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Earthworks
Earth System Science for Secondary Teachers
Leaving a Baseline Study as a Legacy for Legacy H.S.
Who: 9th grade Bio/Earth Science Students w/ 90-minute block schedule at a new H.S.
What: A historical/natural history baseline where students work in teams on related inquiry projects and report back findings to the class. They would also complete written data tables, graphs, and scientific method write-ups. Implementation plan topics include soils, water, macro invertebrates, possibly plants, and resident birds.
Where: Legacy H.S. near the golf course's pond, at a city owned the pond bordering Zuni (a dirt road adjacent to the school). In the riparian zone behind the school and in the classroom finishing water tests keying out organisms bird feeder watching.
When: Mid-September, daily for 1 week and during access periods on Weds. (40 mins.). This unit will follow scientific method study and basic equipment orientation.
Why: Students will add baseline data to Legacy H.S. in the format of scientific method. Study will be done in groups. Their research will be done inquiry style where the scientists and teacher will act as facilitators. Possibly, as the results will form a baseline, students will be motivated to do careful research with sufficient trial #s, one variable tested at a time with careful data records and pride.
How: Groups of 3-5 students grouping themselves based on research question interest. Students who are absent or wish to work alone can grab an individual project. Students will peer teach and record generated data. I'll be calling in both a water biologist and a soil person on day #1 for help with equipment use in the field. I will also request a parent chaperone each day of our fieldwork to help with student monitoring. If students need more time, they can work during access periods on Wednesdays (40 minutes only). Class time to discuss findings, crunch data, and graph it. I'd like to imitate Earthworks and have students peer teach out in the field. I may ask for assistance from math teachers for help using computers to graph or crunch data.
Implementation Plan - Possible Topics for Students:
1. Use GLOBE water tests to follow a ditch or pond's vegetation, temperature, dissolved oxygen, CO2, pH, nitrate, and seasonal fluctuations in chemistry parameters.
2. Establish soil profile baseline for new H.S.
3. Bird study - over Oct.-Jan. to see year-long residents vs. transient species (w/ a key).
4. Sample a pond for # of different species and compare Sept. w/ Dec.
5. Compare pond on golf course w/ one bordered by dirt road and farmland (both w/in walking of school).
6. Test samples of river water in class which cam from south of Denver, downtown, by Commerce City.
7. Perform pond study (EW's) and compare chemistry under algae mat with a clean area over time.
8. Compare a pond (lentic) environment with a flowing stream (lotic) for the type and # of macroinvertebrates and plants.
9. Survey our creek for baseline data (chemistry), macroinvertebrates, and plants.
10. Perform emergent macroinvertebrate collection - sticky tape around PVC pipe around campus for productivity.
11. Compare creek macroinvertebrates vs. covered area.
12. Collect macroinvertebrates - put them in aquarium and change their environment (i.e., stress them with vinegar, turbidity, and temperature changes).
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About Us
Ann Campbell (Earthworks 2000)