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DOCUMENT RESUME ED 080 366 SE 016 620 TITLE [Field Learning DOCUMENT RESUME ED 080 366 SE 016 620 TITLE [Field Learning Activities]. INSTITUTION Nolde Forest Environmental Education Center, Reading, Pa. PUB DATE [73] NOTE 281p.. EDRS PRICE MF -$0.65 BC-S9.87 DESCRIPTORS *Curriculum Guides; Ecology; Elementary Grades; *Environmental Education; *Field Studies; Instructional Materials; Interdisciplinary Approach; *Learning Activities; *Natural Resources; Outdoor Education; Secondary Grades ABSTRACT Seventy field activities, pertinent to outdoor, environmerital_studies, are described in.this compilation. Designed for elementary and junior high school students, the activities cover many discipline areas--science, social studies, language arts, health, history, mathematics, and art--and many are multidisciplinary in use. Topics range from soil study, animal traces, and watersheds to ecosystems, food chains, and succession; from mapping, stream surveys, and effects of air pollution. to listening, expressing textures, and community profiles..An introductory page for each activity lists the learning experience (topic), curriculum area(s), grade level(s), and conceptual theme._Following this is a detailed account of objectives, unit concepts, background subject information or problem identification, materials needed, procedures for conducting the field activity, numerous questions, and follow-up activities.ABL) FILMED FROM BESTAVAILABLE COPY U S DEPARTMENT OF NEAL TN EDUCATION WELFARE NATIONAL INSTITUTE OF E01::ATION THIS DOCUMENT HAS BEEN REPRO NOLDE FOREST STATE PORK DUCED EXACTLY AS RECEIVED FROM ENVIRONMENTAL EDUCATION CENTER THE PERSON CR ORGANIZATION ORIGIN ATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRE CUMRU TOWNSHIP, PENNSYLVANTL, SENT OFFICIAL NATIONAL INSTITUTE OF EDUC xTION POSITION OR POLICY %11) ACTIVITY NUMBER l-A PAGES .1: reN Ca CZ) LEARNING EXPERIENCE: Microscopic Aquatic Animals LIRE CURRICULUM AREA Science Life Science Biology GRADE : 5th 6th 7th CONCEPTUAL THEME : Fresh water habitats are natural environments in which communities of both plants and animals live. A OBJECTIVES At the completion of this activity, the student should: 1. be able to observe nicroanopic objects and organisms. 2. ,!emonstrate ability to use simple magnifying devices. 3. be able to distinguish between microscopic animals and plants. 4. be able to describe more than one microscopic pond animal. 5. recognize bodies of fresh water as natural habitats of living microscopic plant and animal communities. 6. realize that an aquatic habitat supplies the proper life needs to the microscopic animals living in it. 7. recognize that Microscopic animals are so simple in structure that they do not have body coverings and distinguishable body parts. 8. realize that there are means of locomotion other than lags, wings, and fins. 9. be able to explain the following terms: a. microscopic b. protozoan c. algae d. magnify UNIT CONCEPTS I. Fresh water habitats are natural environments in which communities of both plants and animals live. II. Animals can be found b almost any body of fresh water, whether it be temporary or pert--.ent, large or small. III. Aquatic habitats provide the animals that reside in them with all of their basic life needs. IV. We should try to disrupt natural bodies of water as little as possible because we are disrupting a natural community Of living things who make their homes in the water. V. Many animals live in fresh water throughout their lifetime. VI. Some animals are so tiny that we must use magnifying instruments to see them. VII. Microscopes and other magnifying instruments cause micro- ,scopic organisms to appear larger, thus enabling us to observe them more effectively. VIII. Many animals are so simple in their body form that they do not have distinguishable body parts such as our own body has. IX. Microscopic animals do not have complex body coverings such as skin, fur, or feathers. X. Microscopic animals can move very quickly even though they do not have legs or wings like larger animals. XI. Microscopic animals feed on tiny bits of plant and animal material found in the water. XII. Most microscopic animals are not brightly colored. MICROSCOPIC POND ANIMALS INTRODUCTION One of the most fascinating aspects of animal life involves the discovery of microscopic animals in a sample of fresh water. Most small children have never seen protozoans, rotifers and other small, fresh water forms of animal life and you, as a teacher, will thrill to their amazement as they see these forms for the first time. Collecting can be done as part of a field trip you may take with your class. Samples taken from several different aquatic sources will provide interesting variations in kinds of microscopic animals present in them. A. Collecting 1. Preparations Any sample of fresh or stagnant water will contain at least some microscopic animal life in it at any =time of the year. During the winter, most-of these forms develop some kind of protective cyst or spore to tide them over the cold tempera- tures, but these forms will "hatch", so to speak, after being kept in a warm room for a few days. The only equipment you will need is any kind of a wide mouth jar, with its lid. Clean the jars be.:Jre using them by washing them with a detergent. Rinse with tap water several times; then once with distilled water, if you have some avail- able. If not, boil the jars in tap water for 10 to 15 minutes before using. 