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Safety and Stewardship Challenge

Students learn methods for conducting observations in and near a creek, and understand proper behaviors in a National Park. This will be accomplished by simulating a class "game show" and completing the first page of their field journals.

Time required: 1 - hour (depending on predetermined limits) Location: classroom Suggested group size: any Subject(s): science Concept(s) covered: low impact use of natural areas, visitor behaviors in a National Park, safety Written by: Christie Denzel Anastasia & Lynne Dominy, National Park Service Last updated: 05/20/00

Student Outcomes
At the end of this activity, the students will be able to:

• List three safety precautions for upcoming field trip.
• Understand concepts of National Park System and stewardship.

National Science Standard Links (grades 5 – 8)
This activity is linked to the National Science Standards in the following areas:

• Content Standard F - Personal health; Injury prevention; Populations, resources, and environment.

Materials
To be provided by the teacher:

• Desk bell (or other device to indicate which team can answer question first)

• Game Show Questions labeled Safety and Stewardship Challenge Questions (one set) - (56K PDF document)

Vocabulary
stewardship

1. Divide class into teams
   Option A: If class can work as large teams, divide the class into two teams. Each team will need a spokesperson and team name. Answers will come from the entire group. Spokesperson can change throughout the game.
   Option B: If class may get too loud, students can still be divided into teams, but answers will come from individuals on each team. One person from each team will be assigned a number. Team A and Team B will each have a #1, #2, etc. Randomly choose a number from hat. The student with that specific number from each team will be responsible for answering the question. Random choice of numbers will help students pay attention if they arenÕt quite sure when their turn will occur.



2. Draw challenge grid and scorecard on blackboard
   There are four categories with questions of varying value. As a finale, there is a final challenge question. Draw this grid on the chalkboard:

3. Choose game show hosts
   Option A: Teacher is responsible for asking all of the questions.
   Option B: Four students will become "Challenge Hosts". Each student receives questions for a specific category and will ask appropriate questions according to point value.



4. Rules of the game
   
   • A coin flip will determine which team goes first.
   • The game will end when a predetermined time runs out or when all questions have been answered.
   • Team will decide which category and value of question will be asked.
   • Spokespersons or individuals will poise themselves on either side of the desk bell with one hand behind their backs.
   • After the question is asked, the first team to have an answer will ring the bell and respond. If it is correct, the team receives the full point value.
   • If it is incorrect, the other team gets a chance. If the second team also gets it wrong, the first team can try again for one less point.
   • When brainstorming answers, students should whisper, or the other team may hear their answer.
   .
   • When all of the categories are complete (or five minutes before a predetermined "game over" time), class will go into "Final Challenge". Each team decides on amount of wager, listens to question and writes down answer on a sheet of paper. Each team reveals answer.
   • At the end of the game, the team with the most points ÒwinsÓ, but everyone wins if your visit to Point Reyes National Seashore is safe for themselves and the resources.



5. Complete first page of field journal
   Using the information gained in this "game show", have students list at least three items under each category on the first page of their journals ("Things to Remember While on Field Trip"). Use the Safety Issues: Creek Health Unit at the end of this lesson as a guide.

   Extension ideas
   

   1. Preview the website, www.mywatershed.org, for testing results collected by other school groups in Marin County.
   
   
   
   2. Research the role of fish biologists and creek ecology specialists. What organizations currently work to protect creek/stream habitats for anadromous fish?
   
   
   
   3. Compare a rural creek's water quality with an urban creek. Discuss the similarities/differences.

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