Investigating Stream Characteristics and Discharge: An Interdisciplinary Approach

Eric Scheidel
Century Middle School
Lakeville, MN 55044
based on an original activity from TIMES XIII
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Summary

In this Interdisciplinary Field Investigation students will combine science, math, geography, creative writing and art. The setting will be a local stream (site yet to be determined, Minnehaha or Vermillion) where 150 students will rotate through 5 stations. The science station will provide students with an inquiry-based approach to determine the discharge of the stream. Students will not be told how to do this; instead they will make observations and estimate stream discharge using their own problem solving skills.

At the math station students will learn the equations needed for determining stream discharge and will learn how to set up a graph that they will complete later. The geography station will be an inquiry-based activity where students try to determine elevation using Jacob-staffs. They will also use tape to 'draw' in contour line on a sloped area. The creative writing station will provide students with time to write down their thoughts about learning outdoors. Students can reflect on how they learn best and the positives and negatives to outdoor learning. Lastly, the art station will give students a chance to sketch the landscape or a particular aspect of their surroundings.

The outcome of this inquiry will be practice in problem solving resulting in student discovery of ways to determine stream velocity, width, and depth. Students will also discovery the connections between all subjects and realize that science does take place outside the walls of the classroom.

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Learning Goals

This activity is designed for students to solve a problem or answer a question through critical thinking and problem solving skills. It is designed for students to make observations and to attempt to answer the question without specific instructions. It is designed to be inquiry-based learning. Other skills developed by this activity are questioning, group communication, writing, graphing, measuring, and making observations.

The concepts in this activity include how a stream carries and deposits sediment, how velocity changes within a stream, how various features are formed and why it matters in the real world (why do we care how much sediment is carried?)

Key vocabulary words are: velocity, discharge, sediment load, deposition, erosion, thelwag.

Context for Use

CLASS: 8th grade, 150 students total rotating through 5 stations. 30 students per group.
TIME: 4 hours (leave school at 8am, return by 12:20 for 7th and 8th hour explore classes)
ACTIVITY: field exercise
EQUIPMENT: meter sticks, oranges, tennis balls, ping pong balls, stopwatches, 50ft tape measure
STUDENT EQUIPMENT: clipboard, pen/pencil, old shoes, old clothes,
PRIOR KNOWLEDGE: Students need to know how to use a meter stick and a stopwatch. The rotations will be set up so that it does not matter which station they go to first. Students will also be given the equation for stream discharge, but that is it.

Description and Teaching Materials

Students will know which group they are in and their rotation prior to the field investigation day. The groups will be split by my 5 class periods so I will have ample time prior to the investigation to prep them. Each group will have a leader with a map and schedule so they can move to their next station on time. I will have a whistle to indicate when students need to move on. Each teacher will stay in the same spot, the students will move to their next station. There will be at least one parent with each group as well. The dean of students will also be present in case any administration type situation arises. Students will each have a packet for the day that what they need for each station. The packet will give them very little instruction but instead will have open-ended, guiding questions. Teachers will also be there to guide students when needed.

At each station the teacher will get the students to sit down and briefly describe the station and what the goal of the station is. Again, the teacher will not give step-by-step instructions on how to complete the task, but they will give boundaries and provide some structure. At this point students will get to work. Each station will be 40 minutes. It might be a few more or less depending on long it takes us to get there and home.

This investigation will come before the content in the classroom; therefore, they will not be a lot of prep as far as subject matter. The main goal for this activity is for students to learn by an inquiry approach and for students to connect all classes. Interdisciplinary teaching is the goal of my teaching team this year as well.

We will meet as a whole group for the last 15 minutes of the day to wrap up any lingering questions that the students have. At this point I will also talk about the importance of real world learning. I will talk about how science is everywhere and how all subjects are connected in some way. I will also use this as an opportunity to give a speech on the importance of environmental stewardship.

Teaching Notes and Tips

I am new to field investigations so I am honestly not sure how this will all turn out. One thing I do know is that I have a team of teachers that is totally on board. This is not my investigation; it is our team's investigation. We are doing this at the beginning of the year in hopes that students will get used to figuring things out for themselves instead of simply putting their hand up to get a free answer.

I think the most important aspect for this day to run smoothly is upfront organization. Students and teachers need to know what is going on during the day. Students need to get from one station to the next. Students need to realize that this is a learning trip, not a free day to hang out. I also think the letter that I send home to parents needs to include very detailed information on where we are going and what we are doing. I need to know which kids can't be in the water or which kids are allergic to bee stings, etc.

This is very different from what I have done in the past. I generally have students do labs with very specific instructions. I am excited to see how students handle not having specific instructions.

Assessment

1. The writing piece will be used as a creative writing assignment for our English teacher.
2. The art piece will be critiqued and graded by the art teacher.
3. The packet that each student will use throughout the day will be handed in to me. I will look at their observations and calculations to determine if effort was given. I will also look at their answers for stream discharge to see if their answers are close.

Standards

8.3.1.2.1 Explain how landforms result from the processes of crustal deformation, volcanic eruptions, weathering, erosion and deposition of sediment.

8.3.1.2.2 Explain the role of weathering, erosion and glacial activity in shaping MN's current landscape.

References and Resources