This lesson was provided by Andy Jackson, teacher and science supervisor for Harrisonburg Public Schools.
Overview- how this lesson fits into the overall science curriculum
6th grade science- Every student at Thomas Harrison Middle School spends a day in the field working with outdoor professionals from several different agencies learning about the science these professionals do in their jobs.
Life science Every student in Thomas Harrison Middle School spends a day on the South Fork Shenandoah River in McGaheysville, where the City of Harrsionburg owns a 35-acre site once used for generating hydroelectricity, and now planned for use as a water supply intake. It is covered in riparian woodlands that has been relatively undisturbed for the last 50 years. Students use GPS to record locations of key structures and trees at the site.
Earth science - Students monitor water flow through the school's storm water retention pond. Stormwater flows into this pond through two pipes. Students monitor flow rate and rainfall rate over the year and make observations as rain gardens are installed and mowing practices modified.
Environmental Science Students use GPS to document locations of water samples collected along Blacks Run our city's impaired stream. We have collected 10 months of fecal colliform data at 11 locations along the stream in cooperation with the DEQ, Eastern Mennonite University, and Eastern Mennonite High School. Students take this data and analyze it for trends in fecal populations using GIS.
SOL's Addressed
ES.1 Students plan and conduct investigations in which
a) volume, area, mass, elapsed time, direction, temperature, pressure, distance, density, and changes in elevation/depth are calculated utilizing the most appropriate tools;
b) technologies including computers, probeware, and global positioning systems (GPS), are used to collect, analyze, and report data and to demonstrate concepts and simulate experimental conditions;
c) scales, diagrams, maps, charts, graphs, tables, and profiles are constructed and interpreted;
d) variables are manipulated with repeated trials; and
e) a scientific viewpoint is constructed and defended (the nature of science).
ES.2 Students demonstrate scientific reasoning and logic by
a) analyzing how science explains and predicts the interactions and dynamics of complex Earth systems;
b) recognizing that evidence is required to evaluate hypotheses and explanations;
c) comparing different scientific explanations for a set of observations about the Earth;
d) explaining that observation and logic are essential for reaching a conclusion; and
e) evaluating evidence for scientific theories.
ES.9 Students investigate and understand how freshwater resources are influenced by geologic processes and the activities of humans. Key concepts:
a) processes of soil development;
b) development of karst topography;
c) identification of groundwater zones including the water table, zone of saturation, and zone of aeration;
d) identification of other sources of fresh water including rivers, springs, and aquifers, with reference to the hydrologic cycle;
e) dependence on freshwater resources and the effects of human usage on water quality; and
f) identification of the major watershed systems in Virginia including the Chesapeake Bay and its tributaries.
C/T 9-12.6 Students will use technology to locate, evaluate, and collect information from a variety of sources.
a) Integrate databases, spreadsheets, charts, and tables to create reports.
b) Use available technological tools to expand and enhance understanding of ideas and concepts.
C/T 9-12.8 Students will use technology resources for solving problems and making informed decisions.
Investigate and apply expert systems, intelligent agents, and simulations in real-world situations.
Select and apply technology tools for information analysis, problem-solving, and decision-making.
Use technology resources such as educational software, simulations, and models for problem-solving, and independent learning.
Produce and disseminate information through collaborative problem-solving activities.
Time needed
Earth science lessons related to the use of the GPS units will typically last two days. Students will utilize GPS to create topographic maps of the school grounds and to locate stormwater features on the property.
Materials needed
9th grade Earth Science
10 Garmin eTrex Legend GPS units
Tackle box for GPS units
Cables, PCs with ArcView GIS, aerial photo of HHS School site pre and post construction
Description of the activity
Our 9th grade Earth science classes will monitor the water flow through the property's storm water retention pond. All the water that falls on the school grounds that does not infiltrate the ground, flows into this pond through two pipes. The students will monitor flow rate data and rainfall rate data over the year and make observations as rain gardens are installed and mowing practices modified. Earth science students will utilize GPS to mark stormwater features as waypoints and upload them to an aerial photo of the site utilizing ArcView GIS. These installations and modifications will be planned by our Environmental Science class which will also make use of the GPS units to locate features on the school property. The Environmental Science class will also use the GPS units to document locations of water samples collected along Blacks Run our city's impaired stream. We have collected 10 months of fecal colliform data at 11 locations along the stream in cooperation with the DEQ, Eastern Mennonite University, and Eastern Mennonite High School. With the addition of these GPS units and the new ArcView software, this class can take this data and present it and analyze it with GIS. As the amount of data grows into the second year of studies, this will become essential for understanding the trends in the fecal populations.
Sample assessments
Given the set of data for rainfall and flowrate for the HHS property and the acreage of the HHS property, answer the following questions:
What happens to rain when it falls on the HHS campus?
Why was the low spot within the chainlink fence created on the HHS campus?
How does the amount of water going into the stormwater retention pond relate to the amount of rain that falls on the HHS campus? Is this a constant relationship? If not, on what factors might it depend?
Extensions
9th grade use the data collected through rain fall monitoring and flowrate monitoring to create and conduct research.