Field Trip Proposal Huntsman Marine Science Centre Biology 111 Ms. Teacher October 17th-18th, 2013 This proposal requests permission and funding for an overnight trip to the Huntsman Marine Science Centre in St. Andrew’s, New Brunswick. This trip will greatly enhance the Biology 111 curriculum and will serve to further our departmental goal to provide inquirybased, hands on experiences for our students.
Brief Overview Date of Trip: 7:00am Thursday, October 17th – 2:30 pm Friday, October 18 th Number of students: 27 Number of chaperones: 3 (2 females, 1 male) Method of transportation: School bus (Trius Tours) Contact: Tracey Dean (
[email protected]) Total Cost (before subsidization):
Huntsman Marine Science Center
“The Huntsman Marine Science Centre is a private, not -for-profit research and education facility whose mission is inspiring stewardship through the engagement of the Community in the discovery of the Oceans; the design and delivery of inspirational educational experiences and the advancement of marine sciences through collaborative research and the development of innovative technical solutions for our public and private sector partners.”
Please see this video for a comprehensive explanation of the Huntsman’s education programs: http://www.youtube.com/watch?v=hvywsb9TpkY The centre is located in St. Andrew’s, New Brunswick, approximately 1h 20 minutes (117kms) from Rothesay High School.
Lodging
The Center boasts a full-service, dorm-style accommodation at Needler Hall. Rooms sleep 3-4 students with shared bathrooms. Students are responsible for bringing their own linens and towels. Meals
Students will be responsible to pack a lunch for Thursday. Meals will be provided for supper Thursday, and breakfast and lunch on Friday. The cafeteria caters to various food allergies and has a vegetarian menu.
Unit of Study Unit 2 – Biodiversity
The focus of this unit is two-fold. First, taxonomic classification under the Linnaean system is introduced as a means to organize the broad range of organisms found on earth. Second, these taxons are examined in greater detail to explore similarities and differences between groups, and to pinpoint the adaptability of unique features. Students will gain an appreciate for the immense amount of biodiversity on Earth, as well as human activities which impact this biodiversity. The unit, according to the curriculum document, is tailored to allow for student inquiry and observation of living organisms. The learning specialists at Huntsman are trained to provide learning experiences within the curricular framework. During the proposed field trip, students will be exposed to various marine species found in the Fundy region. They will collect samples and data to perform self-directed studies with relevant scientific and conservationist applications. The specific curriculum outcomes to be explored are specified below in tandem with the proposed itinerary.
Pre-Trip Considerations Skills in Experimentation
Since the beginning of the school year, students have been working under the QHED (Question, Hypothesis, Experimental Design) framework for experimentation. They have been exposed to a variety of phenomena or experiences and asked to make observations. From these observations, they pose questions. For example, students might observe a colony of ants. They may notice that ants move toward areas with lower light. From this, they propose a question which can be explored through experimentation, for example: “Are ants more likely to move toward areas of lower light than higher light?” They are expected to propose an experiment which would provide data to help answer this question. We have focused on manipulation of variables, sources of error, and accuracy of results. Sometimes the resources are available to allow the students to actually perform these experiments. However, we often lack the resources and time. This proposed field
trip would provide students with an opportunity to propose and carry out two experiments in a real-world context, under the guidance of trained Huntsman educators. Content Knowledge
Students will have been exposed to the binomial nomenclature of the Linnaean system. They have explored various taxonomic levels from Kingdom to Species, and are coming to appreciate the wide range of diversity among each group. We have begun a survey of major animal taxa, examining similarities and differences of form and function between them, with a focus on adaptability of specific features. Marine phyla studied include: arthropods, echinoderms, cnidarians, mollusks, and marine chordates. Features of each group will be explored in much more detail during the proposed Huntsman visit. Trip Preparation
Students will receive an in-depth briefing with regard to the facility and the itinerary. Additionally, discussion of appropriate behaviour will take place, and a student contract generated collaboratively. A sample of said contract can be found in Appendix A. It outlines behaviors deemed ‘inappropriate’, as well as consequences to be faced by transgressors. Parents and guardians will receive a detailed permission form (Appendix B), outlining trip details and cost. Students who have not received written permission or signed a behavioral contract will not be permitted to attend. Students will receive a list of items they are required to bring (Appendix C). Missed classwork
One portion of the student behavio ral contract states “I will make sure to catch up in classes missed while on this field trip. This may involve doing an extra credit project or report”. I have spoke to the teachers whose classes are potentially affected by this trip and they are willing to excuse these students. Some are requesting extra credit projects (i.e. a short report or poem about what they learned, saw, experienced, etc.), and I have consented to my students taking a small amount of Biology class time to complete these.
