Investigations in Urban Soils - Baltimore Ecosystem Study

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Investigations in Urban Soils: Earthworm Populations Contributed by: Jenny Harvey, Barclay School (BES Ecology Education Fellow), Katalin Szlavecz, Johns Hopkins University (BES Co-Principal Investigator), and Richard Pouyat, USDA Forest Service (BES Co-Principal Investigator). Overview of Unit Students learn to sample for earthworms in various sites around their school, determining relative population size and habitat characteristics. Students compare their results to BES data and predict earthworm distribution in other urban habitats. Advanced students may also determine species composition and examine long-term trends. Table of Contents Sequence of Activities, Concepts, and Skills Alignment of Learning Objectives with State and National Standards- Earthworm Background for Teachers Readings and References Earthworm Populations Activities Interpreting Results from 2003 – Teacher’s Commentary Curriculum Extensions Draft 2 - (9.28.04) Baltimore Ecosystem Study – Investigations in Urban Soils page 15
Draft 2 - (9.28.04) Soils Urban in Investigations Investigations in Urban Soils: Earthworm Populations Sequence of Activities, Concepts, and Skills Activities Concepts* Skills BACKGROUND Day 1: Introduction to Investigation Students read and discuss a scientist’s invitation to study earthworm populations in different habitats. They discuss the importance of soil and choose a study site in their community. Days 2 – 3: Getting to Know Earthworms Students become familiar with earthworms by observing them in the classroom and learning their relationship with the soil and other organisms a. Soil b. Earthworms c. Decomposer organisms d. Nutrient cycle e. Make objective observations a. … background research STUDENT INVESTIGATION Day 4: Preparation Students form research teams, view a map of the site and select habitats to investigate. They watch a demonstration of worm sampling and discuss the importance of sampling consistency. Days 5 – 7: Earthworm Investigation Students sample earthworms from their test plot, and record observations about the plot. The next day, they process their results. USING BES DATA & FOLLOW-UP Days 8 - 9: BES Data Comparison Students compare their findings to BES data on earthworm populations. They note other measurements BES scientists made and choose 2 – 3 that they can make to enhance their data. Days 10 - 11: Return to Investigation Students return to their sites and make the specific measurements they decided on. The next day they process their results. The class discusses possible explanations for results. ASSESSMENT Days 12 – 16: Report to Scientist Students prepare reports for scientist on earthworm distribution and habitat characteristics in urban ecosystems. They also predict the outcome of future investigations based on their findings. c. Populations and habitat preference e. Scientific inquiry f. Data gathering d. Change in earthworm populations over time and space l. Negative results (e – f, exotic species) k. Evidence for conclusions m. Communication a. Make predictions b. Design investigation d. Use tools e. Make accurate observations f. Transform data c. Explain how investigation answers question h. Use data to support predictions b. Design investigation e. Make accurate observations f. Transform data g. Communicate data h. Use data to draw conclusions *Only key words from each concept have been included here - click Concepts above to see full concepts aligned with state and national standards. page 16 Baltimore Ecosystem Study – Investigations in Urban Soils
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