Science Scope: A Middle School Lake Study

Connecting Disciplines Through a Hands-On Experience

BY DONNA BUDYNAS, REBECCA DEEHR, AND BARRY GILMORE

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LEE TRAVIS

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n a warm October morning, following their study of scientific processes and the rock cycle, 65 sixth-grade girls took turns paddling canoes in a small man-made lake just a short walk from their classroom. They were participating in a cross-disciplinary study of the lake with their Earth science classmates at Hutchison School, an all-girls school in Memphis, Tennessee. Over the course of the morning, students dropped Secchi disks into the water to measure the turbidity (lack of clarity) of the lake. From their studies of the rock cycle and erosion, students knew that turbid water can be caused by erosion. Students recorded turbidity measurements taken at 15 m (50-ft.) intervals from one end of the lake to the other. Then, three days later, after a large rainstorm, they returned again to take measurements, collect data, and graph their results.

Right away, students recognized an increase in turbidity, but they knew that additional measurements were needed for conclusive results. The longer-term result, however, was that students were more engaged and attentive. The project allowed them to connect to other subject areas in ways they hadn’t expected. In the end, what started as a verticalteaming idea—a study of the lake in each middle school grade—emerged as a horizontal effort and, ultimately, as a community learning experience.

Starting with science It’s no wonder that the presence of a lake on campus—one stocked with fish and easily accessible to students— was attractive to science teachers. Re-

search has long supported the value of participating in hands-on science activities rather than theoretical learning only (Minner, Levy, and Century 2010). The presence of the lake offered an exciting avenue for such learning to take place.

Working as a vertical team, the middle school science teachers of grades 5–8 (260 girls) established goals for using the lake as a source of study: 1. Each grade level would complete a specific, in-depth inquiry project using the lake as a resource; 2. Projects would be tied to the regular course content at each grade level to deepen students’ understanding of course material; and

CONTENT AREA

3. The work of students during their study would extend into and benefit their learning in other classrooms, making each grade’s project a truly interdisciplinary undertaking.

GRADE LEVEL

Although this project took place across grades 5–8, this article details the sixth-grade journey of creating an interdisciplinary lake project (see Figure 1 for the Lake Project materials list).

The Earth science goal Over the years, sedimentation has made it necessary for the school to dredge the lake and employ various erosion-control methods to control sedimentation that can reduce the volume of the lake. The sixth-grade teacher set a goal for students to understand the effects of erosion and nonpoint sources of pollution, especially sedimentation, on the campus lake.

Earth science

5–8

BIG IDEA/UNIT How weathering, erosion, and deposition affect siltation ESSENTIAL PRE-EXISTING KNOWLEDGE Students understand specific science practices and the processes scientists use to develop hypotheses and theories.

TIME REQUIRED 4–6 weeks

COST $267.50

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| FIGURE 1: Lake Project materials list Description

Price per unit Quantity

Economical Armour 6”L glass thermometer, Centigrade scale

$8.10

5

$40.50

$109.99

1

$109.99

WILDCO Fieldmaster Secchi disk

$27.50

2

$55.00

Saunders workmate portable polypropylene desktop

$12.90

4

$51.60

“Rite in the Rain” copier paper, 8 1/2” x 11”, 25 sheets

$10.40

1

$10.40

Humminbird 110 Fishin’ Buddy 4-inch waterproof fishfinder

Grand total On the first day of their lake project, students began by making observations from the banks of the lake. Students used their science notebooks to draw and describe the lake, including the slope of the banks where plants were growing and any nonliving items on the banks such as riprap and gravel (Figure 2). The intention was to have students observe and note erosion-control methods used by the lake designers without actually knowing why these materials were on the banks. The notebooks also served as a formative assessment tool for the teacher, who used them not just to discuss the lake itself but also to check students’ initial understanding of erosion and erosion-control methods. At the end of the unit, the notebooks were collected and graded again using a rubric for summative assessment purposes.

After the inquiry-based observation session at the lake, students began a study of erosion by simulating it on a hillside to show how plants can slow the speed of the water and prevent adjacent soil and dirt particles from entering our watersheds (see Project Wet Foundation and Science Buddies in Resources ).

Next, students learned to read and interpret topographic maps. They built models of varying landscapes using clay, and they also used sheets of foam to create a topographic model of the lake (see Make a Topographic Map in Resources). Using a simulation program, students practiced using topographic maps to interpret areas of both steep and gently sloping landscapes (see USGS link in Resources). Then, using a topographic map of the campus provided by the school, students compared the actual landscape of the

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Total cost

$267.49 area surrounding the lake with the topographic maps and predicted which banks would have the greatest potential for erosion. To obtain a topographic map of your area, use the United States Geological Survey map link in Resources.

