Effects of Weather/Process of Science
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1 Name: Date: Effects of Weather/Process of Science High School Environmental Science Spring Module 2 Lake Lotus Park NGSSS Big Idea: Standard 17 Interdepedence A. The distribution and abundance of organisms is determined by the interactions between organisms, and between organisms and the non-living environment. B. Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes. C. Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes. Benchmark Code & Description: SC.912.L.17.4 Describe changes in ecosystems resulting from seasonal variations, climate change and succession. NGSSS Big Idea: Standard 1 The Practice of Science A. Scientific inquiry is a multifaceted activity. The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data and the communication of this evaluation. B. The processes of science frequently do not correspond to the traditional portrayal of the scientific method. C. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. D. Scientific knowledge is based on observation and inference. It is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Benchmark Code & Description: SC.912.N.1.1 Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science, and do the following: 1. pose questions about the natural world, 2. conduct systematic observations, 3. examine books and other sources of information to see what is already known, 4. review what is known in light of empirical evidence, 5. plan investigations, 6. use tools to gather, analyze and interpret data (this includes the use of measurement in metric and other systems and also the generation and interpretation of graphical),
2 7. pose answers, explanations or descriptions of events, 8. generate explanations that explicate or describe natural phenomena (inferences), 9. use appropriate evidence and reasoning to justify these explanations to others, 10. communicate results of scientific investigations and 11. evaluate the merits of the explanations produced by others. LEARNING GOAL/OBJECTIVE To learn about the processes of science and the effects of weather on the earth and its organisms. PREREQUISITES Review: Vocabulary Words Applicable Textbook Sections VOCABULARY Absolute barometric pressure Humidity UV Units Inference Observation Longitude Latitude HANDS-ON ACTIVITY Task(s): Students will conduct measurements of various environmental conditions and documenting that data. Provided Materials: Wireless Weather Forecast Station Digital Thermometer General Light and Moisture Meter GPS Device Fixed Weather Station Labquest Meter Meter Probes: Nitrates, Phosphates, Turbidity, ph, Dissolved Oxygen, Chlorides Clipboard/Pencil
3 Career Options: Meteorologist, Laboratory Technician, Biologist, Water Quality Technician Lesson Steps: 1. Students will compare their predictions of what they would find in the different ecosystems (biotic and abiotic components) to actual observations of wildlife, plants, water levels, etc. as they tour the park. 2. In each of the four ecosystems, we will be observing and/or documenting the following: a. Temperature b. Humidity c. Sunrise d. Sunset e. Moon Phase f. Longitude g. Latitude h. Absolute Barometric Pressure 3. We will be taking soil temperature and moisture, UV and solar radiation readings. 4. We will be observing the microclimate of each ecosystem: a. Wet b. Dry c. Sunny d. Shady 5. Students will discuss the importance of using the scientific process when conducting experiments and taking measurements.
4 Name: Date: Effects of Weather/Process of Science High School Environmental Science Spring Module 2 Lake Lotus Park LEARNING GOAL/OBJECTIVE To learn about the processes of science and the effects of weather on the earth and its organisms. DATA RECORD Moon Phases Data Recording Sheet Full & New Moon = Spring tide (TIDE HI) Quarter = Neap tide (TIDE LO) Other = Mean water level (TIDE MID) The tides reflected on this station are based on the ebb and neap tides of the lunar month. Not daily high and low tides. Air Temperature Humidity UV/Solar Index Sunrise/Sunset Longitude Latitude Moon Phase Barometric Pressure Soil Temperature Soil Moisture
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