5 th Grade Holifield Field Guide 2017

Transcription

1 5 th Grade Holifield Field Guide 2017 NAME SCHOOL

2 Table of Contents Forest Adventure Page Number Sketch the Geography 4 Inherited Traits & Biodiversity 5 Leaf Silhouettes 6 Leaf Diagram &Co2 Cycle 7 Subsoil Rocks 8 Sensory Map 9 Food Web 10 Man and the Environment 11 Studying the Stream Water Cycle 13 Macro Mania Metamorphosis 16 Reflections 17 Animal Presentation Room NSI Activity 19 Animal Adaptations 20 Animal Sleuth 21 Wrap Up Why Is Holifield so Memorable? 22 Adventure BINGO 23 Vocabulary 24 2

3 Forest Adventure Learning Targets: I can describe how inherited traits (structures and functions) help organisms survive in their environment. I can describe an ecosystem and how living things interact and live within their environment. I can describe photosynthesis and the Carbon Dioxide and Oxygen cycle. 3

4 Forest Adventure Sketch the Geography of the Land You will need to gather basic information on the land in this class. Begin by recording the physical characteristics of the area based on what you can see, include things like: hills, trees, grass, water, clouds, etc. 4

5 Forest Adventure Inherited Traits & Biodiversity 1. Give 2 examples of your inherited traits. a. b. 2. Give 2 examples of inherited traits in nature within this environment. a. b. 3. Using the Venn diagram list some plants and other living things you would find in a Forest, a Prairie, and in the Ecotone (an area where two ecosystems come together and overlap) 4. How is biodiversity good for an ecosystem? 5

6 Leaf Silhouettes American Elm Red Oak Cottonwood Chinkapin Oak Bois d Arc Cedar Elm Mulberry Redbud Pecan Hackberry Persimmon Dogwood Eastern Red Cedar Box Elder Honey Locust (Juniper) (thorns) Virginia Creeper Sumac Green briar Poison Ivy 3 Leaves Rattan Vine 6

7 Forest Adventure Leaf Diagram 1. My leaf is from a: 7

8 Forest Adventure Subsoil Rocks! 1. Using Looking the boxes at the of sides materials, of the draw, creek, describe, locate each and layer label of the layers of the soil, soil then profile: describe it using the chart below. Place a star * in the layer where you are most likely to find fossils. Humus Topsoil Subsoil Rock to Bedrock 1. Which layer provides the most nutrients for plants? Why? 2. What type of rock is found here at Rowlett Creek and how was it formed? 3. Look around for a fossil. Sketch or make a rubbing of your fossil below. What do you think this fossil is from? 8

9 Forest Adventure Sensory Map Make observations using your senses. What did you observe, and where would it be on this map? Me If you were an animal living in this forest, how could these senses help you survive? 9

10 Forest Adventure Food Web 1. Where does all the energy in the food web originate? 2. How do producers get energy? Give an example 3. How do consumers get energy? Give an example 4. How do decomposers get energy? Give an example 5. Using the diagram below describe the flow of energy in this ecosystem. 6. Predict what would happen if the coyotes were eliminated from this ecosystem. 10

11 Forest Adventure Man and the Environment Discuss with a partner several ways that people impact the environment. If the impact is negative, come up with a positive solution or alternative. Journal your thoughts here: Can you think of things that have both a negative and a positive impact? Explain: 11

12 STUDYING THE STREAM Learning Targets: I can gather and interpret data to determine the health of the stream. I can describe how a water shed impacts its environment. I can describe how plants and animals go through orderly changes in their life cycle. I can explain the effects of weathering, erosion, and deposition 12

13 Studying the Stream Water Cycle 1. Label the phases of the water cycle. 2. What role does the sun play in the water cycle? Watershed an area of land that drains precipitation into one location such as a stream, river, lake or wetland. How would erosion and deposition affect the watershed? 13

14 Studying the Stream Macro Mania Data Sheet GROUP 3 These organisms are pollution tolerant. If you find these organisms in a fresh water ecosystem it signifies poor/bad water quality. Mosquito Larva Freshwater Leech Water Mite Midge Larva GROUP 2 These organisms are moderately pollution intolerant. If you find these organisms in a fresh water ecosystem it signifies good water quality. Hydra Dragonfly Nymph Damselfly Nymph Planarian Daphnia (Water Flea) Cyclops Cypris (Ostracod) Scud GROUP 1 These organisms are pollution intolerant. If you find these organisms in a fresh water ecosystem it signifies excellent water quality. Freshwater Snail (Orb) Mayfly Nymph Stonefly Nymph Predacious Diving Beetle Freshwater Snail (Leftopening Pouch) China Mark Moth Larva Freshwater Snail Eggs Dobsonfly Larva 1. Based on my observations and the evidence our group found, is this freshwater ecosystem healthy or unhealthy? Why or why not? 14

15 Studying the Stream Macro Mania Look at your list of macro-invertebrates. Choose one and answer the following questions: 1. My organism is called a 2. Here is a drawing of what my organism looks like: 3. Illustrate or Describe: One structure (a unique feature) and a function of that structure that helps my organism to survive: 15

16 Studying the Stream Metamorphosis Incomplete Metamorphosis: There are 3 stages: egg hatches into the nymph, nymph grows into adult. Nymphs may look like what the adult insect will look like, but not always. Complete Metamorphosis: There are 4 stages: egg to larvae to pupae to adult. None of the juvenile (young) stages usually look like the adults. Life Cycle of a Beetle 1. List 3 examples of organisms that go through complete metamorphosis: 2. List 3 examples of organisms that go through incomplete metamorphosis: 16

