1. Folder: Place last weeks H.W in your binder. Turn in new H.W

2. FIU Sustainability! Listen to the FIU Go green presentation. Prepare to ask questions. Don’t forget to take notes in your science journal. Outdoor Activity to follow.

3. Preserve Activity FIU Nature Preserve In your groups discuss…(summarize in your science journal) What are ants? Where do you find them? What have you noticed about them?

4. Assignment Today you will visit the nature preserve. You will investigate… ant abundance in three different areas. the Pine Rockland area the Hardwood Hammock the Anthropogenic (originating in human activity) area.

5. Research Question Which area in the FIU preserve has the most ant abundance? Which area in the FIU preserve has the most ant diversity? Make a prediction in your science journal for both research questions. Support your predictions with your prior knowledge/experiences.

6. Investigation question 1 Draw this table in your science journal. Trial 1Trail 2(Trail 1+Trail 2) Total Total/2 Average PINE ROCKLAND HARDWOOD HAMMOCK ANTHROPOGENIC AREA

7. Investigation Question 2 Low diversity single species Moderate Diversity 2-3 Abundant diversity 4 or more Pine Rockland Hardwood Hammock Anthropogenic Area

8. Assignment Table 1 and Table 4 will investigate the pine Rockland area. Table 2 and Table 5 will investigate the hardwood hammock. Table 3 and Table 6 will investigate the anthropogenic area.

9. Procedures Go to your area and place your bait trap at least 10 feet away from the other bait trap. Decide as a group the best area to place the bait trap. Write why you selected the area. Wait 30 minutes. (during this time we will be touring the area) Return to your bait trap and collect your data.

10. Collaboration Trial 1Trail 2(Trail 1+Trail 2) Total Total/2 Average PINE ROCKLAND HARDWOOD HAMMOCK ANTHROPOGENIC AREA

11. Investigation Question 2 Collaboration Low diversity single species Moderate Diversity 2-3 Abundant diversity 4 or more Pine Rockland Hardwood Hammock Anthropogenic Area

12. Discussion Discuss in your groups each of your predictions, and discuss them in relation to the observational data. In your science notebook….. Write up a conclusion to this activity, and how this information is applicable. (Application)

13. Reflection Questions: Pick 2 1.What was the one most useful thing you learned in this assignment? 2. What suggestions would you give other students on ways to get the most out of this assignment? 3. In what area did you improve the most? 4. List three ways you think you have developed or grown as a result of this assignment? 5. What did you learn about sustainability, science learning, or science teaching from this assignment? 6. What problems did you encounter in this assignment? 7. What part of today’s assignment brought out your best work and why?

14. Importance of local place Increasingly, our understanding of environmental, social, and political events also occurs in the context of place (Gruenwald, 2003; Sobel, 2005). For example, availability of nearby nature and green landscapes has a positive impact on personal health, as well as rates of community domestic violence and children’s school performance Kaplan & Kaplan, 2005).

15. Local Place and Sustainability Literacy In the context of sustainability literacy, place pertains to an understanding of one’s bioregion, the distinct interrelated natural and social system where one lives, or food shed, the system that describes the flow of food from the place where it was grown to the place where it is consumed (Kloppenburg, Hendrickson, & Stevenson, 1996).

16. Place Based Education Place-based education focuses learning within the local community of a student. It provides learners with a path for becoming active citizens and stewards of the environment and place where they live. The resources of the community are brought into the learning process in a way that makes education exciting. The approach emphasizes hands-on, real world learning experiences that challenge students to learn and solve problems.

17. Place Based Education Increases academic achievement, helps students develop stronger ties to their community, enhances student’s appreciation for the natural world, and creates a heightened commitment for serving as contributing citizens. Community vitality and environmental quality are enhanced as local citizens, organizations and environmental resources are woven into the process of educating its citizens.

18. Teaching Science to Every Child: Using Culture as a Starting Point ©Routledge/Taylor & Francis 2012 Chapter 4 More Basic Science Process Skills: Measure, Predict, & Communicate ©Routledge/Taylor & Francis 2012

19. Chapter 4 Topics Measuring as a Basic Science Process SkillPredicting as a Forecast of Future EventsCommunicating: Sharing Information from Process SkillsJoint Production of UnderstandingProcess Skills and Science StandardsExperiencing Scientific Worldview: Pendulum Activity ©Routledge/Taylor & Francis 2012

20. Measuring: Extending the Senses Measures are Quantitative Observations but Not Just CountsComparing to Standardized Tools: Ruler, Scale, ThermometerMeasuring Tools will Reduce Bias with the Standardized ToolProficiency with Measuring will Occur with Lots of PracticeEmphasize the Need for Units, Not Just Numbers ©Routledge/Taylor & Francis 2012

21. Predicting: Anticipating Future Predicting to Test our Ideas about Patterns in NatureGuesses do not use Data. Predictions Start with ObservationsIt is Vital to Test Predictions to Check on their AccuracyPredictions that Prove to be Wrong can be Informative ©Routledge/Taylor & Francis 2012

22. Communicating: Process Skills become Text, Pictures, and Info Communicating is the Sixth and Last Basic Process SkillNot Just Drawings and Words; Must Share Science Ideas Sharing Information about Observing, Inferring, Classifying, Measuring, and/or Predicting Through Communicating Science Skills Becomes Stronger ©Routledge/Taylor & Francis 2012

23. Joint Production of Understanding Five Principles of Effective Pedagogy (Dalton)The First Principle is for Teachers to Work Alongside Students Working on Same Science ActivityApprenticeship in Doing ScienceTeacher is Active Member of CommunityIn the “Doing” Teacher Models Good PracticesOpportunity to Support Language Development ©Routledge/Taylor & Francis 2012

24. Process Skills in the Standards Process Skills have LimitsConcerns about being “Out of Context”Old Science Curriculum did JUST SkillsRecognize Need to Combine Skills with ContentEncourages Curiosity and its Pursuit ©Routledge/Taylor & Francis 2012

25. Scientific Worldview via Using Basic Science Process Skills Pendulum: Weight + String. Needs a Steady Pivot Point. One Swing = One Roundtrip (out and back is 1 swing) Observe Pendulum’s Swinging over Fifteen Seconds Predict its Behavior if You Change the String Length or the Weight In Addition to Using all Basic Process Skills, Consider the Habits of Mind ©Routledge/Taylor & Francis 2012

26. Chapter 4 Summary Quantitative Observations against a Standard: MeasuringStatement about the Future Based on Past: PredictingCommunicating: Counts as Science if Process Skills UsedFirst Principle of Effective Pedagogy: Jointly InvestigatingScience Standards Prefer Science Content with Process SkillsPendulum Activity as Example of a Scientific Worldview ©Routledge/Taylor & Francis 2012