Educational Activities to Support Next Generation Science Standards COSTA RICA Eco Adventures

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1 On a WorldStrides science action adventure program, students experience science like they never have before, as they visit some of the most educational and exciting destinations Costa Rica has to offer. WorldStrides educational activities support, at minimum, various Next Generation Science standards for students at the 6-12 level. Most importantly, our hands-on approach focuses on developing students understanding of inquiry-based science through investigation and experimentation. Please note that standards selected for grades 9-12 also incorporate standards selected for grade 6-8 in addition to application of greater depth and breadth of standards appropriate to a high school science curriculum. Program content for grades 6-8 may also draw from standards for grades 9-12, with appropriate adjustment for learning objectives and level. Description of Transfer to Sarapiqui Region: Tropical Ecology Students learn about the history of Costa Rican environments, food mile calculations, and food production as they travel to one of the country s most lush forest regions. They simultaneously explore key concepts and scientific observation basics. MS-LS1-6. Construct a scientific evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. HS-LS2-6. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new HS-ESS3-1. Construct an evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.

2 Description of Introduction to Adaptations: Color Challenge Students discover the beauty and diversity of Tirimbina Biological Reserve. They participate in a team challenge during which they search Tirimbina s garden for species of plants and animals of a specific color. They then use their findings to make conclusions based on the vibrant hues of birds, flowers, and frogs that survive and thrive in Costa Rica. MS-LS1-4. Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. HS-LS4-2. Construct an evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.

3 Description of Tirimbina Rainforest Center 1: Introduction to Adaptations Challenge Students explore the rainforest and learn about its overall health as they collect data and examine water quality samples. They also construct seed traps and mist nets that will be used by ecologists in a bat study. MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. MS-ESS2-2. Construct an evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. MS-ESS3-1. Construct a scientific evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. HS-LS2-6. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new HS-ESS3-1. Construct an evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. HS-ESS2-5. Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.

4 Description of Costa Rican Bird Song and Bird Hike Students learn how to identify native and migratory birds by sight and song in preparation during a hike through the rainforest. Students practice formal scientific observation, recording, and analysis techniques. Did You Hear That? HS-LS4-2. Construct an evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.

5 Description of Tirimbina Rainforest Center 2: Students experience the creatures of the rainforest at night! They touch and study these interesting creatures as they learn about bat anatomy and discover their food habits through mist nets and seed traps. Night Bat Tour MS-LS1-7. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. MS-LS2-3. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an

6 Description of Tirimbina Rainforest Center 3: Marvelous Macroinverteb rates Students extend and expand their practice with scientific research skills as they dipnet for macro invertebrates. They gain further experience with observation, recording and analysis techniques as their research scope widens to include the level of biodiversity and specific signs of habitat health. MS-LS4-1. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. MS-LS4-2. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. MS-LS2-3. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an HS-LS4-2. Construct an evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. HS-LS4-5. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.

7 Description of Sarapiqui River Whitewater Rafting Adventure Students learn about the importance of teamwork as they raft on one of the cleanest rivers in Costa Rica, keeping a researcher s eye out for various species and their success and diversity across ecosystems. MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. HS-ESS3-1. Construct an evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. MS-ESS3-1. Construct a scientific evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. Arenal Volcano National Park: Hiking the Lava Flows Students hike the lava fields of this 4,000-year-old volcano and learn how plants and animals have become reestablished after volcanic activity. They experience Arenal National Park from a perspective few can imagine from the side of a volcano! MS-LS2-3. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. HS-LS2-6. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new HS-LS2-8. Evaluate the evidence for the role of group behavior on individual and species chances to survive and reproduce.

8 Description of Arenal Volcanic Springs Relax and Soak Up Knowledge in the Natural Hot Springs Students relax in natural hot springs at the base of the volcano. They gather samples and analyze the quality of volcanic spring water in order to compare the results with the Sarapiquí River. MS-ESS2-2. Construct an evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. MS-ESS2-4. Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. MS-ESS3-1. Construct a scientific evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. HS-ESS2-5. Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes. Santa Elena Preserve: Hike through the Could Forest Students explore one of the most outstanding wildlife refuges in the New World Tropics and discover how the variable climate and large altitude changes helped produce an extremely high biodiversity. Students conduct observations and gather data as they hike through the most efficient nutrient cycle on the planet. They witness various plants and animals up-close as they travel on foot through the forest. MS-LS1-6. Construct a scientific evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. MS-LS1-7. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. HS-LS1-5. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. HS-LS2-3. Construct and revise an evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. HS-LS2-5. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. MS-LS2-3. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an

9 Description of Reptilandia Reptile Encounter! Students experience the area s only reptile and amphibian park. They observe these magnificent animals in lush natural settings and learn to identify venomous and nonvenomous snakes. MS-LS4-2. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. HS-LS4-1. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. HS-LS4-3. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.

10 Description of Monteverde Frog Pond: Amphibian Adaptations Students view several famous species of frogs (including poison dart frogs, glass frogs, and toads) up close and learn about the adaptations various species of frogs have made to their environment. MS-LS4-2. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. MS-LS4-3. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. MS-LS4-6. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. HS-LS4-1. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. HS-LS4-2. Construct an evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. HS-LS4-5. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.

11 Description of Monteverde Canopy Tour: Zip into Biodiversity Hooked to a zip line, students soar through the forest treetops and see jungle life in the Costa Rican rainforest from a bird s eye perspective. During this exhilarating adventure, they experience the amazing diversity of birds in the company of expert guides.