Ponds at Tyson Lagoon Field Trip
Reinforces the following
California Science Standards and Next Generation Science Standards for Sixth Grade (Earthquakes and Ecology)
Earthquakes and Ecology (Sixth Grade) Students examine geologic and biologic systems that shape the wetland. They tour Tule Ponds with a focus on the Hayward Fault and wetland ecology. They investigate clues in the land of changes spanning varying time scales and spatial scales. Students use microscopes to identify plankton.
The following are activities the students will do
1. Presentation on the Hayward
2. Tour of Tule Ponds with a focus on earthquakes and ecology
3. Observe evidence of the Hayward Fault in the wetland
4. Investigate ecology in the wetland
5. Use microscopes to identify plankton
Next Generation Science Standards (NGSS)Standards arranged by Disciplinary Core Ideas. Codes in parenthesis represent Performance Standards. For more detailed information visit http://www.nextgenscience.org/next-generation-science-standards
Growth and Development of Organisms
Animals engage in characteristic behaviors that increase the odds of reproduction. (MS-LS1-4)
Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized features for reproduction. (MS-LS1-4)
ESS3.B: Natural Hazards
Mapping the history o natural hazards in a region, combined with an understanding of related geologic forces can help forecast the locations and likelihoods of future events. (MS-ESS3-2)
Ca Science Standards
Ca Science Standards
Tectonics and Earth's Structure
1. Plate tectonics accounts for important features of Earth's surface and major geologic events. As a basis for understanding this concept:
d. Students know that
earthquakes are sudden motions along breaks in the crust called faults and that
volcanoes and fissures are locations where magma reaches the surface.
e. Students know major geologic events, such as earthquakes, volcanic eruptions, and mountain building, result from plate motions.
f. Students know how to explain major features of California geology (including mountains, faults, volcanoes) in terms of plate tectonics.
g. Students know how
to determine the epicenter of an earthquake and know that the effects of an
earthquake on any region vary, depending on the size of the earthquake, the
distance of the region from the epicenter, the local geology, and the type of
construction in the region.
2. Topography is reshaped by the weathering of rock and soil and by the transportation and deposition of sediment. As a basis for understanding this concept:
a. Students know water running downhill is the dominant process in shaping the landscape, including California's landscape.
b. Students know rivers and streams are dynamic systems that erode, transport sediment, change course, and flood their banks in natural and recurring patterns. c. Students know beaches are dynamic systems in which the sand is supplied by rivers and moved along the coast by the action of waves.
d. Students know earthquakes, volcanic eruptions, landslides, and floods change human and wildlife habitats.
5. Organisms in ecosystems exchange energy and nutrients among themselves and with the environment. As a basis for understanding this concept:
a. Students know energy entering ecosystems as sunlight is transferred by producers into chemical energy through photosynthesis and then from organism to organism through food webs.
b. Students know matter is transferred over time from one organism to others in the food web and between organisms and the physical environment.
c. Students know populations of organisms can be categorized by the functions they serve in an ecosystem.
d. Students know different kinds of organisms may play similar ecological roles in similar biomes.
e. Students know the number and types
of organisms an ecosystem can support depends on the resources available and on
abiotic factors, such as quantities of light and water, a range of temperatures,
and soil composition.
7. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:
f. Read a topographic map and a geologic map for evidence provided on the maps and construct and interpret a simple scale map.
g. Interpret events by sequence and time from natural phenomena (e.g., the relative ages of rocks and intrusions).
h. Identify changes in natural phenomena over time without manipulating the phenomena (e.g., a tree limb, a grove of trees, a stream, a hillslope).