Topic: WINTER BIOLOGY ACTIVITIES
Source: A seminar presented in Central Illinois Saturday Science Education Seminars for Elementary Teachers
Presenter: Gerry D. Haukoos Science Education Illinois State University Normal, IL 61790
Funded by: Scientific Literacy Center Illinois State Board of Education 1990-1993
Abstract: Winter Biology Activities are teaching strategies focused on locally relevant experiences with science-related instructional concepts. Some activities are integrated in an effort to construct the concepts being delivered. All are designed for grades 1-6.
WINTER BIOLOGY ACTIVITIES (Teacher Copy)
INTRODUCTION
Too often children and teachers in elementary school don't associate winter with the study of science in the out-of-doors. Outdoor science study is seen as the study of falling leaves on a beautiful autumn day or migrating birds on a cool spring morning in a nearby woods. Winter is thought of as cold and dead to most in the northern states. Yet, elementary children can learn much about the natural environment during the winter. The series of activities presented here center around the study of science during the winter. Activities focus mostly on life science, however, the physical and earth sciences tend to be limiting factors for all life science studied. Activities can be modified for a variety of grades from k-9. Teacher will need to check the school library in some instances for pictures of twigs, shapes of trees, or bird nests. If they aren't available consult your high school biology teacher or an area college teacher. Most are willing to work with other teachers in promoting science.
WINTER BIOLOGY ACTIVITIES (Teacher Copy)
Table of Contents
Lesson 1 Below the Snow, What a Place to Live..................4
Lesson 2 How Much Water is in Snow?............................5
Lesson 3 Acid Snow.............................................7
Lesson 4 Solar Energy and Colors...............................9
Lesson 5 Feet Cold? Put on Your Hat!.........................10
Lesson 6 Winter Twigs.........................................12
Lesson 7 Winter Biology Surveys...............................14
Lesson A By Their Shape, Ye Shall Know Them................15
Lesson B Winter Twig Survey................................16
Lesson C Who Sleeps There?.................................17
Lesson D Who Goes There?...................................18
WINTER BIOLOGY ACTIVITIES (Teacher Copy)
LESSON 1 BELOW THE SNOW, WHAT A PLACE TO LIVE!
Materials thermometers (3-4) meter stick
Procedure
1. Can plants and animals live beneath the snow during winter?
2. With meter stick and thermometers, go outdoors and measure the temperature as follows:
Data Sheet
In Sun_________In Shade_
a. 1 meter above ground __________ F _________
__________ C _________
b. On the snow __________ F _________
__________ C _________
c. Below all the snow __________ F _________
__________ C _________
3. Based upon your study above, what plant and animal characteristics provide survival mechanisms for meeting daily needs.
Animal Characteristics Animal Needs
Plant Characteristics Plant Needs_
WINTER BIOLOGY ACTIVITIES (Teacher Copy)
LESSON 2 HOW MUCH WATER IS IN SNOW?
Materials straight-sided beaker/jar (approx. .5 liter) (an open-end can is preferred in deeper snow) spoon and leveling stick heat source (optional) ml graduated measuring glass ruler
Note: Since the weather service still uses the English system for snow and rain measures, we will use both English and metric.
Procedure
1. With the straight-sided jar, go to the nearest snowfield and carefully press the jar into the snow like a cookie cutter. Attempt to find snow deep enough so you don't have to spoon any into the jar. If a small amount is still needed, spoon the same quality of snow into jar and level with stick provided...DON'T PACK.
2. Return to the classroom; then, measure and record the snow depth in the jar.
3. Place on warm heat source (if Pyrex) or set aside to melt.
4. Upon melting, record the amount of water the snow produced, and determine the ratio of snow to water reduced to lowest form as follows:
Data Sheet
a. Snow depth __________ inches
__________ cm
b. Water content __________ inches
__________ cm
c. Ratio of water in snow __________ : _________
(Record a-b-c results on chalkboard data list.)
d. A familiar rule-of-thumb ratio--ten inches of snow equals one inch of water--can vary depending on whether the snow is powdery and dry or heavy and wet. This snow sample is:
One inch of snow = __________ inches of water.
LESSON 2 Continued
5. Using the following numbers, determine the water equivalent for one acre of the snow you collected.
1" rain = 6,272,650 cubic inches of water (one acre).
231 cubic inches = 1 gallon.
Snow to the depth of your jar on one acre would produce how much water? (below)
Above snowfall produced ________ gallons of water per acre.
Additional information - Science and Children, 8(5), 27 (1971).