Itinerary and Corresponding Curriculum Outcomes Time
Activity
Learning Outcome(s)
Thursday, Oct. th 17
6:45am
Students arrive at Rothesay High School, prepared for departure
7:00am
Bus departs from Rothesay High School
8:30am
Arrival at Huntsman Marine Science Center. Students will have time to drop off belongings in their dorm Orientation
9:00am
1. Review of rules/procedures 2. Tour of facilities 3. Stewardship Presentation by Huntsman educators. This is geared toward providing students with an understanding of human impacts on biodiversity in New Brunswick. Educators will seek to motivate students to be good stewards of their environment by addressing current issues in biodiversity and having students provide feedback as to how they might aid the situation.
Fundy Discovery Aquarium
10:00am
1:00pm
Students will have the opportunity to visit the beautiful Fundy Discovery Aquarium, which boasts an underwater viewing area, gigantic touch tank, and a tank just for skates. Students will gain exposure to a variety of phyla, including Arthropoda, Cnidaria, Echinodermata, Mollusca, and Porifera. The students will be given an opportunity to explore these species in a handson manner. They will be tasked with taking notes on potentially distinguishing characteristics of the phyla for class discussion following the trip.
446 (Stewardship): have a sense of personal and shared responsibility for maintaining a sustainable environment 447 (Stewardship): project the personal, social, and environmental consequences of proposed action 448 (Stewardship): want to take action for maintaining a sustainable environment
Use organisms found in a local or regional ecosystem to demonstrate an understanding of the fundamental principles of taxonomy. (212-1, 316-5) 214-1 Describe and apply classification systems and nomenclatures used in the sciences. List, in order, levels of classification (taxa) based on increasingly narrower categories, using the species as the base identification level. (214-1) Demonstrate an understanding that the recognized kingdoms of living things represent a diversity of organisms exhibiting extensive variety in terms of form and function. (316-6)
Own lunch Field Trip: Oceanography
1:30pm
Analyze the impact of human behaviour, and human population growth on biodiversity and ecosystems. (331-6, 318-10)
Students receive an introduction to offshore environments aboard the Fundy Spray . There is an "otter trawl" for catching benthic fish, a "scallop drag" for sampling invertebrate communities and "plankton nets" for collecting
214-8 Evaluate the relevance, reliability, and adequacy of data and data collection methods.
Fundy Discovery Aquarium
10:00am
1:00pm
Students will have the opportunity to visit the beautiful Fundy Discovery Aquarium, which boasts an underwater viewing area, gigantic touch tank, and a tank just for skates. Students will gain exposure to a variety of phyla, including Arthropoda, Cnidaria, Echinodermata, Mollusca, and Porifera. The students will be given an opportunity to explore these species in a handson manner. They will be tasked with taking notes on potentially distinguishing characteristics of the phyla for class discussion following the trip.
Students receive an introduction to offshore environments aboard the Fundy Spray . There is an "otter trawl" for catching benthic fish, a "scallop drag" for sampling invertebrate communities and "plankton nets" for collecting animals and plants throughout the water column. A salinometer is also on board for measuring water temperature and salinity. Students will have the opportunity to collect samples and data for further study. Lab: Student-designed study
3:30pm
Small groups of students will use the samples
and data collected aboard the Fundy Spray to design their own experiments. A Huntsman marine educator will be actively guiding the process, as students become familiar with the experimental design process. Issues such as hypotheses, variables, and bias will be explored. This complements our in-class work on experimental design and inquiry-based exploration. Later in the field trip students will be given the opportunity to conduct a more independent study.
5:30pm
List, in order, levels of classification (taxa) based on increasingly narrower categories, using the species as the base identification level. (214-1) Demonstrate an understanding that the recognized kingdoms of living things represent a diversity of organisms exhibiting extensive variety in terms of form and function. (316-6)
214-8 Evaluate the relevance, reliability, and adequacy of data and data collection methods.
