Submitted by: Mary Markham

Subject and Grade Level: Biology- Grade 10

Overview: During the unit on arthropods: students will have to go on a scavenger hunt to find as many specimens of arthropods as possible

Purpose: To give the students a hands on opportunity to find arthropods in their winter habitats.

Objectives (Learner Outcomes): Students will be able to successfully find at least 2 specimens of arthropods in their winter environment during a class field trip.

Resources/Materials: Identification kegs, cups, dissecting probe or small knife

Activities and Procedures: After discussing the phylum arthropods and what they do to over winter. In groups of 2, students will be able to find at least 2 specimens of arthropods in the surrounding schoolyard. These will be brought in to the class room for possible identification. Record times that different specimens need to become active again.

Tying it all together: making a table or flow chart of all of the specimens and which class they belong to or organize according to where they were found and discussion.

Assessment: Students will be given credit for findings at least 2 specimens (this will show that they were listening and understood discussion or overwintering) Students will correctly identify the class of the 2 arthropods they have found.

Standards Addressed: Science strand III #4 evolution-compare ways that living organisms are adapted to survive and reproduce in their environment. #5 Ecosystems interaction of animals with their environment.

Subject and Grade Level: 5th Grade

Overview: Students will observe insects and arthropods that are overwintering below ground and above ground in several areas adjacent to our school. (school owns 160 acres adjacent to the building).

Purpose: Most students (including myself) donıt realize where and how insects survive through the winter months. Even though insects are out of sight I would like students to experience how insects survive winter.

Objectives (learner outcomes): students will know how to investigate and explain how energy is distributed to living things in an ecosystem and how organisms react to their environment in order to survive.

Resources/Materials: cups, pokers (dissection sticks), petrie dishes, grass (garden) compost pile

Activities and Procedures: Last fall the 5th grade students dug and rototilled an area behind our school for a garden. We stacked and cut piles of grass in an area to be able to study the breakdown of soil over the wintertime. For this particular activity, I would have the 5th graders remove some of the snow form the grass piles and collect any type of arthropods and insects in their cups using their pokers. We would also go into the forest adjacent to the school field and collect arthropods and insects from dead trees or logs. Back in the classroom the students would pot their specimens in petrie dishes and observe them. They would use insect books to try and identify their specimens. Also the students could draw their insects and make a findings book.

Tying it all together: Observing their specimens and making an insect book. They could share their drawings with lower elementary children.

Assessment: I feel this particular activity helps students develop constructing thinking skills and investigation techniques. They also learn from books and other sources of information. Lastly, they learn how to communicate their findings by sharing their books with younger students.

Standards Addressed: Using Scientific Knowledge in Life Science Benchmark #2: The organization of living things Benchmark #5 Ecosystems.

Subject and Grade Level: Physical/Life Science -7th grade

Overview: Overwintering of Insects and other arthropods

Purpose: 1. Construct New Scientific Knowledge on how we investigate and learn about our world and arthropodıs world in winter.

Objectives: Students will learn through observation what insects overwinter in the UP. Students will learn scientific theories of adaptation. Students will learn to identify arthropods.

Resources/Materials: ³The Ecology of Overwintering² David Flaspohler and Casy Huckins Various Websites Petersonıs Field Guide to Insects

Activities and Procedures: Day 1: Discuss overwintering of many different animals, discuss the ²what², ³why², ³Where², ³How², and ³When² to overwintering of insects, Provide pictures of common arthropods, give instructions for going outside the next day. Day 2: Search for arthropods in the school forest 30 minutes, Identify and revitalize arthropods in the classroom 10 minutes. Day 3, Wrap it all up by comparing other classes findings and data., Discuss how other animals prepare for winter compared to humans, discuss what affects harsh winters have on our ecosystem.

Assessment: Students will be graded on participation and use of a dichotomous key. They will need to identify 5 insects by common name and order.

Standards Addressed:
1.Constructing New Scientific Knowledge-investigate and learn about our world in winter
2.Reflecting on Scientific Knowledge- scientific theories of adaptation
3.Using Scientific Knowledge- winter and its relationship to organization of living things.

Subject and Grade Level: 2nd grade

Overview: Discussion of adaptations of animals in winter 1. Migration, 2. Hibernation 3. Resistance What do insects do? Where should insects overwinter

Purpose: To introduce students to animals that overwinter.

Objectives: The students will be able to write in their journals what insects do in winter.

(compare/contrast differences in what birds do) Resources/Materials: handouts from Mary H. David Flaspohler/Casey Huckins, Insect ID chart, cups, scrapers, magnifying glasses, journals, timer

Activities and Procedures: After discussion on insects and what they do in winter. We will go out to our school forest and look for insects as a group. Take our samples with scrapers and cups and bring back to classroom. Look at what we found. Using a insect chart classify them into groups. We will put our timer going when we get in to check how long it takes for insects to move.