These studies served as preliminary work surrounding the heart of the project: data collection on the lake itself. Our first and second goals were met: Students were prepared for a rich, hands-on experience and were exploring Earth science in a meaningful way. But what about the third goal? How could learning from and about the other subject areas be elicited? For that, we turned to our colleagues.

Bringing colleagues on board At our weekly grade-level meeting, we found our colleagues willing but apprehensive about connecting their content to a science project. How could they add to the project in ways that would engage students and encourage substantive learning for all subject areas?

“My biggest concern is time,” one of our colleagues said. “I have a lot to cover in my own class.”

Because interdisciplinary and project-based learning is a school-wide initiative, administrators encouraged continued discussion of the lake project. As science and math teachers were planning and outlining timelines, other teachers began to get excited about the possible connections to their curricula. Together we identified objectives, defined by each subjects’ national standards, and created a timeline for our respective courses (see Online Supplements Files in Resources).

A MIDDLE SCHOOL LAKE STUDY

Math Because the lake’s shape is not a standard geometric figure, the class used their topographic maps of the lake and the idea of “composite figures” to calculate area by dividing the lake into smaller portions and geometric shapes. Dimensions of the lake and each line of students’ composite figures were measured using the ruler tool in Google Earth and recorded on the topographic map. Area was calculated by plugging the recorded measurements from the topographic map into the formulas that correlated to those geometric figures and then performing the calculations.

Finally, students added the area of each figure together to give them the approximate area of the lake.

In a discussion of the next steps for this project, students decided that we needed to know not only the size of the lake but also the amount of water it contained. This information would give classes in subsequent years some baseline data to see if our lake is suffering from sedimentation.

Students successfully calculated the area of the lake; however, the girls felt less sure about how to calculate the volume of the water in the lake. They knew the basic formula for volume, but they also recognized that the lake does not have uniform depth. Working together, math and science teachers helped students devise a

plan to determine volume. In small groups, each class spent one class period discussing and designing a plan to find the average depth of the lake. Students were given the following materials that were available to use in their plans: string, rope, fishing bobbers, construction flags and a digital depth finder. Once each group decided on a plan, they presented their ideas to their classmates. The goal was for students to design the plan themselves with little or no help from teachers.

Collaboration and discussion helped students determine that they could use fishing bobbers strategically placed approximately 4.5 m (15 ft.) apart on a piece of twine. The twine would be stretched from one bank to the other at 6 m (20 ft.) intervals, which were marked by construction flags. Then, a team of students would paddle a canoe alongside the twine and take a depth measurement at each bobber using their digital depth finder (also known as a fish finder). The twine would then be moved approximately 6 m (20 ft.) to the next location. Students would again paddle alongside the twine, taking measurements at each bobber This procedure continued until the entire lake was measured.

The entire lake was measured in just one school day. Because there were four classes, the lake was divided into four sections, and each class measured their assigned section. The following day, students

DONNA BUDYNAS

| FIGURE 2: Girls make initial observations of the lake and draw them into their science notebooks

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shared their data with all four classes. Then, the average depth of the lake was calculated by adding up every depth measurement and then dividing by the total number of measurements. That number was then plugged into the formula (volume = area of the base * height) to determine volume. An alternative to the digital depth finder would be a pre-marked rope with a weight tied to the end (or just use the Secchi disk). This rope would be lowered into the water until the weight hit the bottom of the lake. Then the rope would be pulled into the boat and the depth recorded.

Safety procedures were discussed with students prior to their lake days (Figure 3). The science teacher was responsible for managing her class while outdoors. An additional teacher was present to help supervise students, and a member of our communications staff was there to observe and photograph the activities. Classes averaged 15 students per class. Three students were in each of the two canoes taking measurements while others were recording different data on the banks; then students switched places so that every student was able to

take all measurements. If the objective is to allow each student to be on the water to collect measurements, then the teacher will need to extend the time required to complete the depth measurements. If extra time is not available or if it is not important for all students to measure the depth, then additional stations can be created for measurements on the banks.

Humanities Early in the project, our language arts teachers planned to take students to the lake for a day of reading and writing. Closer to that date, we received information about a poetry contest sponsored by the Carl Sandburg Home called “Nature in Your Backyard.”

