BioSITE Field Journaling

    Field Journals on Guadalupe Creek

    Field Day One

    Field Day 1


    Field 3


    Field 10

    Field 12

    Field 14

    Field 16

    Field 18


    Teacher’s Guide (PDF): Print this out and use it to guide your questions pertaining this web page. The guide directly aligns key 4th grade Life Science standards to this web page

    Summative Assessment (PDF): The following 2 page pdf file provides a summative assessment activity and teacher answer sheet that can be used in conjunction with computers to view this web page (or not). It contains a worksheet activity and the description for a 2nd summative group activity.

    Notes to teachers: Discuss the meaning of each of the vocabulary words in bold. Brainstorm answers with your students to the questions posed. This page covers concepts from the first field trip to the creek. Below are the California State Science Standards specifically addressed in this lesson. Additional questions to students should target a standard.


    2. All organisms need energy and matter to live and grow. As a basis for understanding this concept:

    a) Students know plants are the primary source of matter and energy entering most food chains b) Students know producers and consumers (herbivores, carnivores, omnivores, and decomposers) are related in food chains and food webs and may compete with each other for resources in an ecosystem.c) Students know decomposers, including many fungi, insects, and microorganisms, recycle matter from dead plants and animals.

    3. Living organisms depend on one another and on their environment for survival. As a basis for understanding this concept:

    a. Students know ecosystems can be characterized by their living and nonliving components.
    b. Students know that in any particular environment, some kinds of plants and animals survive well, some survive less well, and some cannot survive at all.
    c. Students know many plants depend on animals for pollination and seed dispersal, and animals depend on plants for food and shelter.


    6. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:

    a Differentiate observation from inference (interpretation) and know scientists’ explanations come partly from what they observe and partly from how they interpret their observations.