WINTER BIOLOGY ACTIVITIES (Teacher Copy)
LESSON 3 ACID SNOW
Materials 4 beakers/jars (approx. .5 liter) plastic wrap spoon and leveling stick heat source pH test tape (prefer 0 - 14 pH measures)
Procedure
1. We have all heard of acid rain. Is there such a thing as acid snow? Can plants and animals live beneath acid snow?
2. With freshly rinsed and dried jars, go to the nearest snowfields designated by instructor.
3. Carefully press jar into snow like a cookie cutter. Attempt to find snow deep enough so you don't have to spoon any into the jar. If a small amount is still needed, carefully spoon same quality snow and level with stick provided.
4. Repeat #3 in two additional places in same general location.
5. Return to the classroom and place on a warm heat source (if Pyrex) or set aside to melt. Fill the fourth jar with tap water and place with others. Cover all four with plastic wrap during meltdown.
6. After snow has completely melted, test each sample with the test tape and record pH in data sheet below.
Data Sheet
a. Snow sample #1 __________ pH.
b. Snow sample #2 __________ pH.
c. Snow sample #3 __________ pH.
d. Tap water sample __________ pH.
7. Based upon your study above, describe the pH of the snow above.
8. How might snow become acidic or basic?
9. Does the pH of snow differ in your school yard? Community? Why?
LESSON 3 Continued
10. How might this snow change the lives of plants and animals living below and above it?
Plants:
Animals:
WINTER BIOLOGY ACTIVITIES (Teacher Copy)
LESSON 4 SOLAR ENERGY AND COLORS
Materials construction paper (blue, green, red, white) staplers sunshine (or) paper clips light bulb set thermometers index card
Procedure
1. Why do you wear light colored clothing in summer and dark in winter? Do all dark colors provide the same value for winter and all light colors the same for summer?
2. Construct envelopes with the colored construction paper by folding lengthwise; then, staple sides and bottom. One or more groups may wish to use orange, yellow, and black to collate with dominant colors used by others.
3. Place a thermometer in each envelope and paper clip the folded top.
4. Take them to a sunny place and lay them on the ground (snow/ice, sidewalk). If it is not sunny, use a bright light bulb indoors.
5. Before you record your temperatures at the end of 5 minutes (10 or 15 minutes may be used in cooler months), close your eyes and feel each envelope to determine temperature differences.
6. Return to the classroom and record all the temperatures in the TABLE on the chalkboard.
7. Each team construct a graph with basic colors in order from light to dark. Place results in the appropriate positions, leaving other spots open. Have students predict the temperatures of other colors through graphing--then supply data from unknown team's actual results.
8. Suppose you placed all the envelopes in the shade? Would some colors still be warmer?
Application
9. How does an automobile's color affect how warm it gets inside the car?
10. How about the amount of pigment in a person's skin?
WINTER BIOLOGY ACTIVITIES (Teacher Copy)
LESSON 5 FEET COLD? PUT ON YOUR HAT!
Background
Complaints about the cold weather are frequently heard in Illinois. School children very often come off the playground with tales of how cold it was outdoors. Most often those with the loudest complaints are least prepared for the cold weather. When it comes to keeping warm and comfortable outdoors, the right clothing can make a big difference.
This activity is designed to help children understand that wherever they go, they always carry a heater that keeps their temperature 98 degrees 24 hours a day. However, like with our houses, sometimes we don't put enough insulation below the roof; or, there is a heat leak around the door. Here, students will measure the temperature beneath various pieces of outdoor clothing. Through this activity they will discover that certain areas of their body as well as various types of clothing retain varying amounts of heat. As the activity continues, an awareness builds for a need to insulate the body's furnace.
Materials thermometers with strings (1 per child) diagram of person (labeled with parts and types of different clothing) thermometer review handout index cards pencils children dressed for outdoors
Procedure
1. Ask if anyone is interested in a portable heater they can carry with them on these cold days.
2. Review the purpose of a thermometer and generally how it works. An overhead transparency may be useful.
3. Pass each student a thermometer and ask them to check the room temperature at that time.
4. Place the prepared overhead transparency of a person on the screen. In the margins write hat, jacket, mittens, slacks, shoes/soxes, and boots near those areas of the body on the transparency. Then survey the class for the different types of clothing. Assign one thermometer and its location to each person before going outdoors, e.g., in wool mittens, below fiber filled jacket, in basketball shoe, below knit hat.
LESSON 5 Continued
5. Place thermometers in assigned spots and go outdoors. Mostly stand around for 5-10-15 minutes talking about snow and ice, etc.
6. At the signal have the students retrieve their thermometers and record the temperature on their index card.
7. Return to the classroom and record temperatures on the transparency person diagram. Note, an outline on the chalkboard may be a substitute.
