ACTIVITY 1

 

 

Testing a Hypothesis--The Black Box Lab

 

CONCEPTS:

To help each student better understand the process of forming and revising a hypothesis by observing and indirect means. Students will also practice gathering scientific information, testing ideas, and problem solving skills.

 

EQUIPMENT:

Materials for this laboratory exercise are setup for the individual student.

 

4 black boxes

4 small steel balls

lab work sheet

 

SUMMARY:

This task will be carried out using four closed black boxes that have partitions inside and a small steel ball.  The students will first for a hypothesis about what they think the inside partition looks like.  Then without seeing or touching the inside of the box, they are supposed to determine the design of the inside partition by indirect means.  As the laboratory progresses, each student will be changing and modifying their original hypothesis.

 

SAFETY:

No specific safety considerations are required for this activity.

ACTIVITY 2

 

Finding A Niche in A New Environment

CONCEPTS:

To identify how each environmental factor serves to narrow the niche of an organism.

EQUIPMENT:

 

Map pencils, ruler

SUMMARY:

Students plot line graphs reflecting optimum habitat conditions for an insect larvae then make appropriate conclusions about the niche of this larvae by interpreting the graph.

SAFETY:

 

None

ACTIVITY 3

 

What is a Food Pyramid?

CONCEPTS:

To help each student better understand the concept of a food chain; more about interactions within a population; and why “eating lower on the food chain” enables an organism to have more food available.

EQUIPMENT:

Student worksheet:  “What is a Food Pyramid?”

SUMMARY:

To help each student better understand the concept of a food chain; more about interactions within a population; and why “eating lower on the food chain” enables an organism to have more food available.

SAFETY:

 

None

 

ACTIVITY 4

 

Owl Pellet Analysis

CONCEPTS:

Identify mammals eaten by the owl.  Identify feeding process of owl, understand predator/prey relationship, and to construct a food web.  Use charts to classify and identify prey.

EQUIPMENT:

owl pellets, glue, calculator, reference materials, dissection tools

 

SUMMARY:

Students dissect an owl pellet to identify mammal skulls and other bones and construct a food web.

 

SAFETY:

Wash hands following dissection/care in handling sharp dissection materials.

ACTIVITY 5

 

Carbon Cycle

 

CONCEPTS:

To investigate how carbon is cycled between the biotic and abiotic components of the environment.

EQUIPMENT:

Yeast, sugar, salt, water, scale, 3- 150 mL beakers, 1- 100 mL beaker

SUMMARY:

Students will investigate various food resources to determine what substances are used by yeast to provide energy.

SAFETY:

Care in handling glassware.

ACTIVITY 6

 

Oklahoma Grassland Biome

CONCEPTS:

To investigate the rain shadow effect created by the Rocky Mountains on western Oklahoma.

EQUIPMENT:

 

Oklahoma highway map              rainfall/elevation fact sheet

Oklahoma county map                 markers & pencils (yellow, red, green)

Oklahoma vegetation map           ruler

SUMMARY:

Students indicate on an Oklahoma map 4 distinct rainfall regions then associate the precipitation pattern with elevation changes across the state.

SAFETY:

None

 

ACTIVITY 7

 

Climatogram

CONCEPTS:

To analyze precipitation and temperature of six various biomes.

EQUIPMENT:

Computer graphing program/reference material

SUMMARY:

Students plot combination graph showing monthly rainfall and temperatures of six world biomes then compare and contrast the characteristics of each biome.

SAFETY:

None

ACTIVITY 8

 

How Safe is Our Groundwater?

CONCEPTS:

 

To explore how layers of earth act as a filter for groundwater supplies.

EQUIPMENT:

 

5- 250 mL beakers, wax pencil, red food dye, graduated cylinder, stirring rod, 4- 12 oz plastic cups, thumbtack, gravel, sand, soil, metric ruler, oil, vinegar, detergent

SUMMARY:

Students create models of the earth to determine how pollutants can be naturally filtered as they move through the earth.  Students select their own pollutant & design an experiment to determine how well their earth filter purified the water.

SAFETY:

Care in handling glassware/thumbtack.  Wear goggles, gloves to protect eyes and skin from lab materials.

ACTIVITY 9

 

Biodegradability of Detergents

CONCEPTS:

To observe how bacteria break down pollutants.