439 (Interest in Science): show a continuing and more informed curiosity and interest in science and science-related issues
212-6 Design an experiment and identify specific variables. 442 (Scientific Inquiry): confidently evaluate evidence and consider alternative perspectives, ideas, and explanations 443 (Scientific Inquiry): use factual information and rational explanations when analysing and evaluating 444 (Scientific Inquiry): value the processes for drawing conclusions 445 (Collaboration): work collaboratively in planning and carrying out investigations, as well as in generating and evaluating ideas
Supper in cafeteria Lab: Worms are winners!
6:30pm
214-1 Describe and apply classification systems and nomenclatures used in the sciences.
Own lunch Field Trip: Oceanography
1:30pm
Use organisms found in a local or regional ecosystem to demonstrate an understanding of the fundamental principles of taxonomy. (212-1, 316-5)
Students will explore different types of local worms of the phyla Nematoda, Annelida, Platyhelminthes, and Nemertea. This lab will help to highlight the difference between colloquial ‘classification’ and taxonomic classification. Students will explore similarities
214-2 Identify limitations of a given classification system and identify alternative ways of classifying to accommodate anomalies. Demonstrate an understanding that the recognized kingdoms of living things represent a diversity of organisms exhibiting extensive variety in terms of form and function. (316-6)
and data collected aboard the Fundy Spray to design their own experiments. A Huntsman marine educator will be actively guiding the process, as students become familiar with the experimental design process. Issues such as hypotheses, variables, and bias will be explored. This complements our in-class work on experimental design and inquiry-based exploration. Later in the field trip students will be given the opportunity to conduct a more independent study.
5:30pm
442 (Scientific Inquiry): confidently evaluate evidence and consider alternative perspectives, ideas, and explanations 443 (Scientific Inquiry): use factual information and rational explanations when analysing and evaluating 444 (Scientific Inquiry): value the processes for drawing conclusions 445 (Collaboration): work collaboratively in planning and carrying out investigations, as well as in generating and evaluating ideas
Supper in cafeteria Lab: Worms are winners!
6:30pm
212-6 Design an experiment and identify specific variables.
Students will explore different types of local worms of the phyla Nematoda, Annelida, Platyhelminthes, and Nemertea. This lab will help to highlight the difference between colloquial ‘classification’ and taxonomic classification. Students will explore similarities and differences between the species and speculate as to the adaptability of these features. Knowlede gained during this lab will be valuable for future class discussions (outlined below).
214-2 Identify limitations of a given classification system and identify alternative ways of classifying to accommodate anomalies. Demonstrate an understanding that the recognized kingdoms of living things represent a diversity of organisms exhibiting extensive variety in terms of form and function. (316-6)
Team Building
8:30pm
Students will enjoy team building exercises.
Team building is essential for the discussionbased learning community I facilitate in my classroom. 10:30pm
Overnight at Huntsman
Friday, Oct. 18th
7:30am
Breakfast at Cafeteria Debriefing: Planning for experimentation
8:00am Students will debrief on the effectiveness of their experimental design generate following the Oceanography field trip the previous day. Further guidance on using observations to generate hypotheses, and the manipulation of variables in experimentation will be provided. Students will receive information on Indian Point, the location of their next excursion. Field Trip: Pottery Creek
9:00am
439 (Interest in Science): show a continuing and more informed curiosity and interest in science and science-related issues 212-6 Design an experiment and identify specific variables. 442 (Scientific Inquiry): confidently evaluate evidence and consider alternative perspectives, ideas, and explanations 443 (Scientific Inquiry): use factual information and rational explanations when analyzing and evaluating 444 (Scientific Inquiry): value the processes for drawing
Team building is essential for the discussionbased learning community I facilitate in my classroom. 10:30pm
Overnight at Huntsman
Friday, Oct. 18th
7:30am
Breakfast at Cafeteria Debriefing: Planning for experimentation
8:00am Students will debrief on the effectiveness of their experimental design generate following the Oceanography field trip the previous day. Further guidance on using observations to generate hypotheses, and the manipulation of variables in experimentation will be provided. Students will receive information on Indian Point, the location of their next excursion. Field Trip: Pottery Creek
9:00am Our final fieldtrip will be to Pottery Creek, a flat, muddy beach, ideal for collecting animals that hide in the sediments. Using the QHED framework, students will initially make general observations, identifying species or phenomena they find interesting and posing questions. They will develop their own hypothetical explanations. They will then design an experiment to test their hypothesis.