Discussion
8. Discussion Questions:
Where are the warmest temperatures? Where are the coldest temperatures? Do mittens make a difference? Where is the heat coming from? What does clothing do for your portable heater? Why...Put on Your Hat?
9. Follow-up activity the next day. Tell the students they will need to design a way to insulate a small container of hot water and/or an ice cube.
WINTER BIOLOGY ACTIVITIES (Teacher Copy)
LESSON 6 WINTER TWIGS
Materials 5 or more different winter twigs hand lenses
Procedure
1. One person from each table get hand lenses for table.
2. Pass to each person (or pair) one selected winter twig.
Responsibility: See what you can discover about your woody stem, with or without your hand lense. Record your observations.
3. What kinds of things have you found out about the stem? (Accept different answers.)
4. Pass to each person or pair another twig and ask how it is like the first twig. Examination time.
5. Compare verbally:
Do they both have buds? Do they both have scars below the buds? Where are the buds placed on the stem? What's in the bud?
6. Draw representative twig on chalkboard including and labeling the following:
Terminal bud Lateral bud (opposite) Internode Node Leaf scar Terminal bud scale scars
7. Then pass out additional twigs (alternate buds). As you pass each, ask additional questions so students can compare with existing twigs. Questions should bring out characteristics of winter stems.
Application
8. Discussion questions:
What do you think comes from the bud? Could you tell when these buds were set? Could you determine the number of leaves to be on the tree next summer? How?
LESSON 6 Continued
9. What covers the stem?
What does that cover grow into in years? Why does it split when it gets older? Aren't some of the twig skins green? Why do they turn brown later?
10. Conclude by having students summary their discoveries and how the stems related to tree characteristics in both summer and winter.
WINTER BIOLOGY ACTIVITIES (Teacher Copy)
LESSON 7 WINTER BIOLOGY SURVEYS (Multiple Activities)
INTRODUCTION
The following pages contain four activities that will be done as one activity during the seminar; however, they are designed to be completed on different days within your classroom schedule.
Activities:
A. By Their Shape, Ye Shall Know Them
B. Winter Twig Survey
C. Who Sleeps There?
D. Who Goes There?
WINTER BIOLOGY SERIES (Teacher Copy)
ACTIVITY A BY THEIR SHAPE, YE SHALL KNOW THEM
Background
One of the distinguishing characteristics of nearly all living organisms is that of shape. Plants are no exception, yet, in the temperate regions of this hemisphere they tend to reveal two distinct shapes--one by summer and another by winter. During the winter, the form of trees is revealed by only one of the plant's four organs, the stem. Remnants of two other organs, leaves and flowers/fruit, may also be present, but the stems are what give it its winter character.
Materials index cards pencil
Procedure
1. Each mature tree has a distinct winter outline or silhouette. With practice, one can learn the trees by their winter silhouettes. Take a moment and study the similarities and differences of the silhouettes below.
(Insert 3-4 cutouts of winter tree silhouettes taken from a tree or botany book in the library.)
2. Go to the area assigned by your instructor and examine the outline or silhouette of mature winter trees. As you carefully observe, sketch their shape on the index cards provided.
3. Return to the classroom and lay your cards on a table so they can be compared with others.
Discussion
4. Discussion questions:
Are there any with similar shape? Why might trees have different shapes? Of what biological value is shape to the tree?
WINTER BIOLOGY SERIES (Teacher Copy)
ACTIVITY B WINTER TWIG SURVEY
Materials index cards pencil ruler various handouts
Procedure
1. Before you begin this activity you may wish to review the names of the winter twig parts on the attached handout of the labeled stem. (Provide students with a typical winter twig illustration from a botany book or place one on the chalkboard.)
2. Using the information from a previous twig activity and this review, go outdoors and to the area assigned and examine the different twigs making up the tree population.
3. In the field:
a. Sketch a 15 cm end portion of each different tree stem on the index cards. Attempt to label all parts that are like the labeled stem.
b. Complete the following checklist for the twig characteristics.
