SAMPLE LESSON
TITLE:
The Story in Color!
OVERVIEW:
Using the Habitat maps for four different dates, covering approximately 40 years, students
will discover the major changes in habitat types for a selected site.
SUBJECT
AREA: Environmental Science
GRADE
LEVEL: Middle school
OBJECTIVES:
To identify habitat patterns and develop habitat appreciation.
To use modeling in explanation of habitat change.
To differentiate between habitat types.
To recognize selected patterns illustrated in designated images.
To understand the processes involved in habitat change.
STANDARDS:
National Geography Standards
Essential
Element 1. The World in Spatial Terms
Standard 1. How to use maps and other geographic representations, tools and
technologies to acquire, process, and report information from a spatial perspective.
Standard 2.
How to use mental maps to organize information about people, places , and
Standard 3. How to analyze the spatial organization of people, places, and
environments on Earths surface.
National Science Standards
Content Standard:
Unifying Concepts and Processes
Standard. As a result of activities in grades K-12, all students should develop
understanding and abilities aligned with the following concepts and processes:
-Systems, orders and organization
-Evidence, models and explorations
-Constancy, change and
measurement
National Math Standards
Standard 8.
Patterns and Functions
The mathematics curriculum should include explorations of patterns and functions so that
students can:
-analyze functional relationships to explain how a change in one quantity results in a
change in another.
CROSS CURRICULAR CONNECTIONS:
geography, earth science, life Science, mathematics
PROCESS SKILLS: Observing,
communicating, comparing, inferring, classifying
TIME: Teacher
Preparation 1 Hour
Class time-two 50 minute class periods
MATERIALS:
Teacher-Background information, photo essay, Skills and Technique sheets for
Skill 1 Map Use,
Element 3 Classification of Wetland and Upland Habitats
Skill 3 Visual Recognition, Element 1 comparison of
Habitat Maps
Student: Habitat map sections- 1985, 1999, color classification scheme, colored pencils
PROCEDURE:
1. Students should
brainstorm the definition of wetlands and their benefits.
2.
Class discussion of wetland types should follow to identify the students
expectations of what plants and animals are found in various types of wetlands.
3.
The photo essay should be shown to confirm or direct student responses and
introduce the Habitat classification scheme.
4. Following distribution of the color scheme and the Habitat maps, students should begin their exploration of the sites habitats by the coloration process.
NOTE:
Students may do each map by themselves or in cooperative groups. If there are time constraints each student may be
assigned the task of coloring one particular year.
5.
After completion of the coloring process, comparisons between the two images should
be made by the student group.
6. Class discussion and question
wrap-up.
ASSESSMENT:
Student group work should be monitored.
Completed colored images should be evaluated.
A student generated chart to illustrate percent of change for selected habitat
types
REFERENCES:
Geography and GIS Sites www.frw.tuu.nl:80/nicegeo
GIS in Education danet.wicip.org/gisedu
First National Conference on the
Education Applications of Geographic Information
Systems (EdGIS) Report.
(1955).
Looking at Earth. (1996). Priscilla
Strain & Frederick Engle. Atlanta: Turner Publishing, Inc.