomena; energy and matter interactions; electricity; and magnetism. Other topics include physical geology; identification of local plants and animals; scientific field sampling methods and equipment; and computer modeling of ecosystems. The skills of data analysis; scientific inquiry; and systems thinking are integrated throughout the course. Field trips to investigate local ecosystems are offered as an optional component of this course. This course fulfills the CFHS third year science credit requirement.
Field Sciences Laboratory Syllabus
Catalina Foothills High School
Semesters 1 and 2
All CFHS labs focus on one or more of the following scientific inquiry components: Generating Scientific Questions; Formulating Hypotheses; Designing Investigations; Data Collection; Analysis; Conclusions & Extensions; and Communication.
Field Science Labs = 69+ days (an average of 2 laboratory experiences per week) ? combination indoor and outdoor lab experiences
Semester 1
Week 1
Day 1
Measure temperature and light intensity in five microclimate locations outside the classroom
Day 2
1. Analyze temperature and light data aggregated from all field sciences classes
2. Observe and identify vertebrates outside the classroom (Catalina Foothills High School has 10 acres of desert wash on campus)
3. Create a checklist of organisms observed; recording familial and species characteristics
4. Create a field notebook of observations; data & field notes
Day 3
Continue observing and identifying vertebrates and creating a checklist of familial and species characteristics
Week 2
Day 1
1. Finish observing and identifying vertebrates and creating a checklist of familial and species characteristics
2. Organize field notes in field notebooks
Week 3
Day 2
1. Learn how to use compasses to create bearings (angles and distances)
2. Complete several short orienteering courses
Week 4
Day 1
Physics of Heat Lab 1: Examine the thermodynamics of plate tectonics?reading; data interpretation; and graphical analysis
ay 2
Physics of Heat Lab 2: Measure absolute humidity; calculate relative humidity and dew point and calculate current atmospheric conditions with collected data
Day 3
Physics of Heat Lab 3: Complete system dynamics computer models experimenting with animal size; ambient temperature; insulation and metabolism to calculate heat loss. This lab tests laws of thermodynamics and applies those laws to animals.
Day 4
Physics of Heat Lab 4: Analyze graphical data to determine how different taxa of animals react to different heat situations.
Week 6
Day 2
Observe and identify plants creating a checklist of familial and species characteristics
Day 3
Continue to observe and identify plants and creating a checklist of familial and species characteristics
Week 7
Day 1
Madera Canyon Field Trip:
1. Observe and identify vertebrates in several life zones at different altitudes
2. Create a checklist of organisms observed; recording familial and species characteristics
3. Observe and create a data chart of the essential characteristics of each life zone visited during the day (4 of them)
4. Observe and create field notes about recently burned and nearby unburned grasslands to compare later
5. Observe and create field notes about various microclimates encountered on a 2 mile hike.
Week 8
Day 1
BSCS laboratory exercise on fire ecology: Apply lab concepts to field trip observations and notes
Day 4
Revisit compass use; complete two longer; and more difficult orienteering courses ?
Week 9
Day 1
Animal Communication Lab: Use video data and scientific research findings to contrast both sides of a scientific controversy
Week 11
Day 1
Introduction to Topographic Maps: Students use topographic maps to locate and identify various geomorphological structures; physical structures and human structures
Day 2
Draw the contours on a topographic map given a set of elevation benchmarks
Day 3
Plot a very long orienteering course on a topographic map using a protractor
Day 4
Revisit compass use; complete two very long and more difficult orienteering courses
Week 12
Day 1
Bird ethology research: Observe birds to identify; time and record the duration of various behaviors
Day 2
Continue bird ethology research
Day 3
1. Finish bird ethology research
2. Enter data for all classes to use
3. Create pie graph of data for later analysis
Day 4
1. Analyze behavior data aggregated from all field sciences classes
2. Start the research paper comparing individual and aggregated data
Week 14
Day 1
Physics of Light Lab 1: Measure the intensity of light at different angles; simulating different latitudes; put the collected data into a pattern and then create a theory to describe the data
Day 2
Physics of Light Lab 2: Complete system dynamics computer models experimenting with plant physiological responses to differing light duration throughout the year.