Specimen Number__________³____³____³____³____³____³____³____³ Terminal Bud_____________³____³____³____³____³____³____³____³ Single______________³____³____³____³____³____³____³____³ Double______________³____³____³____³____³____³____³____³ Clustered___________³____³____³____³____³____³____³____³ Lateral Bud______________³____³____³____³____³____³____³____³ Opposite____________³____³____³____³____³____³____³____³ Alternate___________³____³____³____³____³____³____³____³ Lateral Bud______________³____³____³____³____³____³____³____³ On short stems______³____³____³____³____³____³____³____³ Without stems_______³____³____³____³____³____³____³____³ Lateral Buds_____________³____³____³____³____³____³____³____³ Rounded_____________³____³____³____³____³____³____³____³ Pointed_____________³____³____³____³____³____³____³____³ Stems____________________³____³____³____³____³____³____³____³ With leaf scars_____³____³____³____³____³____³____³____³ Without leaf scars__³____³____³____³____³____³____³____³ Stems____________________³____³____³____³____³____³____³____³ With bud scale scars³____³____³____³____³____³____³____³ Without bud scale scars³____³____³____³____³____³____³____³ ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÁÄÄÄÄÁÄÄÄÄÁÄÄÄÄÁÄÄÄÄÁÄÄÄÄÁÄÄÄÄÁÄÄÄÄÙ
4. When you return to class, review your data and compare silhouette and stems with tree books provided.
WINTER BIOLOGY SERIES (Teacher Copy)
ACTIVITY C WHO SLEEPS THERE?
Materials index cards pencil various handouts
Procedure
1. Go to the area assigned by your instructor and search for nests in all the trees.
2. Before you begin you may wish to examine a book or key of different types of bird nests. They are available and the checklist below may assist you in isolating and identifying appropriate characteristics.
Data Sheet ³
Specimen Number__________³____³____³____³____³____³____³____³___³ Nests____________________³____³____³____³____³____³____³____³___³ Larger than 1'______³____³____³____³____³____³____³____³___³ Smaller than 1'_____³____³____³____³____³____³____³____³___³ Nests____________________³____³____³____³____³____³____³____³___³ Larger than 6"______³____³____³____³____³____³____³____³___³ Less than 6"________³____³____³____³____³____³____³____³___³ Nests____________________³____³____³____³____³____³____³____³___³ Plate-shaped________³____³____³____³____³____³____³____³___³ Saucer-shaped_______³____³____³____³____³____³____³____³___³ Cup-shaped__________³____³____³____³____³____³____³____³___³ Bowl-shaped_________³____³____³____³____³____³____³____³___³ Nests____________________³____³____³____³____³____³____³____³___³ Small tree holes____³____³____³____³____³____³____³____³___³ Large tree holes____³____³____³____³____³____³____³____³___³ Nests____________________³____³____³____³____³____³____³____³___³ Solid appearing_____³____³____³____³____³____³____³____³___³ Loose appearing_____³____³____³____³____³____³____³____³___³ Nests____________________³____³____³____³____³____³____³____³___³ Made of leaves______³____³____³____³____³____³____³____³___³ Made of grass_______³____³____³____³____³____³____³____³___³ Nests____________________³____³____³____³____³____³____³____³___³ In evergreen________³____³____³____³____³____³____³____³___³ In decidious________³____³____³____³____³____³____³____³___³ Nests____________________³____³____³____³____³____³____³____³___³ In tall trees_______³____³____³____³____³____³____³____³___³ In small trees______³____³____³____³____³____³____³____³___³ Nests____________________³____³____³____³____³____³____³____³___³ Set on twigs________³____³____³____³____³____³____³____³___³ Set in joints_______³____³____³____³____³____³____³____³___³ Nests____________________³____³____³____³____³____³____³____³___³ Hanging_____________³____³____³____³____³____³____³____³___³ Not hanging_________³____³____³____³____³____³____³____³___³
3. When you return to the classroom, complete your data checklist and compare with available literature provided.
WINTER BIOLOGY ACTIVITIES (Teacher Copy)
ACTIVITY D WHO GOES THERE?
Materials index cards pencil various handouts
Procedure
1. Go to the area assigned by your instructor and search for animal tracks in the snow.
2. Before you begin you may wish to examine pictures or illustrations of different animal tracks in the winter.
3. On your index cards or the Data Sheet below, sketch an outline of the tracks you see, and record their approximate size and location discovered, e.g. in bushes, along side of building.
³ Data Sheet ³
³ Tracks ³ Size ³ Place ³
³ ³ ³ ³ ³ ³ ³ ³ ³ ³ ³ ³ ³ ³ ³ ³
³ ³ ³ ³ ³ ³ ³ ³ ³ ³ ³ ³ ³ ³ ³ ³
³ ³ ³ ³ ³ ³ ³ ³ ³ ³ ³ ³ ³ ³ ³ ³
³ ³ ³ ³ ³ ³ ³ ³ ³ ³ ³ ³ ³ ³ ³ ³
³ ³ ³ ³ ³ ³ ³ ³ ³ ³ ³ ³ ³ ³ ³ ³
4. When you return to the classroom, complete your Data Sheet and compare with tracks in various pictures provided.