Raymond W. Brooks
Enthusiasm and attendance during project.
Questions and answers after report.
Request for information.
Ideas for solving problems.
Water Biomes
Schooner Shore Walk
Water Treatment Plant
Sewer Treatment Plant
Sound School Visitations
Whitney Water Center
Land Biomes “Oh give me land lots of land”
With the population increasing and the attempts to save some of the earth’s natural habitats, the dream of each person having his own plot of land is becoming more difficult to accomplish.
More food is needed to feed the population, more houses are being built using up and destroying natural resources and landfills are overflowing.
In this section we want to concentrate on the recycling process, how to increase plant life and find more effective ways to get rid of solid waste.
Although we are going to concentrate on investigations in our school yard and local parks, before we begin these investigation we should make the student aware of the six major land biomes and their characteristics.
1.
|
Tundras—very cold and dry—the poles
|
2.
|
Coniferous Forests—evergreens—humid cold climates
|
3.
|
Deciduous Forest—leaves—humid, mild climate
|
4.
|
Tropical Rain Forest—humid, tropical climate
|
5.
|
Grasslands—semiarid climate
|
6.
|
Desert—hot, dry climate
|
At this time we might revisit our group study area and do a change over time follow-up investigation. We then can do some classroom activities using corn and vermiculate. Check the package for the % of germination. Have each student plant one or two seeds in a cup of vermiculate and make sure it stays moist. Compare your results with germination to the predicted results. Explain why the results might not be exactly as stated on the package.
Discuss the needs for germination and the role of each need.
Experiment with different growing conditions, observe and record your results. You might also want to set up various types of “Bottle Biology” experiments using pollutants, animals, and various other organic + inorganic matter to see their effects on this closed system.
A nature walk with a Park Ranger can be a rewarding and educational experience. Students can get information on local areas and also do follow up visits on their own or take younger brothers or sisters.
When doing this group activity, have the students:
1.
|
Find the location of the city parks.
|
2.
|
Determine the major uses of these parks.
|
3.
|
Find out what the city is doing to keep the parks in good condition.
|
4.
|
Find out what future plans they might have for the city parks.
|
5.
|
Determine what individuals and communities can do to improve the parks.
|
6.
|
Find out what citizen groups are active in park improvement.
|
7.
|
Investigate the responsibilities of the Park Ranger.
|