Day 3
Physics of Light Lab 3: Analyze graphical data to determine how different latitudes differ in day length and how these differences create various meteorological and astronomical seasons on the Earth.
Week 15
Day 1
Physics of Light Lab 4: Measure temperature and light intensity in five microclimate locations outside the classroom and compare the fall data with the data from the first day of school
Day 4
Examine several skulls of local mammals and identify them to species using a dichotomous key
Week 16
Day 1
Examine several skulls of local mammals and identify them to species using a dichotomous key
Day 2
Finish mammal skulls
Week 17
1. Observe five different locations on campus in various stages of succession; and using Major?s formula; determine what affect various factors have in determining the vegetation at each location
2. Use data to create an explanation of ecological disturbance on campus
Semester 2
Week 1
Day 3
Examine the two trail systems on campus in order to identify erosional and use damage and to suggest repairs (using the techniques learned in class)
Week 2
Day 1
Complete the repairs to the two campus trail systems recommended during the lab the previous week (again using the techniques learned in class)
Day 4
Physics of Sound lab 1: Listen to a sound sculpture and create a theory of how sound direction is perception
Week 3
Day 1
Physics of Sound lab 2: Determine the location of an earthquake epicenter by triangulating 3 sets of s and p wave arrival times on a computer simulation
Day 2
Physics of Sound lab 3: With computers; create and analyze sonograms (frequency over time graphs) of bird calls
Week 4
Day 3
Revisit compass use; complete one advanced; very long and more difficult orienteering course without scaffolding
Day 4
Trail Repair Field Trip: Repair trails for the National Forest Service using the theories and techniques learned by repairing on-campus trials
Week 5
Day 3
1. Locate and mark a randomly selected 100 square meter quadrat in the desert outside the classroom
2. Collect vegetative data in the quadrat (species and cover)
Day 4
Continue vegetative data collection
Week 6
Day 1
1. Finish vegetative data collection
2. Enter data to be used by all field sciences classes
Day 2
1. Analyze the aggregated vegetative data from all the field sciences classes (frequency; cover; and density)
2. Compare the current year vegetative data to data collect by field sciences classes since 1995 and create a timeline of vegetative changes in the campus desert
Week 7
Day 2
Orienteering Field Trip:
1. Complete a 3-4 mile long advanced course using the skills learned in previous on-campus labs
2. Interpret; at each control point; some aspect about the natural world; using field notes from collected during the year
Day 3
Populations Lab 1: Graph and analyze data about an invasive exotic insect species in order to suggest a control strategy
Day 4
Populations Lab 2: Graph and analyze data about Whooping Crane hatching success in order to suggest a strategy to improve hatching
Week 8
Day 1
Populations Lab 3: Graph and analyze data about wolf and deer populations in order to suggest a management strategy for both populations
Day 2
Complete a system dynamics computer simulation about food chains in order to understand the inefficiencies built into natural populations
Week 10
Day 1
1. Identify various hydrologic structures in the wash that runs through the campus desert
2. Write field notes about each hydrologic structure
Day 4
Continue hydrology observations
Week 11
Day 1
Continue hydrology observations
Day 2
Finish hydrology observations
Week 12
Day 1
Hydrology Lab 1: Build and experiment with several different river systems with a stream table
Day 2
Hydrology lab 2: Using GoogleEarth; examine various locations around Tucson and compare the construction at each location with recommendations made by hydrologists
Day 3
Hydrology lab 3: Complete system dynamics computer models experimenting with Glen Canyon dam in order to understand the intersection between science and public policy decisions
Week 13
Day 1
Hydrology Lab Application: Identify and discuss various hydrologic structures in the wash
Day 4
San Pedro River Field Trip - Full day off campus field trip to:
1. Measure the flow (cfs) of San Pedro River and compare the current flow to past flows
2. Observe and identify vertebrates in several microhabitats along the river
3. Create a checklist of organisms observed; recording familial and species characteristics
4. Examine and create field notes about old field succession at an abandoned farm along the river
5. Locate and identify Pleistocene fossils in river banks
Week 14
Day 1
Bird ethology research: Observe birds to identify time; and record the duration of various behaviors and compare to fall data
Day 2
Continue bird ethology research to identify time; and record the duration of various behaviors and compare to fall data
Day 3
1. Finish bird ethology research
2. Enter data for all classes to use
3. Create pie graph(s) of data for further analysis
Day 4
1. Analyze behavior data aggregated from all field sciences classes
2. Compare all fall and spring data collected (to be used in research paper)
Week 15
Day 3
Physics of Motion Lab 1: Analyze and compare the energy expended and speed of various animal gaits displayed in short videos
Day 4
Physics of Motion Lab 2: Draw the general circulation patterns around the world; relate the patterns to convective cells; Coriolus effects and Newtonian mechanics and use the patterns to explain the motion of high and low pressures systems across the planet
Week 16
Day 1
Physics of Motion Lab 3: Analyze and compare the loading; aspect and wing shape of various birds displayed in short videos.
