Open science and 21st century naturalist skills
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Transcript of Open science and 21st century naturalist skills
“The journey is difficult, immense. We will travel as far as we can, but we cannot in one lifetime see all that we would like to see or to learn all that we hunger to know.”
Loren Eiseley
The curriculum presented here is: • an attempt to return to the roots of science education
• constructed to allow students to pursue an interest in the natural world
• focused on the methodologies needed to conduct field work
• designed to enable the students to see and ponder the connections they perceive
• presents a problem solving approach to some naturalistic issue in their own neighborhoods,
We can awaken the young naturalist, allowing them to understand and be aware of their attachment to the natural world.
Student Inquiries (Guiding Questions)
• What is Natural History?• What do Naturalists do?
• How are Natural Observations conducted?• How are Natural Observations Documented?• What is the value of Natural Observations?
• Who are some well known naturalists?• How are the parts of nature connected?• How are species classified and named?
• What interactions can we discover?• What is a Nature essay and how and why are they written?
• What are the categories of nature?• What subjects are related to Natural History?
• What is a Museum?• Why do we have Museums?
Basic Principles• Species are the entities we observe, describe, and
discuss.• Living things are bound together in intricate,
interconnected webs.• Life on earth is extraordinary diverse.• The natural world is a vast network of complex
communities, connected through shared environments.
• By studying nature, naturalists observe the relationships of size and shape, recognize distributional patterns, observe behaviors and adaptation, and come to understand the diversity of life.
• Natural science is the study of organisms in the environment, its relation to the world about it, and the features which enable it to function in its surroundings.
• Human activity on the planet has had a profound effect on the diversity of species.
General Skills
• Compare and Contrast• Recognizing Patterns• Finding Relationships
• Classifying• Organizing
• Observation• Writing
• Research• Drawing Conclusions
• Reading• Technology
Methodological Skills• Plant, Animal, and Rock Identification
• Nature Photography and Documentation• Nature Sketching
• Sampling specimens• Hiking basics (rules and safety)• Microscope and hand lens use
• Field Guide Use• Nature Writing
• Museum Exhibit Creation• Map Reading• Field Notes
• Observation Techniques
Habits of Mind (Dispositions)
• Respect for Nature• Awareness of the environment
• Curiosity• Play
• Patience• Self-reflection• Metacognition
Content StandardsStandards and Benchmarks From:Atlas of Science Literacy, Volumes 1 and 2http://www.project2061.org/publications/atlas/default.htm
The Nature of Science
Scientific InquiryThe Scientific Community (from Part II) See grades 6-8, 9-12
DisciplinesScientific Communication
Evidence and Reasoning in Inquiry 1B/1, 1B/2, 1B/3, 12A/2
Scientific Investigations 1A/1, 1C/7, 1B/1, 1B/2
The Living EnvironmentDiversity of Life (from Part II) See grades 6-8, 9-12
Tools of The Trade
– Binoculars and Hand Lenses– Camera
– Collecting tools and containers– Field Guides
– Field Book or Journal– Something to write with
– Backpacks and side packs– Smart Phone, Tablet, or NB
Thinking Like a “……………..”Name_________________________________
Ologist or Otanist____________________________________
You are to search the web and/or books at the library to find the answers to the following questions. These will help guide you in understanding the roles of the naturalist field you have chosen.
1. What does a ………..do? Please write these as statements. You can simply type a search for “What does a ……..do?” Try to vary your answers from different perspectives. I have given you
examples. Provide at least 5 statements.2. Questions …………ask. Please write these as questions using
What, Where, Who, Why, etc. Again, you can simply type in “Questions………..ask” and you will find many ideas. I have given you examples. Provide at least 6 questions.
3. (This is extra if you have time or come across any ideas use the back) List if you can, a list of skills your naturalist would use.
EXPLORING A FIELD GUIDE• Names of members of your group:
Field Guide Title: Area of Specialty:
The best place to look for the following information is in the front section of the field guide in the introduction section.
• How is the Field Guide organized? (how do you use it?)• How are the species or objects categorized in the
guide?• What do you think is most helpful in the guide?• Is there anything confusing in the guide?• What is the coolest part of the guide?• Do you think this guide is easy or hard to use?
