Overview of 7th and 8th Grade Science 1st Trimester
Natural History of the New England Landscape
7/8 Science
Fall 2007
INTRODUCTION
The underlying principle of 7th and 8th grade science (and I would argue education in general) is that “what students learn is far more important than what I teach.”
We will begin by exploring the above statement and return to it periodically during the year.
COURSE DESCRIPTION
This course is will be closely tied to the 7th and 8th grade humanities class. Students will develop skills to enable them to better understand and interpret the landscape in which they live. Through this students will be prepared to better understand any landscape in which they find themselves. We will use a variety of resources including Tom Wessel’s Reading the Landscape, field studies, laboratories, and personal interviews with people who know various aspects of the region in an extraordinary way.
As is often the case in my classes we will begin with questions and use these questions and the pursuit of answers to guide our studies. A final product will be determined later after examining the needs of the local community and the interests of the students.
COURSE CONTENT
This course examines the ecological dynamics of central New England's plant communities with a more in-depth focus on trees and forests. A variety of communities will be explored and within each, we will study the impact of topography (contour or shape of the landscape), substrate (soil, rock and mineral types found there), and what elements have had a significant impact on the plant community development and composition.
Content will include the glacial and cultural history of New England, an introduction to soils, ecological theory including dominance, diversity, co-evolution, niches, and succession. Students will develop skills to interpret community composition and structure both qualitatively through "reading the landscape" and quantitatively through plant community sampling and inventory techniques. Students will also develop skills in plant identification, the use of eco-indicator species, and soil interpretation.
COURSE OBJECTIVES
Fun
To become familiar with the region's glacial and natural history.
To become familiar with New England’s successional patterns and evidence of various forms of disturbance.
To understand the ecological characteristics of the diverse plant communities found in Central New England.
To learn how topography and substrate affects plant community development and specific site conditions for central New England’s eco-indicators.
To learn the process of reading the landscape.
For students to learn basic plant community sampling techniques and how to refine and interpret quantitative data.
To learn basic woody plant identification and the use of taxonomic keys.
To learn anatomy, physiology, photosynthesis and reproduction of woody plants.
To learn the basics of plant cellular biology.
To better understand the lives, livelihoods, conditions and impact of the people who have inhabited central New England.
To develop a better understanding and appreciation for education and to identify and develop a toolbox of knowledge skills and qualities that will support a steep learning curve throughout student’s life.
Collaboration
Research
Problem solving
Analysis
Communication
Study Skills
Time Management
Project Management
EVALUATION CRITERIA
Students will be evaluated using a variety of criteria including’
Daily participation
Homework assignments
Completion
Quality
Timeliness
Written and practical quizzes and tests
Projects
Presentations
September 5, 2007
Note: The above outline is likely to change based on variables such as student interest and prior educational experience, student learning styles.
