Wetland Ecology Insight through Field and Laboratory Study
Author: | Susan Randolph, Amanda Warren |
Level: | High School |
Content Area: | Environment Science, Biology |
Author: | Susan Randolph, Amanda Warren |
Level: | High School |
Content Area: | Environment Science, Biology |
In this exercise students will become familiar with real time data being collected in the Neuse Estuary in near-real-time (that is, available approximately 30 minutes after collection; the time is required for quality control/ quality assurance – QA/QC – to double check the data and ensure all of the equipment is functioning properly). Students will use graphical analysis to look for apparent relationships among the parameters. Students will be assessed through their graphs and explanation of apparent interactions among parameters such as water temperature, salinity, and dissolved oxygen in the estuary. Meteorological (precipitation) data will be correlated with background environmental data for the estuary, and conclusions will be communicated.
1 block period (a block could last 75-90 minutes)
*Could decrease time if students can examine the data outside of class.
Time may be increased if the class takes more time to finish graphs.
Colored Pencils, Graph Paper, Data Table, Internet
*Ideal data will include a specific rain, salinity, or water temperature shift. It is recommended that the teacher examine the data beforehand to find a good time frame for analysis by the students.
The following site is an example of a profile for one day, June 21, 2008, at Carolina Pines. Data was collected every 3 hours to show 8 water column profiles. The data shows the typical summer stratification with low dissolved oxygen(DO) and higher salinity water at the bottom. The data also shows a strong thermocline.
http://www.ncsu.edu/wq/RTRM/dp04profiler-06-2008/dp04profiles06-21-08.html
A computer is needed to find examples of the data collected. The site is located at http://www.ncsu.edu/wq.
This lesson can be taught as an enrichment lesson and does not require specific pre-activities. However, if a teacher is utilizing the entire enrichment unit then students should have understanding of hoe the automated platform stations collect near- real-time data. To connect these two lessons, students could have discussion about the significance of the types of data that can be collected at the stations.
For teachers choosing to use this lesson by itself, there might be value in having a pre-discussion about the different types of data the students will be looking at in the lesson and what researchers gain through collecting it. Creative teachers may see many avenues for embedding this pertinent information during the teaching of the lesson. Teachers can adjust the lesson content for grade level or focus on one particular aspect of the data depending on the needs ( time constraints) of their classroom.
Ask students to collect data from the website. Data can be collected by clicking on specific stations such as Carolina Pines, Mills Branch, or Cherry Point under the Water Quality Data on the left side of the page. The students can access 4-day meteorological and hydrological data. They should examine data for water temperature, salinity, and dissolved oxygen levels. Time management may be increased if the teacher has a referenced set of data points prior to the activity. Ideally, a historical set of data with a specific rain or temperature shift would be great for analysis. Graphs should be generated from the data sets provided. Students will generate a multiple-lined graph and look for apparent correlations between the factors graphed.
Students will examine the data sets and graphs for significant patterns. Guided questions by the teacher through verbal questioning of the cooperative groups or written questions distributed to individual group leaders can facilitate students to examine data and generate conclusions.
Students should correlate the environmental data to historic meteorological (precipitation) data. For example, look at the time period which includes Hurricane Floyd. After students have examined the data for apparent patterns and addressed the initial question, students will extend learning to bring the two data sets together for possible correlations. The groups can discuss data individually and then can report back to the group in verbal format.
Graphs generated from the data sets should also include written analysis of findings. A variety of questions can be posted – for example: Does water temperature effect salinity and dissolved oxygen levels in the estuary?
Other questions could include –
Student mastery of the learning outcomes can be evaluated through the written work that is turned in at the end of the unit. A second option could be to evaluate orally. While walking around the room, the teacher can listen to group discussions and determine whether students understand key concepts. A verbal or written debrief can be conducted. The attached rubrics can be used to assess writing, collaboration on group work, and presentation of material.
If students have the opportunity to work in cooperative groups modifications should not be needed. Each group member can contribute and help others in the group.
Student Journaling or a Gallery Walk for students with peer evaluation.
Other water quality parameters such as pH can be selected from the near-real-time dataset for analysis.
Computer Modeling Activity could be used in conjunction with the graphical analysis.
The data site is located at http://www.ncsu.edu/wq.
There is also a resource page included in the supplemental unit plan with numerous resources related to this activity.
This lesson should be used in conjunction with the science literacy enrichment unit. If the teacher is utilizing the entire unit, the students need the background provided to help assess and move to the next section of the supplement plan.