IS py on Maui by m9bUhU

VIEWS: 7 PAGES: 98

									Welcome to
the
Wetlands
A Digital Bus
Science Project
             Students conduct a scientific
             study of the wetland
             environment. They develop
             multimedia slide shows to
             share their research results in
             an oral presentation.

             Grade Level: 4th

  Wetland Study Locations:

  Kealia Ponds National Wildlife Refuge or
  Kanaha Pond State Wildlife Sanctuary
        Welcome to the
           Wetlands

                  A Digital Bus
                Science Project
                Table of Contents

Project Overview ........................................................... 1

Lesson I: “Wetlands” .................................................... 7

Lesson II: Background Research on Hawai’i Wetlands ....... 11

Lesson III: Preparation for Field Research ....................... 17

Lesson IV: Scientific Research at the Field Site ................ 23

Lesson V: Data Analysis & Storyboarding ....................... 29

Lesson VI: Production of Presentations ........................... 35

Lesson VII: Welcome to the Wetlands Presentations ....... 39

Appendices ................................................................... 43

               A. Teacher Tools
               B. Student Tools
               C. Glossary
               D. References
Welcome to the Wetlands_________________________________________________________The Maui Digital
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Welcome to the Wetlands_________________________________________________________The Maui Digital
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Welcome to the Wetlands
         PROJECT OVERVIEW
Grade Level:

         4th

Overview:

         Students conduct a scientific investigation of Hawaii’s Wetlands. They work
         in small teams to a study the birds of the wetlands. Each team collects data
         in the field and ultimately creates a multimedia interpretive exhibit to help
         educate the public about their bird and the unique wetland ecosystems of
         Hawai’i.


Overview of Lessons:
                                                        Welcome
                                                         to the
                                                        Wetlands



   Lesson 1:                                                                         Lesson 6:          Lesson 7:
                      Lesson 2:       Lesson 3:
  Wetlands                                           Lesson 4:                     Production            Oral
                   Background        Prepare                         Lesson 5:
                    Research           for Fie ld
                                                      Field        Compile                          Presentations
                                      Re search     Research          &
                                      (Scientific     at the
                                       Method)      Wetlands       Analyze
                                                      (Data         Data
                                                    Collection)      Storyboard
                                                                     Multimedia
                                                                   Presentations




Scheduling:

   o     Three 45 minute lessons at the school site via the Maui Digital Bus and the classroom.
         Lesson 1 can be conducted with multiple classrooms in a cafeteria setting. Lessons 2 & 3
         require 45 minutes per classroom.
   o     One 4 hour field trip at the following location:
              o    Kealia Pond National Wildlife Refuge or Kanaha Pond State Wildlife Sanctuary
   o     Four 45 minute lessons at the school site. Lesson 5, Production of slide shows, requires two
         full 45 minute lessons.


Teaching the Lesson Activities:




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         The Welcome to the Wetlands Digital Bus Science Project is a
         collaborative project between the Maui Digital Bus Educators, The Kealia
         Ponds National Wildlife Refuge, Kanaha Pond State Wildlife Sanctuary and
         the Participating Teacher(s). Because only half of an average class (12-15
         students) can fit on the bus at one time, rotating activities and centers will be
         used regularly throughout the project. The bus has a mobile cart that can be
         rolled into the classroom as well for whole-class instruction. Specific teaching
         responsibilities will be determined on a project-by-project basis.

Locations for each Lesson:

         The School Site
         Lesson Activities 1-3 and 5-7 will occur at the school site via the Maui Digital
         Bus and the classroom.
         The Field Research Site
         Lesson 4 will occur at the Field Trip location. The Maui Digital Bus will meet
         students at either the Kealia Ponds National Wildlife Refuge or the Kanaha
         Ponds State Wildlife Sanctuary.

         IMPORTANT NOTE: The Maui Digital Bus does NOT transport anyone to or
         from the field trip location. Field trip transportation must be arranged
         separately by schools and teachers.

Curriculum Standards Addressed in the Welcome to the Wetlands Science
Project:
Hawaii Content and Performance Standards III

General Learner Outcomes:
         1. Self-directed Learner (The ability to be responsible for one’s own learning)
         2. Community Contributor (The understanding that it is essential for human beings to work
            together)
         3. Complex Thinker (The ability to demonstrate critical thinking and problem solving)
         4. Quality Producer (The ability to recognize and produce quality performance and quality
            products)
         5. Effective Communicator (The ability to communicate effectively)
         6. Effective and Ethical User of Technology (the ability to use a variety of technologies
            effectively and ethically)


Curriculum Standards for Science:

Strand                                            The Scientific Process
Standard 1: The Scientific Process: SCIENTIFIC INVESTIGATION: Discover, invent, and
investigate using the skills necessary to engage in the scientific process


Topic                    Scientific Inquiry
Benchmark SC.4.1.1       Describe a testable hypothesis and an experimental procedure



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Topic                   Scientific Knowledge
Benchmark SC.4.1.2      Differentiate between an observation and an inference



Strand                                            Life and Environmental Sciences
Standard 3: Life and Environmental Sciences: ORGANISMS AND THE ENVIRONMENT:
Understand the unity, diversity, and interrelationships of organisms, including their
relationship to cycles of matter and energy in the environment

Topic                   Interdependence
Benchmark SC.4.3.2      Describe how an organism's behavior is determined by its environment

Standard 5: Life and Environmental Sciences: DIVERSITY, GENETICS, AND EVOLUTION:
Understand genetics and biological evolution and their impact on the unity and diversity of
organisms

Topic                   Unity and Diversity
Benchmark SC.4.5.2      Describe the roles of various organisms in the same environment
Topic                   Unity and Diversity
                        Describe how different organisms need specific environmental conditions to
Benchmark SC.4.5.3
                        survive

Curriculum Standards for Math:

Strand                                            Measurement
Standard 4: Measurement: FLUENCY WITH MEASUREMENT: Understand attributes, units, and
systems of units in measurement; and develop and use techniques, tools, and formulas for
measuring


Topic                   Measurement Attributes and Units
Benchmark MA.4.4.1      Explain the need to use standard units for measuring

Strand                                            Patterns, Functions, and Algebra
Standard 9: Patterns, Functions, and Algebra: PATTERNS AND FUNCTIONAL
RELATIONSHIPS: Understand various types of patterns and functional relationships


Topic                   Function
                        Represent the relationship between quantities in a variety of forms (e.g.,
Benchmark MA.4.9.2
                        manipulatives, tables, pictures, symbols)

Strand                                            Data Analysis, Statistics, and Probability
Standard 11: Data Analysis, Statistics, and Probability: FLUENCY WITH DATA: Pose questions
and collect, organize, and represent data to answer those questions


Topic                   Data Collection and Representation



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                        Pose questions, collect data using observations and experiments, and
Benchmark MA.4.11.1
                        organize the data into tables or graphs
Benchmark MA.4.11.2     Label the parts of a graph (e.g., axes, scale, legend, title)


Standard 12: Data Analysis, Statistics, and Probability: STATISTICS: Interpret data using
methods of exploratory data analysis


Topic                   Data Interpretation
                        Compare related data sets (e.g., height of 4th grade boys vs. height of 4th
Benchmark MA.4.12.1
                        grade girls) with an emphasis on how the data are distributed
Benchmark MA.4.12.2     Analyze important features in the shape of the graph of a data set



Standard 13: Data Analysis, Statistics, and Probability: DATA ANALYSIS: Develop and
evaluate inferences, predictions, and arguments that are based on data


Topic                   Predictions and Inferences
Benchmark MA.4.13.1     Propose and justify conclusions/predictions based on data



Note:
The targeted benchmarks for each lesson will be listed again within each lesson.

Assessment:

Throughout the curriculum, we will note opportunities to gather assessment data, and three
different icons will be used to signal the types of evidence that can be gathered.

             Icon                     Types of Evidence                      Assessment Tasks
                                  Observation                             Reading skills, listening
                                                                          skills, speaking skills,
                                                                          teamwork skills
                                  Conversation                            Student conferences, small
                                                                          group conferences, direct
                                                                          response to class
                                                                          discussion questions
                                  Products                                Graphic organizer, research
                                                                          worksheet, field data sheet,
                                                                          written response,
                                                                          storyboard, spreadsheet,
                                                                          slideshow
In addition, along with each benchmark addressed in the lessons, we will provide
Welcome to the Wetlands Suggested Performance Assessments closely
aligned with the sample rubrics provided in HCPS III.


Preparation for the Welcome to the Wetlands Project


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       Scheduling of Lesson Activities:
       In an initial meeting with the Digital Bus Outreach Education Coordinator,
       specific dates for the project will be determined. A scheduling worksheet will
       be used as a tool to assist in the coordination of exact times for each lesson.
       (See Appendices)

       Digital Bus Waivers & Field Trip Permission Forms:
       The Maui Digital Bus will provide schools with a waiver to be signed by all
       participating students. Teachers are responsible for distributing and
       collecting the waivers prior to the project. Teachers must submit a complete
       student list along with signed waivers to the Digital Bus before the project
       dates can be confirmed.
       Teachers are responsible for distributing and collecting HIDOE field trip
       permission forms for all students prior to the Scientific Research at the Field
       Site.

       Transportation & Logistics:
       Teachers must make arrangements for transportation of students to and from
       the field trip location. Students should all wear/bring appropriate clothing,
       bring water, lunch, and sunscreen.

       Professional Development for Participating Teachers:
       A professional development session for participating teachers, volunteers,
       and chaperones is required. Teachers should have a basic familiarity with
       computers and with the scientific method prior to the implementation of this
       project. Schedule session with Digital Bus Outreach Education Coordinator.

       Assessment Planning by Participating Teachers:
       At the professional development session, teachers will better understand the
       standards-based assessment tools that are within the curriculum. It is the
       responsibility of the teachers to plan if and how they will use these tools to
       assess the students as the project is in progress. Note: The Digital Bus is not
       responsible for conducting the assessments noted in the curriculum.

       Hawaiian Culture Protocol:
       The Digital Bus highly encourages teachers to expand this project into an
       interdisciplinary project, specifically, to include a social studies component
       that incorporates Hawaiian culture history and tradition. Suggestions will be
       made within selected lessons under the Extensions heading on how to do
       this. In addition, we welcome classes who have learned to chant to oli on our
       day of field study.




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Welcome to the Wetlands
       LESSON I: “Wetlands”

Pre-Assessment Task

       Students view a video about wetlands. In a whole class discussion, students
       develop a list of questions about the wetlands in Hawai’i. Students receive a
       short presentation about the local wetlands that they will be researching.

Objectives

       Students will:
          o Learn about different types of wetlands.
          o Develop questions about the wetlands of Hawai’i using mind mapping
             software as a whole class.
          o Understand they are embarking on the Welcome to the Wetlands
             Digital Bus Science Project.
          o Become familiar with the local wetlands they will be researching.


Standard Topic(s) and Benchmark(s) & General Learner Outcomes Addressed

       Unity and Diversity SC.4.3.2 Describe how different organisms need specific environmental
       conditions to survive.

       GLO #1: Self-directed Learner

Vocabulary

       wetland                            water filtration                    environment
       buffer                             habitat
       saturation                         migratory



Description of Lesson

       1. K of KWL – Whole Group Activity (5 minutes)
          KWL Chart via Projector using Inspiration Software
          K – What do we know about wetlands?

       2. Description of Welcome to the Wetlands Project & Field Trip (5
          minutes)

       3. Watch the Exploring Wetlands Video – Whole Class (20 minutes)
          Assign “Focus Questions” to each group to address:

               a. Why are wetlands important?


