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Where the Water Flows

Authors: Matthew Manley, Jonathan McHugh, McKenzie Kessel

Grade: 5-8

Subjects: Science, Social Studies, Language Arts, Writing

Timeline: 10 - 12 weeks

Essential Question

How do humans affect their environment and vice versa?

How can citizen scientists and conservationists make a difference in their community?

Project Description

 

In this project, we became citizen scientists and conservationists working to study and improve the health of water in our community. The main STEM learning activities of our unit were science labs relating to the water cycle, erosion, streams, and coral data collection via a snorkel trip to our local reef in Hau’ula. We meshed science and social studies by creating persuasive infographic maps about an environmental issue that affects oceans or water quality in some way. We also examined the history of the industrial revolution and the effects of an industrializing world on climate change and other environmental factors. In terms of writing, students completed a creative piece from the point of view of a person during the early English industrial revolution, professional e-mails to organizations about displaying their work, and a descriptive writing piece to be displayed alongside their infographic map. Readings were primarily articles or selections from “A Long Walk to Water” by Linda Sue Park.

Project Extensions and Real World Connections: 

 

After collecting data about our local coral reef, we reported our findings to Oahu citizen science group “Eyes of the Reef”.  We also visited NOAA’s office on Oahu and the University of Hawaii Coconut Island research facility.  Students connected with organizations around Oahu via e-mail to find locations or digital spaces to host and display their work.

Student Maps

Reflections (student and teacher)

Student Reflections:

“I was most proud of our infographic map. I was proud of me and my teammates because we spent a long time making that. Also, I was proud when I saw each step of our process on the poster.”

 

“I really liked going out to do the coral dive to study the reef with Jason Mehlinger, and the stream lab with Uncle Dan. I learned a lot just by observing”

 

“We used lots of collaboration when were making our maps, and we had lots of arguments and had to make hard decisions until we got what we all liked.”

 

“[Our coral specialist guest] Jason Mehlinger said that any environmental problem that is man-created can be man-solved. So, there is hope! We can fix this.”

 

Teacher Reflection:

 

"The impact of collaborating with experts in our unit was huge. From a graphic design specialist, to a coral scientist and dive expert, to our trips to NOAA and Hawaiian Institute of Marine Biology, to environmental non-profits willing to display our maps, I felt like we were able to connect our kids to professionals in the community in meaningful ways that improved our learning and final products. Mahalo to all our experts!"

A Middle School Dive

to transect the ocean

floor for the Department

of Aquatic Resources.

second
Watch Now

Learning Goals:

 

•Use map and infographic formats to convey a clear, powerful message

•Analyze and draw connections between interdependent parts of the local watershed

•Use science to understand and assist your community

•Write descriptively to elucidate a visual for a chosen audience

•Investigate water quality in ocean and stream settings using lab techniques

•Write formal and professional emails to a chosen organization

•Present, in speech and writing, a persuasive visual piece

•Describe the industrial revolution’s connection to current environmental issues

Standards Addressed:

 

CCSS ELA:

CCSS.ELA-LITERACY.WHST.6-8.2 Write informative/explanatory texts, including the narration of historical events…

CCSS.ELA-LITERACY.WHST.6-8.2.B Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, etc…

CCSS.ELA-LITERACY.WHST.6-8.5 develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

 

NGSS:

MS-ESS

2-4. Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. [Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of the hydrologic cycle.]

MS-ESS

3-1. Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes. Science & Engineering Practices: Engaging in Argument from Evidence Analyze & Interpret Data AERO: (Geography) Students will understand the interactions and relationship between human societies and their physical environment

3.8.a Use appropriate data sources and tools to generate, manipulate, and interpret geographic information such as the location of, size of, and distances between places.

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