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PBL: Need to restore erosion damage or wetland loss; flooding; habitat restoration

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PBL: Need to restore erosion damage or wetland loss; flooding; habitat restoration

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How do you teach the scientific method through project based learning?

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How do you teach the scientific method through project based learning?

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How would you mitigate erosion? How do cattle impact the landscape?

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Resources (3:35 long re Broomfield/Boulder, CO flooding 2013, thousands flee record rainfall caused several dams to breach. How do we respond to flood crisis? How can we avoid a breach in this infrastructure/ how is it regulated?)

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Boulder, Colorado Flooding: Dams Breached, Thousands Evacuate

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(3 min)  (3:21 How the city of Fort Collins plans development for building in a floodplain. What are the challenges and considerations to building in a floodplain? What are the different floodplain levels (100 yr. Vs 500)

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Building Smart in the Floodplain | U.S. Climate Resilience Toolkit

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After the city purchased the land, officials wanted to sell it to a company that would bring economic growth to Fort Collins. Equally important, they wanted to attract a builder who would develop the land in a way that would accommodate the nearby river and its floodplain.

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What is erosion? What kinds of things increase or mitigate different kinds of erosion? How is flooding a normal part of the water cycle? What causes flooding? How does flooding impact humans? What are some of the ways humans try to control flooding? What kinds of careers have to understand flooding?)

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Where do we need to locate homes in a watershed? What happens when conditions are more extreme? (averages vs 100 year flood)

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Headwaters:
Where a creek, stream, river begins – the source of that waterway.
Watershed:
The entire land area from which water drains into a particular surface water body such as a lake, stream, or river.

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Erosion on different slopes (5 min).

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Selena's Science Experiment - First Place for 6th Grade and First Place Overall in School

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In essence, The GLOBE Program is a science and education collaboration that provides students and the public worldwide with the opportunity to contribute meaningfully to our understanding of the global environment and climate.

Check Out Their Website:
https://www.globe.gov/about/overview
and
https://www.globe.gov/join/benefits-of-joining

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graphic organizer on problem based learning

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graphic organizer on problem based learning

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graphic organizer traditional teaching vs problem based learning.docx

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3rd grade

Std.3.ESS.1: Earth’s materials can be broken down and/or combined into different materials such as rocks, minerals, rock cycle, formation of soil, and sand- some of which are usable resources for human activity

Rationale/connection: water cycle/ erosion impact on rock cycle

Std.1.PS.1: Matter exists in different states such as solids, liquids, and gases and can change from one state to another by heating and cooling

Connection: Water cycle

4th grade:

Std.2.LS.3:There is interaction and interdependence between and among living and nonliving components of ecosystems

Connection: what is the habitat of a floodplain/ how to humans and other living organisms interact with this habitat

5th grade:

Std.3.ESS.2. Earth’s surface changes constantly through a variety of processes and forces

Connection: how do flooding and erosion impact a landscape? How do humans mitigate those changes, how do humans prepare for those changes (flooding)

6th grade:

Std.2.LS.1:Changes in environmental conditions can affect the survival of individual organisms, populations, and entire species

Std.3.ESS.1: Complex interrelationships exist between Earth’s structure and natural processes that over time are both constructive and destructive

Std.3.ESS.2: Water on Earth is distributed and circulated through oceans, glaciers, rivers, ground water, and the atmosphere

7th grade:

Std.1.PS.1:Mixtures of substances can be separated based on their properties such as solubility, boiling points, magnetic properties, and densities

Connection to flooding/ erosion what mixtures form from these processes

8th grade:

Std.2.LS.1: Human activities can deliberately or inadvertently alter ecosystems and their resiliency

Std.3.ESS.1:Weather is a result of complex interactions of Earth's atmosphere, land and water, that are driven by energy from the sun, and can be predicted and described through complex models

High school:

Std.2.LS.2:The size and persistence of populations depend on their interactions with each other and on the abiotic factors in an ecosystem

Std.3.ESS.5:There are costs, benefits, and consequences of exploration, development, and consumption of renewable and nonrenewable resources

Std.3.ESS.7: Natural hazards have local, national and global impacts such as volcanoes, earthquakes, tsunamis, hurricanes, and thunderstorms

NGSS Performance Expectations:

3-LS4-4 Biological Evolution: Unity and Diversity

Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.*

Grade: 3

3-ESS3-1 Earth and Human Activity

Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.*

Grade: 3

4-ESS2-1 Earth's Systems

Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.