EQUIPMENT:

3 test tubes, wax pencil, 3 corks, test tube rack, tap water, liquid detergent, pond water, fresh soil, graduated cylinder, spoon

SUMMARY:

Students observe the effects of pond water and soil on the break down of detergent in water.

SAFETY:

Wash hands following the handling of pond water and soil; care in handling glassware.

 

ACTIVITY 10

 

Why Are Some Soils & Lakes Damaged by Acid Rain?

CONCEPTS:

To investigate the effects of a base in neutralizing acid contamination from acid rain.

EQUIPMENT:

soil sample                              lemon juice

water                                       blue litmus paper

4 vials                                      graduated cylinder

calcium carbonate                   tablespoon

SUMMARY:

Students test a series of mixtures to detect a neutralization reaction then apply their knowledge to understanding how limestone rocks can counter acid rain pollution in lakes.

SAFETY:

Wash hands following the handling of lab materials/goggles to protect eyes during chemical reaction.

ACTIVITY 11

 

Investigating Global Warming in A Jar

CONCEPTS:

 

To observe how the green house effect is created and how various world conditions could affect it.

EQUIPMENT:

 

2 large glass jars, 2 thermometers, cardboard, tape, plastic wrap, rubber bands, watch, ruler, soil, water, ice, plant material, computer graphing program or graph paper

SUMMARY:

 

To model how global warming is created through the greenhouse effect then to investigate the effect of various world conditions on the rate of global warming.

SAFETY:

 

Care in handling glassware.

ACTIVITY 12

Soil Compaction

CONCEPTS:

To determine the porosity of soil samples and relate it ease of compaction.

EQUIPMENT:

 

2 soil samples                         2 small beakers or vials

water                                       balance

beaker to hold/pour water

SUMMARY:

 

Students measure the porosity of two different soil samples and then access the vulnerability of each soil to compaction; students further analyze how best to create conditions which decrease the likelihood of soil compaction

SAFETY:

 

Wash hands following lab.

 

ACTIVITY 13

 

How Soils are Made

CONCEPTS:

To observe characteristics of various rock and soil types.

EQUIPMENT:

 

Collection of various rocks/soils

SUMMARY:

Students carefully observe/record characteristics of a variety of rock and soil types then draw conclusions about how different mechanism of weathering create differences in soil quality.

SAFETY:

None

ACTIVITY 14

 

Coal—Once and Future King

CONCEPTS:

To identify what types of coal possess the highest energy content and lowest level of pollution

EQUIPMENT:

 

Lab sheet, clay, 2 straight pins, peanut, mini-marshmallow, matches

SUMMARY:

Students will investigate how coal is created and used then burn a peanut and marshmallow to determine how energy content relates to carbon content.

SAFETY:

Care in setting fire to marshmallow & peanut.  Watch materials during entire burn.  Properly dispose of materials following lab.

ACTIVITY 15

 

Keep the Heat

 

CONCEPTS:

To understand how insulation works to prevent heat energy transfer.

To understand the meaning of “R-value”.

To appreciate the value of conservation.

EQUIPMENT:

 

4 coffee cans with prepared plastic lids  (insulated testers)

4 thermometers

4 sup cans to fit inside coffee cans

graduated cylinder or graduated beaker

various insulating materials—sand, shredded newspaper sawdust,

                                         socks, Styrofoam, construction insulation

SUMMARY:

Students test a variety of insulators to determine the property which allows it to trap heat.  Students graph their results then analyze how best to conserve energy resources.

SAFETY:

Care in use/handling hot water and glassware.

 

ACTIVITY 16

 

It’s a Small World After All

CONCEPTS:

To help each student better understand that our Earth has a limited amount of usable/livable land on which humans, most animals and plant life can live. 

EQUIPMENT:

1 medium sized apple for each student

1 potato peeler (the potato peeler can be shared between 2 students)

1 sharp paring knife (the knife can be shared between 2 students)

2 napkins or 2 paper towels for each student

2 sheets of graph paper

SUMMARY:

Activity uses an apple to represent our planet.  Each student will cut and peel their apple in a process of five steps.  At each step the student stops and answers questions to draw parallels between the apple and the Earth.

SAFETY:

Students will be handling and eating their apples, for these reasons all students should wash and dry their hands and their apple before starting this activity.  The instructor should review the basic safety precautions needed for proper handling of both the peeler and the knives.  The use of safety goggles or glasses is advised.