ODS – Camp MagruderForest Grove Community School (FGCS)- September 27th -30th, 2016Curriculum collaboration between classroom teachers & ODS instructors* Indicate activities led by ODS staff

ODS Field Study

What I remember you doing…

FGCS Proposed Field Study

What we would like to do…

Details

How it might work…

ANIMALSLocation: Meadow & beach

- Squid dissection, adaptations

- Digging for crabs- Oh Deer – predator/prey

balance- Eagle Eye - camouflage

NATURAL SCIENCE INQUIRYLocation: Life & death forest area, meadow/picnic tables

How do scientists learn about nature?- Guided exploration- ID questions based on observations- Narrow down questions to develop

original science inquiry- Conduct inquiry in small groups- Focus on scientific process,

curiosity, data collection

This will be predominantly led by FGCS teachers (though we’d welcome you to bring interesting natural artifacts that might inspire inquiry.) We’ll ask HS counselors to help monitor students, and support small groups as they develop inquiry questions and conduct investigation. Field science instructor can join us as a the “on site expert” to help kids answer questions about local wildlife, etc.

WATERLocation: by Smith Lake

- Salmon game- Macro netting- Water quality chemical tests- Water cycle game

WATERLocation: by Smith Lake

How do we know water is clean?- Macro netting- Macro ecology web & analysis- Water quality chemical tests *- Water cycle game *

Split in two groups: the macro netting, ecology web & analysis would be led by FGCS teacher. (With use of ODS boots & tools?) The water chemical tests & water cycle game would be led by field science instructor. Switch halfway through time. High schoolers would be split to support both activities? *FGCS alumni as counselors would be great for this activity, because they should be macro-ID pros!

EARTHLocation: Beach & compost

- Tides- OR in the sand- Jetty geomorphology- Compost study

EARTH/WATERSHEDLocation: Beach

How does water change land?- Jetty geomorphology *- OR in the sand *- Climate study- Watershed modeling- Sum of the Parts – look at

watershed pollution, use fluorescein dye

We’ like to have students learn about the jetty’s impacts and build “Oregon in the sand” models with counselors & field instructor. After the initial model-building, however, we’ll gather as a class around a single model to delve more in-depth into climate & watershed concepts (led by FGCS teacher). HS counselors can help manage students and learn with us!

PLANTSLocation: Hilly forest trail

- Succession- Plant ID- Photosynthesis, etc.- Tree measurements

TIDESLocation: Lakeside trail out to tidepools

How are water, climate and life connected?- Tidepool life - adaptations- Tides- Climate change- Teambuilding & reflection

We’d like to hike out to the tidepools and conduct a short investigation on tidepool life! We hope to tie this into impacts of climate change. We’ll also use the hike as an opportunity for team-building, journaling, and reflection. This will be led by FGCS teachers, but perhaps field instructor would be available to guide us to the tidepools? HS counselors that join will support activities.

A few notes – Outside of these four field studies, we would like ODS staff to lead the curriculum as with your usual, wonderful

program – including chores, life & death, Lorax, etc. We would prefer for our students to do the water & animal field study first (or animals & earth if this isn’t possible),

and the earth & plants second. In teacher-led activities, we will be sure to find ways to involve the HS counselors in instruction so they get some new

learning experiences. Finally, I know that your field curriculum changes slightly every year with new instructors – if you have any big

changes, or exciting new activities, let us know! We are still really open to ideas outside of this proposal.

NATURAL SCIENCE INQUIRYLocation: Life & death forest area, meadow/picnic tables

Central Question: How do scientists learn about nature?

Objectives – Students will be able to:- Practice forming science questions.- Analyze questions for scientific “answerability”- Define the control and variable in an inquiry- Develop science methods to answer a question- Collect and record data- Use scientific language to describe findings- Practice observation and natural exploration

Materials: Large paper, pens, clipboards. Journals & pencils. Poster: steps to science inquiry Science inquiry steps cards (for sorting in teams – seven sets) Small whiteboards & pens (seven sets). Inquiry process worksheets on waterproof paper, clipboards. Tools to choose from: magnifying lenses, tubs, thermometers, beakers, sun grid, ID guides, nets, stopwatches,

measuring tapes, bug boxes Tarp (to hide materials under) Lyle, blindfolds, Whistle/chime.

