Schoolyard Ecology

Students observe soil samples, talk about where soil nutrients come from, receive a letter from a company that wants to know if dead plants can be used as fertilizer, then develop research questions.

Students analyze a trial involving a dispute about a composting business, then outline how a Special Investigator could gather evidence to help settle the case.

Students recieve a request to survey animals and their food resources on a local site, then talk about what they already know and how they could find out more.

Scientists make hypotheses at the beginning of any scientific study. A school site consists of both living and non-living things. School sites are designed for humans and human activities. School sites are habitat for creatures other than humans.

Living and nonliving elements of a schoolyard affect each other. Questions arise out of scientific experiments that lead to other experiments.

Models can be created to represent complex aspects of the real world. Scientists use models to study complex real world situations.

Aerial photographs can aid in determining land use types. Land cover types can be measured by using a grid overlay to aid in determining percent coverage. Students will learn how transition from gaining information from a 3-dimensional model to gaining information from an overhead 2-dimensional view.

Through field checking a map or photo scientists can come up with a more accurate map of the area studied which reflects change over time. Collaborative efforts can lead to increased understanding of the concepts.

Students do a controlled experiment to culture microbes living on items they collected outside.

Students will be able to define a population of dandelions and understand why distribution and abundance of individuals is important.

Students work in groups to create displays that show what happens to a dead leaf over time.

Students write predictions of how a proposed change to their study site would affect the organisms that live there.

Students prepare for and do an outdoor investigation of soil in areas where plants and other landscape feature differ, then use their findings to think about plant and soil connections.

Students design and carry out indoor or outdoor investigations to learn more about animals' feeding interactions.

Students sort items into food and non-food categories, then play a game to get enough food - nutrients and energy - to support six ecosystem organisms.

Students complete their work for GROW by working in groups to create advertisements that teach the public about nutrient cycling, and GROW's research and products

Students recommend who GROW should hire as a scientist after reviewing three job applications.

Students will know that the presence of humans has an impact on soil communities in their schoolyard.

Students propose how dead plants disappear over time, then examine mold, and talk about microbes as decomposers.

Students make food chains for their study site organisms, and learn food chain terminology.

Students make food webs of their study site, then trace how a change in one population could affect other populations within the web.

Students will know how their schoolyard is used by different people throughout the day, and will be able to create a map showing these patterns.  

Students will understand the effect of "nature preserve" size on the diversity and abundance of organisms protected within the preserve.

Students visit thier study site to look for animals and clues about their food resources. The next day they process their findings.

Students create stations with interpretive labels that teach others about signs of animals and what they eat.

Students will know how soil compaction affects water infiltration and will be able to design and carry out a simple experiment to test their ideas.  

Students work in groups to design a fair test that will yield information for GROW, then review each others plans and decide on a final design.

Students work in groups to rank four sites according to their suitability for planting shrubs, then independently complete a diagram showing a nutrient cycle for the preferred site.

Students will gain data indicating how frequently the different areas of the schoolyard are used.

Students become familiar with what animals and animal signs to look for outdoors, then practice field research skills and methods.

Students will be able to observe the environment around them and formulate questions based on their own observations.  

Students make and process final observations of their plants, graphs and discuss their data in groups, compile the whole class data, discuss conclusions, then write letters to GROW.

Students will draw what they see. Students will work to include locations of different features on a schoolyard as seen from a side view.

Students hear a story of a scientist who studies microbe decomposers, then plan and take a trip outside to collect items for culturing microbes.

Students will learn how to design a good investigation and the concept of a fair test. They will learn how differences in land cover type may lead to difference in ecosystem (biological, physical and social) features, and how biological, physical and/or social features of an ecosystem can be inter-related.

Students test factors that promote the growth of microbes, then use their findings to make compost.

Students design and set up model waste disposal systems that will help biodegradable plastic bags decompose

Using aerial photographs Land Classification to determine what covers the schoolyard Land cover percentage (Building on skills from “Candyland Elementary School Land Use” lesson)

Students set up experiments to test the effects of compost tea on plant growth, learn about plant development, then monitor their experiments for 3-5 weeks.

Students will know how plants are able to remove nitrate pollution, and will be able to compare differences in nitrate uptake by aquatic or terrestrial plants.

All scientific maps need to be verified by fieldwork (exploring the schoolyard). Field checking is the process of verifying a land use map by physically checking the schoolyard. The accuracy of the map can be improved through the knowledge gained by field checking.

Students plan, prepare, and present an exhibition of their work to an audience.

Students will know which characteristics of maple seeds help them travel farther and be able to explain why is this important.

Compare the number of earthworms living in different parts of a study area by forcing worms to the surface using a non-lethal irritant (hot mustard slurry!). Youngsters try to explain differences based on environmental conditions they can observe - soil conditions, ground cover and local physical conditions.

Students will learn how different elements of the schoolyard ecosystem are linked, how scientists compile data and search for patterns and relationships, and how these relationships can be described.