KAI/OCEAN FIELD TRIP FOLLOW-UP
1. WHAT DO WE DO WITH OUR DATA (water test results, map, etc)?
· Read the info in the mini-booklet that came with your kit for each water test (nitrate, phosphate, dissolved oxygen, pH, temperature & turbidity). Even if your group didn’t do all the tests, read everything!
· Study your site map & notes which your group drew & wrote about what you saw – how much & what kind of limu, bugs, rocks, fish, plants, pollution, & the water sources & places (high tide, low tide, fresh water/wai, salt water/kai, or brackish water/wai kai).
· Organize the most important & interesting info using KEY VISUALS (get hand-out from teacher)
2. WHAT IS OUR POSTER SUPPOSED TO BE ABOUT?
· Make your poster easy to read by including: at least 1 KEY VISUAL; at least one MAP with a Legend; all group members’ NAMES; a TITLE (about the most important thing you learned – you decide) … other things you can put on are: drawings, photos, extra Key Visuals, short poem, etc.
· Prove what you learned by including these things on your poster:
A) Record of the results of all your group’s water sample tests
(note: ppm = parts per million, & ppt = parts per thousand)
B) Other interesting info about your site (species, pollution, etc.)
C) Analysis of what is good for nature at your site (say what your water test results & other data mean)
D) Hypothesis (guesses) about what is bad for nature at your site (say what might be going wrong at your site) – OR what could go wrong for nature in the future at your site
E) Summary – overall is your site healthy or not (say why)
F) A list of what you & other people can & could do to keep your site safe & clean
· BONUS – what did your group learn about Environmental Science careers &/or Safety in Science &/or How to Do Successful Science Team Work
3. HOW DO WE DO OUR PRESENTATION?
· Everyone in the group should practice out loud saying their part 2-3 times. You will show your poster to the class, but do not just read off the poster (you can use index cards as notes to remember everything). Make sure people can hear you & see the poster clearly. You be the teacher! J
Teacher Notes for Follow-up on Field Trip
a) Give students the hand-out (Field trip follow up) and discuss each point before they begin planning the poster & presentation.
b) Go over the 2nd hand-out (Key Visuals) and explain different ways you can use these charts, tables and drawings to show different kinds of information on a poster. E.g., the Cycle Chart can show the water cycle, but also can show how phosphates & nitrates affect oxygen & plants and animals in water. Get students to suggest what a Pro/Con table can be used to show, or a Rating Chart (i.e. lots of, some, no limu), etc.
c) Let students read the mini-booklets that came with their folders on the field trip. For those students who may not read, may read but not understand, or simply have questions, ask these questions about their reading to help them figure out the answers themselves:
· Nitrate & Phosphate Readings:
1. Are these chemicals good or bad for plants? (good in small doses, bad if too much)
2. Where do these chemicals come from naturally? (nitrates comes from dead plants and animals; phosphates comes from animal waste)
3. Where do these chemicals come from when there’s too much? (nitrates from water run off from farms bec/ of fertilizers put there by humans; phosphates from human sewage, industrial pollution, and farm run off)
· Dissolved Oxygen:
4. Is it important to have lots of oxygen or a little in the water? (lots! all animals, fish, coral, bugs need it to live)
5. Does colder or warmer water have more oxygen? (colder)
6. Does colder or warmer water let more different things live? (colder)
7. What causes there to be too little oxygen in the water? (bacteria that live in water with too much human sewage or too many rotting plants)
· pH (Acids & Bases)
8. Should water where plants & animals live have a high level of acid or base? (no)
9. What happens when acid or base water test results are very high or low? (many animals & plants can die)
10. What causes pH to change too much, to be too high, or too low? (industrial pollution, farm run off, mining run off)
· Temperature & Turbidity
11. Is it better for temperature & turbidity (how cloudy the water is) to be high or low? (low)
12. What causes temperature & turbidity to be too high? (more pollution having high levels of phosphates, nitrates, acids & bases, as well as lower levels of oxygen all cause water to be more turbid (murky), block out sunlight, & make water warmer)
13. What happens when temperature or turbidity is too high? (plants, animals die)
· Salinity – there is no mini-booklet on this. The blue kit has some info about how sensitive freshwater & saltwater fish and plants are to salt
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Science in Hawai‘i: Nā Hana Ma Ka Ahupua‘a – A Culturally Responsive Curriculum Project