Jennifer B. Esty
New Haven Science Standard 3.3e "Students will be aware that biological classifications are based on our best understanding of how organisms are related. Organisms are classified into a hierarchy of groups and subgroups based on similarities which reflect their evolutionary relationships. The species is the most fundamental unit of classification."
A key concept in science education is rational, orderly thought. The Linnaean system of classification was the first such system used to try to organize an otherwise chaotic world of organisms into an easily studied collection of organisms. Our modern classification system is largely based on the prior Linnaean system. The classification of organisms done by students throughout this unit encourages the students to see subtle similarities and differences between organisms. Classification forces my students to look closely at the organisms they are studying. Classification also requires that students learn to ask questions of themselves. For example, my students are expected to check that a particular organism they have just identified in a field guide actually lives in the area in which we are studying. These questions make my students better scientists and better citizens.
New Haven Science Standard 6.3a, b, and c "Students will recognize that human populations use resources in the environment in order to maintain and improve their existence. Natural resources have been and will continue to be used to maintain human populations." "Students will understand that the earth does not have infinite resources. Increasing human consumption places severe stress on the natural processes that renew some resources, and it depletes those resources that cannot be renewed." "Students will be aware that humans use many natural systems as resources. Natural systems have the capacity to reuse waste, but that capacity is limited. Natural systems can change to an extent that exceeds the limits of organisms to adapt naturally or humans to adapt technologically."
A major topic of this curriculum unit is the many ways in which humans cause changed in the landscape around them. Even the decision not to interfere in a landscape has an impact on the land and its denizens. By studying the organisms found in the ecosystems in and around New Haven, the students will begin to see how organisms react to one another as well as how human interference can change those interactions. Because we will be doing so much of our work outdoors, we will inevitably and unfortunately see a good bit of human refuse in our lessons. This will provide an opportunity to discuss what happens when a student throws a piece of trash on the ground or even into the garbage can. Finally, many of the organisms we will encounter in the forests around New Haven are resources that my students use without understanding how the resource come into existence. Sugar maples are a good example.
New Haven Science Standard 1.2a "Students will demonstrate the ability to inquire about how physical, living, or designed systems function. Scientists use conceptual principles and knowledge to guide scientific inquiries. Historical and current scientific knowledge influence the design and interpretation of investigations and the evaluation of proposed explanations made by other scientists."
Again, the majority of this unit addresses this scientific standard. The two major projects in this curriculum unit, the food web wall and the inquiry into the relationship between human interference and species diversity, both require that student master the fundamentals of scientific research. The students must design and conduct investigations using multiple sources to reach a conclusion about the issues we will study in this unit.