The contest prompt included a description of the way in which Carl Sandburg found “inspiration to capture nature in poetry” and asked participants to use nature as inspiration for their poem. Because language arts classes were already covering poetry, potential links to the lake project were immediately obvious.

| FIGURE 3: Safety considerations for Lake Day Note: The lake is about 10 ft. deep at its deepest and about 1.5 acres in size. There is a 4-ft. ledge around the lake that allows students to stand and climb out if necessary. It helps to know how to canoe, but it is not required. Girls wear life jackets, so they don’t have to know how to swim.

1. There must be sufficient supervisory personnel on the shore during lake activities (approximately one adult per 10 students).

2. Having a lifeguard-certified individual is strongly suggested.

3. All students must wear a life jacket when in a canoe or boat on the lake.

4. All students should participate in a demonstration and practice of paddling techniques and boat usage on the shore prior to activity.

5. All students must be reminded not to stand up while in the boats.

6. Students should listen to verbal instructions about safe and appropriate behaviors while near the lake.

7. Students should wear appropriate clothing while conducting experiments or collecting data at the lake.

8. Students should understand how to use a Secchi disk and digital depth finder before they use them at the lake.

9. Cell phones and other technology should be left in the classroom.

10. In the case of the canoe tipping, students should leave the boat, paddles, and science equipment and swim (or dog paddle) to the shore.

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A MIDDLE SCHOOL LAKE STUDY

Rather than a mere trip outdoors to write, the lake day for language arts became a Carl Sandburg emulation day. Students were invited to write in the style of Sandburg or merely to read his poems and take them as inspiration to write about nature. One of the most interesting outcomes of this exercise was that scientific language—including terms such as turbidity and erosion—made their way organically into the student poems.

Additionally, not long into the project, we realized it would be useful for students to understand the history of the lake, which was built on the campus over 50 years ago. With a little research, we discovered a parent related to the family for which the lake was named. She brought photos of her family and the lake and discussed the lake with each grade level, while our campus maintenance director spoke to the classes about the stocking, dredging, and upkeep of the lake. Our history teachers were able to use these presentations as a means of discussing oral history with students. Oral histories can shine a light on the past, allowing students the opportunity to understand the background of their current project. A nice resource about oral history can be found at the Texas Historical Commission website (see Resources).

Arts During the lake study, students participated in visual arts units designed to provide students with the skills needed to make field observations and illustrations. Students met with their art teacher and learned how to be more observant in the natural world and then learned and practiced drawing techniques to produce both scientific illustrations and more creative drawings of organisms and objects. Then, armed with their sketchbooks and science notebooks, students ventured out to the lake and other natural areas on campus. Many chose to illustrate organisms that were living in the environment, while others used models of wildlife to draw their inspiration (Figure 4). A nice drawing resource is available from PlantingScience.org (see Resources).

Returning to science During their study, students discovered an area of erosion on the banks of the lake that may be increasing the turbidity of the water and may also be silting in the lake over time. Students were asked, “What could we do to correct this erosion problem?” Students researched erosion control methods by observing what

| FIGURE 4: Examples of student artwork. Left: Student drawing of largemouth bass from the

DONNA BUDYNAS

lake; right: Student draws model wildlife during an art class.

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our school is currently doing and by using the internet to find additional methods. Girls were asked to find both permanent and temporary solutions to erosion, to describe when and why that solution was used, and to draw a picture in their notebooks of the solution. Then students went out to the lake and used tape measures and meter sticks to measure the area of erosion and create a plan that could reduce the erosion in that area. Girls were given a single class period outdoors to measure and discuss preliminary ideas and an additional class period to outline the plan.

This short time frame ensured that students stayed on task for both measurement taking and plan making.

Then students used the internet and made phone calls to vendors to research and “buy” (create a budget for) products to complete their plan. While working on the projects, many groups found resources on the internet or apps (see Sod Calculator in Resources) that they could download to help them calculate the amounts of materials they needed or to help them design and illustrate their plan. Students even researched the old-fashioned way by calling and asking vendors for advice or prices for materials. Students were not given a budget maximum, but they were highly encouraged to keep their plan costs to less than $15,000.

Rounding it off: How the project came together Groups of students prepared and presented slideshows to describe their Erosion Control Plan for the lake. In the process, students demonstrated much of what they had learned in all of their classes: the presentations included mathematical calculations, written work, and drawings. Some students referred to the history of the lake. A rubric was used to assess research, planning/ design, and presentations (see Buck Institute for Education in Resources for the rubric). But was it enough?