2. Where and What to Collect Ponds and Lakes - be sure to gather some of the plant debris from the bottom mud; also, a little of the mud. Streams - along the edges of quiet pools. Collect the same material as above. Roadside ditches - collect some of the scum on the surface as well as a little of the edge and bottom debris. Temporary pools of standing water - same as for roadside ditches. Of course, be certain to get a suitable amount of the pond water itself as a culture medium. About a quart is enough. 3. When to Collect Anytime of the year.The richest collections will be found early in the fall (late September and October) and again in the Spring from late March on. B. Culturing 1. How to Culture a. Aquarium Cultures - if y-,u wish tc study a larger sample offresh water, microscopic animals collect enough pond water and debris to fill a small glass aquarium of about 1-2 gallon size. Allow the sample to stand in the aquarium for 1 to 2 weeks before examining it. Aquarium cultures do very well if a few aquatic plants such as Cabomba, Elodea or AyTiophyllum are added at first. b. Culture dishes or jars - allow the culture to stand in the open for approximately 10 days to 2 weeks before examining it. Add a small amount ofrbclled lettuce or beans to the culture at the start of the culturing period. NOTE: Bacteria in the pond culture will feed on the decaying vegetable matter. In turn, the protozoans in the pond water will feed on the bacteria, thus rapidly increasing the protozoan population. 2. Special Protozoan Population a. Amoeba - collect them from ponds or temporary pools of water (such as roadside ditches) which do not contain too much decaying organic matter. Clear water pools are best. Scrapings from the base of the stalk of cattails or the underside of floating water leaves, such as water lily, are good sources. Place the plant material and pond water in culture dishes or jars and add 2-4 uncooked rice grains.Wait about 10 days before examining the culture. b. Paramecium - collect scum from the- surface of quiet bodies of fresh or stagnant water. Place the scum, with water from the same locale, into a culture dish or other suitable glass container. Let the culture set for 10 days to 2 weeks. You may use the vegetable material infusion suggested previously or add 2 small pieces of bark from a rough-barked tree, such as elm or silver maple. Select the pieces from the shaded dark side of the tree having a coating of green scum on it. (Ibis is an unicellular, colonial form of green algae called Protoccceus). 3. Commercial If you do not have success in culturing, you may order pure cultures of Amoeba or Paramecium from a biological supply house. Catalogues can usually be obtained from the local high school biology teacher or by writing directly to one of the supply houses. A good supplier located in this area is: Carolina Biological Supply Company Burlington, North Carolina 4 C. General Culturine Techniques Keep the cultures at a constant temperature, between 60°and Room temperature i3 best.Medium light is ideal for the cultures. Darkness is not detriment :1. Keep the cultures away from strong light sources. Do not expect t maintain your culture frr any extended period of time. You will do well if they flourish for 3 to 4 weeks. D. Studying Your Cultures 1. Using the Microscope Most elementary schools have access to simple compound microscopes. Use of these instruments is essential to maximum learning opportunities from the studies. While a few 'f the protozoa are visible to the naked eye, children of this age are generally not skilled enough observers to detect the presence cf these tiny creatures. Certainly, they could ob- serve very little about then in this manner. In preparing the children for the concept of magnification, this writer supaests that the teacher allow the children to use simple tripod magnifiers, other types of magnifying instru- ments cr a 'Sherlock Holmes spy glass' (magnifying lens) prior to introducing them to the ricrusccpc. Have the children examine small objects such as newsprint, cloth, reeks,- sand, bread or other appropriate materials 2. Preparing the Microscope Slid, Clean the blank microscope slides thoreuphly and rinse and dry. Do the saae f.r the cover slip.
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