Part A: Introduction: Speed Inquiry (20 minutes)Teacher will model an abbreviated science inquiry process using a procedure that is engaging for students.

1. Discuss: Hey, I have this problem. I noticed that it is really harder to get you guys to focus on directions when we are standing outside. When I start talking, only 1/3rd of the class stops talking and gives me full attention. How could I get your attention better? I’m wondering if anyone has a guess.

2. Hypothesis: Allow class to make suggestions of how a group of standing students could be brought to focus. Choose one idea.

3. Okay, I’d like to test this. Does anyone have an idea I can test? (Get a few ideas). Continue – ask 2-3 volunteers to help gather data on a whiteboard. (ie, Count & tally how many people are still talking after signal. Another volunteer count how many people aren’t looking.) Alternate: do a focus activity like hiding objects under a tarp & seeing how many they can memorize based on two variable (sitting/standing).

4. Review need for control and variables. Complete test then analyze results – did our hypothesis work? Decide on the next step, for example, does it make a difference if we are standing or sitting? Okay, freeze. Let’s look at the process that we just went through.

5. Activity: Scientific Method Steps. Split into groups of ~4, pass out inquiry cards. Have students place them in order, then review as a class. This is what we are going to practice today.

Focus. Define what you are curious about – what do you notice, but don’t understand. Try starting with “I wonder… Why does…. I don’t understand….Which….or Is there a pattern…..or How might….?”

Question. Choose one question that you can answer. Get rid of the ones you can’t test. Hypothesis. Make a smart guess of what might be going on. You might have to do some research. Experiment. Make a plan, then test your hypothesis. Keep track of what you notice. Analyze Result. Make sense of what you observed. Organize your data so that someone else could understand it. Conclusion. Did you answer your question? Explain why or why not. Decide what to do next. Do you have new Qs? Communicate. Get the word out so that other scientists are in-the-know.

Part B: Guided exploration (Identify our Focus – 20 minutes)Provided structured exploration time to allow students to practice making observations and asking questions.

1. Ask all students to pull out journals to empty page. At the top, write, “I wonder….” Divide the rest of the space into two. At the top write Forest/ Beach. Challenge them to use senses to think of as many “I wonders” as possible. This is our search for a focus- what is mysterious or interesting about Camp Magruder?

2. 20 minute free exploration – 10 minutes in woods, 10 minutes on beach/meadow. On blank page in journal, write as many “I wonders” as you can. Review expectations – quiet, stay within hearing distance, be respectful.

3. Return to group. Split into subgroups of 4. W/ adult, share 1-2 of your most interesting questions. Record on central paper.

Part C: Narrowing down our questions / hypothesis / experimental plan. (30 minutes)Class discussion will help bring focuses into specific questions. Small groups will then select a question and make a plan to investigate.

1. First step of science inquiry is getting curious about all these observations around us. Next, we need to turn these problems into questions that we can answer using science. Can you guys help me narrow down my questions? (review criteria by having one student at a time read out)

- How much does this tree weigh?- Why is the sound of the ocean so calming?- Are insects more attracted to sunny spots or shady spots?- Are crabs vertebrates or invertebrates?- Is it warmer under the trees or in an open meadow?- What would happen if we ate this mushroom?- Are there sometimes sand dunes on this beach?- How do plants grow in sand without falling out?- Do plants have feelings?

2. Elimination process – pass out the “SCIENCE INQUIRY PROCESS” worksheet to each group. Have them complete it with help from a high schooler. Circulate to help as needed.

PART D: EXPERIMENT (30 minutes)Allow student groups to complete their experiment. Review guidelines before groups set out – stay together in group, everyone participates. Tell them how long they will have to conduct their research (and it is okay if you don’t finish). Return to this spot when you hear two long whistles.

PART E: ANALYZE & SHARE (30 minutes)Head to benches/campfire circle/ inside to analyze data and prepare presentation. Present (depending on time, split into 2-3 groups.)