Day 4
Lab Practicum in campus desert: Walk in the Desert - Students identify various species of all taxa; hydrologic structures; successional stages and microhabitats. They apply the physics they have learned throughout the year to phenomena they encounter during the walk
Week 17
Day 1
Biogeography Laboratory Project: Create a set of small mountain ranges or oceanic islands (similar to the sky islands of Southeastern Arizona) and create a paleobiogeographic history of the mountain ranges using biogeographic theory and research data
Day 2
Continue the biogeography lab project
Day 3
Continue the biogeography lab project
Day 4
Continue the biogeography lab project
Week 18
Day 1
Finish the biogeography lab project
VEGETATIVE ANALYSIS (LESSON 1)
SEE SCIENCTIFIC INQUIRY RUBRIC AT END OF LESSON 4
LESSON-AT-A-GLANCE
Lesson Title: Vegetative Analysis Introduction (Lesson 1)
Learning Goal: Students will be able to describe the theories about vegetative analysis.
CFSD Measurement Topic: Scientific Inquiry Designing Investigations
21st Century Learning Goal: Students will be able to organize information leading to data collection critical to conducting a scientific inquiry.
Prior Knowledge: None
Integration Areas: Writing; data collection
Critical Materials (supplies; media/technology; equipment): Each student must have a field notebook for future data collection. Teacher must have computer and computer projector.
Background Information/Preparation: The teacher should be familiar with vegetative analysis; what it is; how to collect data and how to analyze it.
Estimated Time for Lesson: one class period
LESSON DEVELOPMENT
I. Lesson Itinerary (list):
A. Instructional Strategies:
1. Use note taking and summarizing and practice strategies (DOL)
B. Providing Processing Time: Give students several minutes to write down the information.
C. Structuring the Processing: Students work individually
II. Lesson Description (narrative): The lesson starts by reminding students that they have already conducted field research on animals and on some on plant diversity. The teacher then explains that vegetative analysis is another step in understanding species diversity. Then the teacher presents the notes on vegetative analysis; getting the students ready to collect data. As a summarizer students should now meet with their group of learning buddies to summarize the content of the lecture.
III. Summative Assessment: Students will be utilizing information they have collected in their field notebooks all year for the summative assessment at the end of the year for this unit. Field notebooks will be checked throughout the year several times before the summative assessment.
IV. Extension/Intervention: Provide extra scaffolding and multiple opportunities for students to be successful in organizing the notebooks
V. Additional Resources for Follow-Up Activities/Lessons: None
VI. Sources: None
VEGETATIVE ANALYSIS (LESSON 2)
LESSON-AT-A-GLANCE
Lesson Title: Vegetative Analysis Pre-Data Collection Methods (Lesson 2)
Learning Goals: Students will be able to:
1. Describe different methods of collecting data on plants
2. Describe the method best suited to collecting data on desert plants
3. Describe how to randomly select research sites
CFSD Measurement Topic: Scientific Data Collection
21st Century Learning Goal: Students will be able to organize data and utilize data collection tools critical to conducting a scientific inquiry.
Prior Knowledge: Vegetative analysis introduction knowledge; plant identification skills
Integration Areas: Writing; data collection
Critical Materials (supplies; media/technology; equipment): Each student must have a field notebook for future data collection. The teacher should have the aerial photo of the High School with 10m x 10m gridlines drawn on it and number to 350-meter tapes and meter sticks. Teacher must have computer and computer projector.
