Fire Frenzy National Park Service Wildland Fire U.S. Department of the Interior Education Program Santa Monica Mountains National Recreation Area Santa Monica Mountains National Recreation Area Fire Frenzy Wildland Fire Education Program Wildfires and Fire Ecology in Southern California 1 Fire Frenzy National Park Service U.S. Department of the Interior Wildland Fire Santa Monica Mountains Education Program Guide National Recreation Area WELCOME WELCOME TO SANTA MONICA MOUNTAINS NATIONAL RECREATION AREA WILDLAND FIRE EDUCATION PROGRAM Thank you for your dedication to sharing the phenomenon of wildfires with your students. The purpose of this guide is to familiarize you with the resources available for use with the Fire Frenzy Wildland Fire Education Program. This quick guide includes each unit of the program along with: • Goals • Essential or Focus Question • Objectives • NGSS Standards • Lesson Plan CONTACT US Phone: (805) 370-2301 Email: [email protected] Web: https://www.nps.gov/samo/planyourvisit/placestogo.htm Contents PowerPoints .............................................................................................................................................................. 3 Mediterranean Biomes, Climate, & Ecosystems .................................................................................................. 3 Chaparral Plant Communities ................................................................................................................................ 5 Wildfires - Natural History ..................................................................................................................................... 7 Wildland Fire - A Physical Process ......................................................................................................................... 9 Wildland Fire in the Santa Monica Mountains .................................................................................................... 11 Fire Ecology: The relationship between wildfires & the biotic & abiotic environment ................................. 13 Wildland Urban Interface: Learning to Live with Fires ...................................................................................... 16 Wildland Fire Careers .............................................................................................................................................. 20 Wildfires and Our Home ......................................................................................................................................... 21 Field Trip.................................................................................................................................................................... 22 Field Trip Journals .................................................................................................................................................... 22 Field Trip Location ................................................................................................................................................... 22 Elementary Field Trip .............................................................................................................................................. 23 Middle School Field Trip......................................................................................................................................... 26 High School Field Trip - Any Location .................................................................................................................. 31 High School Field Trip - Rancho Sierra Vista ....................................................................................................... 36 Preparing for your day in the park ......................................................................................................................... 41 2 POWERPOINTS POWERPOINTS The PowerPoints on this drive cover a range of topics relating to wildland fires. They are geared toward a 7-12 th grade audience but you may edit them to fit your needs. The topics are broken into nine PowerPoints so you may choose which topics you want to explore. We recommend that you view them before showing students and familiarize yourself with the content. There are notes below many of the slides as well as links to online videos and content. PowerPoints: 1. Mediterranean Biomes, Climate, & Ecosystems 2. Chaparral Plant Communities 3. Wildfires - Natural History 4. Wildland Fire - A Physical Process 5. Wildland Fire in the Santa Monica Mountains 6. Fire Ecology: The relationship between wildfires & the biotic & abiotic environment 7. Wildland Urban Interface: Learning to live with wildfires 8. Wildland Fire Careers 9. Wildfires and Our Home (Pre-visit for elementary & middle school students) The following sections will break down each PowerPoint with details. MEDITERRANEAN BIOMES, CLIMATE, & ECOSYSTEMS GOAL This unit will provide a basic understanding of Mediterranean biomes, ecosystems, and climates including where they are found, their characteristics, biodiversity within them, and human habitation. ESSENTIAL QUESTION What is a Mediterranean biome and why is it special and important? OBJECTIVES • After this lesson, 90% of students will be able to share what type and the importance of the biome they live within. • After this lesson, 50% of students will be able to discuss the difference between a biome and an ecosystem and how climate is related to each. NGSS STANDARDS HS-LS2-1 Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. HS-LS2-6 Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. HS-LS2-7 Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. HS-LS4-5 Evaluate the evidence supporting claims that changes in environmental conditions may result in (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. HS-ESS3-1 Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. HS-ESS3-3 Create a computational simulation to illustrate the relationships among the management of natural resources, the sustainability of human populations, and biodiversity. 3 POWERPOINTS MEDITERRANEAN BIOMES, CLIMATE, & ECOSYSTEMS STANDARDS HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems. HS-ESS3-5. Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth’s systems. HS-ESS3-6. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. HS-ETS1-4. Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. LESSON PLAN INTRODUCTION: 1. Explain: As a physical and important ecological process, fire plays a complex role in Southern California’s Mediterranean ecosystem affecting the survival and preservation of the plants, animals, and humans within the ecosystem. By broadening our awareness and familiarity with local ecosystems and understanding why and how fires occur in Southern California, stakeholders can develop procedures to protect life and property, allow for future growth, and continue to preserve a valuable natural resource. 2. Ask the students what they already know about the ecosystem they live in and how they think it relates to wildfires. 3. Explain that your class will now start an exploration of one aspect of why we have wildfires in Southern California: the Mediterranean climate and ecosystem. LEARNING ACTIVITY: Display Mediterranean Biomes, Climate, & Ecosystems PowerPoint presentation. Facilitate a dialogue about biomes, ecosystems, climate, and Mediterranean biomes using the notes in each slide of the PowerPoint as a reference if needed. CHECK FOR UNDERSTANDING: • What type of biome do you live in? • How is an ecosystem different from a biome? • What is an abiotic factor? • What is a biotic factor? • What is biodiversity? • Why is the Mediterranean biome that we live in important? • How do you think that the ecosystem that you live in is related to wildfires? 4 POWERPOINTS CHAPARRAL PLANT COMMUNITIES CHAPARRAL PLANT COMMUNITIES GOAL This unit will focus on plant communities in the Mediterranean