Science Syllabus on Urban Ecology
This is the syllabus for the current Beta Science unit.
SCIENCE PACKET FOR MIDDLE SCHOOL STUDENTS
Over the next four weeks, the middlers will be studying our metropolitan region and our urban ecology. There will be several quick observation projects (with the whole group), some short research projects that will include some library time. We’ll be reading some articles from Georgia Trend magazine along with Orion. We’ll also do some reading from the Northwest Earth Institute and some from the urban ecology book put out by Project Wild. Some students will look up stuff in the Almanac or encyclopedia and some will report on urbanization by gathering material from the Chamber of Commerce. Each part of this unit is assigned a certain amount of points with the total adding to 100. Grade letters in this group will be set up this way:
92 to 100-----------------A
80 to 92------------------B
72 ti 80-------------------C
65 to 72------------------D
Below 65 will be scored as “F”
The objectives for this unit are:
Each student will be able to define 10 or 15 terms related to the studying of urban ecology as these trends affect biodiversity.
Students will apply their knowledge of urban ecology trends by participating in two observation projects with the entire group and reporting individually on what we observed. One of these will include a biodiversity count at Brownwood in cooperation with Fernbank and the Urban Watch program.
Everyone will understand and have experiences with all of the city systems, but each person will study and produce a storyboard on one of the systems (such as garbage collection system, water delivery system, transportation system, education system, etc.) Each of these systems relates to the environment in some way and there will be a checklist given to each student so they know what will go on the story board.
Each student will be learning to predict outcomes of various observation projects by using what we talk about in class and using what we learn by interviewing people (for example, parents, city workers, politicians).
The students will gain exposure to several different techniques used in gathering information.
Students will begin to see patterns in our urban environment that will relate to other biomes and will begin to extrapolate from this data to think about future trends.
Everyone will get some familiarity with population growth issues and will be able to articulate some solutions to ever-expanding growth.
Part A—There will be 20 terms to define as we move through the theme unit. By March 7th, I’ll want these terms turned in with definitions. The definitions do not need to come from the dictionary, but from our readings. This is worth 10 points.
Part B—Everyone will participate in two different observation experiments that we devise together. A short write-up will be turned in on both experiences and will be due within a day of the event. A template for these write-ups will be handed out. Each write-up is worth 5 points.
Part C—Everyone will bring 5 articles from the newspaper or magazines on an urban environmental issue. A short form will be turned in with the articles summing them up. Each article is worth 3 points.
Part D—Everyone will demonstrate their knowledge on a quiz that will count 20 points. This will occur on March 14th and study sheets will be handed out.
Part F—Four different field trips will be undertaken and everyone will need to do a “write up” of each trip, discussing what he/she learned and what research questions could come from that trip. 2 points can be earned for each “write up”.
Part G—A letter will be written and mailed on a urban ecology issue to an outside organization. This will be worth 5 points.
Part H—A storyboard will be created on one urban system and this will be worth 20 points.
Part I—Everyone will pick one animal that is associated with urban ecology (from a list the teacher hands out) and will do some research on this animal and how it fits into an urban niche. This is worth 5 points.
Part J—Generally, there are “questions of the night” to look up which usually only take about a minute. The students get one point for each one turned in the next day.
THIS COMES TO 93 POINTS WITHOUT THE QOTN’S AND I DO GIVE EXTRA CREDIT FOR EXTRA WORK. THE GOAL IS TO WORK TOWARD 100 POINTS.
Memorial Day (school closed)