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                   b. What is the relationship between water and wetlands?
                   c. What types of plants and animals inhabit the wetlands?

         4. K(cont.) & W of KWL -- Whole Group Activity (10 minutes)
            KWL Chart via Projector using Inspiration Software
            K – Review learned concepts from video, including:
               a. 3 Common types of wetlands: bogs, swamps, marshes
               b. Function of a wetland: buffer between land & sea, natural filtration
                  system for water
               c. Wetlands inhabited by: specially adapted plants and animals,
                  migratory birds *
            W - ”What do you Want to know or do you think you’ll see at the Hawaiian
            wetlands?”

         5. Our Local Wetlands - (5 minutes)
            View Map of Maui via Projector using TOPO Software – Location of
            Maui’s Wetlands
            View Pictures of Hawaii’s Birds via Projector using iPhoto Software


Welcome to the Wetlands Suggested Performance Assessment


Topic                                                         Unity and Diversity
                                                              Describe how different organisms need specific
Benchmark SC.4.5.3
                                                              environmental conditions to survive
Welcome to the Wetlands                                       Students explain how specific environmental conditions in
Suggested Performance Assessment                              the wetlands support the survival of unique plants and
                                                              animals by providing a specific habitat.
Rubric
Advanced                        Proficient                    Partially Proficient           Novice
Explain why migratory birds     Describe that birds rely on   Describe that birds rely on    Recall that many plants and
need specific environmental     the wetlands ecosystem for    the wetlands ecosystem for     animals need the wetlands
conditions in the wetlands in   feeding, breeding, and, for   feeding, breeding, and         for survival.
order to survive, and draw      some migratory birds, for     resting.
conclusions between             resting and refueling.
disappearing wetlands and
endangered species of birds
and animals.




                                                              Self Directed Learner (The ability to be responsible for
General Learner Outcome #1
                                                              one’s own learning.)
Welcome to the Wetlands                                       Student demonstrates the ability to be responsible for his
Suggested Performance Assessment                              or her own learning.
Rubric
Description                                                                                                Rating
Manages time and resources in an efficient manner. Uses a variety of credible and relevant              Consistently




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resources. Checks on progress and learning experiences to resolve problems that may be    Usually
interfering with learning.
                                                                                         Sometimes
                                                                                          Rarely




Materials Needed:

         Bus Technology: Powerbook, Inspiration Software, TOPO Software, iPhoto,
         Projector, Screen
         Flip Chart Paper
         “Exploring Wetlands” Video/DVD, VCR or Computer/DVD Player

Extensions:

              Review concepts learned from the video in whole class. Have
               students do individual KWL charts on paper or in the school computer
               lab on Inspiration software. (See Appendices for hard copy of KWL
               Template for use.)

              View a Map of Maui as a whole class to look at the location of the field
               trip to orient students.

              Read a story and have a discussion on the Hawaiian Cultural uses of
               wetlands within the Ahapua’a systems. Discuss the relationship
               between coastal fish ponds and wetlands.

              Incorporate vocabulary words into weekly spelling and/or vocabulary
               list(s). Provide an introduction to the vocabulary prior to this lesson.

             

             




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Welcome to the Wetlands
       LESSON II: Background Research on Birds of Hawai’i Wetlands

Assessment Task

       Students work in small groups to conduct background research on birds of
       the local wetlands. Each group compiles information and questions about the
       appearance, the behavior and the habitat of one particular species.

Objectives

       Students will:

           o Work well with others in their small group.
           o Describe the appearance of their species through drawing and writing.
           o Conduct research on the behavior and the habitat of their species
             using digital and printed resources.
           o Develop a list of questions about their species to bring on the field trip.

Standard Topic(s) and Benchmark(s) and General Learner Outcomes Addressed

       Interdependence SC.4.3.2 Describe how an organism’s behavior is determined by its
       environment.
       Unity and Diversity SC.4.5.2 Describe the roles of various organisms in the same
       environment. SC.4.5.3 Describe how different organisms need specific environmental
       conditions to survive.

       GLO #2: Community Contributor, #3: Complex Thinker, and #6: Effective and Ethical User of
       Technology

Vocabulary

       appearance                         plumage                            endemic
       behavior                           wingspan                           indigenous
       organism                           breeding                           endangered
       scientific name                    native                             adapt



Description of Lesson

       1. Break into small groups and assign specific wetland bird species for each
          group to research. Explanation of research project. (5 minutes)

       2. Description of Research Packet (See Appendices) -- Whole Group
          Activity (5 minutes)




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                    a. Discuss the Cover Sheet and have students fill out all but the last
                       box. Students decide which roles to take. *Teacher must decide
                       which research Cover Sheet to use (3 choices).
                    b. Review the Research Worksheets.
                    c. Explain that they must use Internet and print resources and note
                       accordingly on their worksheets.

          3. Conduct Research on Assigned Species. Students work individually
             and as a team to use provided research materials and resources. –
             Small Group Activity (25 minutes)

          4. Based on Completed Research Worksheets, students develop a
             list of questions to ask on the field trip. – (5 minutes)




Welcome to the Wetlands Suggested Performance Assessment



Topic                                                         Interdependence
                                                              Describe how an organism's behavior is determined by its
Benchmark SC.4.3.2
                                                              environment
Welcome to the Wetlands                                       The student describes how a bird’s behavior is affected by
Suggested Performance Assessment (SPA)                        its wetland environment (e.g., courting, nesting, feeding
                                                              patterns).
Rubric
Advanced                        Proficient                    Partially Proficient           Novice
Explain and give examples       Describe how a bird’s         Identify one way that a bird’s Recognize that a bird’s
of several behaviors (i.e.      behavior is determined by its behavior is influenced by its behavior is influenced by its
breeding, feeding, nesting,     wetland environment and its wetland environment .            wetland environment .
migrating) and appearance       preferred habitat within the
characteristics (i.e.           wetlands (i.e. water, mud,
camouflage, webbed feet)        grass.)
which are determined by
their specific habitat within
the wetland environments.




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Topic                                                        Unity and Diversity
                                                             Describe the roles of various organisms in the same
Benchmark SC.4.5.2
                                                             environment
Welcome to the Wetlands                                      The student describes the roles of various organisms that
Suggested Performance Assessment (SPA)                       inhabit the same environment.


Advanced                        Proficient                   Partially Proficient            Novice
Analyze how the roles of        Describe the roles of various Identify a few organisms and Recall, with assistance, very
different organisms affect      organisms in the same         their role in the same       few organisms and their role
their interaction in the same   environment (e.g. plants and environment                   in the same environment
environment (e.g. predator      crustaceans as food for
and prey relationships,         birds)
impact of invasive species
on endemic species)




Topic                                                        Unity and Diversity
                                                             Describe how different organisms need specific
Benchmark SC.4.5.3
                                                             environmental conditions to survive
Welcome to the Wetlands                                      The student illustrates and explains how specific
Suggested Performance Assessment (SPA)                       environmental conditions in the wetlands support the
                                                             survival of a specific bird.
Rubric
Advanced                        Proficient                   Partially Proficient            Novice
Explain why a bird needs        Describe how a bird needs    List specific environmental     Recall that a bird needs
specific environmental          specific environmental       conditions of the wetlands      specific environmental
conditions in the wetlands to   conditions in the wetlands   that organisms need to          conditions in wetlands to
survive (e.g. feeding,          to survive (e.g. food).      survive.                        survive
nesting, breeding behaviors
as they relate to habitat)




                                                             Community Contributor (The understanding that it is
General Learner Outcome #2
                                                             essential for human beings to work together)
Welcome to the Wetlands                                      Student demonstrates the ability to work together with
Suggested Performance Assessment                             others effectively.
Rubric
Description                                                                                           Rating
Respects people’s feelings, ideas, abilities and cultural diversity. Cooperates with              Consistently
and helps and encourages others in group situations. Understands and follows
                                                                                                      Usually
rules of conduct. Analyzes conflict and applies methods of cooperative resolution.
Demonstrates responsible and ethical behavior in decision making. Responsibly                      Sometimes
implements a solution.                                                                                Rarely




                                                             Complex Thinker (The ability to demonstrate critical
General Learner Outcome #3
                                                             thinking and problem solving)
Welcome to the Wetlands                                      Student demonstrates the ability to be responsible for his
Suggested Performance Assessment                             or her own learning. ability to demonstrate critical thinking




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                                                            and problem solving

Rubric
Description                                                                                         Rating
Applies prior learning experiences to new situations. Considers multiple perspectives            Consistently
in analyzing and solving a variety of problems. Generates new and creative ideas
                                                                                                    Usually
and approaches to developing solutions. Evaluates the effectiveness and ethical
considerations to a solution and makes adjustments as needed.                                     Sometimes
                                                                                                    Never




                                                            Effective and Ethical User of Technology (the ability to use
General Learner Outcome #6
                                                            a variety of technologies effectively and ethically)
Welcome to the Wetlands                                     Student demonstrates the ability to use a variety of
Suggested Performance Assessment                            technologies effectively and ethically
Rubric
Description                                                                                           Rating
Generates new information that demonstrates effective use of information tools based on             Consistently
accessed information as well as the quality of the information sources. Uses appropriate
                                                                                                      Usually
technologies for communication, collaboration, research, creativity and problem solving.
Understands and respects legal and ethical issues.                                                  Sometimes
                                                                                                       Rarely




Materials:

         Kealia Ponds Brochures
         Digital Bus Mobile Library: Posters, pictures, books, booklets, materials for
         each small group.
         Bus Technology: iBooks, CDROM encyclopedia, web-wacked resources.
         Research Packet (See Appendices)
         Digital Bus Website: www.digitalbus.org with pre-selected bird websites

Extensions

          Provide additional time for research on the Internet in the school computer
           lab and/or for research using the Digital Bus Mobile Library.

          Have students design a board game or dramatic performance to
           demonstrate their understanding of wetland environments and the role of
           wetland birds.

          Integrate a reading or storytelling component on legends from the
           Hawaiian culture which discuss wetland birds and wetland environments.
           Consider the relationship between wetlands and fish ponds.

          Incorporate vocabulary words into weekly spelling and/or vocabulary
           list(s). Provide an introduction to the vocabulary prior to this lesson.



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       




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Welcome to the Wetlands
       LESSON III: Preparation for Field Research

Assessment Task

       Students learn basic skills on the tools they will use from The Maui Digital Bus
       including the digital camera, digital microscope, and water-testing equipment
       and laptop computers. Students review and implement the Scientific Method.

Objectives

       Students will:

           o Understand the Scientific Method.
               o Develop a hypothesis about their species they will see.
               o Practice the field research process which they must use in the
                   field to collect data on their species.
           o Understand The Digital Bus basic rules and procedures.
               o Learn basic features of a digital camera and practice using it.
               o Learn how to view items through the digital microscopes.
               o Learn basic features of LabPro water testing probes.

Standard Topic(s) and Benchmark(s) and General Learner Outcomes Addressed

       Scientific Inquiry SC.4.1.1 Describe a testable hypothesis and an experimental procedure

       Data Collection and Representation MA.4.11.1 Pose questions, collect data using
       observations and experiments, and organize the data into tables or graphs

       Predictions and Inferences MA.4.13.1 Propose and justify conclusions/predictions based on
       data.