BEADS - Have each student earn a bead by giving a compliment or asking a question of the other group.

Extra time? Based on student energy:- Exploration – search around using bug boxes. Dig for crabs.- Teambuilding: question game, Lyle Lyle, Hug a tree.- Silent journaling.

SCIENCE INQUIRY PROCESSGroup Names:

STEP 1: QUESTION. As a group, go through questions you brainstormed. Eliminate the ones that don’t measure up!

Is it measureable? Cross out questions that are about people’s opinions or feeling. (For example, “Which ocean are cooler; dolphins or whales?”)

Is it already known? We want a question that can be answered with an experiment. Cross out questions that just have a simple answer we could find in a book (Like, “Are snakes vertebrates or invertebrates?”)

Is it testable? Now cross out any questions that are vague or too big to answer. (“What is air?”)

Is there time? We only have an hour for today’s experiment. Cross out questions that we don’t have the time to answer. (Do beach tides stay the same all year?)

Do we have the technology we need? Cross out questions that require more complicated tools to answer. (Can you hear whale song from the ocean at Camp Magruder? How old are the rocks on the beach?)

Is it ethical? Cross out questions that we would need to do harm to answer. (How fast would a forest fire spread?)

Take a look at the questions you have left. Discuss. Choose one that we might be able to explore as a group using voting. Write it here (If there are no Qs left, try to transform one of the questions so that it would work!):

STEP 2: HYPOTHESIS. What could be a possible explanation or answer for the question you chose?

We think….

STEP 3: EXPERIMENT. How could you test whether this hypothesis is true? Describe the experiment you will complete:

1)

2)

3)

Break it down. Ask for help if you need it.

Variable - What is the element your are changing or comparing? ______________________________________________________________

Controls – How are you making sure that the other elements are similar? ______________________________________________________

What are some reasons your experiment might not work? __________________________________________________________________

How will you get this experiment done? Write what jobs each person will do:

Once you have a plan, find a Clone or ODS Leader to talk with. They will give you the OKAY to start your experiment.

Here is some space to record your data:

STEP 4: ANALYZE RESULTS. - What did you learn?

Was your hypothesis correct? Use evidence to describe why or why not.

STEP 5: CONCLUSION - Did you answer your question? Why or why not?

What’s next? (Do you need to repeat your experiment? Do you need to make a modification? Are you ready to ask another, more advanced question?)

STEP 6: COMMUNICATE.Plan a 5-minute presentation for another group. Decide who will share each of the steps of your inquiry. Think about how you could make your presentation fun and include everyone!

Focus Question Hypothesis Experiment – describe Results Conclusion

FocusDefine what you are curious about – what do you notice, but don’t

understand? This might be a problem, or something mysterious.

Scientific QuestionChoose one question to test. Your question should be measurable,

testable, practical and ethical.

HypothesisMake an educated guess of what might be going on.

ExperimentMake a plan to test your hypothesis. Keep track of what you

notice.

Analyze Results

Make sense of what you observed. Organize your data so that someone else could make sense of it too.

ConclusionSo did you answer your question? Explain why or why not. Decide

what to do next. Do you have another hypothesis?

CommunicateGet the word out so that other scientists are in-the-know about

your work.

Choosing good questions - Print these out and cut them up so that volunteers can read each one while you go through sample questions.

Is it measureable? Cross out questions that are about people’s opinions or feeling.

Is it already known? We want a question that can be answered with an experiment. Cross out questions that just have a simple answer we could find in a book

Is it testable? Now cross out any questions that are vague or too big to answer.

Is there time? We only have an hour for today’s experiment. Cross out questions that we don’t have the time to answer.

Do we have the technology we need? Cross out questions that require more complicated tools to answer.

Is it ethical? Cross out questions that we would need to do harm to answer.

Tide Field StudyLocation: Lakeside trail out to tidepools

Central Question: How are water, climate and life connected?

Objectives – Students will be able to:- Practice gentle exploration in the tide pools.- Analyze how adaptations help tide pool creatures cope with change.

- Describe why tides happen.- Explain why climate change might affect tide pool life.- Reflect on their own ability to cope with change.

Materials: Boots Tidepool guides (provided by camp magruder) Earth & moon models Adaptation game cards Whiteboards & pens (9 sets) Journals & pencils. Animal clothespins

Part A: Introduction. Introduce idea of adaptations as a way to cope with change.

1. Activity: Animal Clothespins . Pin animal clothespins on the back of people’s jackets. Have partners ask each other yes/no questions to try to guess as we walk.

2. When group reaches a clearing, circle up. Discuss: How did you guess? What questions were most useful? These are adaptations! Adaptations are things that help an organism survive. Today, we are going to hike out to the tide pools to look at the creatures there. Discuss: what sort of special adaptations would tidepool creatures need?

3. Yup, they have to be adapted to deal with high tides and low tides. What creates these tides? Have students draw sun in the dirt. Pass out “earths” and “moons”. See if student pairs can come up with a model of how moon’s gravity pulls on tides. Have High Schoolers rotate and help them think about ideas.

4. Debrief. Provide few hints and clarify explanation.

Part B: Tidepool ExplorationIntroduce safety & mission: find 3 tidepool creatures and observe an adaptation.

1. After safety intro, provide students time to explore, take pictures, etc. High School Counselors spread out as boundaries.

2. After 20 minutes, come back to shore. Use blank space in journal to draw observations, and answer question: What adaptations do you have to deal with change?

3. Begin walk back.

Adaptation to Apples Game. 1. Pair & share – what sort of changes might “climate change” be bringing to tidepool life? Discuss.2. In small groups (2-3), have students choose one plant/animal they think will be able to survive a variety of changes in

climate. Get some inspiration from tide pool adaptations observed.3. Facilitator: Explain game. High School counselors will read aloud an event that happens in response to climate change.

Groups have 1 minute to “adapt” their invented species to this change using drawing and words, and bring it back to the center. Counselors will read ideas and select a winner.

4. Debrief: in reality, how long does it take a species to develop physical adaptations? (Many generations – natural selection).

Celebrate /extra time– run down sand dunes on the way back! More journaling time if available.

Beads: earn a bead by answering the question: If you were a tidepool creature, which would you be and why? For example, I would be a sea anemone because I would have the adaptation of stinging tentacles to trap my prey.

Climate Change Events – For Adaptation Game

As glacial areas of planet melt, water level rises and covers your current habitat. How will your species adapt to a new watery world?

Rising temperatures at Equator cause a large predator cat to move into your territory. How will your species keep from being lunch?

Rising temperatures cause a species that is in your same niche to move in. They compete with you for your food source. How will your species deal with this competition?

Climate change has led to desertification in your area. The plants your species used as a primary food source have died. How will your species adapt to this loss of food source?

Climate change has led to desertification in your area. Your primary water source no longer exists. How will your species adapt to having less reliable water?

Climate change has caused extinction of fish species that coastal communities depended on for food. Humans are now hunting you for game. How will your species adapt to dodge humans?

With changing weather patterns, increasing number of forest fires are sweeping through your habitat. How will your species adapt to the risk of fires?WATER QUALITYLocation: by Smith Lake

Central Question: How do we know whether water is clean?

Objectives – Students will be able to:- Define factors that contribute to health of water.- Describe two ways that scientists test for water quality.- Identify at least one aquatic macro-invertebrate- Describe components of a riparian ecosystem

Materials: Nets Tubs for macros

Laminated data sheets (maybe one blown up?) Dry erase marker Sets of macro ID cards Riparian ecosystem role cards Ball of yarn

Introduction: How do we know whether water is clean? Pair & share. Discuss ideas that came out of this. With partner you discussed question with, assign roles – Mayfly and Crawdad. Mayflies head with Gretchen/Rachel.

Crawdads head with ODS Field instructor. ODS Field Instructor Time (13 students, ½ of remaining time)

Water quality chemical tests. Water cycle game. Extra time? Work in journals / invent a song about water cycle (teach water cycle boogie) / Instructor’s choice.

FGCS Teacher Time

Part 1. Introduction: What’s a macro-invertebrate? Why are they important?Review how these creatures are an incredible indicator of water quality.

1. Analogy. Think about Forest Grove- if you walked into a park, what are some signs you could look for to show that it is a safe place to hang out? (Moms with babies, people eating picnics, little kids, teenagers, everyone!) What if Roger’s park started to fill with trash, broken bottles, graffiti? You might go into the park and see mostly teenagers. The mom’s with young kids are more sensitive to the “pollution” and will be the first ones to leave. The teenagers are the most tolerant, so they might stick around the park a little longer.

2. Can you think of an analogy? Hints – imagine if someone started playing loud music in your house. Or, imagine that someone had stinky farts in class.

3. Macros are like this – for some of them, when water becomes polluted with toxins, heats up or reduces oxygen levels, certain macros die, like Mayflies. Others stick it out for awile, but die when it gets more severe. Finally, we have the hardiest species, the ones that don’t mind mucky, gross water. Like leeches and snails!

4. We’re going to go check out who is living in Smith Lake to decide on the health of this ecosystem. Predictions?

Part 2. Macro-netting. Students will head out to the Lake and collect a sample of aquatic macroinvertebrates, then analyze the results briefly.

1. Introduce safety expectation – don’t wade above boots, stay between adults, care for ecosystem. Make sure that aquatic critters are placed in water right away. Demo use of nets & how to get critters into water.

2. Get booted up and head out to lakeshore. High Schoolers serve as boundaries.3. Have groups place all critters into collection bins. After 15 minutes of netting, gather up and sort. Tally findings.4. Clean up equipment and head back to meadow. Share findings with group and show tolerance level. Have small groups

discuss what they think findings show.5. Let them know that we will be tracking macros at Fernhill at the streams that feed our tap water. What do we hope to

find?

Part 3. Ecosystem WebReview how macros are connected to a bigger picture of a riparian ecosystem.

Pass out 1 “Ecosystem role” card to each student, reading the name of each. Include High Schoolers! Read your card outloud. Ask anyone who thinks they are connected to your card to raise their hand. Describe the

different ways you could be connected – I eat you, you eat me, you are part of my habitat, etc. Role shuffle – For 2 minutes, I’d like you to circulate and see how many times you can change role. To change your role,

you must meet another person and read both your cards. If you can think of a connection, then switch. If you cannot, then keep on swimmin’.

Circle up & Discuss- how many times were you able to switch roles? A healthy ecosystem has a lot of players and a lot of connections. So, if the Mayflies die off, I still have somebody to eat!

Ecosystem web – pull out the ball of yarn. We are going to see how connected and healthy our Merlin/Kestrel ecosystem is. I’m going to start again, and raise you hand if you are connected to me. I’ll choose one person to pass it to by gently throwing the yarn. They will hook the yarn on their finger (not wrap) and choose a new person who is connected to them. Keep going until everyone is looped in, each time passing OVER the web.

Still time? Okay! What happens if a disaster happens to our ecosystem? Example: Forest Fires take out the oak trees. Oak trees will gently pull backwards on their yard – raise your hand if you feel it! Think of 3-4 events that occur that cause one member of the ecosystem to “pull.” If time remains, students can take turns crawling under web.

Beads – ABC around the circle. Describe something we learned today that starts with the letter that falls on you. A – “Aquatic macroinvertebrates indicate water quality, B… asking for help is okay!)

Water Web – Leaf Pack Activity

I am the water flowing in the river.I come from the mountains above here,

where the rain drains through the rocks. All along my journey, I collect

soil, sand and organic material. I make life possible for all plants and animals

in my watershed.

I am a Red Alder tree.I grow on the bank of the river. In the fall, my leaves drop there, providing habitat and food for aquatic insects.

Nitrogen in fixed in my roots, enriching the soil. Beavers eat my bark, and

deer munch on my twigs.

I’m a farmer.My crops depend on clean water from the river to grow. When I use fertilizer or pesticides, erosion carries it to the

river. My livestock drinks the river water.