17 Studying the Stream Reflections Journal In the space provided journal about your experiences from today: What did I notice? What did I wonder? 17

18 Animal Presentation Room Learning Targets: By using evidence presented and deductive reasoning, I can work with my teammates to solve a mystery in nature. I can describe how inherited traits help organisms survive in their environment. 18

19 NSI- Nature Scene Investigation Carefully study the crime scene. Based on what you observe write a scientific argument that answers the question: What role did man play in this animal s death? Type of animal: A) Sketch and label the crime scene: B) Claim: Write a sentence describing the role man played in this animal s death. C) Evidence: Provide scientific data to support your claim. D) Reasoning: Explain why your evidence supports your claim. 19

20 Animal Adaptation Clues What do these animal adaptations tell you about OTHER animals? Robin skull. The eyes are on the SIDE, to look out for predators, such as coyotes, and hawks. It is a prey! One kind of Owl Skull (Eagle Owl): The eyes point forward, so that both eyes can sight in on its prey. It is a predator! These molar teeth are designed to grind and tear plants, such as leaves and grass. This is from a deer jaw, deer eat plants, = herbivore! Canine tooth: long and pointed, to pierce the skin of its prey. It is a meat eater, a predator! This is from a common cat! Look at the large, orange incisor teeth of this rodent (beaver). Rodents need strong molars to gnaw on things like trees, nuts, and other plant parts. All rodents eat primarily plants, they are herbivores! These are the teeth of an omnivore. It eats crayfish, bugs, berries and garbage. Note how it has incisors, canines and molars. It has a dark mask on its eyes, and rings on its tail, about as big as a large cat. What is it? 20

21 ANIMAL SLEUTH Use your detective skills to complete the chart below. Choose five different animals. Remember "eyes in front likes to hunt". "Eyes on the side run and hide". See if you can find at least one Herbivore, Carnivore and Omnivore. NAME OF ANIMAL EYES TEETH HERBIVORE, OMNIVORE OR CARNIVORE? PREDATOR OR PREY? FRONT SIDE MEAT PLANTS MEAT & PLANTS CARNIVORE HERBIVORE OMNIVORE PREDATOR PREY FRONT SIDE MEAT PLANTS MEAT & PLANTS CARNIVORE HERBIVORE OMNIVORE PREDATOR PREY MEAT CARNIVORE FRONT PLANTS HERBIVORE PREDATOR SIDE MEAT & PLANTS OMNIVORE PREY MEAT CARNIVORE FRONT PLANTS HERBIVORE PREDATOR SIDE MEAT & PLANTS OMNIVORE PREY MEAT CARNIVORE FRONT PLANTS HERBIVORE PREDATOR SIDE MEAT & PLANTS OMNIVORE PREY 21

22 Holifield Memories DIRECTIONS: Think about what you learned and observed during your time at Holifield SLC. Collect and record evidence that shows four things that you found most memorable. Create your own title for the last category. What makes 5 th grade at Holifield SLC so memorable? Most Unusual Most Important Most Interesting Write a letter to a 4 th grade student describing your experiences at the Holifield SLC. Tell him/her about your favorite activities, the forest, the animals, the staff, and all the good times you had with your friends. (Complete this back at school) 22

23 Adventure BINGO Challenge yourself to a game of Adventure Bingo. Before you can fill in a box, you must observe that item in some way while you are at the Holifield SLC. You may label, draw, or describe what you see. Be the first to get 5 in a row (left to right, up and down, or diagonal) or all 4 corners, but the real challenge is to get them all. Good luck and happy hunting! (Hint: your instructor will point many of these out during class.) Water cycle A fossil 23

24 Vocabulary Adaptation **Alternate energy Biodiversity **Climate Deciduous Decomposition Deposition Ecosystem Ecotone Erosion Evergreen **Fossil fuels Food Web Function Inherited Trait Invasive Species Learned Behavior Metamorphosis Nonrenewable resources Phloem Photosynthesis **Sedimentary Rock Structure Transpiration Weathering Structure or behaviors that help an organism survive in its surroundings. Any source of usable energy intended to replace fossil fuels that do not use up natural resources or harm the environment. The variety of different species living in an area. The general weather of an area over a long period of time. Trees that allow their leaves to die in the Fall and grow new leaves in the Spring. For example: Texas Red Oak Disintegration of organisms or other substances into simpler forms of matter; can happen by the action of fungi or bacteria. The process by which weathered and eroded material is dropped at a new location All the living and nonliving things that interact with each other in an environment. An area where two ecosystems come together and overlap. The movement of weathered materials by water, wind, or ice. A type of coniferous tree. Evergreens stay green all year long. Fuels formed over millions of years from the remains of ancient plants and animals; EX: coal petroleum (oil), and natural gas Overlapping food chains with different pathways for the flow of food energy in an ecosystem. The job that a body part does in an organism. Characteristics passed from parents to offspring through DNA. Non Native to the ecosystem, likely to cause environmental harm. A behavior that an animal develops by observing other animals or by being taught. The process of transformation from an immature form to an adult form. Resource that nature cannot replace quickly enough to meet people s needs. The tubular structure in plants that carry food for the plant s use. A chemical process where chlorophyll uses the sun s energy to combine carbon dioxide and water, making sugar and oxygen. Rock that formed when sediments were pressed and cemented together. A body part that does a certain job for an organism. The passage of water through a plant from the roots to the atmosphere. Process by which exposed rock and other surfaces are broken down; may be caused by elements of weather (water, ice, wind) or other mechanisms (fire, chemicals) ** Critical Vocabulary first introduced in 5 th grade 24