       GLO: #2: Community Contributor, #3: Complex Thinker, #6: Effective and Ethical User of
       Technology

Vocabulary

       field research                      method                              electronic data
       hypothesis                          tally                               collection
       data                                digital camera                      water quality testing
       data collection                     digital microscope

Description of Lesson

       1. Preparation for Field Research – Whole Class – (10 Minutes)




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           a. The Scientific Method –
              Review overall method using Inspiration Software diagram on
              projection screen.

           b. Hypotheses Development
              Guide hypothesis development in small
              groups using the Hypothesis worksheet.
              Each group completes in 5 minutes.
              (See Appendices)



       Review Methods to test Hypotheses - Two 15 minute Rotations
       Group one starts on the Digital Bus, Group two starts outdoors.

       2. Group One: Our Scientific Field Research

           a. Clipboards and Field Data Sheets (See Appendices)
              Teach use of all, specifically Data Sheets & Appearance, Behavior,
              and Habitat Notation Process

           b. Practice Field Research Methods
              Students practice collecting data with their group by visiting pretend
              ponds with ID Cards scattered. Note: While exploring the wetlands,
              each group must collect data on their specific species AS
              WELL AS data on ALL species listed on the Field Data
              Sheet.

           c. Collect Practice Data by rotating to four stations with ‘pretend’
              data. Data will be set up at each station similar to a treasure
              hunt. Students work together as teams to enter data onto their
              Field Data Sheet.


       3. Group Two: Welcome Aboard The Digital Bus

           a. The Digital Camera – Small Group Activity (5 minutes)

           b. The Digital Microscope -- Whole Group Activity (5
              minutes)

           c. The LabPro & Water Testing – Whole Group Activity (5 minutes)



Welcome to the Wetlands Suggested Performance Assessment



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Topic                                                         Scientific Inquiry
                                                              Describe a testable hypothesis and an experimental
Benchmark SC.4.1.1
                                                              procedure
Welcome to the Wetlands                                       The student: Describes a testable hypothesis (e.g., if, then,
Suggested Performance Assessment (SPA)                        because statement) and an experimental procedure to test
                                                              it.
Rubric
Advanced                       Proficient                     Partially Proficient             Novice
Create a testable hypothesis Describe a testable              Identify, with assistance, a     Recognize, with assistance,
and an experimental          hypothesis and an                testable hypothesis and an       a testable hypothesis or an
procedure to test it         experimental procedure           experimental procedure           experimental procedure




Topic                                                         Data Collection and Representation
                                                              Pose questions, collect data using observations and
Benchmark MA.4.11.1
                                                              experiments, and organize the data into tables or graphs
Welcome to the Wetlands                                       The student: Records outcomes from an experiment (e.g.,
Suggested Performance Assessment (SPA)                        rolling two number cubes) and organizes the data (e.g., the
                                                              sum of the two number cubes) in a table and bar graph.
Rubric
Advanced                       Proficient                     Partially Proficient             Novice
Pose questions, collect data   Pose questions, collect data   Pose questions, collect data     Pose questions, collect data
using observations and         using observations and         using observations and           using observations and
experiments, and organize      experiments, and organize      experiments, and organize        experiments, and organize
the data into tables or        the data into tables or        the data into tables or          the data into tables or
graphs, with accuracy          graphs, with no significant    graphs, with a few significant   graphs, with
                               errors                         errors




Topic                                                         Predictions and Inferences
Benchmark MA.4.13.1                                           Propose and justify conclusions/predictions based on data
Welcome to the Wetlands                                       The student: Explains the conclusion that he or she drew
Suggested Performance Assessment (SPA)                        from a data set and supports the conclusion with
                                                              information from a graphical representation.
Rubric
Advanced                       Proficient                     Partially Proficient             Novice
Propose and effectively        Propose and sufficiently       Propose and justify, in          Propose implausible
justify conclusions or         justify conclusions or         minimal detail, conclusions      conclusions or predictions
predictions based on data      predictions based on data      or predictions based on
                                                              data




                                                              Community Contributor (The understanding that it is
General Learner Outcome #2
                                                              essential for human beings to work together)




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Welcome to the Wetlands                                     Student demonstrates the ability to work together with
Suggested Performance Assessment                            others effectively.
Rubric
Description                                                                                       Rating
Respects people’s feelings, ideas, abilities and cultural diversity. Cooperates                Consistently
with and helps and encourages others in group situations. Understands and
follows rules of conduct. Analyzes conflict and applies methods of cooperative                    Usually
resolution. Demonstrates responsible and ethical behavior in decision making.                  Sometimes
Responsibly implements a solution.
                                                                                                  Rarely




                                                            Complex Thinker (The ability to demonstrate critical
General Learner Outcome #3
                                                            thinking and problem solving)
Welcome to the Wetlands                                     Student demonstrates the ability to be responsible for his
Suggested Performance Assessment                            or her own learning. ability to demonstrate critical thinking
                                                            and problem solving
Rubric
Description                                                                                          Rating
Applies prior learning experiences to new situations. Considers multiple perspectives             Consistently
in analyzing and solving a variety of problems. Generates new and creative ideas
                                                                                                     Usually
and approaches to developing solutions. Evaluates the effectiveness and ethical
considerations to a solution and makes adjustments as needed.                                      Sometimes
                                                                                                      Never




                                                            Effective and Ethical User of Technology (the ability to use
General Learner Outcome #6
                                                            a variety of technologies effectively and ethically)
Welcome to the Wetlands                                     Student demonstrates the ability to use a variety of
Suggested Performance Assessment                            technologies effectively and ethically
Rubric
Description                                                                                             Rating
Generates new information that demonstrates effective use of information tools based on              Consistently
accessed information as well as the quality of the information sources. Uses appropriate
                                                                                                       Usually
technologies for communication, collaboration, research, creativity and problem solving.
Understands and respects legal and ethical issues.                                                   Sometimes
                                                                                                        Rarely




Materials:

         Bus Technology: iBooks, digital still cameras, digital video cameras,
         microscopes, LabPro probes
         Slides to observe through digital microscope and Petri dishes.
         Clipboards, Field Data Sheets (See Appendices)
                Baggies, Binoculars




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       Laminated cards with “data” for students to discover at each of the four
       stations. Cards give clues about appearance, behavior, and habitat on each
       species.

Extensions:

    Use bird ID Cards as flash cards up until field trip to increase bird recognition.
     Have students try to identify all birds using the Hawaiian names only.

    Refine understanding of Scientific Method, whole class via discussion,
     through hard copies of scientific method provided, or, if the school computer
     lab has Inspiration Software, via an activity using the virtual Scientific Method
     graphic organizer template provided on the Digital Bus Curriculum CD or with
     the Inspiration Software itself.

    Have students take their ‘practice data’ from this lesson and put it into a graph
     format on paper or using software in the school computer lab. Microsoft
     Excel or Tom Snyder’s GraphClub & GraphMaster would work well. This data
     analysis would reinforce the math benchmark addressed in this lesson as well
     as prepare the students for the subsequent lesson.

    Incorporate vocabulary words into weekly spelling and/or vocabulary list(s).
     Provide an introduction to the vocabulary prior to this lesson.

   

   

   




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Welcome to the Wetlands
       LESSON IV: Scientific Research at the Field Site

Assessment Task

       Students conduct a scientific investigation of the Kealia Pond National Wildlife
       Refuge or Kanaha Pond State Wildlife Sanctuary. They participate in a series
       of activities to explore and learn about the local wetlands, all the while
       collecting scientific data on their particular species.

Objectives

       Students will:
             o Use the scientific method to investigate the wetlands.
             o Work in small groups to collect data on their assigned species as
                well as all species as outlined in the Field Data Sheet.
             o Use digital cameras (still & video) to document data.
             o Use a digital microscope and the computer.
             o View water testing results on the computer.
             o Discover the impact humans and non-native species have on the
                wetland environment.

Standard Topic(s) and Benchmark(s) and General Learner Outcomes Addressed

       Scientific Inquiry SC.4.1.1 Describe a testable hypothesis and an experimental procedure

       Interdependence SC.4.3.2 Describe how an organism’s behavior is determined by its
       environment.

       Unity and Diversity SC.4.5.2 Describe the roles of various organisms in the same
       environment. SC.4.5.3 Describe how different organisms need specific environmental
       conditions to survive.

       Measurement Attributes and Units MA.4.4.1 Explain the need to use standard units for
       measuring.

       Data Collection and Representation MA.4.11.1 Pose questions, collect data using
       observations and experiments, and organize the data into tables or graphs

       GLO: #2: Community Contributor, #3: Complex Thinker, #6: Effective and Ethical User of
       Technology

Vocabulary

       sanctuary                           invasive species            preservation
       refuge                              impact                      Celsius
       predator                            restoration                 Farenheit

Description of Lesson Activities:


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       1. Welcome to the Wetlands – Whole Group Activity (5 minutes)
          Introduction by Sanctuary or Refuge Staff

       2. Prepare for Research – Whole Group Activity (10 minutes)

           a. Break into small groups & establish roles – clipboard, camera holder,
              binoculars holder
           b. Review the Field Data Sheet and fill out top portion (See Appendices)

       3. Explore Wetlands by Visiting a Series of Ponds with a Variety of Themes
          Throughout the exploration, students collect data using field data sheets,
          cameras, and binoculars. (2 hours)

           a. Habitat Restoration Station
              roles of the organisms in the wetlands – plants and animals
           b. Wetland Water Cycle
              environment’s effects on organisms in the wetlands - bird adaptation
              through appearance and behavior
                    i. Water Quality Investigation
                   ii. Microscope Magic
           c. Endangered Endemic Epidemic
              organisms require specific things for survival

       4. Lunch Break (30 minutes)

       5. Submit Data & Return Equipment to The Digital Bus– (15 minutes)
          Each small group:
           a. Turns in their clipboard and completed Field Data Sheet;
           b. Returns all equipment to the Digital Bus Teacher(s);
           c. Uploads pictures from cameras.



       6. Stewardship
          Rubbish pick-up.

       7. “Predator & Prey” (A Theatrical Play or A Tag Game)
          (25 minutes)




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Welcome to the Wetlands Suggested Performance Assessment



Topic                                                         Scientific Inquiry
                                                              Describe a testable hypothesis and an experimental
Benchmark SC.4.1.1
                                                              procedure
Welcome to the Wetlands                                       The student: Describes a testable hypothesis (e.g., if, then,
Suggested Performance Assessment (SPA)                        because statement) and an experimental procedure to test
                                                              it.
Rubric
Advanced                        Proficient                    Partially Proficient           Novice
Create a testable hypothesis Describe a testable              Identify, with assistance, a   Recognize, with assistance,
and an experimental          hypothesis and an                testable hypothesis and an     a testable hypothesis or an
procedure to test it         experimental procedure           experimental procedure         experimental procedure




Topic                                                         Interdependence
                                                              Describe how an organism's behavior is determined by its
Benchmark SC.4.3.2
                                                              environment
Welcome to the Wetlands                                       The student describes how a bird’s behavior is affected by
Suggested Performance Assessment (SPA)                        its wetland environment (e.g., courting, nesting, feeding
                                                              patterns).
Rubric
Advanced                        Proficient                    Partially Proficient           Novice
Explain and give examples       Describe how a bird’s         Identify one way that a bird’s Recognize that a bird’s
of several behaviors (i.e.      behavior is determined by its behavior is influenced by its behavior is influenced by its
breeding, feeding, nesting,     wetland environment and its wetland environment .            wetland environment .
migrating) and appearance       preferred habitat within the
characteristics (i.e.           wetlands (i.e. water, mud,
camouflage, webbed feet)        grass.)
which are determined by
their specific habitat within
the wetland environments.




