FIELD TRIP TO RIVER STREET MALL AND KEWALO BASIN
SCHEDULE #2- May 10, 2002
Overview: Hawaii's children experience swimming as a common past time; they swim in fresh water mountain pools, fresh water streams, and the sea. However, children are seldom aware of the life forms in these bodies of water. The introduction to Hawaii's content standards for science promotes the acquisition of knowledge that enables children to make choices that will sustain life on Earth now, and for future generations.
The following unit allows students at Nuuanu Elementary School to consider the limited resources and fragile environmental conditions in Hawaii. It allows students to have first hand experience in the exploration and observation of the common plants and animals that live in our tropical waters. Students are introduced to scientific classification such as phylum, genus, and specie. Field trips provide on-site experiences with stream and ocean waters teeming with life. The exploration and discovery--outdoors--leads to hypothesizing and analyzing in the classroom.
Goals: 1. Students will learn that the ocean is one of Earth's most important resources. 2. Students will learn that in an island state, fresh water is crucial to our existence. 3. Students will learn the processes and information that will become the basis for inquiry and problem solving for the rest of their lives.
Agenda:
7:45-8:00 Use the restroom! Be sure all personal supplies are labeled with your name.
8:00-8:30 Attendance. Put on name tags. Become acquainted with your chaperone. Introduce yourself to your chaperone. Listen to instructions.
8:30 Board the bus. Depart Nuuanu School. Head for Kewalo Basin.
LESSON 1: MAKING THE
HYPOTHESIS
Students are reintroduced
to the concept of hypothesizing, its purpose, and the necessity to
research and gather data to prove or disprove a problem statement. A
classroom discussion begins with the generalized topic: WATER.
Students engage in conversations that determine water sources on the
island and the possible life forms contained within its waters. Using
current knowledge they make connections between various life forms
and their environment. Students make hypotheses about plant and
animal life based on the location of different waters sites.
The conversation ends with the discussion of an algae that all children know. It is part of their local diet, eaten regularly in almost every home--seaweed (rhodophyta, gracelaria). A bag of this reddish, edible plant allows students to handle, smell, taste and talk about this common algae. I, then, end the period with a demonstration of how to handle and press plants--as this becomes the basis for comparisons across the four phylums. It also is the start of an intriguing scrapbook of local ocean flora.
9:00 Arrive at Kewalo Basin. Put on old tennis shoes or rubber tabis. Gather around Mrs. Kajitani to listen to instructions and boundaries.
Conduct all water quality tests first: O2, CO2, pH, NO3, and PO4. Remember to take temperature readings, write a description of this location and make a sketch of this location. Complete this before entering the water.
Groups may enter the water after all water tests have been completed and if all supplies have been put properly away.
LESSON 2: DATA COLLECTION
The study of
titration and the information it provides about
selected substances (oxygen, carbon dioxide, pH, nitrates, and
phosphates) found in water, creates great student scientists. HACH
kits, portable, and easy-to-use, are the genesis for student
data-gathering and research. The kits define the quantity of the
substances listed above and the students determine the effect of the
water quality on plants and animals at selected sites. A student-led
discussion takes place around "how to set up a data chart" that is
understandable and accurate to record results from the HACH kits. The
chart includes the site, as well as the selected substances. Creating
this data chart is an extension of what students have previously
learned.
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Students are divided into six groups and carry out the water quality test assigned. Each person in the group assumes a responsibility:
1. Leader: Keeps everyone on
task.
2. Materials: Responsible for and carries the HACH kit.
3. Recorder: Records the data on the data chart and any
other important observations.
4. Timer: Keeps track of the time needed to conduct the test.
5. Checker: Checks the area for any supplies that may have
been left behind.
After all tests have been conducted, students in all groups examine
their data. They compare it against the standard for water quality
discussed in class, share implications resulting from their
investigation and record their results.
Because the school is located in an upper valley site and is a protected watershed area, the fresh water stream behind the playground becomes the first investigative site. Working in teams, students collect water samples, conduct their titration tests, and record results. Upon return to class, they sit in study groups examining data, draw conclusions and document results. This is just the beginning as the class begins to examine multiple water sites.
9:45 Leave the water. Be sure that you have all of your personal supplies. Attention (S) supplies person: Be sure you have the HACH kit!
10:00 Board the bus. Take attendance. Depart Kewalo Basin. Head for River Street Mall
LESSON 4: PREPARING AND GOING
ON THE SECOND AND THIRD SITE
VISITATIONS--URBAN, INNER CITY
STREAM AND OCEAN HARBOR
Urban, Inner City Stream:
The urban, inner city
stream, located in the capital city of Honolulu, reflects its
environment: low income apartment buildings, high rises, and many,
many, people. This is the second site. As with the first site,
students walk along the banks, conduct titration tests and record
data. Students notice the differing environment. They write their
observations, comparing and contrasting sites. They begin to make
asumptions and collectively arrive at similarities and
differences.
10:15 Arrive at River Street Mall. Gather around Mrs. Kajitani to listen to instructions and boundaries. Conduct water quality tests only at this location: O2, CO2, pH, NO3, and PO4. Take temperature readings, write a description of the location and make a sketch of it.
11:00 Board the bus. Depart River Street Mall. Head for Nuuanu School.