Tying it all together: We will compare and contrast-differences between what birds and insects do whole group.

Assessment: Students will write in their journals what insects do in winter? Where insects overwinter.

Standards Addressed: Using Scientific Knowledge in Life science to classify living things and analyze how parts of living things are adapted to survive overwintering.

Subject and Grade Level: El. Science/Math (upper el.)

Overview: In this lesson, students will collect, analyze, measure, classify, and record information.

Purpose: The purpose is to give students experience with taking and recording quantitative and \qualitative information on insects.

Objectives: The learner will classify insects according to size, color, and kind (one or more of the following K, P, G, O, F, G, S)

Resources/Materials: We will need a place to collect insects. If done right near the school branches will have to be planted in the soil in the summer or fall so that they can easily be extracated and inspected for insects. Containers for holding bugs and better knives for digging. Recording sheets.

Activities and procedures: Dress Warmly. Pass out materials for recovering insects. Collect insects (Probably in pairs). Return to classroom with findings. Pass out rulers and data recording sheets. Have students measure their own findings and record all necessary info. (If findings are slim, the insects from a couple groups could be put into one group for several students to measure) After individual groups were finished we would repeat the procedure on each or several insects by me doing the measuring with a clear ruler on the overhead and the students record the info. We would finally create bar or pie graphs to show frequency of different insects. Also, we could write scientific stories on how to conduct the activity that we completed so other classes could do a similar project. Or we could research the insects we found and write reports on them. Or we could write fictional stories from the point of view of the insects we found. The possibilities of writing are endless.

Tying it all together: So many people get depressed about the winter and think everything is pretty much dead. This activity could really liven up a cold February week.

Assessment: I would have the students assess themselves with rubrics, as well as the other members in their groups. During the times spent outside gathering specimens I could assess the students easily by seeing who is and who is not on task (Iım actually really good at that.) Their data sheets would be assessed by myself on effort and accuracy.

Standards Addressed: S. Constructing New Scientific Knowledge M. Data Analysis and Statistics M. Number Sense and Numeration, LA Literature, LAGenre and craft of Language LA Inquiry and Research

Subject and Grade Level 5-8 Science

Overview: Students will design, monitor and evaluate different strategies for providing insulation-that mimics survival strategies of wildlife (birds and mammals) that opt to ³resist² freezing temperatures in northern climates rather than migrating or hibernating.

Purpose: To provide opportunities for inquiry and experimentation. To enhance appreciation and understanding of wildlife adaptations to winter-long periods of inactivity and low food availability

Objectives: Students will be able to: 1. List 3 wildlife responses to winter-migration, hibernation, resistance (and give example) 2. Describe resistance strategies: a. glycerol in urine (sugars); b. dark color to absorb heat; c. insulation of differing Zıs of snow; d. insulation quality of different materials-fur, feathers 3. Design an experiment that compares 2-3 forms/strategies for insulating body warmth

Activities and Procedures: 1. Brainstorm characteristics of northern winter envts: (low food, cold temps, wind, long nights, ³antifreeze: in body. 2. Discuss possible responses to staying warm. 3. Assign students in groups of 3 to design experiment for preventing a * pint canning jar of room temp water from freezing outdoors. Each group receives 3 jars of water. Expl Design replication, control, reduce variability

Tying it all together: Connect results discovered to animalıs survival strategies-barrowers feather/fur fluffing huddling to reduce surface area.

Assessment: 1. Students can compare methods of insulation. 2. Students can identify factors critical to good expıl design. 1. Students can develop an expt that integrates good expıl design factors and evaluates the strategies of surface area insulating materials and/or location in an outdoor envt.

Standards Addressed: Se I.1Ms-Constructing New Scientific Knowledge

SciIV.2-Changes in Matter.

BSCS Expt-Seth Mayer on Increased surface area increase heat loss.

Subject and Grade Level: 2nd grade science

Overview: The following plans are building blocks for a wildlife in winter unit. The basic ideas may be broken down into numerous lessons, depending on where students/teacher take them. Included are assessment suggestions for along the way, a wrap up class project, as well as extension and integration ideas.

Purpose: 1. Just as we see changes as winter comes out way, winter brings change to the animals in our Northwoods as well. 2. Animals respond to this change in 3 ways; Migration, Hibernation, and Resistance.

Objectives: Students will share prior knowledge in regards to animals in winter. Students will discuss, explore 3 main concepts migration, hibernation, resistance. Students will create a final project outlining the concepts named.

Resources/Materials: Pictures of various animals-books, internet good resource chart paper for creating keeping lists. Construction paper/paint for some extension ideas.