Background Information/Preparation: The teacher should be able to describe how collect vegetative analysis data and how to analyze it. The teacher should also be able to program a spreadsheet to create a list of random numbers.
Estimated Time for Lesson: One class period
LESSON DEVELOPMENT
I. Lesson Itinerary (list):
A. Instructional Strategies:
1. Use note taking and summarizing and practice strategies (DOL)
B. Providing Processing Time: Give students several minutes to write down the information.
C. Structuring the Processing: Students must work in teams of 3 or 4
II. Lesson Description (narrative): The lesson starts by reminding students that they have already had an introduction to vegetative analysis. The teacher then presents the notes. After the notes; the teacher has the computer randomly assign quadrat number between 1 and 350. Student teams then go out and find their quadrat. When a team finds their quadrat; they should call the teacher to verify the location. When that has been verified; the teams then stake out the four corners of their quadrat with stones. The teacher should again verify the 10m by 10m size of the quadrats. The teams should summarize the lesson by planning the data collection over the next two days.
III. Summative Assessment: students will be utilizing information they have collected in their field notebooks all year for the summative assessment at the end of the year for this unit. Field notebooks will be checked throughout the year several times before the summative assessment.
IV. Extension/Intervention: provide extra scaffolding and multiple opportunities for students to be successful in finding their quadrat
V. Additional Resources for Follow-Up Activities/Lessons: None
VI. Sources: None
VEGETATIVE ANALYSIS (LESSON 3)
LESSON-AT-A-GLANCE
Lesson Title: Vegetative Analysis Data Collection Methods (Lesson 3)
Learning Goal: Students will be able to collect data on plants in the wash
CFSD Measurement Topic: Scientific Inquiry: Data Collection
21st Century Learning Goal: Students will be able to organize data and utilize data collection tools critical to conducting a scientific inquiry.
Prior Knowledge: Vegetative analysis introduction knowledge; plant identification skills
Integration Areas: Writing; data collection
Critical Materials (supplies; media/technology; equipment): Each student team must have a data collection chart; a meter tape and meter stick; vegetative analysis spreadsheets. Teacher must have a computer and computer projector.
Background Information/Preparation: The teacher should be able to recognize correct methods of collecting data for vegetative analysis
Estimated Time for Lesson: Two class periods
LESSON DEVELOPMENT
I. Lesson Itinerary (list):
A. Instructional Strategies:
1. Use data collection strategies
B. Providing Processing Time: give students an entire class period to write down the information.
C. Structuring the Processing: students must work in teams of three or four
II. Lesson Description (narrative): The lesson starts by reminding students that they have to complete their data collection within two days. The teacher then hands out the data chart and reviews the notes on data collection. The teacher should wander among the groups to verify that the data is being collected correctly. Once a group says it is finished; the teacher should check the data sheet against the actual plants in the quadrat and verify that it makes sense. Each team then goes back to class and finds the spreadsheet with their quadrat number on a designated computer and fills in their data. (see the attached sample sheet). Teams typing in their data and turning in their data sheets acts as a summarizer.
III. Summative Assessment: Students will be utilizing information they have collected in their field notebooks all year for the summative assessment at the end of the year for this unit. Field notebooks will be checked throughout the year several times before the summative assessment.
IV. Extension/Intervention: Provide extra scaffolding and multiple opportunities for students to be successful in collecting data
V. Additional Resources for Follow-Up Activities/Lessons: None
VI. Sources: None
VEGETATIVE ANALYSIS (LESSON 4)
LESSON-AT-A-GLANCE
Lesson Title: Vegetative Analysis (Lesson 4)
Learning Goal: Students will be able to:
1. Analyze & interpret the data on plants in the wash
2. Explain the changes in Sky Club wash over the past 16 years
CFSD Measurement Topics: Scientific Inquiry Analysis; Scientific Inquiry Conclusions and Extensions; Scientific Inquiry Communication
21st Century Learning Goal: Students will be able to analyze data critical to conducting a scientific inquiry.
