Cooperative Institute for Research in Environmental Sciences

Earthworks
Earth System Science for Secondary Teachers

Vivian Pokrzyk (Earthworks 2001)
vivian1942@aol.com

Tree Rings

Who: 6 grade science classes.

What: Because I teach 4 classes of science, I will divide each class into 2 groups and the 8 groups will each adopt a tree for the year. (This grouping is necessary because we have 2 original subgroups in each group at the beginning of the year, but switch subgroups each 10 weeks. This allows the students to work with other people in that particular subject. With a year-long research project, we need one tree for each subgroup).

Why: Encourage investigative process skills and ability to use scientific instruments and the computer. Include New York State Science Content and Process Standards.

Where: On school property in 4 different settings. Two groups will work on the cultivated sections of the schoolyard and 2 groups will work in the forest on the school property.

When: This is a project that will continue all year. We will try to record changes and specific measurements at least every other week.

Potential Barriers:

• Need to get coring equipment
• Need to be specific with group dynamics and safety issues.
• Short time during regular school periods. I will try to schedule 2 back-to-back periods for our "outside tree days."

Materials:

• 3 tree corers
• Metric tape measures
• Computers
• GPS units
• Notebook for each adopted tree
• compasses

Methods:

• Look at core samples to observe ring sizes.
• Connect the core data to weather conditions such as rain or blizzards.
• While observing the tree, look for results of strong directional wind. In addition, include concepts such as seasonal changes & tree systems.
• Students will keep a year's profile of their tree with various jobs distributed. I have specific jobs in mind, but I will encourage brainstorming by students.
• Use GPS units to find each tree's position.
• Will learn to use compass as we again study direction and position.
• As we study the tree will take a tree rubbing and place the sample in the notebook.
• We will preserve some leaves taken at different times.
• We will try to time leaf color change among the different trees and bud growth in the spring.
• Students will find the genus and species of their particular tree.
• We will look at transpiration.
• We will cover some leaves with a secured baggy and allow it to remain on the leaves for 2 sunny days.
• We will take the Baggies of and note the moisture. If an electronic balance is available, we can find the mass of the empty bag and the mass with moisture. We can also assign another group to spread Vaseline on the underside of leaves and place them in a baggy to notice transpiration differences.
• We will also try to have one group place a baggy on leaves that have already turned to see if there is a transpiration difference. Each group will record data in their notebook as well as on a class chart.
• Students will learn how to graph in Excel using some of their tree data.
• Measure the circumference of each tree.
• Measure its height using the length of the shadow and simple math.
• Paint a marker at a certain height in September. Did it move in June? How and where did growth occur?
• Is there a difference at the end of the year?
• Determine the drip line of the tree. Discuss.
• Discuss how sap defied gravity to circulate up and through all the branches. Set up a demo to illustrate this with 2 glasses of water a strip of paper towel demonstrating the cohesion-tension theory.
• Students will add to this list.

Connections Between Other Projects: At the end of the school year in May, students will do a pond study and include core samples of the bottom sediment. This process will include:

• Analyzing tree cores and pond cores.
• Sharing all group results within the team.
• Offering nature walks to each tree to the adults who come to voter on the budget in May.
• Demonstrating some of the equipments and procedures used in this research.
• Offering walk to elementary classes.
• Conducting a "sharing session" between classes and the AP biology classes, so that students can demonstrate what they have learned and have their knowledge expanded by these high school students.

The high school students will also serve as role models for the sixth grade students and show the opportunities that will be waiting for them.

Extensions: A team invitation will be extended to the Language Arts, Social Studies, and Math teachers.

Math - expertise on measurement of height.

Social Studies - Historical dates associated with tree ages. Read article about trees and their significance to the pioneers in our country

Language Arts - poetry

Sources: Pennak Limnology Study

Grant Ideas: I have immediate plans to write a grant for equipment. Certainly, the audience will include the community.

Comparative Water Chemistry Study
Vivian Pokrzyk (Earthworks 2000)

What: Comparative water chemistry study of the Artpark Pond at the four cardinal points morning and afternoon.

When: One day in October with 2 pre and post days

Why: Students will be able to:

• Describe and explain phenomena by designing and conducting investigations. Recognize and analyze trends.
• Use indicators and interpret results.
• Use appropriate science tools to solve problems.

Where: Artpark Pond relating to a Native American Grant

Who: 100 6th grade students

How:

1. Day one. Teacher will demonstrate with student participation water quality testing techniques.
2. Day two. A station format will be set up in the classroom. Students will rotate through each of the water quality tests. Questions will be answered and techniques strengthened.
3. Day three. Team of students will be split into an AM and PM group. AM students will be transported by bus to the Artpark Pond where they will be further divided into 2 groups: a group focus on Native American history of burial site and related stories and a group working on water quality. After 1 hour, student will switch places. At the pond, students will be divided into four groups to test water at the four cardinal points. Each student will be involved in at least one aspect of the testing: DO, pH, N, Temp (air and water), CO2, and general observations.
4. These students will return to school and the afternoon group will repeat the procedure.
5. Day four. The following day students will compile individual data on a spreadsheet and also compile general pond observations.
6. Day five. The students will graph the data using a computer.
7. Day six. Students will analyze data, identify relationships and propose questions for further study.

Materials: Water quality testing kits: DO, N, CO2,pH meter, thermometers (air and water).

*** A Community-Parent Project will be created as an offshoot where student volunteers will bring a water quality testing pack home after a permission slip has been received and they will contribute to a once-a-month comparative investigation of the water quality components of the Niagara River, the meeting point of the Niagara River and Lake Ontario and on an equidistant location on Lake Ontario. All of these results will be published as an article with a photo in the community newspaper. This study will serve as a basis for a complete pond study that will, eventually, be shared with Artpark.