During the Gather portion of the Pathway, students decide on the type of data they need to collect and then gather, graph and analyze it. This process is significantly different from most inquiry investigations because it puts the onus on students to think about and determine what data is relevant, in light of the phenomenon they observed and the question(s) they are attempting to answer.
Please make sure to provide adequate time for students to discuss and explore this decision-making process in small groups (investigation teams). The Gather web page includes overviews of several data collection methods. Students can read a short description about types of data and click on the box to read about the corresponding data collection protocols. There is also an option for a student-designed data collection plan. Physical and chemical testing measures the temperature, nutrient content (phosphates and nitrates), acidity (pH), turbidity, and dissolved oxygen level. Macroinvertebrate sampling notes the variety of aquatic larvae as well as the presence or absence of indicator species for clean or polluted water. The Stream Habitat Survey analyzes the bottom and banks of a flowing or ephemeral stream (such as a ditch).
If there are any limitations on the data students can collect due to availability of supplies, proximity to location, safety concerns, or other factors, please elude to this before students discuss their data needs in teams, without revealing what options are foreclosed in advance. Then, after teams explain their decisions and rationale, you can honor their process by validating sound scientific thinking and agreeing on the type of data they would like to collect in an ideal situation, while regretfully explaining that there are limitations on what is actually available to do.
Captain Planet Foundation's ecoSTEM Water Kit contains most supplies needed for the water quality data collection options identified by this Pathway, including EarthForce's GREEN Water Monitoring Kit by La Motte. You may apply for a Captain Planet Foundation grant for the kit, purchase it at cost, or request it through Donors Choose. Feel free to substitute other water quality testing supplies and sampling equipment, as necessary. A small version of the La Motte kit (the Low-Cost Water Monitoring Kit) is available online for about $40. And the Explore page of this Pathway includes an Engineering Challenge to make nets for macroinvertebrate sampling. Feel free to do this activity out of order, if you do not have nets. Note that city or county Water Departments often have Watershed Stewardship, Citizen Science of Adopt a Stream departments that can loan stream-testing equipment to schools. And the Stream Habitat Survey requires no supplies except the form and clipboard.
Students may want to use Create a Graph to assist them in displaying and labeling their data so they can begin to make sense of it. In the next step: Reasoning, students will compare their data to that which would be considered ideal for each parameter, and analyze any differences.
TEACHER PREPARATION
Timeframe
1 day: Gather (45 min - 2 hr class - outside)
1 day: Reason (45 min - 2 hr class - inside)
1-6 days: Explore (45 min - 2 hr classes for up to 6 days. Each "E" adds another class period: Empathy, Engineering, Examination of Case Study,
1-5 days: Act (45 min - 2 hr classes)
1-2 days: Teach (45 min - 2 hr class)
The most time-saving approach is for the investigation teams to collect their data simultaneously, even if they are not using the same data collection protocols.
Supplies
Before starting this Pathway, obtain the supplies on the list. Limit activity choices, as necessary, based on availability of supplies and equipment. Keep in mind that allowing "student voice and choice" is an important part of the process.
In addition to the specific supplies needed for each step, students will always need a clipboard, journal or portfolio, and pen or pencil. Cell phones are handy for photos and access to apps, but should remain in a waterproof case (or two well-sealed zip top bags) if used near water.
Journals or portfolios are an essential component of project documentation. They can be as simple as a composition notebook or binder that is used like a scrapbook, or as sophisticated as a digital version to which text and images can be uploaded. This Project Pathway provides Portfolio pages that can be printed and used as-is, or pasted into a notebook. or SeeSaw and Nature's Notebook are two apps that offer online portfolios. Apple Classroom and Google Sites offer options for organizing documents online. Kami is a Chrome extension that allows students to type answers on top of a pdf version of our Portfolio pages. (Note: students must Save Kami before they submit or it sends a blank page). Doc Hub also allows students to type in response boxes on top of a pdf such as our Portfolio and saves automatically. It can easily be added to a Google Drive.
Logistics
After the Observe step, when students ask questions, divide the class into Investigation Teams based on shared curiosity. Each team should have approximately 4 students, for optimum productivity.
Location
Identify a stream or creek where students can collect data (Gather step), conduct field investigations (part of Explore step), and conduct a project (Act step). Scout the location in advance to find an access point where students will not trample vegetation and destabilize stream banks. Limit the number of students who can access the water at one time, as necessary.
Pathway-Specific Preparation
Click on the Pathway below for details on each step of the way.
Step-by-Step Strategies for Navigating the Water Quality Pathway
The GREAT Project Pathways model assumes students will keep portfolios or science journals to document their work and capture "deliverables" for each segment. Journals may be in any format, from a spiral binder to a composition notebook, a carbon copy version
A short video of a polluted lake is provided as the anchoring phenomenon. Note that it is cued up without sound and set to start a few seconds after the beginning, to avoid giving away too much information.
After watching the video, students are asked to describe what they noticed. They may respond in paragraph form or draw and label a diagram. At this point, they don't need to try to explain what they saw.
After
During the Gather portion of the Pathway, students decide on the type of data they need to collect and then gather, graph and analyze it. This process is significantly different from most inquiry investigations because it puts the onus on students to think about and determine what data is relevant, in light of the phenomenon they observed and the question(s) they are attempting to answer.
Please make sure to provide adequate time for students to discuss and explore this decision-making process in small groups (investigation teams). The Gather web page includes overviews of several data collection methods. Students can read a short description about types of data and click on the box to read about the corresponding data collection protocols. There is also an option for a student-designed data collection plan. Physical and chemical testing measures the temperature, nutrient content (phosphates and nitrates), acidity (pH), turbidity, and dissolved oxygen level. Macroinvertebrate sampling notes the variety of aquatic larvae as well as the presence or absence of indicator species for clean or polluted water. The Stream Habitat Survey analyzes the bottom and banks of a flowing or ephemeral stream (such as a ditch).
If there are any limitations on the data students can collect due to availability of supplies, proximity to location, safety concerns, or other factors, please elude to this before students discuss their data needs in teams, without revealing what options are foreclosed in advance. Then, after teams explain their decisions and rationale, you can honor their process by validating sound scientific thinking and agreeing on the type of data they would like to collect in an ideal situation, while regretfully explaining that there are limitations on what is actually available to do.
Captain Planet Foundation's ecoSTEM Water Kit contains most supplies needed for the water quality data collection options identified by this Pathway, including EarthForce's GREEN Water Monitoring Kit by La Motte. You may apply for a Captain Planet Foundation grant for the kit, purchase it at cost, or request it through Donors Choose. Feel free to substitute other water quality testing supplies and sampling equipment, as necessary. A small version of the La Motte kit (the Low-Cost Water Monitoring Kit) is available online for about $40. And the Explore page of this Pathway includes an Engineering Challenge to make nets for macroinvertebrate sampling. Feel free to do this activity out of order, if you do not have nets. Note that city or county Water Departments often have Watershed Stewardship, Citizen Science of Adopt a Stream departments that can loan stream-testing equipment to schools. And the Stream Habitat Survey requires no supplies except the form and clipboard.
Students may want to use Create a Graph to assist them in displaying and labeling their data so they can begin to make sense of it. In the next step: Reasoning, students will compare their data to that which would be considered ideal for each parameter, and analyze any differences.
