TEKS Covered: 112.37(b) 1-5, (c) 1, 2FGH&K, 3A&D, 4AB&F, 5AB&D, 8B&E, 9E&K
Equipment used: field journals, data sheets, water quality equipment, seines, plankton nets, measuring equipment, small mammal traps, binoculars, field guides, dichotomous keys, psychrometers, anemometers, compasses, cameras (not provided), flow meters, soil test kits, thermometers, pH meters, turbidity tubes, hand lenses, shovels, trowels, sieves
Vocabulary: biotic/abiotic, ecosystems, biomes, source and flow energy, dichotomous key, invasive species, renewable/nonrenewable resources, global warming
|Learn how transects are set. Visit one and key out any organisms that may have been trapped.
|2||Halophytes||Observe the types of plants that are in the bayou and how they are adapted to the salty soils|
|3||Environmental Quality Hike||Examine how healthy our trail is: as we tour the trail, look at evidence of animals as well as invasive species, natives, exotics, etc.|
|4||Fishes||Use several instruments to catch and identify different organisms that live in the bayou.|
|5||Upland Birds||Identify birds by writing accurate descriptions. Use the descriptions to justify where they live, what they eat, and how they are adapted to their environment.|
||Collect water quality at the Rincon Bayou and discuss the features of the surrounding environment.|
Due to the size of most middle/high school trips, we usually do the grade levels over a series of days. During the field trip, a number of stations will be run by the teachers and staff. Students will visit these stations in a round robin fashion. The activities provided are sample trips for each grade level, but as always, you may customize your field trip by meeting with the educator.
For more information in planning your field trip or to customize a trip, please use our teacher workbook.