Grade: 4

5-ESS2-1 Earth's Systems

Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.

Grade: 5

MS-LS2-1 Ecosystems: Interactions, Energy, and Dynamics

Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

Middle School (6-8)

MS-ESS2-1 Earth's Systems

Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.

Middle School (6-8)

MS-ESS2-4 Earth's Systems

Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity.

Middle School (6-8)

MS-ESS3-2 Earth and Human Activity

Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.

Middle School (6-8)

HS-LS2-2 Ecosystems: Interactions, Energy, and Dynamics

Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.

High School (9-12)

HS-LS2-4 Ecosystems: Interactions, Energy, and Dynamics

Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.

High School (9-12)

HS-ESS2-5 Earth's Systems

Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.

High School (9-12)

HS-ETS1-2 Engineering Design

Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.

High School (9-12)

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What kinds of jobs would use the skills we worked on today?

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What kinds of jobs would use the skills we worked on today?

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E = hands on, vocabulary in action. Control of the situation. Minimal writing. Oral formative/summative assessment in the moment

M = great buy in, self paced, rely on expertise of others to learn and will build her own confidence

B = motivation to come to class, low stress. High interest

JEE = common level with peers, no one is above anyone else. Lead with success/skill level higher. Book smart kids can help make connections to the low readers. Will lead by example with academic vocabularybin place to help build confidence of peers.

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Students of all abilities would likely be engaged with today's lesson on water tables, as they did not require reading, allowed for movement, and we all love water!  Hands on lessons allow students who struggle with typical "academic tasks" often excel when completing lessons like today's because these sorts of lessons allow students to be expressive, creative, and have fun while learning.

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This would be great for engaging students. For my focal student, working in the small group may help with self-esteem and help him/her be successful in a less threatening environment. His creativity would be a strength in this activity and I think he would enjoythe hands on method for showing his creative thinking.

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I can see how this type of engineering process would be helpful for a student that doesn't understand the 'so what' and why it matters. Engaging in a design project allows for connections to why something matters and how it can be applied to a problem in our world. Using video or photos would help build connections to why an activity is relevant toward the learning experience and themselves.

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For my student, I really liked the water table idea. To apply something like this to my classroom, I would have to set specific roles so that each student would take ownership. My focal student would thrive in this type of environment because any inability that he may have would not stand out. He would have the opportunity to be creative and engage in the assignment without the fear of looking/feeling stupid. I think it would also help this student feel accomplished he would be able to see immediate success.

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Thinking of the activities that we explored today.  I am thinking that the two students that were my focal students would need to be scaffolded by giving them a visual for some of the vocabulary.  I have  dilemma in that those are the kids who sit back and don't choose to dive in.  I could group them together and they could figure it out on their own or I could provide with them the language support.  I just get concerned because the learners who take risks always take risks and those who don't try to blend in with the wall. 

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Thinking of the activities that we explored today.  I am thinking that the two students that were my focal students would need to be scaffolded by giving them a visual for some of the vocabulary.  I have  dilemma in that those are the kids who sit back and don't choose to dive in.  I could group them together and they could figure it out on their own or I could provide with them the language support.  I just get concerned because the learners who take risks always take risks and those who don't try to blend in with the wall. 

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After today's activities, the focal students E and S, I think the hands on learning will be key to enhance their learning.  One thing I think would be important for these students is to give them a problem to solve or a selection of problems to choose from instead of just saying, "create a dam."
The other focal student K would need guidance in how to ask questions and work cooperatively in a group. One thing I have already planned on doing next year is teaching roles in collaborative work and hopefully that will lead to more effective group work.

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My students have a problem staying focused and engaged during class activities. Having hands on activities along with small group interactive/inquiry, engineering design, and STEM related ones, will help them not only stay engaged, but interested in real life issues that can help them develop an interest for science and engineering, innovation, and STEM related careers. Having implemented GLOBE protocols in our school, is greatly impacting their science perspective about future careers that they can be interested in pursuing later on.

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My students have a problem staying focused and engaged during class activities. Having hands on activities along with small group interactive/inquiry, engineering design, and STEM related ones, will help them not only stay engaged, but interested in real life issues that can help them develop an interest for science and engineering, innovation, and STEM related careers. Having implemented GLOBE protocols in our school, is greatly impacting their science perspective about future careers that they can be interested in pursuing later on.