439 (Interest in Science): show a continuing and more informed curiosity and interest in science and science-related issues 212-6 Design an experiment and identify specific variables. 442 (Scientific Inquiry): confidently evaluate evidence and consider alternative perspectives, ideas, and explanations 443 (Scientific Inquiry): use factual information and rational explanations when analyzing and evaluating 444 (Scientific Inquiry): value the processes for drawing conclusions 445 (Collaboration): work collaboratively in planning and carrying out investigations, as well as in generating and evaluating ideas
Students will spend the remainder of the field trip collecting samples and recording data for further study. Upon returning to Rothesay, this data will be analyzed. 12:00pm
Lunch at cafeteria Presentation: Aquaculture and careers in Marine 441 (Interest in Science): consider further studies and careers Sciences in science- and technology-related fields
12:30pm
Students will be introduced to the pro’s and con’s of aquaculture in New Brunswick. They will also briefly explore various careers in marine studies, including marine biology, aquaculture specialist, and marine technologist.
1:30pm
Clean-up
1:00pm
Departure
2:30pm
Arrival at Rothesay High School side parking lot
Explain how biodiversity of New Br unswick ecosystems is related to their sustainability. (318-6)
Students will spend the remainder of the field trip collecting samples and recording data for further study. Upon returning to Rothesay, this data will be analyzed. 12:00pm
Lunch at cafeteria Presentation: Aquaculture and careers in Marine 441 (Interest in Science): consider further studies and careers Sciences in science- and technology-related fields
12:30pm
Students will be introduced to the pro’s and con’s of aquaculture in New Brunswick. They will also briefly explore various careers in marine studies, including marine biology, aquaculture specialist, and marine technologist.
1:30pm
Clean-up
1:00pm
Departure
2:30pm
Arrival at Rothesay High School side parking lot
Explain how biodiversity of New Br unswick ecosystems is related to their sustainability. (318-6)
Cost Breakdown Dorm Accommodation:
Meals: Instructional Campus Fee Laboratory Boat - Fundy Spray Discovery Aquarium Admission
30 30 30 30
people x people x people x people x
30 students x
27 students x 3 adults x
Environmental Charge Transport (Trius Tours)**
30 people x
1 1 1 1
nights at meal at meals at meal at
2 days at 2 days at 2 hours at
$28.80 $6.50 $12.00 $24.00
per night breakfast lunch supper
$27.00 per day $90.00 per day $250.00 per hour per $7.08 person per $10.18 person per $10.00 person
Subtotal Tax Amount (13% HST)
less 15% discount* = $864.00 $734.40 $195.00 $360.00 $720.00 $1,620.00 $180.00 $500.00 $210.60 $30.14 $300.00 $1100.00
$6,579.74 $855.37
Cost Breakdown Dorm Accommodation:
Meals: Instructional Campus Fee Laboratory Boat - Fundy Spray Discovery Aquarium Admission
30 30 30 30
people x people x people x people x
30 students x
27 students x 3 adults x
Environmental Charge Transport (Trius Tours)**
30 people x
1 1 1 1
nights at meal at meals at meal at
2 days at 2 days at 2 hours at
$28.80 $6.50 $12.00 $24.00
per night breakfast lunch supper
$27.00 per day $90.00 per day $250.00 per hour per $7.08 person per $10.18 person per $10.00 person
Subtotal Tax Amount (13% HST) Total Estimate
less 15% discount* = $864.00 $734.40 $195.00 $360.00 $720.00 $1,620.00 $180.00 $500.00 $210.60 $30.14 $300.00 $1100.00
$6,579.74 $855.37 $7435.11
* discount applies for groups of 25+ people ** Bus estimate includes all fuel surcharges, insurance, parking, and driver's expenses
Cost per person: $247.84
Post-Trip Activities Inquiry Portfolios Students have been contributing to “inquiry portfolios” over the semester as they work to refine their “QHED” skills. They have contributed artifacts that they think chart their
growth as a scientist, and reflected upon these experiences. These portfolios are incredibly valuable as students become more proficient in inquiry-based experimentation. They serve as both a guide to future success and a celebration of recent achievements. Students will be given the opportunity to include descriptions of and reflections upon the two student-led research experiences conducted during the trip. They will be invited to take photos and videos to help in this process. I allow students to choose which experiments they would like to include in their portfolio, however they do have a target number of entries to reach. Class Discussion
Observations of animals at Huntsman will help to fuel further classroom discussion on similarities and differences between marine phyla. Having a hands-on, minds-on
Post-Trip Activities Inquiry Portfolios Students have been contributing to “inquiry portfolios” over the semester as they work to refine their “QHED” skills. They have contributed artifacts that they think chart their
growth as a scientist, and reflected upon these experiences. These portfolios are incredibly valuable as students become more proficient in inquiry-based experimentation. They serve as both a guide to future success and a celebration of recent achievements. Students will be given the opportunity to include descriptions of and reflections upon the two student-led research experiences conducted during the trip. They will be invited to take photos and videos to help in this process. I allow students to choose which experiments they would like to include in their portfolio, however they do have a target number of entries to reach. Class Discussion
Observations of animals at Huntsman will help to fuel further classroom discussion on similarities and differences between marine phyla. Having a hands-on, minds-on experience with species of these phyla will greatly enrich our discussions by providing students a framework from which they may draw to develop an understanding of similarities and differences between the groups. From this, we will develop an understanding of the limitations of classification. The Worms are Winners lab will serve as an excellent demonstration of delving deeper than general body shape to make a classification. Project
Students will be given an opportunity to show what they have learned during the trip through an open-ended seminar project. They will work individually, or in small groups to generate a presentation on some interesting facet of marine life they discovered. Some suggestions are “Technology for marine studies”, “Invasive species in New Brun swick intertidal zones”, “Effects of climate change on Atlantic Canadian aquaculture” , an in-depth look at a particular local species, or results from the analysis of data gathered during the Pottery Creek field trip. Presentations should fall between 25 and 30 minutes. They may take the form of a poster, PowerPoint, video, or other creative means of communication. Students will be expected to synthesize first-hand information gathered at Huntsman with research from various sources. A written summary of their presentation will be required.
Appendix A
Student Behaviour Contract Huntsman Marine Science Center I, _____________________, agree to behave according to the standards discussed in class during our field trip to Huntsman Marine Science Center on Thursday, October 17 th – Friday, October 18 th. According to our discussion, students will: 1. behave in a manner that is safe for themselves, their classmates, and those nearby. This includes wearing proper clothes for the environment, wearing a life jacket aboard the Fundy Tide and using caution in the lab. 2. Show respect for the environment by following specifications set out by Huntsman staff and taking care to leave ecosystems studied undisturbed. 3. Behave in a respectful manner toward Huntsman staff, members of the public, and our chaperones as is befitting ambassadors of Rothesay High School. 4. Comply with reasonable requests made by the chaperones, teacher, and Huntsman educators. 5. Practice inquiry into scientific phenomena, wholeheartedly explore the Bay of Fundy region, and have fun while doing it! Any misbehaviours will be addressed immediately. Depending on their severity, students may receive a warning, call home, or immediate dismissal from the field trip. In this severe case, parents will be expected to pick up their child from the Huntsman Marine Science Center.
Signed: _____________________________ Date: __________________________
Appendix B
Permission Slip Huntsman Marine Science Center Dear Parent or Guardian, Your student is being given the opportunity to visit the Huntsman Marine Science Center in St. Andrew’s, NB. Please review the information below, detach the permission form, and send it (signed) back to school with your child. Date: Thursday, October 17th, 2013 – Friday, October 18th, 2013 Class: Biology 111 with Miss Whitters Location: Huntsman Marine Science Center, St. Andrew’s, NB Purpose: To study first-hand the biodiversity of the Bay of Fundy Cost: __________ (dependant upon subsidization by the district) Method of Transportation: School Bus (Trius Tours) Departure time: 7:00am Thursday from Rothesay High School Arrival time: 2:30pm Friday to Rothesay High School Special Instructions : Students are asked to bring a bagged lunch for Thursday. All other
meals will be provided onsite. Accommodations can be made in advance for food allergies (please specify under ‘Medical Information’). Students will be staying in dorm-style accommodations, and will need to bring linens (i.e. a sleeping bag) and a towel. A more detailed list of required items is attached.
___________________________has permission to attend a field trip to Huntsman Marine Science Center on Thursday, October 17th, 2013 to Friday, October 18 th, 2013. Signed: __________________________ Date: ____________________________
Appendix C
“To Bring’ List sleeping bag or own linens towel personal toiletries (toothbrush, toothpaste, soap, etc) rain gear rubber boots small bookbag notebook, clipboard, paper, and pencil reusable water bottle camera (optional) flashlight good attitude!
