Bud Wulliman

Biol 520

Background

Environmental Science, Advanced is offered to Elkhart Central High School students after Biology 1 and Chemistry. This project will build on the project developed by Calvin Swartzendruber for Biol 520 in 2002. In addition to the river study Calvin developed for ECHS, students will also do site work on the former Federal Paper property northwest of ECHS. The property has been acquired by the school system for use as athletic fields. The property has required demolition and soil removal for organic chemical contamination. The school system will allow students to study the site this year after IDEM inspection of the site. Students will complete additional studies of the trees and shrubs of American Park north of the ECHS campus. Finally, students will complete a unit on insect collection, identification and role in the ecosystem around ECHS.

State Standards

Env. 1.3 Understand and explain that ecosystems have cyclic fluctuations, such as seasonal changes or changes in population.

Env. 1.4 Understand and explain that human beings are part of the Earth’s ecosystems, and give examples of how human activities can, deliberately or inadvertently, alter ecosystems.

Env. 1.9 Diagram the cycling of carbon, nitrogen, phosphorus and water.

Env. 1.10 Identify and measure biological, chemical and physical factors within an ecosystem.

Env. 1.12 Explain the process of succession, both primary and secondary, in terrestrial and aquatic ecosystems.

Env. 1.14 Recognize and explain that the amount of life any environment can support is limited by the available energy, water, oxygen and minerals and by the ability of ecosystems to recycle organic materials from the remains of dead organisms.

Env. 1.15 Describe how the chemical elements that make up the molecules of living things pass through food webs and are combined and recombined in different ways.

Env 1.18 Illustrate the flow of energy through various trophic levels of food chains and food webs within an ecosystem. Describe how each link in a food web stores some energy in newly made structures and how much of the energy is dissipated into the environment as heat. Understand that a continual input of energy from sunlight is needed to keep the process going.

Env. 1.23 Recognize and describe the role of natural resources in providing the raw materials for an industrial society.

Env. 1.31 Understand and explain that waste management includes considerations of quantity, safety, degradability and cost. Also understand that waste management requires social and technological innovations because waste-disposal problems are political and economic as well as technical.

Env. 1.34 Differentiate between natural pollution and pollution caused by humans and give examples of each.

Timeframes

The following sequences are based on the completion of Phase 1 on the Swartzendruber project.

Phase 5: Nine 70 minute class periods spread throughout the school year.

· Days 1-2: Collect and identify insects from specified sites. Identification to insect order. Preservation and storage of insects for later comparison. (late August)

· Days 3-4: Collect and identify insects from specified sites. Identification to insect order. Preservation and storage of insects for later comparison. (late September)

· Day 5: Place aquatic insect collection bags. (Bags filled with specific leaf types: ex. Oak, maple, etc.) Use GPS to mark site. Bags to be collected in spring. (October)

· Day 6-7: Collect and identify insects from specified sites. Identification to insect order. Preservation and storage of insects for later comparison. Collect leaf bags and ID (late April)

· Day 8-9: Collect and identify insects from specified sites. Identification to insect order. Preservation and storage of insects for later comparison. (late May)

Phase 6: Six 70 minute class periods (late September).

· Days 1-3: Use GPS equipment to map the site of the new athletic fields. Include property outlines, location and identification of flora and fauna. Digital photos will be taken at specific points for use in annual assessment of secondary succession.

· Day 4: Take soil samples at specific GPS positions. Identify soil types. Determine if the soil is a natural deposition or soil spread during the site cleanup.

· Day 5: Use of IDEM website and Federal Paper site study to determine pollutants. Use internet to determine potential pollutants at a cardboard fabrication factory. Research accepted disposal procedures and costs associated with each.

· Day 6: Compilation of data into a comprehensive report. Report to be filed for comparison in succeeding years.

· (Day 7): In future years a comparison of all reports and data will be required.

Phase 7: Five 70-minute class periods (early October).

· Days 1-2: Identify and locate on GPS all trees in American Park.

· Days 3-4: Use tree borers to determine age of each tree. Using Biltmore sticks determine tree diameters, tree height and merchantable height.

· Day 5: Determine the economic value of the trees in American Park. Determination based on total board feet and value of each tree type.

Materials Needed

Provided by MEL

· Forestry study equipment

· Soil test kits

· Soil auger

· Field Guides

· Soil thermometers

· GPS receivers

Available at ECHS

· Insect nets

· Kill jars and mounting materials

Student Evaluation

· Students will be assigned to or pick a group. Ideally three students will be in each group.

· Each team will submit a report of their assigned duties. Evaluation will be based on quality of data, presentation and participation.

Scenarios will be developed which provide data and background to student
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