Ecosystem Services Lesson Plan - Natural Inquirer

Note to EducatorsThe mission of the Forest Service is to sustain thehealth, diversity, and productivity of the Nation’sforests and grasslands to meet the needs of presentand future generations. For more than 100 years, ourmotto has been caring for the land and serving people.The Forest Service, U.S. Department of Agriculture(USDA), recognizes its responsibility to be engaged inefforts to connect youth to nature and to promote thedevelopment of science-based conservation educationprograms and materials nationwide.This Ecosystem Services edition of the NaturalInquirer combines research done by the Forest Serviceand the USGS (U.S. Geological Survey). The missionof the USGS is that of serving the Nation by providingreliable scientific information to describe andunderstand Earth; minimize loss of life and propertyfrom natural disasters; manage water, biological,energy, and mineral resources; and enhance andprotect our quality of life.The Natural Inquirer is a science education resourcejournal to be used with learners from grade 5 andup. The Natural Inquirer contains articles describingenvironmental and natural resource researchconducted by Forest Service and USGS scientistsand their cooperators. These are scientific journalarticles that have been reformatted to meet the needsof middle school students. The articles are easy tounderstand, are aesthetically pleasing to the eye,contain glossaries, and include hands-on activities.The goal of the Natural Inquirer is to stimulate criticalreading and thinking about scientific inquiry andinvestigation while learning about ecology, the naturalenvironment, and natural resources. In this editionof the Natural Inquirer, you will find four articles onecosystems written in the scientific method format.The Format of a Natural Inquirer Article:Each Natural Inquirer article follows the same format.Natural Inquirer articles are written directly from apublished science article, and all have been reviewedby the scientists for accuracy. Each article containsthe following sections, which you mayintroduce to your students as they read:Meet the Scientists:Introduces students to the scientistswho did the research. This section may be used in adiscussion of careers in science.Glossary:Introduces possibly new scientific or other terms tostudents. The first occurrence of a glossary word isbold in the text.Thinking About Science:Introduces something new about the scientific process,such as a scientific habit of mind or procedures used inscientific studies.Thinking About the Environment:Introduces the environmental topic being addressed inthe research.Introduction:Introduces the problem or question being addressedby the research.Method:Describes the method used by the scientists to collectand analyze their data.Findings:Describes the results of the analysis.Discussion:Discusses the findings and places them into the contextof the original problem or question.Citation:Gives the original article citation with a Web link tothe original article.Science Education Standards and Evaluations:In the back of the journal, you will find a matrix thatenables you to identify articles by the national scienceeducation standards that they address. Evaluation54Ecosystem Services Edition • http://www.naturalinquirer.org

forms for both educators and students are availableon our Web site. We welcome any feedback soplease visit http://www.naturalinquirer.org andcomplete the online evaluation forms. Additionally, youmay contact Dr. Barbara McDonald at the addressbelow with any comments you have.Dr. Barbara (Babs) McDonaldForest Service320 Green St.Athens, GA 30602-2044706.559.4224bmcdonald@fs.fed.us(Please put “Educator Feedback” in the subject line)Educator Resources:Visit the updated Natural Inquirer Web site athttp://www.naturalinquirer.org.From this site, you can read and download lessonplans, word games, and other resources to help youuse the Natural Inquirer in your classroom. You canalso view and download a yearlong lesson planaimed at helping your students learn about thescientific process.Visit the Natural Inquirer Web site athttp://www.naturalinquirer.org.Lesson Plan for EcosystemServices EditionMaterials and Supplies:• Natural Inquirer Ecosystem Services Edition• Copies of graphic organizerNational Science Education Standards Addressed:Content Standards A, C, FA. Abilities Necessary To Do Scientific ThinkingA. Understanding About Scientific InquiryC. Structure and Function in Living SystemsC. Regulation and BehaviorC. Populations and EcosystemsG. Science as a Human EndeavorG. Nature of ScienceClass Period 1:1. Pass out the Ecosystem Services Edition of theNatural Inquirer. As a class, read the “Welcome tothe Ecosystem Services Edition” and preview thetable of contents.2. Divide students into four groups and assign eachgroup one article. (If you prefer smaller groups,divide students into eight groups and two groupswill be assigned to one article.)3. Tell students that they are responsible for readingtheir article and completing the graphic organizer.Each person in the group is responsible forcompleting the graphic organizer. These graphicorganizers will be used to present the article to theclass the following class period.4. Before students begin their assignment also sharewith them the rubric you will use to grade theirwork. Make sure students are clear about yourexpectations before they begin their work.5. Give students the remainder of the class to read thearticle and fill out the graphic organizer.Class Period 2:1. Ask students to get out their graphic organizersand get into their groups. Allow the students 10minutes to review what they did yesterday withintheir groups and prepare to speak to the rest ofthe class.2. Once students are prepared, have groups sharewhat they learned from their article.3. After students have finished sharing about theirarticles, ask students to go back to their groups andreread the “Welcome to the Ecosystem ServicesEdition.” While reading this section, ask studentsto think about how their article fits into the topic ofecosystem services.4. On a piece of paper, students should brieflyanswer this question: Why was my article chosenfor the Ecosystem Services Edition?5. Once all students have had a chanceto answer this question, come togetheras a class and discuss how the articles fitinto the topic of ecosystem services.Time Needed: Two class periods55The Natural Inquirer • Volume 12 Number 1