Topic                                                         Unity and Diversity
                                                              Describe the roles of various organisms in the same
Benchmark SC.4.5.2
                                                              environment
Welcome to the Wetlands                                       The student describes the roles of various organisms that
Suggested Performance Assessment (SPA)                        inhabit the same environment.


Advanced                        Proficient                    Partially Proficient           Novice
Analyze how the roles of        Describe the roles of various Identify a few organisms and Recall, with assistance, very
different organisms affect      organisms in the same         their role in the same       few organisms and their role
their interaction in the same   environment (e.g. plants and environment                   in the same environment
environment (e.g. predator      crustaceans as food for
and prey relationships,         birds)
impact of invasive species
on endemic species)




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Topic                                                            Unity and Diversity
                                                                 Describe how different organisms need specific
Benchmark SC.4.5.3
                                                                 environmental conditions to survive
Welcome to the Wetlands                                          The student illustrates and explains how specific
Suggested Performance Assessment (SPA)                           environmental conditions in the wetlands support the
                                                                 survival of a specific bird.
Rubric
Advanced                        Proficient                       Partially Proficient             Novice
Explain why a bird needs        Describe how a bird needs        List specific environmental      Recall that a bird needs
specific environmental          specific environmental           conditions of the wetlands       specific environmental
conditions in the wetlands to   conditions in the wetlands       that organisms need to           conditions in wetlands to
survive (e.g. feeding,          to survive (e.g. food).          survive.                         survive
nesting, breeding behaviors
as they relate to habitat)




Topic                                                            Measurement Attributes and Units
Benchmark MA.4.4.1                                               Explain the need to use standard units for measuring
Welcome to the Wetlands                                          Explain the need for standard units for measuring.
Suggested Performance Assessment (SPA)

Rubric
Advanced                        Proficient                       Partially Proficient             Novice
Explain, in great detail, the   Explain, in sufficient detail,   Explain, in minimal detail,      Insufficiently explain the
need to use standard units      the need to use standard         the need to use standard         need to use standard units
for measuring.                  units for measuring.             units for measuring.             for measuring. Identifies
Identifies Fahrenheit and       Identifies Fahrenheit and        Identifies Fahrenheit and        degrees as the way to
Celsius as units of degree      Celsius as units of degree       Celsius as units of degree       measure temperature.
measurement for                 measurement for                  measurement for
temperature and can             temperature and can              temperature.
calculate the conversion        differentiate.
between the two.




Topic                                                            Data Collection and Representation
                                                                 Pose questions, collect data using observations and
Benchmark MA.4.11.1
                                                                 experiments, and organize the data into tables or graphs
Welcome to the Wetlands                                          The student: Records outcomes from an experiment (e.g.,
Suggested Performance Assessment (SPA)                           rolling two number cubes) and organizes the data (e.g., the
                                                                 sum of the two number cubes) in a table and bar graph.
Rubric
Advanced                        Proficient                       Partially Proficient             Novice
Pose questions, collect data    Pose questions, collect data     Pose questions, collect data     Pose questions, collect data
using observations and          using observations and           using observations and           using observations and
experiments, and organize       experiments, and organize        experiments, and organize        experiments, and organize
the data into tables or         the data into tables or          the data into tables or          the data into tables or
graphs, with accuracy           graphs, with no significant      graphs, with a few significant   graphs, with
                                errors                           errors




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                                                            Community Contributor (The understanding that it is
General Learner Outcome #2
                                                            essential for human beings to work together)
Welcome to the Wetlands                                     Student demonstrates the ability to work together with
Suggested Performance Assessment                            others effectively.
Rubric
Description                                                                                       Rating
Respects people’s feelings, ideas, abilities and cultural diversity. Cooperates                Consistently
with and helps and encourages others in group situations. Understands and
                                                                                                  Usually
follows rules of conduct. Analyzes conflict and applies methods of cooperative
resolution. Demonstrates responsible and ethical behavior in decision making.                  Sometimes
Responsibly implements a solution.
                                                                                                  Rarely




                                                            Complex Thinker (The ability to demonstrate critical
General Learner Outcome #3
                                                            thinking and problem solving)
Welcome to the Wetlands                                     Student demonstrates the ability to be responsible for his
Suggested Performance Assessment                            or her own learning. ability to demonstrate critical thinking
                                                            and problem solving
Rubric
Description                                                                                          Rating
Applies prior learning experiences to new situations. Considers multiple perspectives             Consistently
in analyzing and solving a variety of problems. Generates new and creative ideas
                                                                                                     Usually
and approaches to developing solutions. Evaluates the effectiveness and ethical
considerations to a solution and makes adjustments as needed.                                      Sometimes
                                                                                                      Never




                                                            Effective and Ethical User of Technology (the ability to use
General Learner Outcome #6
                                                            a variety of technologies effectively and ethically)
Welcome to the Wetlands                                     Student demonstrates the ability to use a variety of
Suggested Performance Assessment                            technologies effectively and ethically
Rubric
Description                                                                                             Rating
Generates new information that demonstrates effective use of information tools based on              Consistently
accessed information as well as the quality of the information sources. Uses appropriate
                                                                                                       Usually
technologies for communication, collaboration, research, creativity and problem solving.
Understands and respects legal and ethical issues.                                                   Sometimes
                                                                                                        Rarely




Materials:

         Bus Technology: iBooks, digital cameras, microscopes, water testing probes
         Clipboards, Baggies, Binoculars
         Field Data Sheet (See Appendices)
         Folders for each group’s completed work.


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Extensions

    Study the history of the wetland to be visited prior to going there. How did the
     Hawaiian’s use the area? What is the traditional protocol to use prior to
     entering the area for study? Learn a chant or oli prior to going, and recite it
     upon entering the wetlands.

    Study the areas surrounding the wetlands on the bus rides to and from the
     site. To what degree is the area still in a natural state? Discuss how human
     activity can impact the environment by comparing the original size of the
     wetland area to its current size.

    Incorporate vocabulary words into weekly spelling and/or vocabulary list(s).
     Provide an introduction to the vocabulary prior to this lesson.


   

   

   




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Welcome to the Wetlands
       LESSON V: Analyze Data & Storyboard Results

Assessment Task

       Students review their data, images and footage from the field trip. They
       compile their data into a graph to analyze their results, then they complete a
       storyboard in preparation for the production of a multimedia slide show.

Objectives

       Students will:
             o Analyze their data and draw conclusions relating to their
                hypotheses using a graph format.
             o Compile their findings into a storyboard format for a multimedia
                slide show.

Standard Topic(s) and Benchmark(s) and General Learner Outcomes Addressed

       Scientific Inquiry SC.4.1.1 Describe a testable hypothesis and an experimental procedure

       Function MA.4.9.2 Represent the relationship between quantities in a variety of forms (e.g.,
       tables, graphs)

       Data Collection and Representation MA.4.11.1 Pose questions, collect data using
       observations and experiments, and organize the data into tables or graphs MA.4.11.2 Label
       the parts of a graph.

       Data Interpretation MA.4.12.1 Compare related data sets with an emphasis on how the data
       are distributed. MA.4.12.2 Analyze important features in the shape of the graph of a data set.

       Predictions and Inferences MA.4.13.1 Propose and justify conclusions/predictions based on
       data.

       GLO: #4 Quality Producer, #5 Effective Communicator, #6: Effective and Ethical User of
       Technology

Vocabulary

       field data                           bar graph                            scale
       analysis                             x axis                               storyboard
       data table                           y axis
       graph                                legend



Description of Lesson:

       1. Analyzing Image Data – Whole Group Activity (5 minutes)
          Review pictures taken during the field research on big screen.




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         2. Analyzing Numerical Data from Field Data Sheets – In Small Groups (15 minutes)

             a.   Review Field Data Sheet from the field trip.
             b.   Create a table on spreadsheet software with tally mark data.
             c.   Convert table to a bar graph and label x axis, y axis, legend, and scale.
             d.   Analyze results of the field data collection using graph as a discussion tool.
             e.   Save file.
             f.   Compare hypotheses with actual data collected. Draw conclusions.

         3. Storyboarding A Multimedia Interpretive Exhibit – Whole Group Activity (5 minutes)

             a. Remind students about the culminating task of creating a multimedia interpretive
                exhibit about their species.

             b. Discuss with students how the story of their scientific investigation of their species will
                be the basis for their multimedia interpretive exhibit.

             c.   Review the concept of storyboarding. Share and review the Storyboarding Template
                  (See Appendices)

         4. Storyboarding – In Small Groups (15 minutes):

             a. Complete the storyboarding template, starting with the LAST three slides.
                     i. Research Findings
                    ii. Further Inquiry
                   iii. References

             b. Students need to consider during the storyboarding that they will have these
                options for the production of their presentation: adding text to a page, inserting still
                images, inserting video footage, recording voice narrations, inserting microscope
                images, using scanned images of drawings made by students or pictures from
                books/posters, using images from the Internet.



Welcome to the Wetlands Suggested Performance Assessment



Topic                                                 Scientific Inquiry
                                                      Describe a testable hypothesis and an experimental
Benchmark SC.4.1.1
                                                      procedure
Welcome to the Wetlands                               The student: Describes a testable hypothesis (e.g., if, then,
Suggested Performance Assessment (SPA)                because statement) and an experimental procedure to test
                                                      it.
Rubric
Advanced                    Proficient                Partially Proficient           Novice
Create a testable hypothesis Describe a testable      Identify, with assistance, a   Recognize, with assistance,
and an experimental          hypothesis and an        testable hypothesis and an     a testable hypothesis or an
procedure to test it         experimental procedure   experimental procedure         experimental procedure




Topic                                                 Function




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                                                                Represent the relationship between quantities in a variety
Benchmark MA.4.9.2
                                                                of forms (e.g., manipulatives, tables, pictures, symbols)
Welcome to the Wetlands                                         The student: Represents the relationship between two
Suggested Performance Assessment (SPA)                          quantities (e.g., total number of cars and total number of
                                                                wheels) in a variety of ways and describes how each
                                                                representation helps someone to understand the
                                                                relationship between the two quantities.
Rubric
Advanced                         Proficient                     Partially Proficient             Novice
Represent the relationship    Represent the relationship        Represent the relationship   Have difficulty representing
between quantities in a       between quantities in a           between quantities in one or the relationship between
variety of forms and          variety of forms                  two forms                    quantities
describe the effectiveness of
the representations




Topic                                                           Data Collection and Representation
                                                                Pose questions, collect data using observations and
Benchmark MA.4.11.1
                                                                experiments, and organize the data into tables or graphs
Welcome to the Wetlands                                         The student: Records outcomes from an experiment (e.g.,
Suggested Performance Assessment (SPA)                          rolling two number cubes) and organizes the data (e.g., the
                                                                sum of the two number cubes) in a table and bar graph.
Rubric
Advanced                         Proficient                     Partially Proficient             Novice
Pose questions, collect data     Pose questions, collect data   Pose questions, collect data     Pose questions, collect data
using observations and           using observations and         using observations and           using observations and
experiments, and organize        experiments, and organize      experiments, and organize        experiments, and organize
the data into tables or          the data into tables or        the data into tables or          the data into tables or
graphs, with accuracy            graphs, with no significant    graphs, with a few significant   graphs, with many significant
                                 errors                         errors                           errors




Topic                                                           Data Collection and Representation
Benchmark MA.4.11.2                                             Label the parts of a graph (e.g., axes, scale, legend, title)
Welcome to the Wetlands                                         The student: Selects an appropriately descriptive title for
Suggested Performance Assessment (SPA)                          the graph, labels the axes with the proper units, and
                                                                includes a scale and legend when necessary.
Rubric
Advanced                         Proficient                     Partially Proficient             Novice
Effectively label the parts of   Sufficiently label the parts of Label the parts of a graph,     Label the parts of a graph,
a graph                          a graph                         with a few omissions or         with significant omissions or
                                                                 errors                          errors




