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What Can We Learn From Our Field Journals?

Students review their field journals to bridge what they have learned prior to their visit and what they have experienced at Point Reyes.

Time required: 2 - hours Location: classroom Suggested group size: entire class Subject(s): science, language arts, math Concept(s) covered: science, math Written by: Christie Denzel Anastasia, National Park Service Last updated: 12/03/00

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

• Draw conclusions based about elephant seals and their habitat from first-hand observation.



• Understand how scientists begin to process field observations.



• Contemplate future career choices

California Science Standard Links (grades 6 – 8)
This activity is linked to the California Science Standards in the following areas:

6th grade:

5a - food webs
5b - organisms and the physical environment
5e - the number and types of organisms an ecosystem can support dependson the resources available and abiotic factors
7d - communicate the steps and results from an investigation
7e - recognize whether evidence is consistent with a proposed explanation
7f - interpret a simple scale map
7h - identify changes in natural phenomena over time

7th grade:

7c - communicate the logical connection among hypothesis, science concepts, tests conducted, data collected, and conclusions drawn from scientific evidence.

8th grade:

9b - evaluate the accuracy and reproducibility of data

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

• Content Standard A - Use appropriate tools and techniques to gather, analyze, and interpret data; think critically and logically to make the relationship between evidence and explanations; recognize and analyze alternative explanations and predictions; communicate scientific procedures and explanations; use mathematics in all aspects of scientific inquiry; understandings about science and technology.



• Content Standard C - Populations and ecosystems

Materials
To be provided by the teacher:

• Pre- and Post-evaluation activity sheets (see Procedure 11 in this lesson)

Vocabulary
Review unit vocabulary list

Procedures

1. Field Journal review
   Students should have their field journals on their desks to answer and think about the following processing questions for each journal sheet. The goal is for students to notice patterns, relate the elephant seal to its' habitat, and compare/contrast the two locations



2. Elephant Seal Overlook and Lifeboat Station Observation Sheets
   
   • What do students notice about the arrangement of elephant seals on the beach?
   • Does their arrangement have anything to do with weather, tides, or landscape?
   • Were any students able to identify an alpha male?
3. Field Census for both locations
   
   • What were the total numbers of elephant seals at each location?
   • How did numbers of the different classes (such as male/female) compare at both locations?
   • What was the most difficult part about telling the different types of elephant seals apart?
   • What visitor activities did you notice?
   • Were visitors respectful of the rules/regulations of the Marine Mammal Protection Act?
4. Behavior Survey for both locations
   
   • What activities did males engage in most?
   • What activities did females engage in most?
   • Did activities vary significantly between the two sites?
   • What do these behaviors tell you about the time of your visit and the timing of the elephant seal life cycle?
5. Behavior Survey for both locations
   
   • What activities did males engage in most?
   • What activities did females engage in most?
   • Did activities vary significantly between the two sites?
   • What do these behaviors tell you about the time of your visit and the timing of the elephant seal life cycle?
6. Behavior Field Notes for both locations
   Ask students if they would like to share an interesting observation from either location. Why do they think the elephant seal was performing that particular behavior?
7. Habitat Survey for both locations
   Using the blackboard, create two lists: one list should detail what makes a suitable habitat for elephant seals, and the other should detail what makes a habitat less suitable for elephant seals. Compare and contrast the Elephant Seal Overlook to the Lifeboat Station.
8. Scar Card
   
   • What were some of the marks that students were able to notice and draw? Were there any shark bites or scars?
   • Are all of the marks permanent, or will they change with time?
   • Why would scientists record this type of information? (to monitor locations of individuals annually)
9. Tagging and Marking of Pinnipeds
   
   • Did anyone notice tags or marks on any of the pinnipeds in the area?
   • Were any of the numbers on the tags legible? If so, please report to Resource Management at Point Reyes National Seashore
10. Other Marine Species Sighting Log
    
    • What other species were sighted on the day of your visit?
    • How do these other organisms relate to elephant seals?
11. Wrap-up
    
    • What questions do students have about elephant seals that havenŐt been answered yet? Develop a list of questions and encourage students to continue further research.
    • What types of careers are available if you want to do this type of work when you finish high school/college?
    • What type of training or education would you need?
12. Pre- and Post-evaluation
    If you saved the Pre- and Post- evaluation activity sheets from the first pre-visit lesson, redistribute them to the original students. Explain that students may change their answers based on what they have learned in class and on their field trip. If you choose this option, have students write in a different color pen or pencil with the date written in that color.
    
    If you did not choose to save the original activity sheets, make copies for each student of the Pre- and Post- evaluation (located in the first pre-visit activity: "How Can I Learn About the Secret Lives of Elephant Seals?"). We would like to see the results of these evaluations! Please consider mailing completed Pre- and Post- evaluation activity sheets back to Point Reyes National Seashore. We would like to measure the success of your use of this curriculum in changing knowledge, skills, and abilities.
    
    Mail to:

    National Park Service
    Point Reyes National Seashore
    Division of Interpretation
    attn: Education Specialist
    Point Reyes Station, CA 94956

Extension Ideas

1. Exchange and compare information with other school groups who visited Point Reyes National Seashore for an Elephant Seal field trip. This may be possible through email, electronic bulletin board, or newsletter exchange. Contact the Education Coordinator of Point Reyes National Seashore for more information.



2. Formalize the results as a mock "Scientific Paper". Include title, abstract, introduction, method, results, discussion, acknowledgements, and references.

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