Natural Inquirer Ecosystem Services Graphic OrganizerIn one or two sentences summarize the main idea of each section listed below.Thinking About ScienceThinking About the EnvironmentIn one or two sentences summarize the main idea of each section listed below.IntroductionMethodFindingsDiscussion56Ecosystem Services Edition • http://www.naturalinquirer.org

Rubric For Ecosystem Services EditionGraphic OrganizerUnderstanding ofMaterialGrammar/PunctuationFinal QuestionScoreUnsatisfactory1Did not makeattempt to fill outgraphic organizerDid not demonstrateunderstanding ofmaterialNeeds Improvement2Filled out half of thegraphic organizerLimitedunderstandingdemonstratedSatisfactory3Filled out most of thegraphic organizermissedonly 1 sectionDemonstratedunderstanding ofmaterialExemplary4Completed thegraphic organizerAdded extraevidence to showunderstanding ofmaterialMore than 8 errors 4-8 errors 1-3 errors No errorsDid not demonstrateunderstanding ofmaterialLimitedunderstandingdemonstratedDemonstratedunderstanding ofmaterialAdded extraevidence to showunderstanding ofmaterialScoreOptional Internet Lesson PlanMaterials:1. Natural Inquirer Ecosystem Services Edition2. Access to the InternetTime needed: One class periodThe purpose of this activity is to encourage studentsto critically think about how land cover, such as trees,water, pavement, and grasses, provides ecosystemservices. The students will use an interactive map fromthe Internet to identify land cover and its associatedecosystem services anywhere in the United States.This activity works best if students are alreadyfamiliar with ecosystem services. Review “Welcometo the Ecosystem Services Edition” and at least one ofthe following articles in the Ecosystem Services Edition:“Fill those potholes!” or “What goes around comesaround.” Discuss the idea of ecosystem services withyour students.1. Have students form groups of three or four studentseach. Each group should have access to the Internet.Go to http://www.nationalatlas.gov and click MAPMAKER. (Note: If you have only one computeravailable, do this exercise with the entire class.)2. The screen should show a map of the United States.Students will access different features locatedon the right of the screen. First, add CITIES ANDTOWNS and COUNTIES by clicking in the boxesby each. STATES should already be selected. Thenclick “redraw the map.” This tab is located on thetop of the features box. After any item has beenselected or deselected you must redraw the mapto view the changes. Students should decide wherein the United States they would like to focus. Thenext steps require zooming in on one area of theUnited States. This can be as large as a State,county, city, or a smaller area. Ideallydifferent groups should select differentsize areas. If that happens, you havethe additional option of holding a classdiscussion of how viewing a land covermap at different scales affectswhat you are able57The Natural Inquirer • Volume 12 Number 1

to understand about land coverand ecosystem services.3. Once studentshave chosen an area,it is best if theydeselect (or unclickthe boxes) CITIESAND TOWNS andCOUNTIES. They canthen redraw the map, andcity, town, and county names will disappear. Nowclick “Basic maps” to close this option. Click theBIOLOGY feature. Below invasive species, find andclick the box beside LAND COVER RESOLUTION200 and redraw the map. The map should nowshow different colors that represent different landcover types in the area they have chosen to study.Click on BIOLOGY to close this option.4. Have students click on WATER. Then click in the boxbeside STREAMS AND WATERBODIES. Close thewater option. Students should again redraw theirmaps. Their screen will show a map of their areawith all land cover categories color-coded, withstreams and other water bodies visible.in closer by clicking on the location on the map.Students can zoom out by clicking the area on thetop of the map that says “zoom out.”8. Have students identify the different land coversand waters in their map area by using the map keyand the ecosystem services key provided on page59. Students should explore by discussing what kindof land cover (and water) is found on their map.Using the Ecosystem Services Key below, studentsshould begin to list the possible ecosystem servicesprovided by the area on their map. Students mayhave additional ideas about the ecosystem servicesprovided by the area. Each person in the groupshould write a paragraph about the ecosystemservices provided by the land cover on their map.Each student should select at least three ecosystemservices about which to write. You may use therubric located at the end of the lesson plan toassess each student’s progress with the activity.As an option, once students have “drawn” theirmaps on the screen, they may print themby clicking “Print map” at the top. Theyshould enter a map title and followinstructions to print.5. Explain to students that land cover is the physicalmaterial at the surface of Earth. Land coversinclude grass, asphalt, trees, bare ground, water,etc. Each type of land cover has associatedecosystem services. Tell students that they will nextthink about what kind of ecosystem services areprovided by the land cover and water within theirmap area.6. Students need to be able to view the land coverkey. To view the land cover key, click “map key” atthe bottom of the map or in the top right tab. Theland cover types and colors should be visible onthe right.7. Now the students are ready to explore theecosystem services provided by the land covertypes on their maps. Students may want to zoom58Ecosystem Services Edition • http://www.naturalinquirer.org