Topic                                                           Data Interpretation
                                                                Compare related data sets (e.g., height of 4th grade boys
Benchmark MA.4.12.1
                                                                vs. height of 4th grade girls) with an emphasis on how the




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                                                                  data are distributed
Welcome to the Wetlands                                           The student: Compares two sets of data by analyzing the
Suggested Performance Assessment (SPA)                            distribution of the data, and reports similarities and
                                                                  differences between them.
Rubric
Advanced                         Proficient                       Partially Proficient             Novice
Compare related data sets        Compare related data sets        Compare related data sets        Compare related data sets
with an emphasis on how          with an emphasis on how          with an emphasis on how          with an emphasis on how
the data are distributed, with   the data are distributed, with   the data are distributed, with   the data are distributed, with
accuracy                         no significant errors            a few significant errors         many significant errors




Topic                                                             Data Interpretation
                                                                  Analyze important features in the shape of the graph of a
Benchmark MA.4.12.2
                                                                  data set
Welcome to the Wetlands                                           The student: Analyzes the shape of a graph and the
Suggested Performance Assessment (SPA)                            distribution of data and proposes possible explanations for
                                                                  these features.
Rubric
Advanced                         Proficient                       Partially Proficient             Novice
Analyze, in great detail,        Analyze, in sufficient detail,   Analyze, in minimal detail,      Unable to analyze, even in
important features in the        important features in the        important features in the        minimal detail, important
shape of the graph of a data     shape of the graph of a data     shape of the graph of a data     features in the shape of the
set                              set                              set                              graph of a data set




Topic                                                             Predictions and Inferences
Benchmark MA.4.13.1                                               Propose and justify conclusions/predictions based on data
Welcome to the Wetlands                                           The student: Explains the conclusion that he or she drew
Suggested Performance Assessment (SPA)                            from a data set and supports the conclusion with
                                                                  information from a graphical representation.
Rubric
Advanced                         Proficient                       Partially Proficient             Novice
Propose and effectively          Propose and sufficiently         Propose and justify, in          Propose implausible
justify conclusions or           justify conclusions or           minimal detail, conclusions      conclusions or predictions
predictions based on data        predictions based on data        or predictions based on          based on data
                                                                  data




                                                                  Quality Producer (The ability to recognize and produce
General Learner Outcome #4
                                                                  quality performance and quality products)
Welcome to the Wetlands                                           Student demonstrates the ability to recognize and produce
Suggested Performance Assessment                                  quality performance and quality products.
Rubric
Description                                                                                                 Rating
Recognizes and understands what quality performances and products are.                                   Consistently
Understands and sets criteria to meet or exceed Hawaii Content and Performance
                                                                                                            Usually




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Standards. Demonstrates understanding, knowledge, and skills necessary for                        Sometimes
producing quality products and performances. Monitors progress and uses
feedback, criticisms and suggestions to improve work. Remains on task and                           Never
perseveres to the completion of quality work, performance or product.




                                                            Effective Communicator (The ability to communicate
General Learner Outcome #5
                                                            effectively)
Welcome to the Wetlands                                     Student demonstrates the ability to communicate
Suggested Performance Assessment                            effectively.
Rubric
Consistently                                                                           Usually
Solicits and actively listens to the ideas and opinions of others and demonstrates               Consistently
understanding of the communication. Determines purpose for communicating,
organizes and presents information to serve the purpose, context and audience.                      Usually
Communicates information with logic and coherence. Intended purpose is explicit                   Sometimes
and all major points are fully elaborated. Reads with understanding various types of
written materials and literature and uses information for a variety of purposes.                    Never




                                                            Effective and Ethical User of Technology (the ability to use
General Learner Outcome #6
                                                            a variety of technologies effectively and ethically)
Welcome to the Wetlands                                     Student demonstrates the ability to use a variety of
Suggested Performance Assessment                            technologies effectively and ethically
Rubric
Description                                                                                           Rating
Generates new information that demonstrates effective use of information tools based on             Consistently
accessed information as well as the quality of the information sources. Uses appropriate
                                                                                                      Usually
technologies for communication, collaboration, research, creativity and problem solving.
Understands and respects legal and ethical issues.                                                  Sometimes
                                                                                                       Rarely




Materials:
      Group folders with completed work inside.
      Bus Technology: iBooks, Firelite external drives, scanner, printer, DV
      Cameras, firewire.
      Storyboarding Templates (See Appendices)


Extensions

     Use the school computer lab spreadsheet or graphing software to do an
      additional graphing lesson using the data collected to reinforce math concepts
      of data analysis. Microsoft Excel or Tom Snyder’s GraphClub and
      GraphMasters would work well.

     Write a narrative story about a day in the life of the birds of the wetlands.


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    Incorporate vocabulary words into weekly spelling and/or vocabulary list(s).
     Provide an introduction to the vocabulary prior to this lesson.

   

   




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                                                                    Reminder:
Welcome to the Wetlands                                             This production
       LESSON VI: Production of Presentations                       lesson requires
                                                                    TWO 45 minute
                                                                    periods.
Assessment Task

       Students produce a multimedia slide show presentation about their bird
       species and their scientific investigation of the wetlands.

Objectives

       Students will:
             o Learn basic skills of MS PowerPoint software and features of
                provided template.
             o Transfer information from storyboard onto the slide show file
                provided typing text and inserting pictures & graphs.

Standard Topic(s) and Benchmark(s) and General Learner Outcomes Addressed

       Scientific Inquiry SC.4.1.1 Describe a testable hypothesis and an experimental procedure

       Predictions and Inferences MA.4.13.1 Propose and justify conclusions/predictions based on
       data.

       GLO: #4 Quality Producer, #5 Effective Communicator, #6: Effective and Ethical User of
       Technology

Vocabulary

       production
       presentation                        text box                            image distortion
       formatting palette                  cursor                              resize


Description of Lesson

       1.   Slide Show Presentation Overview – Whole Class (5 min.)
                a. Review of Template
                b. Introduction of Basic MS PowerPoint Skills
                c. Steps in Process – Text First, Images and Graph, then Cosmetics

       2.   Production Workshop – In Small Groups (30 min.)

       3.   Slide Show Presentation Skills – Whole Class (5 min.)
                a. Inserting Images – (and resizing without distortion)
                b. Inserting saved Graph File

       4.   Production Workshop – In Small Groups (35 min.)




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         5. Oral Presentation Preparation and Practice –

             In Small Groups (10 min.)




Welcome to the Wetlands Suggested Performance Assessment



Topic                                                   Scientific Inquiry
                                                        Describe a testable hypothesis and an experimental
Benchmark SC.4.1.1
                                                        procedure
Welcome to the Wetlands                                 The student: Describes a testable hypothesis (e.g., if, then,
Suggested Performance Assessment (SPA)                  because statement) and an experimental procedure to test
                                                        it.
Rubric
Advanced                    Proficient                  Partially Proficient           Novice
Create a testable hypothesis Describe a testable        Identify, with assistance, a   Recognize, with assistance,
and an experimental          hypothesis and an          testable hypothesis and an     a testable hypothesis or an
procedure to test it         experimental procedure     experimental procedure         experimental procedure




Topic                                                   Predictions and Inferences
Benchmark MA.4.13.1                                     Propose and justify conclusions/predictions based on data
Welcome to the Wetlands                                 The student: Explains the conclusion that he or she drew
Suggested Performance Assessment (SPA)                  from a data set and supports the conclusion with
                                                        information from a graphical representation.
Rubric
Advanced                    Proficient                  Partially Proficient           Novice
Propose and effectively     Propose and sufficiently    Propose and justify, in        Propose implausible
justify conclusions or      justify conclusions or      minimal detail, conclusions    conclusions or predictions
predictions based on data   predictions based on data   or predictions based on        based on data
                                                        data




                                                        Quality Producer (The ability to recognize and produce
General Learner Outcome #4
                                                        quality performance and quality products)
Welcome to the Wetlands                                 Student demonstrates the ability to recognize and produce




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Suggested Performance Assessment                            quality performance and quality products.

Rubric
Description                                                                            Rating
Recognizes and understands what quality performances and products are.                           Consistently
Understands and sets criteria to meet or exceed Hawaii Content and Performance
Standards. Demonstrates understanding, knowledge, and skills necessary for                          Usually
producing quality products and performances. Monitors progress and uses                           Sometimes
feedback, criticisms and suggestions to improve work. Remains on task and
perseveres to the completion of quality work, performance or product.                               Never




                                                            Effective Communicator (The ability to communicate
General Learner Outcome #5
                                                            effectively)
Welcome to the Wetlands                                     Student demonstrates the ability to communicate
Suggested Performance Assessment                            effectively.
Rubric
Consistently                                                                           Usually
Solicits and actively listens to the ideas and opinions of others and demonstrates               Consistently
understanding of the communication. Determines purpose for communicating,
organizes and presents information to serve the purpose, context and audience.                      Usually
Communicates information with logic and coherence. Intended purpose is explicit                   Sometimes
and all major points are fully elaborated. Reads with understanding various types of
written materials and literature and uses information for a variety of purposes.                    Never




                                                            Effective and Ethical User of Technology (the ability to use
General Learner Outcome #6
                                                            a variety of technologies effectively and ethically)
Welcome to the Wetlands                                     Student demonstrates the ability to use a variety of
Suggested Performance Assessment                            technologies effectively and ethically
Rubric
Description                                                                                             Rating
Generates new information that demonstrates effective use of information tools based on             Consistently
accessed information as well as the quality of the information sources. Uses appropriate
                                                                                                        Usually
technologies for communication, collaboration, research, creativity and problem solving.
Understands and respects legal and ethical issues.                                                  Sometimes
                                                                                                        Rarely


Materials

         Bus Technology: iBooks, projector, projector screen, speakers, Firelite
         external drive, iMovie Software, MS PowerPoint Software
         Group folders with completed work inside.

Extensions

     Provide additional oral presentation skills development session.




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    Review presentation rubric with students so they are aware of how they will
     be assessed. (See Appendices)

    Incorporate vocabulary words into weekly spelling and/or vocabulary list(s).
     Provide an introduction to the vocabulary prior to this lesson.


   




              ________________________Page 38___________________________
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Welcome to the Wetlands
       LESSON VII: Welcome to the Wetlands Presentation

Assessment Task

       Students present their final Welcome to the Wetlands Presentations.
       They view their peers’ presentations.

Objectives

       Students will:
             o Give an oral presentation using a multimedia slide show as a visual
                aide.
             o Work well with others in their team during the group presentation.
             o Be an active listener during the entire presentation.

Standard Topic(s) and Benchmark(s) and General Learner Outcomes Addressed

       Scientific Inquiry SC.4.1.1 Describe a testable hypothesis and an experimental procedure

       Predictions and Inferences MA.4.13.1 Propose and justify conclusions/predictions based on
       data.

       GLO: #4 Quality Producer, #5 Effective Communicator, #6: Effective and Ethical User of
       Technology

Vocabulary

       eye contact                         projection
       enunciation                         cooperation

Description of Lesson Activities:

       1. Welcome to the Wetlands Presentations. – Whole Class (30
          min.)
          a. Each group brings their iBook to the front of the class, connects
             to the Digital Bus Projector, and gives an oral presentation.
          b. All students in each group are involved in the presentation with their
             group.
          c. All students pay attention and give only constructive feedback
             and/or ask questions by raising their hand at the end of each
             presentation.