Would students retain what they had learned? How could we help students revisit the connections and strong critical thinking they had accomplished?

We decided that an old-fashioned approach might display students’ learning most effectively. We designed a bulletin board to highlight student thinking, planning, and execution of the project. We posted photos and descriptions of students along with their sample work, and arranged them in chronological order with descriptions of each step. We also used quick response (QR) codes to link to videos of class discussions and activities at the lake. These displays allowed students to see their products and revisit the entire process of the project from beginning to end.

Both formal (graded) and informal (nongraded) assessments were made in all classes throughout the project. Students also worked together to quality check the depth and turbidity data, double check each other’s area and volume calculations, proofread creative writing assignments, and provided feedback on erosion control designs. The erosion presentation was the main summative assessment in science. Formative assessments were made through notebook checks, math exercises, writing evaluations, lab reports, and quizzes along the way.

Our next steps Our students learned more from this cross-disciplinary project than we originally hoped. Our faculty has already begun planning for next year’s lake study.

Our science teachers plan for students to compare baseline data with data collected year after year.

Because each grade has a different science focus, students will build and grow their knowledge and understanding of the lake throughout their middle school careers. Our language arts teachers have begun looking for literature related to the lake. One social studies teacher is considering building floating gardens reminiscent of those created by indigenous peoples of Latin America.

We have found that this model of learning is not just infectious for students, but also for teachers—we are energized by students’ excitement and engagement as they participate in these hands-on activities.

Donna Budynas (dbudynas@hutchinsonschool.org) is the Earth science teacher, Rebecca Deehr (bdeehr@hutchisonschool. org) is the life science teacher, and Barry Gilmore (bgilmore@hutchisonschool.org) is the Middle School Head at Hutchison School in Memphis, Tennessee.

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A MIDDLE SCHOOL LAKE STUDY

Connecting to the Next Generation Science Standards (NGSS Lead States 2013) • The chart below makes one set of connections between the instruction outlined in this article and the NGSS. Other valid connections are likely; however, space restrictions prevent us from listing all possibilities.

• The materials, lessons, and activities outlined in the article are just one step toward reaching the performance expectations listed below.

Standard MS -ESS 2: Earth’s Systems www.nextgenscience.org/dci-arrangement/ms-ess2-earths-systems

Performance Expectation MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.

DIMENSIONS

CLASSROOM CONNECTIONS

Science and Engineering Practice Using Mathematics and Computational Thinking

Students systematically measured the depth of the lake as described in the article, averaged depth measurements, and substituted that average as the “area of the base” into the formula: (volume = area of the base * height)

Disciplinary Core Idea MS-ESS 2-2

• Water’s movements—both on the land and underground—

Students identified an area of erosion along the banks of the lake and measured the area impacted by erosion.

cause weathering and erosion, which change the land’s surface features and create underground formations.

Crosscutting Concept Cause and Effect

REFERENCES Minner, D.D., A.J. Levy, and J. Century. 2010. Inquiry-based science instruction—What is it and does it matter?

Results from a research synthesis years 1984–2002.

Journal of Research in Science Teaching 47 (4): 474–96.

RESOURCES Billy Mayfield Turf Farms Sod calculator—http://bit.ly/2adVRVf Buck Institute for Education. 6–8 presentation rubric—http://bit. ly/2aASt5Q Make a topographic map!—http://go.nasa.gov/2adWuOk PlantingScience.org. Sketching and drawing in science class for teachers—http://bit.ly/2a5ngKF.

Students researched erosion control methods, designed a plan to control erosion in a designated area on school grounds, and then presented findings.

Project WET Foundation. 2003. Turbidity or not turbidity, that is the question! In Healthy Water, Healthy People Water Quality Educators Guide, 83–89. Bozeman, MT: Project WET Foundation.

Science Buddies. 2015. Can plants stop soil erosion?—www. sciencebuddies.org/science-fair-projects/project_ideas/ EnvEng_p037.shtml Online Supplemental Files—www.nsta.org/scope1609 Texas Historical Commission. 2004. Fundamentals of oral history: Texas preservation guidelines—http://bit.ly/2alNSHZ United States Geological Survey (USGS). How to make a topo salad-tray model—http://on.doi.gov/2a5LIdN United States Geological Survey (USGS). U.S. topo quadrangles: Maps for America—http://bit.ly/29Qid0E

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