11:30 Arrive at Nuuanu School. CLEAN UP FIRST!! Rinse off salt water from all wet items. Leave to dry on lanai outside our classroom. Remember to pack them in your bag to take home at the end of the day at 2:15 pm. Rinse off all water test kits. Leave them to dry on a towel on the front table in I-2.
12:00 LUNCH in your homeroom. Rest.
12:30 Recess
LESSON 5: CLASSIFYING PLANT
SPECIMENS
Upon returning to school,
large tables are moved outside on the lanai. Several pans of water
are set up for rinsing the algae and getting them ready for pressing.
After they are dried, the pressings are ready to be labeled. Here
students are introduced to the terms phylum, genus, and specie. They label each algae with its scientific name. The
pressings are stored in a collection called The Herbarium.
Annually, after our site
visit to the harbor, an instructor from the University of Hawaii's
Botany Department visits the classroom to speak on the importance of
algae and helps identify student's pressed algae. This experience
allows students another venue of substantive information-and allows
students to consider pursuing their interests in this arena at the
university level.
1:00 Press all algae that you have collected. Remember - you should have a total of at least 10 pressed algae to add to your booklet.
Write a thank you letter (draft) to your chaperone. Due next Monday. Make a sketch of the River Street Mall and Kewalo Basin on unlined paper (8-1/2 X 11), properly labeled.
Make a sketch of the Specimen Pond with all the marine animals found properly labeled. Put a title and add the location and date, eg. Specimen Pond at Kewalo Basin on May 10, 2002.
Recorders: Share the Data Chart with all members of your group so that they can record the data on their own Data Charts.
Work on your Booklets.
LESSON 6: REVISITING THE
HYPOTHESIS BY LOOKING AT DATA. ARRIVING AT THE CONCLUSIONS
The three site visitations
provide students with priceless, hands-on experiences of data
collection. Conclusions are derived from the data: Is the water site
conducive to continued life? Conclusions are meaningful because they
are directly connected to student's observations and data. Students
learn that scientific study is a continuous one--one that will stay
with them for their lifetime.
LESSON 7: AFFIRMING THE FINDING, USING LOCAL EXPERTS
Now is the time for the
"expert." The Environmental Health Specialist from the Clean Water
Branch of the Department of Health is another frequent visitor to our
classroom. Students learn about his role and responsibilities in the
context of the well-being of all of Hawaii's people. He accompanies
us on our field trips. He conducts his own water quality tests with
more sophisticated equipment which becomes a valuable addition to
student's data. His background and expertise on the subject of clean
water is a tremendous addition to our understanding of the many
environmental issues related to water. Staff from the State of Hawaii
Department of Land and Natural Resources (DLNR) also visit as
valuable resources to address student questions regarding our water.
Conclusions are drawn and closure is made.
LESSON 8: ORGANIZING INFORMATION AND PRODUCING QUALITY STUDENT WORK
PRODUCTS
Students compile and
organize all products of their scientific study: journal notes,
written reports, diagrams, data charts, quizzes and tests, and
scrapbooks. Each organizes all of their student work into one final
student product. Students are challenged to find the best way to make
a whole out of the "sum of its parts." Student led discussion in
small groups helps everyone to envision quality work as a
product.
Meeting the Needs of All
Students
Science is best taught
with hands-on, concrete experiences. Learning becomes real, exciting,
and remembered. This unit includes in-depth topics to challenge both
least and most capable students and "bumps them up" to higher levels
of thinking. This unit includes activities that meet the needs of a
diverse student population. It supports the special needs child.
Educational labels are easily forgotten because students work in
groups, assume leadership roles, utilize classroom computers with
spell check to assist them, and engage in the same high level
experiences. Teamwork is important, encouraged, and rewarded.
I had the experience of a former student I had taught during a summer
session one year who displayed much interest in an abbreviated
version of this unit. She enjoyed and understood all of the
activities I introduced and excelled in the assigned work because she
felt it was fun and she was motivated. When the school year began in
September she was assigned to my room. I was surprised to find out
that she was a special needs student!
Students learn scientific concepts and use scientific vocabulary. The
language is introduced at the same time as the hands-on experience.
The term titration
is introduced as students
drop chemicals into the water sample to see it if will turn color,
showing the presence of oxygen or carbon dioxide. The term
phylum and genus is
introduced as students classify algae samples into groups. Students
learn such terms as Rhodophyta and Gracilaria
as they pick up and clean the red algae in preparation for a
pressing.
I believe every student benefits from this unit. Every child is
involved, engaged, and responsible. All develop awareness of their
impact as human beings on the water, the land, and the
environment.
II. Assessment of Student Learning
Assessment of student learning
takes place daily in my classroom. My "teacher eyes" are constantly
looking for student engagement, student understanding of the task,
student recognition of the standard they are trying to meet. Multiple
strategies help me to assess the degree to which students are
learning.
Stages of Development: No one fails. Each child has the potential to
learn and produce quality work. Consideration is given for different
ability levels of children and the requirements of individualized
education programs. Students are assessed and evaluated on their
engagement in the activity. As the teacher, I guide. I ask questions
that prompt reflection on what is perceived and experienced. I
provide students with support as necessary.
As students prepare their final product they think about all they
have discovered, produced, and accomplished. They organize and
include in booklet format the following items: