Citizen Science Action Project
School(s): Beverly J. Martin, Caroline, Enfield, South Hill Elementary Schools
Grades(s): Fifth Grade
Subject(s): Reading, Writing, Science, Art
What keeps a system in balance? What conditions allow an organism to thrive?
What living organisms exist at my field site and how do they interact?
What are living organisms at other field sites in Ithaca, and how do they compare to the findings at my field site?
Case Study At A Glance
Standards Addressed/Long Term Learning Targets
- I can describe the characteristics of a balanced system.
- I can make a model to demonstrate how organisms can survive only in environments in which their needs are met.
- I can record factual details and observations in my science field journal.
- I can determine two or more main ideas from a text and explain how they are supported by key details.
- I can determine the meaning of general academic and domain-specific words and phrases
- Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
- Analyze multiple accounts of the same topic, noting important similarities and differences in the point of view they represent.
- Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
- Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Mark Whitmore, Cornell Cooperative Extension
Sarah Newman, Floating Classroom
Karen Purcell, Cornell Lab of Ornithology
Michael Roberts & Christine Boise, Cornell Plantations - Finger Lakes Native Plant Society
Rebecca Sibner, New York State Parks
Hillary Mosher, Director of Finger Lakes Region of Partnership for Invasive Species Management
What is the Threat of Invasive Species? by Eve Hartman