Ecosystem Services Key1. Water: Water provides aquatic species habitat,food, and shelter. Water also provides drinkingwater for humans and animals and water forplants. People may use the waterways as a wayto get from one place to another.2. Perennial ice and snow: Provides fresh water forplants and animals.3. Low-intensity residential: Provides edge habitatfor birds, small mammals, and insects. Open areasmaybe used by predators to find prey.4. High-intensity residential: Some insects and afew songbirds or other birds may be found in thearea. Some small mammals may find shelter inhouses or in other buildings.5. Commercial/industrial/transportation:A few birds may nest in the buildingsor bridges.6. Bare rock/sand/clay: Different minerals comefrom each material. Some plants and animalsonly live on, under, or around rocks. Bare rockprovides a place for reptiles to bask in the sun.7. Quarries/strip mines/gravel pits: Large poolsof water can form in quarries after a rain andprovide temporary waterfor animals.8. Transitional: This area provides foodand shelter for many different typesof animals.9. Deciduous forest: Provides food, shelter, andhabitat for a wide variety of animals. Wood canbe harvested to make homes and other products.Leaves fall to the ground and provide nutrientsto the soil. Soil erosion is reduced in deciduousforests. Trees also take in and hold carbon, whichreduces the amount of carbon dioxide in theatmosphere.10. Evergreen forest: Provides food, shelter, andhabitat for animals. Cover is available to animalsall year long. Wood can be harvested to makehomes and other products. Trees also take in andhold carbon, which reduces the amount of carbondioxide in the atmosphere.11. Mixed forest: Provides food, shelter, and habitatfor animals. Some cover is available to animalsall year long. Wood can be harvested to makehomes and other products. Leaves fall to theground and provide nutrients to the soil.12. Shrubland: Food, shelter, and habitat for animals.Soil erosion is reduced because plants hold thesoil together.13. Orchards and vineyards: Insects and birds usethe edge for shelter and look for food. Shelter isavailable for small mammals.14. Grasslands/herbaceous: Grazing habitat fordifferent animals. Habitat for insects and smallmammals. The plants reduce soil erosion.15. Pasture/hay: Grazing habitat for differentanimals. Habitat for insects and small mammals.The plants reduce soil erosion. People can use thehay for livestock and can sell the hay for money.16. Row crops: Insect and songbird habitat. A sourceof food for people. Some wild animals will alsoeat the crops.17. Small grains: Songbird, small mammals, andpeople food sources.18. Fallow: Habitat and food source for insects,songbirds, and mammals.19. Urban/recreational grasses: Insect and songbirdhabitat. Some small mammals may use this areafor habitat.20. Woody wetlands: Great habitat for manydifferent animals—ducks, amphibians, reptiles,and mammals. Many animals will use this area toraise their babies. Source of water for animals.Wetlands filter the water to keep it clean and toreduce flooding in the areas.21. Emergent herbaceous wetlands: Great habitatfor many different animals—ducks, amphibians,reptiles, and mammals. Many mammals will eatthe plants that grow in this area.59The Natural Inquirer • Volume 12 Number 1

Unsatisfactory1Needs Improvement2Satisfactory3Exemplary4ScoreMap MakerUnderstanding ofMaterialGrammar/PunctuationFinal QuestionScoreDid not makeattempt to followmap directionsDid not demonstrateunderstanding ofmaterialFilled out half of themap directionsLimitedunderstandingdemonstratedFilled out most ofthe map directionsmissedonly 1 sectionDemonstratedunderstanding ofmaterialCompleted the mapdirectionsAdded extraevidence to showunderstanding ofmaterialMore than 8 errors 4-8 errors 1-3 errors No errorsDid not demonstrateunderstanding ofmaterialLimitedunderstandingdemonstratedDemonstratedunderstanding ofmaterialAdded extraevidence to showunderstanding ofmaterialAlternative: Studentswho have access tothe Internet at homemay be assignedthis for homework.Go through thesteps in classprior to makingthe assignmentso students knowwhat to do. Youmay want to makecopies of the numbered instructions and the ecosystemservices key for their reference. If you take thisalternative, have students print their maps at home.Hold a class discussion the following day and havestudents share their maps and their paragraphs.Reflection Section AnswerGuideToad-ally Awesome!IntroductionWhat was the question the scientists wanted toanswer? How does flooding affect the reproduction oftoads in the forests along the Rio Grande?How do you think flooding affects the reproduction oftoads? This is an individual question and students shouldback up their opinions with logic, evidence, and reason.MethodWhy did the scientists also measure the amount ofrainfall and the amount of water flow at each of thesites? The scientists needed to measure these thingsbecause the amount of rainfall and the amount ofwater flow help the scientists determine whether the areaflooded or not.Why do you think the scientists conducted theirexperiment from June through September of eachyear? This is an individual question. Possible answers60Ecosystem Services Edition • http://www.naturalinquirer.org