       2. WL of KWL -- Whole Group Activity (10 minutes)
          KWL Chart via Projector using Inspiration Software
          W – Review original questions
          L – Note learned information.


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Welcome to the Wetlands_________________________________________________________The Maui Digital
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         3. Final Discussion –
            Students develop a list of further questions that could be researched about
            the wetlands and/or wetland birds of Hawai’i.

         4. Conclusion – Welcome to the Wetlands Digital Bus Project
            Completion




Welcome to the Wetlands Suggested Performance Assessment



Topic                                                   Scientific Inquiry
                                                        Describe a testable hypothesis and an experimental
Benchmark SC.4.1.1
                                                        procedure
Welcome to the Wetlands                                 The student: Describes a testable hypothesis (e.g., if, then,
Suggested Performance Assessment (SPA)                  because statement) and an experimental procedure to test
                                                        it.
Rubric
Advanced                    Proficient                  Partially Proficient           Novice
Create a testable hypothesis Describe a testable        Identify, with assistance, a   Recognize, with assistance,
and an experimental          hypothesis and an          testable hypothesis and an     a testable hypothesis or an
procedure to test it         experimental procedure     experimental procedure         experimental procedure




Topic                                                   Predictions and Inferences
Benchmark MA.4.13.1                                     Propose and justify conclusions/predictions based on data
Welcome to the Wetlands                                 The student: Explains the conclusion that he or she drew
Suggested Performance Assessment (SPA)                  from a data set and supports the conclusion with
                                                        information from a graphical representation.
Rubric
Advanced                    Proficient                  Partially Proficient           Novice
Propose and effectively     Propose and sufficiently    Propose and justify, in        Propose implausible
justify conclusions or      justify conclusions or      minimal detail, conclusions    conclusions or predictions
predictions based on data   predictions based on data   or predictions based on        based on data
                                                        data




              ________________________Page 40____________________________
Welcome to the Wetlands_________________________________________________________The Maui Digital
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                                                            Quality Producer (The ability to recognize and produce
General Learner Outcome #4
                                                            quality performance and quality products)
Welcome to the Wetlands                                     Student demonstrates the ability to recognize and produce
Suggested Performance Assessment                            quality performance and quality products.
Rubric
Description                                                                            Rating
Recognizes and understands what quality performances and products are.                           Consistently
Understands and sets criteria to meet or exceed Hawaii Content and Performance
Standards. Demonstrates understanding, knowledge, and skills necessary for                          Usually
producing quality products and performances. Monitors progress and uses                           Sometimes
feedback, criticisms and suggestions to improve work. Remains on task and
perseveres to the completion of quality work, performance or product.                               Never




                                                            Effective Communicator (The ability to communicate
General Learner Outcome #5
                                                            effectively)
Welcome to the Wetlands                                     Student demonstrates the ability to communicate
Suggested Performance Assessment                            effectively.
Rubric
Consistently                                                                           Usually
Solicits and actively listens to the ideas and opinions of others and demonstrates               Consistently
understanding of the communication. Determines purpose for communicating,
organizes and presents information to serve the purpose, context and audience.                      Usually
Communicates information with logic and coherence. Intended purpose is explicit                   Sometimes
and all major points are fully elaborated. Reads with understanding various types of
written materials and literature and uses information for a variety of purposes.                    Never




                                                            Effective and Ethical User of Technology (the ability to use
General Learner Outcome #6
                                                            a variety of technologies effectively and ethically)
Welcome to the Wetlands                                     Student demonstrates the ability to use a variety of
Suggested Performance Assessment                            technologies effectively and ethically
Rubric
Description                                                                                           Rating
Generates new information that demonstrates effective use of information tools based on             Consistently
accessed information as well as the quality of the information sources. Uses appropriate
                                                                                                      Usually
technologies for communication, collaboration, research, creativity and problem solving.
Understands and respects legal and ethical issues.                                                  Sometimes
                                                                                                       Rarely


Materials:

         Bus Technology: Powerbook, projector, projector screen, sound system
         Group folders with completed work inside.
         Copies of Welcome to the Wetlands presentation on DVD/CD for
         schools.

Extensions

               ________________________Page 41____________________________
Welcome to the Wetlands_________________________________________________________The Maui Digital
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    Require students to conduct a self-assessment of themselves as individuals
     and of their group.

    Incorporate vocabulary words into weekly spelling and/or vocabulary list(s).
     Provide an introduction to the vocabulary prior to this lesson.

   




            ________________________Page 42____________________________
Welcome to the Wetlands_________________________________________________________The Maui Digital
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Welcome to the Wetlands
                                  APPENDICES
                           A. Teacher Tools

                                a. Diagram of Project Structure

                                b. Scheduling Worksheet

                                c. Blank KWL Chart

                                d. Scientific Method Chart

                                e. Triangulation of Assessment Evidence Diagram

                                f. Observation Checklist

                                g. Conversation Checklist

                                h. Product Master List

                           B. Student Tools

                                a. Research Folder Cover (Lesson II)

                                b. Research Worksheets (Lesson II)

                                c. Hypothesis Development Worksheet (Lesson III)

                                d. Practice Field Data Sheet (Lesson III)

                                e. Field Data Sheet (Lesson IV)

                                f. Water Quality Data Sheet (Lesson IV)

                                g. Microscope Investigation Worksheet (Lesson IV)

                                h. Storyboard Template (Lesson V)




            ________________________Page 43____________________________
Welcome to the Wetlands_________________________________________________________The Maui Digital
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Welcome to the Wetlands_________________________________________________________The Maui Digital Bus




                                                                                               Welcome
                                                                                                to the
                                                                                               Wetlands



                      Le sson 1 :                                                                                                                                          Le sson 6 :
                                                                Le sson 2 :
                      We tla nds
                                                               Bac kground
                                                                                                                Le sson 3 :                Lesson 4:                       Production      Le sson 7 :
                                                                                                                 Prep for                    Field        Le sson 5 :                     Mu lti med i a
                                                                Res ea rc h                                                                              Compile &
                                                                                                                Fie ld Trip                Research                                       Interp re ti ve
                                                               (Pl a nts a nd
                                                                                                                (Scie nti fi c               at the        Ana lyze                         Exhi b its
                                                                Ani ma ls of                                                                                 Data
                                                                                                                 Me th od )                Wetlands                                      Pro du ctio n &
                                                              the Wetla nd s)
                                                                                                                                                         Sto rybo ard
                                                                                                                                             (Data                                       Pres enta tion
                                                                                                                                                         Mu lti med i a
                                                                                                                                           Collection)
                                                                                                                                                         Interp re ti ve
                                                                                                                                                           Exhi b its




                          KW L      Haw a ii's                  Assig n
   What is a                        We tla nds     Bre ak                       Res ea rc h
                                                               Spe ci es to     (In terne t,     Digita l Bus                Scientific
    w e tla nd?                                  Stu de nts    Rese arch                                                      Me thod
                                                                                CDROMs,              Tools
     (Vi d eo                                    i nto Sm.                                                                   (De v elop
                                                                                 Boo ks)            Dig i ta l
  Pre sen ta tio n)                               Grou ps                                                                   Hypothes es
                                                                                                 Came ras,
                                                                                                Mi crosco pe s,             & Pra ctic e
                                                                                                Wa te r T esti ng ,          Me thods)
                                                                                                   i Bo oks
Welcome to the Wetlands_________________________________________________________The Maui Digital Bus
Welcome to the Wetlands_________________________________________________________The Maui Digital Bus



Welcome to the Wetlands – A Digital Bus Science Project
Scheduling Worksheet for: _______________________ School
Teachers of the _____ Grade & their classrooms:
_____________ Room ______, _____________ Room ______,_____________ Room ______,_____________ Room _____

Lesson 1:             Lesson 2:         Lesson 3:          Lesson 4:           Lesson 5:                  Lesson 6:                      Lesson 6:                      Lesson 7:
Wetlands              Background        Prep for Field     Field Research      Analyze Data               Produce Slide                  Produce Slide                  Presentations
(45min.)              Research          Research           at ______ Ponds     (Storyboarding)            Shows- Part I                  Shows – Part II                (45 min.per
                      (45 min.per       (45 min.per        8:30 – 11:15        (45 min.per class          (45 min.per                    (45 min.per                    class in each
                      class in each     class ½ on bus,    Wetlands; 11:30     in each                    class in each                  class in each                  classroom)
                      classroom)        ½ in yard)         – 12:30 Lunch &     classroom)                 classroom)                     classroom)                     Date: __/ __
                      Date: __/ __      Date: __/ __       Games               Date: __/ __               Date: __/ __                   Date: __/ __
All Four Classes in   Teacher:          Teacher:           Date:__________     Teacher:                   Teacher:                       Teacher:                       Teacher:
Cafeteria                                                  Two Classes
                      ______ - ______   ______ - ______    Teachers:           ______ - ______            ______ - ______                ______ - ______                ______ - ______
Date: __ / __
                      Teacher:          Teacher:           ______________&     Teacher:                   Teacher:                       Teacher:                       Teacher:
Time:
                      ______ - ______   ______ - ______    ______________      ______ - ______            ______ - ______                ______ - ______                ______ - ______
______ - ______
                      Teacher:          Teacher:           Date:___________    Teacher:                   Teacher:                       Teacher:                       Teacher:
                                                           Two Classes
                      ______ - ______   ______ - ______    Teachers:           ______ - ______            ______ - ______                ______ - ______                ______ - ______

                      Teacher:          Teacher:           ______________&     Teacher:                   Teacher:                       Teacher:                       Teacher:

                      ______ - ______   ______ - ______    ______________      ______ - ______            ______ - ______                ______ - ______                ______ - ______



                                                                                                                              Welcome
                                                                                                                               to the
 Notes/Comments:                                                                                                              Wetlands



                                                                                Lesson 1:                                                                   Lesson 6:          Lesson 7:
                                                                                              Lesson 2:     Lesson 3:
                                                                               Wetlands                                    Lesson 4:                      Production             Oral
                                                                                            Background      Prepare                         Lesson 5:
                                                                                             Research        for Fie ld
                                                                                                                            Field         Compile                           Presentations
                                                                                                            Re search     Research           &
                                                                                                            (Scientific     at the
                                                                                                             Method)      Wetlands        Analyze
                                                                                                                            (Data          Data
                                                                                                                          Collection)       Storyboard
                                                                                                                                            Multimedia
                                                                                                                                          Presentations
Welcome to the Wetlands_________________________________________________________The Maui Digital Bus
Welcome to the Wetlands_________________________________________________________The Maui Digital Bus



Welcome to the Wetlands KWL Chart
K = What do we Know? W = What do we want to know? L = What
                                                 have we
                                                 learned?
Welcome to the Wetlands_________________________________________________________The Maui Digital Bus
Welcome to the Wetlands_________________________________________________________The Maui Digital Bus



                                                Scientific
                                                 Method

                                                1    Prob lem
                                                        or
                                                     Question



                                            2       Background
                                                     Research




                                            3        Develop a
                                                    Hypothesis:
                                                       Make
                                                     Pred iction




                                            4        Test the
                                                    Hypothesis



                                                5     Analyze
                                                      Results



                                           6           Draw
                                                    Conclusions




                                             7        Develop
                                                       New
                                                     Questions
Welcome to the Wetlands_________________________________________________________The Maui Digital Bus
 Welcome to the Wetlands_________________________________________________________The Maui Digital Bus



                            Triangulation of Evidence




                                            Observation:
                                            reading skills, listening skills, speaking
                                            skills, teamwork skills