Some Attributes to Look For• Animals: Behavior, Habitat, Tracks, Appearance,
Sounds, correct naming procedures, and any tricks of the trade they come up with.
• Insects : Body types, coloring, behavior, habitat, nests or other homes, evidence of where they have been.
• Birds : wing types, coloring, body and beak types, song, nesting, feeding, habitat.
• Trees: leaf type, seed type, type of tree, where they grow, coloring, shapes of branches, patterns.
• Plants: stalk, leafs, flowers, fruits, seeds, root types, poisonous or not.
• Rocks: Types of rock, types of minerals, hardness, color, commonalities, where to find, effects on ground type.
Common Species/Rocks/Weather Pattern Assignment
• Three to four sentences describing the physical features of the chosen species/object.
• One detailed sketch that may or may not be colored. Labeling helps with size and color identification..
• The common name, and if possible, the scientific name.
• Common places someone may find it.• Documentation of where you found this
information.• 1 or more questions you may have about it.
Museum of Natural History Assignment
• Using your field books, you are to study 6 specimens of the same species. These can be found in one gallery or from several collections. The HMNH presents a historic and interdisciplinary exploration of science and nature, with an emphasis on evolutionary theory, so you will be using those Brains of yours to think. Don’t forget pencils, your field book, this sheet, and colored pencils if you choose.
• Each study must contain:• A Title on the top of the page. (Gallery, Specimen, etc.)• Information given at exhibit, such as where discovered who
discovered, and any other facts about it.• A labeled sketch.• Your written observations • Your interpretation and ideas (why you chose it?) Patterns that
emerge, relationships you see.
Name of Research Paper and Topic of interest:
Names of Group Members:
Abstract or Summary of Paper:
What was the hypothesis, goal, or assumption that was stated:
How results gathered and what were the results? What tools were used?
What was the conclusion:
Any interesting ideas or facts?:
Researchers at Work
Other Connections
• Podcasts • Music• Visual and Performing Arts• Creative Writing• Video Production• Education• Independent Projects
http://fieldguides.eol.org/?cmd=login
Student Response “EOL is easy to use and has tons of information about living things. It's really helpful for school projects.” Peyton L. 7th
“EOL is so helpful for school projects and for learning about all things natural! Someone did a great job creating this website!!” Kevin S. 7th
"EOL is a great source of information for aspiring naturalists.” Grace C. 7th
“The inaturalist mobile app, working with EOL, is very helpful, especially if you have a built in GPS. The great thing about the mobile app is that if you are in the field, you can use it as a great alternative to your field notebook. Kevin S. 7th "Its very fun to use and helps me a lot with my observations, I like the maps.“ Jimmy T, 7th
Student Response “I am so excited to use this amazing website. It has become the single most helpful tool in my studies. Every time I need information about nearly any species, I can go to EOL and get far more information than I need. They give such exquisite details on the most specific of species. From information about the habitat to the diet to the reproduction, EOL tells it all. Thanks, EOL, for giving me the guidance and information I need to become a new and blooming naturalist.” Ben B 7th
“EOL is an amazing website. It has helped me get a lot of work done. Lastly, I would recommend this great tool to anybody needing help with their studies of living things.” Ryan B. 7th
“Eol is an amazing website that is very useful when looking up information on species. I love how they give location maps, paragraphs, and diagrams, for each species.” Merry S. 7th
Seminar Directions
1. IntroductionYou can start with a short description of the “topic” concerning the area of your naturalist discipline. Then introduce your problem by giving some literature review of what has been said about it
2. Fundamentals of it (What are interesting facts, who is involved, what does it tell us)
3. Any research ideas you have4. Concluding remarks / Summary
Examples of Topic Areas
• Animals: defense, extinction, migration, habitats • Insects : pheromones, pesticides, plant
interactions, invasive and native• Birds: distribution, songs, migration routes,
effects of wind power• Trees: old growth forests, deforestation, fungus,
rot, protection• Plants: medicinal uses, history of, poisonous,
edible• Rocks: sources of fuel, gems, building
structures, ground water
Lesson 10: Let’s Get to Work
The following is the assignment for the final project and accompanying assessment. It should be the judgment of the teacher as to when to assign it and have students begin this final work. It will be prefaced by some outdoor field work which will serve as the preparation for the project. As you will see, there is great choice and variety in terms of the naturalist area chosen, the medium for the product, and the audience for which it will be presented. As with all other choices and assignments, it must come from the heart of the student.
