Autry Museum (Brie-anna Molina)

Reviewed by: Brie-anna Molina, science teacher (marine biology, oceanography, environmental science, animal behavior), North Hollywood HS Zoology Magnet.

Location: 4700 Western Heritage Way Los Angeles, CA 90027-1462

Description: Provide a description of the field trip. Include a physical description of the site, explanation of ownership/management, mission (if an institution), history, access, and other relevant issues.

According to their website, "The Autry brings together the stories of all peoples of the American West, connecting the past with the present to inspire our shared future." Their exhibits highlight the science, culture, and history of the people's who have played a role in developing the American West from indigenous peoples to colonizers and settlers to modern communities. While the Autry is often known for its art and historical exhibits, on of their most recent exhibits "Human Nature" is actually centered around environmental science and its connection to the cultures and history of the American West. The Human Nature exhibit has four sections: salmon, fire ecology, desert ecosystems, and native plants and their uses. These concepts are key to environmental science as they highlight important ecological concepts as well as environmental history and law. The exhibits also offer the opportunity to provide culturally relevant discussions about how indigenous peoples managed the land and explores the relationship between cultural experts and the federal government. Topics that could be discussed here include:

• Who is considered to be an "expert" and what does it mean/take to be "qualified"?

• Who gets to make decisions?

• Who gets to decide who is involved in decision making?

• How have humans managed the land and how do we continue to impact the land?

• How have we and how do we sustainably manage resources?

Audience: Who should take a field trip to this location and why? Be specific and explain how a particular student or teacher might benefit.

• An environmental science class would greatly benefit from this trip as it highlights some of the most important topics in AP Environmental Science. Students would have the opportunity to see how the population of salmon has declined over the years through graphs and charts as well as powerful images and video interviews with indigenous peoples who rely on the salmon as a part of their culture. Students will gain perspective on why salmon are important not only to the ecosystem but to humans as well. In fire ecology, students will see the importance of fire as a means of managing the land and ensuring the safety and health of the forests. Graphs and images are used to show how fire reduces the amount of parasites on the plants and supports growth. The desert ecosystem section highlights the fragility and biodiversity of the desert and challenges the misconception that deserts are barren lands. Finally, the native plant section exposes students to the uses and cultural significance of various local native plants.

Science Concepts Addressed: Give examples of specific science concepts that may be addressed by visitng the field trip site and explain how they are addressed.

• Disciplinary Core Ideas

  • 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. The salmon exhibit shows how salmon have decreased in size over time due to overexploitation and habitat destruction.

  • HS-LS4-6. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. Students can evaluate the mitigation measures taken and proposed to bring back salmon populations in California.

  • HS-LS2-1. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.

  • HS-LS2-2. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Students can evaluate salmon data to see how population has changed over time relative to factors such as dams and fishing laws.

  • HS-LS2-6. Evaluate 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 ecosystem. Students can evaluate how placing solar panels in the desert has impacted or does impact the desert ecosystem and how brush fires in forests alter the ecosystem (ecological succession) in contrast to controlled burning.

  • HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. Students can engage in argument from evidence by evaluating proposed changes to land management in forests and deserts as well as salmon population and native plants and determining the best way to sustainably manage the land/resources.

  • HS-ESS3-2. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios. The desert ecosystem section gives data about the use of deserts for solar farms.

  • HS-ESS3-3. Create a computational simulation to illustrate the relationships among the management of natural resources, the sustainability of human populations, and biodiversity. The native plant and salmon exhibits both cover how human populations are impacted by availability of natural resources.

• Science and Engineering Practices

  • Analyzing and Interpreting Data

  • Constructing Explanations and Designing Solutions

  • Engaging in Argument from Evidence

• Cross Cutting Concepts

  • Cause and Effect

  • Stability and Change

  • Systems and System Models

Study Guide: Develop a study guide that can be used by students visiting this site. The study guide should be very clear and address specific science concepts. The study guide can be in the form of an attached pdf file that students can print-out and respond to with paper and pencil, or an online form that can be completed using a mobile phone.

• Informational map: A map of the field trip site with key features labeled.

• Tasks: At least three tasks for the students to perform while at the field trip site.

• Observations: A minimum of 10 observational questions that can only be answered if students have visited the site.

• Higher Order Questions / Activities: A minimum of 3 higher order questions or activities that can only be answered if students have visited the site.

For additional information: Include links to websites and books that would be of assistance to those interested in learning more about this field trip location.

• The Autry Museum of the American West - California Continued Exhibition

• Readings on Salmon: