Goals:
1. The students will learn how to take hands-on water tests. They will also analyze and
interpret this information.
2. The students will be able to compare their water test findings at Washington Island to
water tests done in Hawaii.
Resources:
1. Lab notebook & lab report guidelines
2. Permanent marker
3. Plastic jugs & plastic jars
4. Waders
5. Seining net
6. pH kit
7. Secchi disk
8. Pen / pencil
Time:
These activities will take a total of 4 hours. 2 hours will be used for preparations and practice tests in the classroom while the other 2 hours will be needed to do the tests on Washington Island. Each test will take approximately 15 minutes so the students will be left with 30 minutes to discuss their findings.
Procedure:
1. During these water tests the students will be split into groups of 3 or 4. The
groups will be given 15 minutes to complete each water test. When the time has
elapsed the students will rotate to a different water test until all the stations have been
covered. Each group will also need to record its findings on the lab report. The
students will determine what specific roles each member of the team should have
(reporter, scribe, etc.).
2. This activity starts in the classroom before the students leave for the Washington
Island. In the week prior to the A.L.O.H.A. unit, students will learn how to
use the testing equipment. They will also practice using the equipment by testing it on
sample water (tap water would be fine; otherwise, the teacher can collect water from
the local lake or stream).
3. Once the students have practiced and mastered these testing techniques, they are ready
to use them on Washington Island. The following are the different testing stations that
the students will rotate between:
Station #1 - Water Temperature
In this station, the group needs a thermometer. They will need to measure the water temperature in two different places. At each place the group must take a total of four temperatures - two on the top to measure temperature of the surface water and two deeper in the water (2 to 3 feet) to measure the temperature of water below the surface. The group must also record its findings on the lab report. An explanation or map should be drawn to emphasize the location the water was taken from.
Station #2 - Water pH
Students will perform pH tests in classes prior to the field work as well as discuss with the teacher what pH stands for and represents. The class will discuss examples of acidic, base and neutral solutions. The students will test liquids such as tap water, rain water, bleach and vinegar for pH. From these tests, students will estimate what the pH of the water around Washington Island will be. The students will measure pH at two different places at Washington Island, recording the level and location of each. They will later write in lab reports if their hypotheses were accurate and account for differences if any exist.
Station #3 - Turbidity
In this station, the group will use a secchi disk. The group will take this test in three different locations - making the measurement twice at each location. The group needs to place the secchi disk in the water and let it hit the bottom. Then, the group needs to race it slowly up towards the surface. When the group first starts to see the secchi disk, a measurement is taken (usually the feet are marked on the secchi disk chain/rope). Once the measurement is written in the lab report the group can pull the disk out of the water and start again.
Station #4 - Floor Sample and Water Sample
Each group will need two collecting containers (plastic milk jugs and plastic peanut butter jars) and a permanent marker. The group will collect a water sample in the milk jug and a floor sample with the peanut butter jar. This container is easy for the students to scoop with. In the lab report the group must include an explanation or map showing where each of the samples were taken.
Station #5 - Seining
Because the students will have practiced seining before arriving at Washington Island, each group will have a hypothesis written in its lab report about what it is going to find. Each member of the group will need to wear the waders for this water test. Once the group is ready, the group will unroll the seining net close to the water. When this is complete, two members of the group should hold on to each end of the net (on the wooden poles) while the others walk behind the net making sure it drags along the bottom. The group should then walk slowly out in the water with the net. Once they have walked out about 10-15 feet they should slowly start to walk back toward shore - always keeping the net dragging on the bottom. When the students get close to the shore, the two students holding the end of the net should walk toward each other, thus enclosing any aquatic life they have captured. The students should pull the net out of the water and look at some samples this type of water system contains for aquatic life. The students need to identify any aquatic life captured and write a response to their hypothesis in their lab report.
4. Once the students have returned from their field trip, they will analyze and interpret the data they found. They could do this by comparing it to what they would expect the results to be in Hawaii, or they could contact a school in Hawaii and exchange data taken from the same tests (over the Internet or through the mail). This will allow students to compare and analyze data from different parts of the world.
Assessment:
1. The teacher will observe students, who will be assessed based on the teacher observation rubric. (Criteria for Success = The students will stay on task all of the time, and they will demonstrate an understanding of the major concepts.)
2. The students will turn in their lab report, which will be assessed by the teacher. This lab report will be returned to the team with teacher feedback and comments . (Criteria for Success = The lab report is completed, and all the questions are answered to the team's best ability.)
3. The students will fill out the peer- and self-evaluation rubrics. (Criteria for Success = The students must average a 3 on both rubrics.)
Curricular Strands and Major Concepts:
1. Science - ocean life, physical parameters, data collection, experimentation, & analyzing data
2. Language Arts - comparing/contrasting, critical thinking, and writing skills
3. Social Studies - regions
Possible Extensions:
1. The students could plot the data they have found.
2. The class can compare their data with other groups and a class average could be
found.
Go to Washington Island
Go to Schedule of Lessons