Part 1: SELECTION OF A ROLE
This part relates directly to your naturalist discipline.
ROLESGeologistBotanistZoologistBiologist
EntomologistEcologistOTHER
Part 2: SELECTION OF A FORMAT
This part relates to how you will present your findings, share your personal voice, and seek to educate someone else, your audience.
Photographic Collection: This collection will display a study of the natural environment and will be completed with accompanying 1 Paragraph explanations and/or page description of the collection of each of the photographs. There is to be a minimum of 4 photographs and each must be 8’x10’ in size. B+W or Color
Nature Essay: Written in the style of past and future essayists, you are to use your findings to reflect upon an aspect of nature. Think of the interrelationships you see, the principles that are expressed, and the personal and cultural message you wish to express. Minimum length of 4 pages, double spaced, 12 point font.
Poem Collection: Written in the style of past and present poets, you are to use your findings to reflect upon an aspect of nature. Think of the interrelationships you see, the principles that are expressed, and the personal and cultural message you wish to express. Minimum of 8 poems of no less than 10 lines each. Bound in a creative manner.
Research Paper: This paper is written in Journal style format, complete with a list of references. You are to look at an area of nature and pose a question or hypothesis. (See topic ideas later on.) You may start simple, such as a complete survey of a specific species or rock type, or you may go into depth by posing a more advanced question. This paper is to include photos of samples from the field, data and observations, and must have a conclusion. Minimum length of 4 pages, double spaced, 12 point font. Try to use a variety of sources and have at least four. Correct bibliographic format is required.
Collection of Artwork: This collection will display a study of the natural environment and will be completed with accompanying 1 Paragraph explanations and/or 1 page description of the collection of each of the artworks. There is to be a minimum of 4 art pieces and can be oil, acrylic, watercolor, pen and ink, or pencil. Each is to be mounted.
Newspaper Editorial: Written in the style of current editorial writers, you are to use your findings to reflect upon an aspect of nature. Think of the interrelationships you see, the principles that are expressed, and the personal and cultural message you wish to express. Also consider persuading an audience to share your opinion. Minimum length of 2 pages, double spaced, 12 point font.
Lesson Plan for a Classroom: You may wish to organize your findings into a classroom lesson plan. This could include stories, activities, demonstrations, and the like. You are type your lesson plan and include time needed for each activity. You must also arrange for your lesson to be used in a classroom. It would help if you had an exit survey to see how well you did.
Pamphlet or PowerPoint Presentation: You may wish to present your findings in a medium that could be presented to a wider audience. Consider an area you wish people to visit, ideas you wish for them to know, and what they will observe when they get there. This could be a local park, preserve, or sanctuary. It may be your own backyard. Pamphlet must be 3 fold, PowerPoint a minimum of 10 slides.
The American Museum of Natural History Young Naturalist Awards: This is a contest sponsored by the museum. They post a topic each year and offer a chance for you to be recognized. The judging criteria, rules, entry forms, and help are available online at:http://www.amnh.org/nationalcenter/youngnaturalistawards/ . There are also sample ideas from past entries and winners available to you.
Grading Rubric (objectives)• METHODOLOGICAL SKILLS -displays correct format in field
notes-field notes are organized -field notes are correctly labeled, containing sketches and relevant information
• CONNECTIONS WITH NATURE -understandings and essential questions are addressed -product displays sense of connection with nature
• SENSE OF PERSONAL VOICE -student understands voice-student was able to find his/her voice-voice was evident-voice was unique and genuine
• PRODUCT COMPLETION -directions and outline was followed -regular consultations were made between teacher and student -work was completed with a high amount of creativity, task commitment, and ability
• AUDIENCE FINDING AND ACCEPTANCE -audience was located -audience was contacted-presentation planned -audience acceptance and evaluation
Grading Rubric (categories)
• BACKYARD NATURALIST • STUDENT NATURALIST • UNIVERSITY NATURALIST • EXPERT IN THE FIELD
“It is quite impossible in textbooks to present the local problems of zoology, physics, and botany which will come up if pupils are alert to understand their surroundings.
(Whipple, 1920, p.146)
Thank You!
