Question(s)
How do scientists measure an ecosystem’s “vital signs”?
Overview
Doctors and nurses routinely check “vital signs” (temperature, pulse, blood pressure, breathing, etc.) to get a sense of a person’s health. Similarly, scientists use tools to check an ecosystem’s “vital signs” and assess health. Students practice the Vital Signs Fieldwork Skills that will ultimately help them collect high quality data to determine the health of their own local ecosystem.
Standards (MLR)
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Learning Objectives
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Materials
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Time Needed
40 minutes
Activity Procedure
In order for scientists and citizen scientists to publish their data to the Vital Signs database, it has to be of a certain quality to ensure its usefulness. Before you do your field research, take time to hone observation skills and become expert in identifying the species you will look for.
1. Look at one of Vital Signs’ Top Ten Species Observations (http://vitalsignsme.org/top-ten-observations). This page lists 10 exemplary species observations recognized for their quality evidence, insightful field notes, detailed sketches, crisp photography, and careful habitat measurements. Browse or look closely at these observations to:
a. See the type and quality of the visual data you will collect
b. See the type and quality of the written data you will collect
c. Imagine just how cool it will be to have your own data published to the Vital Signs website
d. Think about the skills you’ll need to practice in order to collect great data
2. Practice skills to achieve the highest quality data you can for the ecosystem health “vital sign” that your team will measure or observe.
Biodiversity team
Skill: Identifying similarities and differences between species
Activity: Spot the difference
Link to activity: http://vitalsignsme.org/spot-difference
Invasive species team
Skill: Understanding sampling methods
Activity: Mock quadrat sampling method
Link to activity: http://vitalsignsme.org/field-work-resources
Skill: Supporting “species found” and “species not found” claims with evidence
Activity: Prove it
Link to activity: http://vitalsignsme.org/prove-it
Skill: Macro photography and collecting appropriate photo evidence to support claims
Activity: Species in focus
Link to activity: http://vitalsignsme.org/species-focus-photo-critique-activity
Skill: Counting or estimating the number of individuals you find
Activity: How many are there?
Link to activity: http://vitalsignsme.org/how-many-are-there-practice-counting-estimating-coverage
Water quality team
Skill: Identifying similarities and differences between species
Activity: Spot the difference
Link to activity: http://vitalsignsme.org/spot-difference
Skill: Understanding sampling methods
Activity: Mock kicknet sampling method
Link to activity: http://vitalsignsme.org/field-work-resources
Land use team
Skill: Observing and supporting claims with evidence
Activity: Prove it
Link to activity: http://vitalsignsme.org/prove-it
NOTES FOR EDUCATORS AND FACILITATORS:
Consider using one of the following approaches to skills development and practice.
1. Teacher-lead mini lessons followed by self-guided stations: Briefly present each skill station to the whole class, emphasizing why they are doing it and what to focus on. Put a sheet of more detailed directions at each station. Encourage teams of students to work together at each station, relying on one another to figure out and master each skill.
2. Specialize, and then teach your teammates: Divide your class into investigation teams. Within each team, have students decide who will be the photographer, the species expert, etc. Specialists then get together at a station to learn and master one skill. They then return to their investigation teams to share what they learned. This last sharing piece is critical to ensure a smooth field work experience where each student understands his/her responsibilities and the responsibilities of team mates.
3. Self-guided stations: Put a sheet of detailed directions at each station. Challenge teams of students to work together at each station, relying on one another to figure out and master each skill. Students are responsible for making sure that each member of their team is comfortable with the skills.
4. Guest-guided stations: If it’s possible, involve others from your school and/or community to oversee stations and to share their expertise, passion, or enthusiasm with students: the art teacher to help with photography, the language arts teacher to help craft solid evidence statements, a local naturalist or gardener to help with species characteristics, an administrator who enjoys friendly (or intense) competition…. Prep your guests well before class starts.
Have students carry the Vital Signs datasheet with them to each station. This will help them become familiar with the datasheets and where each skill will come in handy. In addition – or alternatively – put a datasheet at each station and highlight the place(s) on the datasheet where they will use the skill.
Reflection/Formative Assessment Ideas
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Extension Ideas
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Resources
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References
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Vital Signs Field Work Skills
Author(s):
Sarah Morrisseau
Gulf of Maine Research Institute
Vital Signs Program
Table of Contents
Question(s)
How do scientists measure an ecosystem’s “vital signs”?