I’m a colony of algae.I grow on the stones in the river,

looking for energy from the sun to photosynthesize food. I am a tasty

snack to many aquatic insects.

I am a StoneflyWhen I was a nymph, I lived at the bottom of a clean river eating algae and organic plant material for three

years. When I molt and sprout wings, I’ll live for just a few weeks. I am very

sensitive to pollution.

I am organic material.I’m made of leaves, branches and plant bits that are trapped between stones in the river. I am perfect habitat for the larva of aquatic insects, which I feed and protect from the strong currents.

I am an aquatic snailI hang out on the bottom of murky pools and eat algae or dead plant

material. I don’t mind when my water gets a little polluted, I’ll be just fine.

I am a trout.As an egg, I stuck to a rock in the river. When I was a little “fry,” I swam in the

pool and small rapids. Now, as an adult, I am going to return to the say

stream to lay my eggs. I can only survive in cool water, shaded by trees. I eat insects, crustaceans and smaller

fishes.

I am a Rock in the middle of the river.

The force of moving water carried me here many years ago, and now I slow the current’s speed, trapping leaves

and creating habitat for aquatic insects. I provide habitat for algae to

grow.

I am a North American Beaver.I build my homes out of woody debris and mud. Sometimes this dams the

river, which slows the water, reducing erosions and creating pools. I munch on the inner bark of deciduous trees.

I am a Mayfly. As a larva, I lived in organic material at the bottom of the river. Now, as an adult, I live near the river and eat dead animals and plants bits that float by. I

am very sensitive to pollution in streams.

I am a Shady River Pool.

The river water slows in me, making a home for crawdads, aquatic insects

and algae. I am a safe space for frogs and trout to lay eggs.

I’m a waterfall.I help carry the water towards the see. I mix up the river, dissolving oxygen that helps all animal life thrive. I’m

also pretty nice to look at!

I am a frog.When I was a tadpole, I swam in the pools of the river, eating algae that

grew on stones. As an adult, I live on the riverbank. I eat insects and worms

and look for safe habitat to lay my eggs.

I am an old Big Leaf Maple.I grow next to the river and my roots

drink water and feed from the nutrients the current brings. My leaves fall to the

river, providing habitat and food for aquatic insects.

I’m a crayfish.But you can call me crawdad.

I live on the bottom of rivers and eat plants that have fallen into the water.

1. Pass out a card to each student/pair of students. (Third page includes less essential roles –pass these out last!)

2. Start with Water – this person will read their card outloud. Anyone who thinks that they are connected should raise their hand.

3. Water selects one person to pass the ball of yarn to. This person will read their card, etc. Each student holds on to yarn with one loop as they pass.

4. After all are connected, present a situation: ie, a fire wipes out trees in the area, what happens? Beavers population reduced, farmer uses pesticide, oil spill, logging, restoration, etc.

EARTH/WATERSHEDLocation: Beach

Central Question: How does water change land? How does land change water?

Objectives – students will be able to: Identify examples of how water erosion shapes valleys and other geologic formations Describe climate patterns in Oregon and their causes Identify water’s role in urban development Define “watershed” and identify primary bodies of water in our watershed Describe human contribution in water pollution

Design and implement model solutions to point source pollution

Materials: Tubs (fill with water) and sponges Oregon precipitation map Sum of the parts cards, rope Bucket w/ water. Measuring tape Trash bag (if extra time)

Introduction: Jetty Geomorphology (with Field Instructor) Place-based connection to topic. Why does Camp Magruder look the way it does? Where else can we see how water causes erosion and deposition?

Part A. Oregon in the SandWith field instructor, small groups will build Oregon in the sand to develop a model of Oregon with its primary geographic features.

Coasts (Pacific Ocean, Columbia, Willamette) Cardinal Directions Mountain ranges (Coast / Cascades) Forest Grove, Tualatin River?

Part B. Climate ModelingIf Instructor does not include this component, challenge students to demonstrate Oregon’s weather patterns.