                                                                    Products:
                                                                    graphic organizers, research worksheets, field
                                                                    data sheets, written responses, spreadsheets,
                                                                    graphs, storyboards, multimedia slide shows
Conversations:
student conferences, small group
conferences, direct response to class
discussion questions




                    Adapted from: Gregory, Cameron, and Davies, Setting and Using Criteria
Welcome to the Wetlands_________________________________________________________The Maui Digital Bus
Welcome to the Wetlands_________________________________________________________The Maui Digital Bus



                                      Observation Checklist


               Group               Student             1   2   3   4     5   6    7   8   9   10
                    1
                    1
                    1
                    2
                    2
                    2
                    3
                    3
                    3
                    4
                    4
                    4
                    5
                    5
                    5
                    6
                    6
                    6
                    7
                    7
                    7
                    8
                    8
                    8
                    9
                    9
                    9



          Observation Evidence to Collect                  Digital Bus           Individual        Group
                                                           Lesson #              Assessment        Assessment
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Welcome to the Wetlands_________________________________________________________The Maui Digital Bus
Welcome to the Wetlands_________________________________________________________The Maui Digital Bus



Conversation Checklist


               Group               Student             1   2   3   4     5   6    7   8   9   10
                    1
                    1
                    1
                    2
                    2
                    2
                    3
                    3
                    3
                    4
                    4
                    4
                    5
                    5
                    5
                    6
                    6
                    6
                    7
                    7
                    7
                    8
                    8
                    8
                    9
                    9
                    9



         Conversation Evidence to Collect                  Digital Bus           Individual        Group
                                                           Lesson #              Assessment        Assessment
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Welcome to the Wetlands_________________________________________________________The Maui Digital Bus
Welcome to the Wetlands_________________________________________________________The Maui Digital Bus


Product Master List                                              Digital Bus              Individual       Group
                                                                  Lesson #               Assessment      Assessment
1. Graphic Organizer (Class KWL Chart)                                  I                                    X
2. Research Folder Cover                                                II                                   X
3. Research Worksheet (for each Specialist)                             II                     X
4. Hypothesis Development Worksheet                                    III                                   X
5. Practice Field Data Sheet                                           III                                   X
6. Field Data Sheet                                                    IV                                    X
7. Microscope Investigation Worksheet                                  IV                      X
8. Water Quality Field Data Sheet                                      IV                                    X
9. Spreadsheet & Graph                                                  V                                    X
10. Storyboard                                                          V                                    X
11. Website                                                            VI                                    X
                                    Product Checklist


             Group              Student             1   2    3     4         5   6   7     8   9   10   11
                  1
                  1
                  1
                  2
                  2
                  2
                  3
                  3
                  3
                  4
                  4
                  4
                  5
                  5
                  5
                  6
                  6
                  6
                  7
                  7
                  7
                  8
                  8
                  8
                  9
                  9
                  9
Welcome to the Wetlands_________________________________________________________The Maui Digital Bus
Welcome to the Wetlands_________________________________________________________The Maui Digital Bus



Research
Folder Cover
                                                                                              Question:

                                                                   What in the wetlands might impact your bird and why?



                           Habitat:                                                                                                                                      Appearance:
                       Where in the                                                                                                                                   What does it look
                       wetlands is it                                                                                                                                    like? Do it's
                        f ound? Is it                                                                                                                                 f eat hers change
                        migratory ?                                                                                                                                       color ever?



                                                                                 _________________________________
                                                                                       Our Bird's Common Name

                                  ______________________________
                                         Habitat Specialist(s)                                                                           _______________________________
                                                                                                                   Behav ior:
                                                                                                                                               Appe ar ance Specialist(s)
                                                                                                                  How does it
                                                                                                                  nest ? What
                                                                                                                  does it eat?




                                                                                     ______________________________
                                                                                            Behavior Specialist(s)




                                                                                             Rephrase the Question:

                                        ___________________________________________________________________________________________________________________

                                                                           Answer:    (To be completed after all research is complete)

                                        ___________________________________________________________________________________________________________________


                                        ___________________________________________________________________________________________________________________


                                         __________________________________________________________________________________________________________________
Welcome to the Wetlands__________________________________________________________________The Maui Digital Bus
Welcome to the Wetlands__________________________________________________________________The Maui Digital Bus

Research
Folder Cover
                                                                              Question:

                                                      Where is your bird in the wetlands food chain?



            Habitat:                                                                                                                                    Appearanc e:
        Where in t he                                                                                                                                What does it look
        wetlands is it                                                                                                                                  lik e? Do it 's
         f ound? Is it                                                                                                                               f eathers c hange
         migratory ?                                                                                                                                     color ev er?



                                                                  _________________________________
                                                                        Our Bird's Common Name

                    ______________________________
                            Habitat Specialist(s)                                                                        _______________________________
                                                                                                  Behav ior:
                                                                                                                               Appearance Specialist(s)
                                                                                                 How does it
                                                                                                 nest? What
                                                                                                 does it eat ?




                                                                    ______________________________
                                                                           Behavior Specialist(s)




                                                                            Rephrase the Question:

                          ___________________________________________________________________________________________________________________

                                                            Answer: (To be completed after all research is complete)

                          ___________________________________________________________________________________________________________________


                          ___________________________________________________________________________________________________________________


                           __________________________________________________________________________________________________________________
Welcome to the Wetlands__________________________________________________________________The Maui Digital Bus
Welcome to the Wetlands__________________________________________________________________The Maui Digital Bus

Research
Folder Cover
                                                                              Question:

                                                        How has your bird adapted to the wetlands
                                                                      environment?


             Habitat:                                                                                                                                      Appearance:
         Where in the                                                                                                                                   What does it look
         wetlands is it                                                                                                                                    like? Do it's
          f ound? Is it                                                                                                                                 f eat hers change
          migratory ?                                                                                                                                       color ever?



                                                                  _________________________________
                                                                        Our Bird's Common Name

                    ______________________________
                           Habitat Specialist(s)                                                                           _______________________________
                                                                                                  Behav ior:
                                                                                                                                 Appe ar ance Specialist(s)
                                                                                                 How does it
                                                                                                 nest ? What
                                                                                                 does it eat?




                                                                    ______________________________
                                                                           Behavior Specialist(s)




                                                                            Rephrase the Question:

                          ___________________________________________________________________________________________________________________

                                                        Generalization: (To be completed after all research is complete)

                          ___________________________________________________________________________________________________________________


                          ___________________________________________________________________________________________________________________


                           __________________________________________________________________________________________________________________
Welcome to the Wetlands__________________________________________________________________The Maui Digital Bus
Welcome to the Wetlands__________________________________________________________________The Maui Digital Bus

OUR BIRD’S APPEARANCE: What does it look like?

Hawaiian Name:_____________________________

Common Name: ________________________________

Scientific Name: _______________                                      _________________

Color of Feathers

Color of Beak

Color of Legs and Feet

Changes in Color with Age

Changes in Color with Breeding

Differences between Male and Female

Other Special Coloring

Height:

Wingspan

Unique Features

Where did you get this information? (check)
                                                                     Sketch your bird.
 Book, Periodical – List Titles and Authors here:

Kealia Pond NWR Brochure, USFW Service__________

_____________________________________________

_____________________________________________

 Internet – List Title and URL Here:

www.digitalbus.org______________________________

______________________________________________
Welcome to the Wetlands__________________________________________________________________The Maui Digital Bus
Welcome to the Wetlands__________________________________________________________________The Maui Digital Bus

OUR BIRD’S BEHAVIOR: How does it behave in the wetlands?

Hawaiian Name: _____________________________

Common Name: ________________________________

Scientific Name: _______________                                      _________________

Social Grouping: (pairs, flocks, or solo)

How does it fly?

Is it a swimmer and/or wader?

What does it eat?

How does it breed?

How does it nest?

Communication: (sounds, dances)




Where did you get this information? (check)
                                                                     Sketch your bird.
 Book, Periodical – List Titles and Authors here:

Kealia Pond NWR Brochure, USFW Service__________

_____________________________________________

_____________________________________________

 Internet – List Title and URL Here:

www.digitalbus.org______________________________

______________________________________________
Welcome to the Wetlands__________________________________________________________________The Maui Digital Bus
Welcome to the Wetlands__________________________________________________________________The Maui Digital Bus

OUR BIRD’S HABITAT: Where in the wetlands is it found?

Hawaiian Name:_____________________________

Common Name: ________________________________

Scientific Name: _______________                                      _________________

Favorite place in wetlands:

Migratory? If so, where else does it go.

What does it do in each habitat?

If NOT migratory, is it native?

If it IS native, is it endemic or indigenous?

If NOT native, is it invasive?

How does it adapt to the environment?

How many of your species are found in

Hawaii?

Is it endangered? If it IS endangered, why is it

endangered?

Where did you get this information? (check)
                                                                     Sketch your bird.
 Book, Periodical – List Titles and Authors here:

Kealia Pond NWR Brochure, USFW Service__________

_____________________________________________

_____________________________________________

 Internet – List Title and URL Here:

www.digitalbus.org______________________________

______________________________________________
Welcome to the Wetlands__________________________________________________________________The Maui Digital Bus
Welcome to the Wetlands__________________________________________________________________The Maui Digital Bus


HYPOTHESIS DEVELOPMENT
Welcome to the Wetlands__________________________________________________________________The Maui Digital Bus
Welcome to the Wetlands__________________________________________________________________The Maui Digital Bus


Welcome to the Wetlands                                 (Lesson III)    FIELD DATA
SHEETpractice
Our Name(s):
___________________________________________________________________________
Date & Time: __________________ Tide (high or low): _____
Terrain (sand, dirt, mud, grass?) ______________________
Weather:     (circle one)
  Sunny                           Cloudy                  Windy                        Stormy

Make tally marks next to the species you discover. Make notes on Behavior, Habitat, and Appearance.
Hawaiian Name              Common Name                    Tally Marks                          Notes
                                                                               n-i
Auku’u           Black-crowned Night-heron
                                                                               n-e
‘Alae Ke’oke’o   Hawaiian Coot
                                                                               n-e
Koloa Maoli      Hawaiian Duck
                                                                               non
                 Hybrid Duck Mallard-Hawaiian
                                                                               non-i
                 Mallard Duck
                                                                               n-e
A’eo             Hawaiian Stilt
                                                                               m
Hunakai          Sanderling
                                                                               m
Kolea            Pacific Golden Plover
                                                                               m
‘Akekeke         Ruddy Turnstone
                                                                               m
‘Ulili           Wandering Tattler
                                                                               non-i
                 Cattle Egret
                                                                               n
‘Akulikuli
                                                                               n
‘Aki aki
                 Batis - Pickleweed                                            non-i

                 Pluchea - Indian March Fleabane                               non-i
                                                                               n
Makaloa          Makaloa Sedge
                                                                               n
Kaluha           Makai Sedge
                                                                               non
                 Kiawe Tree
                 Insects
                                                                               non-i
                 Mongoose, Rats, Cats
                 Humans
                 Other:
                 Other:
                 Other:

                                                                                                        KEY
                                                                                         n         native
                                                                                         n-e       native endemic
                                                                                         n-i       native indigenous
                                                                                         m         migratory
                                                                                         non       non-native
Welcome to the Wetlands__________________________________________________________________The Maui Digital Bus

                                                                                         non-i   non-native invasive
Share the digital camera and the binoculars.
Welcome to the Wetlands__________________________________________________________________The Maui Digital Bus
Welcome to the Wetlands__________________________________________________________________The Maui Digital Bus