Overview
Doctors and nurses routinely check “vital signs” (temperature, pulse, blood pressure, breathing, etc.) to get a sense of a person’s health. Similarly, scientists use tools to check an ecosystem’s “vital signs” and assess health. Students practice the Vital Signs Fieldwork Skills that will ultimately help them collect high quality data to determine the health of their own local ecosystem.
Standards (MLR)
Have a great idea to share? Please leave a comment below.
Learning Objectives
Have a great idea to share? Please leave a comment below.
Materials
Have a great idea to share? Please leave a comment below.
Time Needed
40 minutes
Activity Procedure
In order for scientists and citizen scientists to publish their data to the Vital Signs database, it has to be of a certain quality to ensure its usefulness. Before you do your field research, take time to hone observation skills and become expert in identifying the species you will look for.
1. Look at one of Vital Signs’ Top Ten Species Observations (http://vitalsignsme.org/top-ten-observations). This page lists 10 exemplary species observations recognized for their quality evidence, insightful field notes, detailed sketches, crisp photography, and careful habitat measurements. Browse or look closely at these observations to:
a. See the type and quality of the visual data you will collect
b. See the type and quality of the written data you will collect
c. Imagine just how cool it will be to have your own data published to the Vital Signs website
d. Think about the skills you’ll need to practice in order to collect great data
2. Practice skills to achieve the highest quality data you can for the ecosystem health “vital sign” that your team will measure or observe.
Biodiversity team
Skill: Identifying similarities and differences between species
Activity: Spot the difference
Link to activity: http://vitalsignsme.org/spot-difference
Invasive species team
Skill: Understanding sampling methods
Activity: Mock quadrat sampling method
Link to activity: http://vitalsignsme.org/field-work-resources
Skill: Supporting “species found” and “species not found” claims with evidence
Activity: Prove it
Link to activity: http://vitalsignsme.org/prove-it
Skill: Macro photography and collecting appropriate photo evidence to support claims
Activity: Species in focus
Link to activity: http://vitalsignsme.org/species-focus-photo-critique-activity
Skill: Counting or estimating the number of individuals you find
Activity: How many are there?
Link to activity: http://vitalsignsme.org/how-many-are-there-practice-counting-estimating-coverage
Water quality team
Skill: Identifying similarities and differences between species
Activity: Spot the difference
Link to activity: http://vitalsignsme.org/spot-difference
Skill: Understanding sampling methods
Activity: Mock kicknet sampling method
Link to activity: http://vitalsignsme.org/field-work-resources
Land use team
Skill: Observing and supporting claims with evidence
Activity: Prove it
Link to activity: http://vitalsignsme.org/prove-it
NOTES FOR EDUCATORS AND FACILITATORS:
Consider using one of the following approaches to skills development and practice.
1. Teacher-lead mini lessons followed by self-guided stations: Briefly present each skill station to the whole class, emphasizing why they are doing it and what to focus on. Put a sheet of more detailed directions at each station. Encourage teams of students to work together at each station, relying on one another to figure out and master each skill.
2. Specialize, and then teach your teammates: Divide your class into investigation teams. Within each team, have students decide who will be the photographer, the species expert, etc. Specialists then get together at a station to learn and master one skill. They then return to their investigation teams to share what they learned. This last sharing piece is critical to ensure a smooth field work experience where each student understands his/her responsibilities and the responsibilities of team mates.
3. Self-guided stations: Put a sheet of detailed directions at each station. Challenge teams of students to work together at each station, relying on one another to figure out and master each skill. Students are responsible for making sure that each member of their team is comfortable with the skills.
4. Guest-guided stations: If it’s possible, involve others from your school and/or community to oversee stations and to share their expertise, passion, or enthusiasm with students: the art teacher to help with photography, the language arts teacher to help craft solid evidence statements, a local naturalist or gardener to help with species characteristics, an administrator who enjoys friendly (or intense) competition…. Prep your guests well before class starts.
Have students carry the Vital Signs datasheet with them to each station. This will help them become familiar with the datasheets and where each skill will come in handy. In addition – or alternatively – put a datasheet at each station and highlight the place(s) on the datasheet where they will use the skill.
Reflection/Formative Assessment Ideas
Have a great idea to share? Please leave a comment below.
Extension Ideas
Have a great idea to share? Please leave a comment below.
Resources
Have a great idea to share? Please leave a comment below.
References
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