Activities and Procedures: !. K-W-L Begin with what they know, Simple-tell me what you know about winter. Step up-what do you know about animals in winter. K1. Brainstorm and share ideas in partners, small groups or class as whole. Create class list of what we already know together. 2. Have you ever wondered what animals do in the winter? W. Is there any ?ıs we could work together to find answers for? (students share, list). II. Building on what they know-introduce migrate vs hibernate

A. Direct teaching of terms while encouraging student input i.e. Define terms, but allow them to again share what they know. Combine prepared examples with student examples. B. Small group activity-Identifying (sorting) Migraters and Hibernators. 1. Pass out envelopes with various animal pictures 2. Students make 2 piles Hibernate/migrate. Have to discuss and come to group consensus. 3. Groups share finished sort with class. 1. Teacher questions (why did you put that one what you made you think, etc. )III. Introduce Resistance. A. review migrate/hibernate. B. Many animals stay and find other ways to make it through the winter. What animals do you see in wintertime?/ another lesson, many we donıt see. C. Small group-Resisters, How do they do it? 1. Pass out envelope with pictures of resistance animals. 2. Students fill but sheets Animal name/How do you think they make it? 3. Groups share and discuss their ideas and reasoning. IV. Resistance Expanded. A. Building on their ideas, introduce adaptations with picture books internet info, etcŠ (i.e. insulation, body structure, camouflage. AGAIN numerous lessons may be developed here) B. Move it together-connect new ideas with motion for memory. 1. How does a bird look when it is fluffing its feathers. 2. Shivering C. Play class adaptation concentration. (Teams match cards of animal to their adaptation students could also make individual sets.)

Tying it all together: I believe the key is to continue to build these concepts in small steps. Winter brings change. Winter affects all animals. Animals respond in 3 basic ways. All activities move along these points.

Assessment: I. Daily Examples. A. Tell your neighbor something you learned today. B. Write down an animal that hibernates. C. Class begins to fill in what weıve learned on the KWL list. II. Games such as adaptation concentration will show if theyıre getting it in a fun way. III. Create class book from what weıve learned chart. A. Each student responsible for page fun idea-question on outside of door: door opens to answer. IV. Invite younger grade for winter wildlife presentation. A. Each small group or student responsible for teaching a concept learned.

Extension/Integration: Trade books-owl moon. L. Arts Animal poems, If I were a _____. Math. Writing winter animal story problems temperature activities/graphing. Art. Animal prints (sponges) inuit examples, bear, wolves, etc. Music. To twinkly twinkle. Winter Here to snow it falls brining change to creatures all, some will migrate fly away, hibernating ones will stay others too resistance strong thatıs our winter wildlife song.

Winter hike-students create/keep own field journal.

Standards Addressed: I believe all 5 science content standards listed in notebook will be touched upon throughout these activities with an emphasis on -Reflecting on Scientific Knowledge.-Constructing new scientific knowledge.

Subject and Grade Level: Biology (9th and 10th grade)

Overview: I have designed a mini-unit that will explore how plants, animals, and people cope with the harsh UP winter.

Purpose: To make students aware of the wonderful adaptations that plants and animals have for surviving the winter months.

Objectives: 1. Same as purpose, 2. Students will learn ³living skills² that will be useful to them when they are out of doors during the winter.

Resources/Materials: To be determined

Activity and Procedures:

Activity#1: How to plants and animals deal with the cold? Have students get in groups and brainstorm how different types of plants and animals deal with the winter up here. Have a class discussion on what the groups came up with. Present lesson to students (slides, notes, pictures, etc) on adaptations to snow and cold. Migration vs. Hibernation vs. Resistance Different resistance strategies.

Activity #2: Overwintering Insects: What? -Why? Where? How? When? 1. Go outside and collect arthropods from under the bark. 2. Bring back to class and classify as best we can.

Activity #3: Staying Comfortable in the Cold. 1. Have students design and conduct experiments on what type of socks are better at keeping your feet warm.

]Activity #4: Quinzhee Day! 1. Have students spend a day outside building quinzhees. 2. While snow is sintering, come inside and listen to guest speaker on hypothermia and frostbite.

Tying it all together: I have done Quinzhee day for the past three years and the kids really look forward to it. My plan is to make the whole week a Winter Ecology week with each activity being done on a different day wit the grand finale being Quinzhee Day.

Assessment: I will give the students a quiz on plant and animal adaptations to cold. On quinzhee Day I will inquire as to whether or not they are wearing socks of the material that tested to be the warmest in activity #3.

Standards Addressed: Constructing New Scientific Knowledge: how we investigate and learn about our world in winter. Using Scientific Knowledge in Life Sciences: winter and its relationship to cells, organization of living things, heredity, evolution, and ecosystems.