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After this activity, I believe that my focal students will benefit from the activities we did today with the help of having small groups with students at different levels. I have observed that my students really enjoy learning from each other, especially with something they are interested in. Additionally, if I am able to set routines and expectations from the beginning, I believe the behavioral issues will diminish. I would love to connect this activity to the redesign of the city park golf course due to flooding issues because our school is apart of the park hill community.

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Students who have a lack of interest in school or lack of parental support might latch onto these activities and hopefully discover something about themselves

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With many of my 6th graders I have to chunk assignments.  I would do the sand water table first to let the students build the different dams with rocks and practice.  I would then give each group a different scenario and problem solve based on their observations.  For my distracted students I would give specific jobs to ensure that everyone is engaged

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With many of my 6th graders I have to chunk assignments.  I would do the sand water table first to let the students build the different dams with rocks and practice.  I would then give each group a different scenario and problem solve based on their observations.  For my distracted students I would give specific jobs to ensure that everyone is engaged

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Engineer or Farmer

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Today's activities were engaging and hands on. I am thinking for my focal students though I would need to have a more direct end goal. I was thinking I could present an open ended problem or scenario for the kids rather than just giving materials and say go ahead. In Kinder they need a bit more guidance figuring out what they are being asked to do.

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For the ELL tough guy- I think the stream table would be super engaging - but finding a way to make sure that student is engaged and reflecting on the activity and using academic language would be very important. He enjoys hands on activities- but struggles with writing and reflecting on new knowledge.

For the question asker- Provide extensions and opportunities for this student to iterate and improve on the process multiple times. Not have the activity be a single task to complete (with a beginning and an end) but be an ongoing problem. Perhaps come up with several scenarios for this student to consider once the stream table is built.

For the quiet struggler- This student may benefit from a lot of visuals, and the opportunity to draw their ideas out before creating the stream table. This student may be more hesitant to jump in with hands on building/stream table, so needs quiet time to draw. Should be provided vocabulary for activities as well.

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Watersheds, Oceans and Wetlands

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The National Wildlife Federation

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More than one-third of U.S. fish and wildlife species are at risk of extinction in the coming decades. We're on the ground in seven regions across the country, collaborating with 52 state and territory affiliates to reverse the crisis and ensure wildlife thrive.

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The National Wildlife Federation The page you were looking for could not be located on our site. Please try entering the information you were looking for into our search: Sign Up for Updates More than one-third of U.S. fish and wildlife species are at risk of extinction in the coming decades.

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How does gray infrastructure impact a community's ability to sustain or recover from natural disasters? What benefits might green and blue infrastructure provide?

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What role might riparian buffers serve in thwarting forest edge fires?

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I think the stream table activity would work well with getting my 3 kids to get involved. It is very interactive and hands on. Allowing them to do the design and the building i think could really pull them in.

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How do you balance water flow over sage grouse habitat so that it both protects grouse habitat and supplies water to vegetation throughout the prairie?

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How do you balance water flow over sage grouse habitat so that it both protects grouse habitat and supplies water to vegetation throughout the prairie?

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Student A would be able to participate. I would take care not to place him with students that would encourage poor behavior.
Student B She would need the pre teaching of vocabulary and a strong partner that will not give her answers but support her.
Student C would need instructions that will help slow him down.

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building rock dams to restore landscapes

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building rock dams to restore landscapes

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This activity would be a good lesson to teach at my school as it is extremely interactive and hands on.  This lesson with small groups of varying levels will also encourage classroom discourse.  This lesson will also allow my students  to  make connections to real life problems.  As my school is located in  North East Denver on a flood plain.  This neighborhood consistently has issues with water drainage during large rain storms.

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These activities are a great way to engage my students with learning that will help them make connections to real world problems. I love the suggestion of getting the students to draw plans rather than giving them a model to recreate! I would also encourage students to make predictions, track their observations, and create multiple representations of their findings. With all this fun, it is very unlikely that I will hear anyone ask "When will I use this in life?"

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farmer/rancher

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I like the stream table using the problem solving approach.  It will be great, although there will be a few I will have to really watch, as they will want to start a water fight.  :)  As always, doing hands on activities is the best, especially if they know their specific role  within the group.

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I like the stream table using the problem solving approach.  It will be great, although there will be a few I will have to really watch, as they will want to start a water fight.  :)  As always, doing hands on activities is the best, especially if they know their specific role  within the group.

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River Table Supplies and Prototype Construction Instructions 

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River Table Supplies and Prototype Construction Instructions 