Welcome to the Wetlands                                 (Lesson IV)     FIELD DATA SHEET
Our Name(s):
___________________________________________________________________________
Date & Time: __________________ Tide (high or low): _____
Terrain (sand, dirt, mud, grass?) ______________________
Weather:     (circle one)
  Sunny                           Cloudy                  Windy                        Stormy

Make tally marks next to the species you discover. Make notes on Behavior, Habitat, and Appearance.
Hawaiian Name              Common Name                    Tally Marks                        Notes
                                                                               n-i
Auku’u           Black-crowned Night-heron
                                                                               n-e
‘Alae Ke’oke’o   Hawaiian Coot
                                                                               n-e
Koloa Maoli      Hawaiian Duck
                                                                               non
                 Hybrid Duck Mallard-Hawaiian
                                                                               non-i
                 Mallard Duck
                                                                               n-e
A’eo             Hawaiian Stilt
                                                                               m
Hunakai          Sanderling
                                                                               m
Kolea            Pacific Golden Plover
                                                                               m
‘Akekeke         Ruddy Turnstone
                                                                               m
‘Ulili           Wandering Tattler
                                                                               non-i
                 Cattle Egret
                                                                               n
‘Akulikuli
                                                                               n
‘Aki aki
                 Batis - Pickleweed                                            non-i

                 Pluchea - Indian March Fleabane                               non-i
                                                                               n
Makaloa          Makaloa Sedge
                                                                               n
Kaluha           Makai Sedge
                                                                               non
                 Kiawe Tree
                 Insects
                                                                               non-i
                 Mongoose, Rats, Cats
                 Humans
                 Other:
                 Other:
                 Other:

                                                                                                      KEY
Share the digital camera and the binoculars.                                             n       native
                                                                                         n-e     native endemic
                                                                                         n-i     native indigenous
                                                                                         m       migratory
                                                                                         non     non-native
                                                                                         non-i   non-native invasive
Welcome to the Wetlands__________________________________________________________________The Maui Digital Bus
Welcome to the Wetlands__________________________________________________________________The Maui Digital Bus


               Water Monitoring Day Data Sheet
Group Name:_________________________________________

Date:_____________________ Time: _____________________

Location of Sampling:_________________________________

Temperature (in Celsius): Air __________ Water__________

Comments:

Weather: (Circle One):




   Sunny                    Partly Sunny
                                                                              Turbidity: _____


Partly Cloudy                      Rainy




                                                                               Dissolved
                                          pH: _____                            Oxygen: _____
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Welcome to the Wetlands__________________________________________________________________The Maui Digital Bus

Wetlands Microscope Investigation
                       Student’s Name:________________________________

Identify the Data                    Plant           Animal            Other: _______________

       Hawaiian Name:_____________________________

       Common Name:_____________________________

         Draw Item as You See It                                     Draw Item as seen with a Microscope




Describe it.        What does it look like? How does it behave? Where does it live?


_______________________________________________________________________________




________________________________________________________________________________
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Welcome to the Wetlands__________________________________________________________________The Maui Digital Bus




 A Multimedia Interpretive Exhibit Storyboard


  Title Slide




                                  Insert Storyboard Template Here




 Group Information
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   Appearance – Part 1




   Behavior – Part 1
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     Habitat – Part 1




     Our Research Experience


     Hypothesis:



     Methods:



     Results:




     Conclusions:                                           Insert Graph Above
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 Question from Research Cover Re-Phrased in Your Own Words:



 Relevant Data and Research Information:

 1.

 2.

 3.



 Answer:



 New Question(s) to Research: “Now, we wonder………….”




 References:


 Books & Periodicals:

 1.

 2.



 Websites:

 1.

 2.
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Welcome To the Wetlands


                                Glossary
   o Adapt or Adaptation – adjustment to environmental conditions

   o Algae – plantlike organisms without roots and leaves that live in water and on wet
     ground

   o Analyze - to study or find out the nature and relationship of the parts of by analysis

   o Analysis – a method of studying the nature of something or of determining its essential
     features and their relations

   o Appearance - the way someone or something looks

   o Bar Graph – a graph using parallel bars of varying lengths

   o Behavior - the way in which something behaves

   o Breeding – production of offspring or young

   o Buffer – any intermediate or intervening shield or device reducing the danger
     of interaction between two machines, chemicals, electronic components

   o Conclusion - a final decision reached by reasoning

   o Cursor – a mark (as a bright blinking spot) on a computer display screen that shows the
     place where the user is working

   o Data - facts about something that can be used in calculating, reasoning, or planning

   o Data collection – an accumulation of objects or facts gathered for study, comparison, or
     exhibition

   o Data table – an orderly arrangement of facts or figures in rows or columns for quick
     reference

   o Digital Camera – a camera that records images as digital data instead of on film
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   o Digital Microscope – an optical instrument consisting of a lens or a combination of
     lenses for making enlarged or magnified images of minute objects which stores images
     and/or video data automatically

   o Ecosystem - a system made up of an ecological community and its environment
     especially under natural conditions

   o Electronic data collection

   o Endemic - originating or growing or found especially and often only in a certain locality
     or region; Hawaiian island native species came to the island on wind, waves, or wings,
     not by humans. Hawaiian island native species that are endemic are ONLY found here,
     no where else in the world.

   o Environment – the whole complex of factors (as soil, climate, and living things) that
     influence the form and the ability to survive of a plant or animal or ecological community

   o Field data – facts or information collected in an outdoor environment as part of scientific
     research

   o Field Research – careful study and investigation for the purpose of discovering and
     explaining new knowledge conducted in an outdoor environment

   o Formatting palette – a feature in Microsoft PowerPoint slide show software which allows
     you to view and access to a variety of shortcuts to formatting options (i.e. font, slide
     background)

   o Graph – a diagram representing a system of connections or interrelations
     among two or more things by a number of distinctive dots, lines, bars, etc.

   o Habitat - the place or type of place where a plant or animal naturally or normally lives or
     grows

   o Hypothesis - something not proved but assumed to be true for purposes of further study
     or investigation; a testable prediction.

   o Image distortion – the resulting appearance of an image that has been resized
     incorrectly

   o Indigenous – originating in and characteristic of a particular region or country;
     native. Hawaiian island native species came to the island on wind, waves, or wings,
     not by humans. Hawaiian island native species that are indigenous are native
     to other regions of the world also (not to be confused with endemic).

   o Invasive - a term to describe species of plants or animals that were introduced by
     humans to the fragile Hawaiian Islands and has spread uncontrollably taking over what
     was once habitat for native species.

   o Investigation - to study by close examination and systematic inquiry
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   o Legend – a table on a map, chart, or graph, listing and explaining the
     symbols used

   o Method – a procedure, technique, or way of doing something, esp. in
     accordance with a definite plan

   o Microscope - an optical instrument which uses a lens to make enlarged or magnified
     images of very small objects

   o Migrate - to pass periodically from one region or climate to another, as certain
     birds, fishes, and animals

   o Migratory – a word to describe birds or animals that pass periodically from one
     region or climate to another, as certain birds, fishes, and animals

   o Multimedia presentation - a presentation using more than one form of communication
     or expression

   o Native - living or growing naturally in a particular region

   o Non – native - not living or growing naturally in a particular region

   o Organism – a form of life composed of mutually interdependent parts that
     maintain various vital processes

   o Plumage – the covering of feathers on a bird

   o Pollute – to make something dirty

   o Predator – an animal that hunts other animals for food

   o Presentation – a demonstration, lecture, or speech

   o Production – the act of to bringing into existence by intellectual or creative
     ability

   o Prey – an animal that is eaten by another animal

   o Resize – to change the size of something (i.e. a digital image)

   o Saturation – to be soaked with water

   o Scale – a succession or progression of steps or degrees

   o Scientific method - the collection of facts through observation and experiment, and the
     making and testing of ideas that need to be proven right or wrong
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   o Scientific name – the identification of a species by two names (binomial
     nomenclature). The first name is the genus, the second is the species.
     (Humans are Homo sapiens, and lions are Panthera tigris.)

   o Species - a class of things of the same kind and with the same name

   o Storyboard – a panel or panels on which a sequence of sketches depict the
     significant changes of action and scene in a planned show or production of
     some kind.

   o Tally – a mark made to register a certain number of items, as four
     consecutive vertical lines with a diagonal line through them to indicate a
     group of five

   o Territory - an area that is occupied and defended by an animal or group of animals

   o Text box – a feature in computer software applications that allows you to type text into a
     box which is moveable and resizable.

   o Water filtration – the process in which substances, possibly pollutants, are removes
     from water; occurs naturally in a healthy watershed, wetland, or vegetation-rich riparian
     environment

   o Water quality testing – the testing of water qualities such as temperature, pH, dissolved
     oxygen, and turbidity, often for the purpose of identifying sources of pollutants

   o Wetland - land that has a wet and spongy soil, as a marsh, swamp, or bog
     land that is saturated in water for at least seven consecutive days each year.

   o Wingspan – the distance between the tips of a pair of wings

   o x axis - the horizontal axis in a plane coordinate system along which or parallel to which
     abscissas are measured

   o y axis- the vertical axis in a plane coordinate system along which or parallel to which
     ordinates are measured
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Welcome To the Wetlands


                                                   References

Bohm, Bruce A., Hawaii’s Native Plants.

Bornhorst, Heidi Leianuenue, Growing Native Hawaiian Plants.

Ching, Patrick, Endangered Animals of Hawaii.

Gustafson, R. and Sohmer, S.H., Plants and Flowers of Hawaii.

Krauss, Beatrice, Plants in Hawaiian Medicine.

Pratt, H. Douglas, Pocket Guide to Hawaii’s Birds.

Pratt, H. Douglas, A Pocket Guide to Hawaii’s Trees and Shrubs.

Scott, Susan, Plants and Animals of Hawaii.

Staples, George, Hawaii’s Invasive Species.

Forshaw, Joseph, A Guide to Birding.

Pratt, H. Douglas, Hawaii’s Beautiful Birds.

Hawaii Audobon Society, Hawaii’s Birds.

Stidworthy, John, Ponds and Streams.

NOAA, Wetlands and Fish: Catch the Link.

US Fish & Wildlife Service
http://pacificislands.fws.gov
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Honolulu Zoo Site
http://www.honoluluzoo.org/

Hawaii Ecosystems at Risk
http://www.hear.org/starr/

Malama Hawaii
http://www.malamahawaii.org/

Missouri Botanical Garden
http://mbgnet.mobot.org/
Welcome to the Wetlands__________________________________________________________________The Maui Digital Bus




Welcome To The Wetlands


                                     A Digital Bus
                                    Science Project

                                                         Acknowledgements

                                       Mahalo to Kealia Pond National Wildlife Refuge Staff and Kanaha Pond
                                       State Wildlife Sanctuary Staff, both of whom played a significant role
                                       in the development of this curriculum. The King Kekaulike Complex
                                           Math Academy staff provided valuable feedback in aligning the
                                       curriculum to the DOE standards and initiatives on the 2006 revisions
                                        of the curriculum. All of these contributions and collaborations have
                                        made it possible to provide this wetlands learning experience to the
                                                                   youth of Hawai’i.

                  The Maui Digital Bus is operated by Akimeka, LLC and
 funding is provided by the Office of Naval Research. This curriculum was developed and
                  published in the Akimeka, LLC Offices in Kihei, Hawaii.




                       Akimeka, LLC
                       1305 North Holopono Street, Suite 3
                       Kihei, HI 96753

                                   Curriculum last updated May 2006.
                                          www.digitalbus.org

								
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