1. Present challenge. Where does rain come from in OR? (Pacific ocean). Place buckets of water in “Pacific Ocean.” How will they move across land? (Evaporates, carried by clouds across OR.) Give students sponges. Lay out cups in three locations: Coastal Range, Willamette Valley and Eastern Oregon.

2. Knowing that, pair & discuss how you think the rainfalls across these three zones. (Allow 2 minutes for students to experiment)

3. Divide into relay teams. Give each a “cloud” (sponge) and lay out cups near far. Challenge students to see how much water they can transport in 3 minutes to the cups. Model that as students start at coast and run across model, can squeeze rain into each cup. Must jump over mountain ranges, and walk back carefully not to destroy model!

4. Freeze relay when all students have gone. Look at the differences between water levels in the three cup locations (Coast Mountains, Valley & Eastern Oregon. )

5. Teach orographic lifting. Demonstrate by having kids act out gas/liquid relationship as air cools. (Stand in loose circle with several “water molecules” in the middle. As air cools, circle closes in No room left for water molecules Squeezed out!)

6. If time, place cups at approximate location of some of the cities below. Have students predict & meausure rainfall.

Precipitation in Oregon

CoastTillamook

Six-Eight Feet87.9 in

Coastal HillsTillamook Forest Center

Eight-Ten Feet120

Willamette ValleyForest GrovePortland

Three-Four Feet45.5 inches36.00

CascadesGovernment Camp

Seven-Eight Feet87.3

Eastern OregonBendBurns

One Foot or Less11.410.9

Part C. Sum of the Parts.From larger model, zoom in to make a model of our specific watershed – Gales Creek. Develop a small city model to explore point-source pollution.

1) Move away from coast to quieter, sandy area near forest. Move down the beach to give space for group digging for crabs.

2) Discuss: we now want to zoom in on a single watershed. What is a watershed? What is our immediate watershed in Forest Grove? Lay out rope to represent Gales Creek. Allow students to build a shallow valley and build some “uphill” to show which direction creek will flow.

3) Imagine that we came here 200 years ago to build a community, why would we have chosen to build along a river? What will your town need to develop to provide services, jobs ($$) and entertainment to citizens? Brainstorm.

4) Assign groups of 2-3 students one of the plots of land and developments (listed below). Help students brainstorm what contributions each might be making to the community. Mark borders with sticks or draw in sand.

5) Allow 5-10 minutes for students to “develop” their land following instructions on their card. They can use sticks, rocks, pinecones, sand, shells to model different structures. Ask High Schooler to circulate and challenge students with questions and ideas.

6) Each group then gets to present their development with a one-minute explanation. As each group presents, let them know “sorry, but your development is producing a few environmental contaminants. “ Pass them their contaminant cards and explain as necessary.

7) After groups complete their presentations, announce that a large rainstorm is coming. What will happen to contamination? As flood washes through (optional – have high schoolers pour a bucket of water), each group will pass their cards down to the next group. If available, use fluoricene dye. Where do the cards ends up? What would be the impact of this? (Hint – Organic Farm is at the bottom of the river. Where are you getting your food?)

8) Regroup – circle up around your model. How can we solve this problem? Host a council meeting, and come up with some solutions.

9) Return to plot of land and implement solutions. Time permitting, allow groups to share what solution they implemented at their plot of land.

Extra time: Explore beach. Pick up trash / dig for sand crabs.

Beads: Describe one way you can contribute to the health of our watershed.

Sum of the Parts Roles Contaminants that enter stream/ Resources Provided

1. Hydroelectric Dam oxygen depletion - Electricity, Flood 2. Mining operation Heavy metals, silt - Jobs, Power3. Logging Operation Silt, Heat - Jobs, Lumber

4. Industrial Farm Nitrates, pesticides - Jobs, Food5. Construction of Mall Tar, paint - Shopping, Jobs6. Amusement Park bleach, Styrofoam - Entertainment, Jobs7. Gas Station & Carwash oil, phosphates - Transportation, Jobs8. City Park diapers, wrappers - Recreation, Green Space9. Neighborhood Human waste, cleaners, heat, food waste10. School trash - Education11. Organic Farm manure nitrates - Food, Jobs