Prior Knowledge: Vegetative analysis data
Integration Areas: Writing; data analysis
Critical Materials (supplies; media/technology; equipment): Each student team must have the vegetative analysis data and the assignment advanced organizer. Teacher needs computer and computer projector.
Background Information/Preparation: The teacher should be able to describe how to analyze vegetative data.
Estimated Time for Lesson: Two class periods
LESSON DEVELOPMENT
I. Lesson Itinerary (list):
A. Instructional Strategies:
1. Use data analysis strategies
B. Providing Processing Time: give students several minutes to write down the information.
C. Structuring the Processing: students must work individually
II. Lesson Description (narrative): The lesson starts by passing out the current year?s results from the data analysis spreadsheet; and the multi-year data synopsis. The teacher then gives the notes ? especially describing the differences between the components to an importance value. The teacher should then talk through the assignment and examples on the assignment advanced organizer. It is important to stress the chronology of Sky Club wash as a resource for the second paragraph of the assignment. Students then start working on the assignment. The teacher should wander among the students checking their analysis as they write. Students can summarize the lesson after turning it in and comparing their analysis.
III. Summative Assessment: Students will be utilizing information they have collected in their field notebooks all year for the summative assessment at the end of the year for this unit. Field notebooks will be checked throughout the year several times before the summative assessment.
IV. Extension/Intervention: Provide extra scaffolding and multiple opportunities for students to be successful in the analysis.
V. Additional Resources for Follow-Up Activities/Lessons: None
VI. Sources: None
Sixteen-Year Data
Scientific Inquiry Rubric
Trait Novice Basic Proficient Advanced
Questions and
Hypotheses Generates questions related to the topic; but not based on observations or scientific knowledge.
Generates relevant questions based on observations and/or scientific knowledge.
Generates relevant questions ? based on observations and/or scientific knowledge ? and forms a testable hypothesis or research statement.
Generates relevant questions ? based on observations and/or scientific knowledge ? and forms a testable hypothesis or research statement applied in a new context.
Investigation Design Inappropriately selects or designs materials; procedures; or models for obtaining data.
Selects or designs materials; procedures; or models for obtaining data that partially address the question. Evaluates; selects; or designs appropriate materials; procedures; or models for obtaining data that investigate the question. Evaluates; selects; or designs appropriate materials; procedures; or models for obtaining data that investigate the question applied in a new context.
Data Presentation Data presentation lacks organization. Data presentation partially illustrates patterns or trends. Data presentation accurately illustrates patterns or trends (for example: tables; graphs; statistics). Data presentation accurately illustrates patterns or trends (for example: tables; graphs; statistics) in a way that recognizes the possibility of bias and correctly highlights the patterns and relationships.
Analysis Describes irrelevant or nonexistent patterns or trends in data.
Partially describes patterns or trends in data. Accurately describes patterns or trends in data.
Accurately describes patterns or trends in data to formulate equations; state generalizations; or identify relationships.
Conclusion(s) Draws a conclusion without reference to data. Uses data; but draws an invalid or incomplete conclusion (lacks internal validity).
Uses data to draw a conclusion to support or refute the hypothesis or research statement (internal validity).
Uses data to draw a conclusion to support or refute the hypothesis or research statement; and apply to a broader context
(external validity).
Refinements and Extensions Incompletely evaluates components of an investigation. Evaluates components of an investigation (including experimental error); but suggestions for improvement/
modifications; or implications for further research are irrelevant. Evaluates components of an investigation (including experimental error) to suggest improvements/
modifications; or implications for further research.
Evaluates components of an investigation (including experimental error); suggests improvements/
modification; and implications for further research.
Communication Communicates components of an investigation without data-based arguments.
Uses data-based; logical arguments to justify and communicate some components of an investigation.
Uses data-based; logical arguments to justify and communicate some components of an investigation clearly; accurately; and completely.
Uses data-based; logical arguments to justify and communicate all components of an investigation clearly; accurately; and completely
supports; challenges; and responds to other?s ideas.
School Country
United StatesSchool state
ArizonaSchool city
TucsonSchool Address
4300 E Sunrise DrSchool zip code
85718-4300Date submitted
Approved
YesApproved competency code
- LINT
- Integrated science