Making Connections
Field work and research should be essential components in every science class. Using tools like GIS provides students the opportunity to make connections between student research/field work and connections to historical and current scientific data. These connections are invaluable to the students' understanding of how the work they are doing in class relates to the world around them. GIS also provides students with exposure to STEM skills that will prepare them for College and Career.
Scenario: Students select one of two local watersheds to study, and make a hypothesis for water quality parameters based on observed land use and best management practices. Students will access ArcGIS online maps of the study site, and determine the types of land use for their watershed. To test their hypothesis, students will study the water quality of their site by conducting an experiment. Students will compile the data and discuss results of their experiment. Finally, students will compare their results with published scientific data from Dr. Tom Fisher at Horn Point.
Step One (Engage): Identifying Land Use Changes
Use the Cordova and Kittys Corner Land Use Change maps to determine the percentages of agriculture, forested and developed areas in each watershed for the years 1973, 2002 and 2010.
In each map, click on the layers button an each map, click on each land use category, record the "Area in Hectares" and calculate the percentage for each year.
Scenario: Students select one of two local watersheds to study, and make a hypothesis for water quality parameters based on observed land use and best management practices. Students will access ArcGIS online maps of the study site, and determine the types of land use for their watershed. To test their hypothesis, students will study the water quality of their site by conducting an experiment. Students will compile the data and discuss results of their experiment. Finally, students will compare their results with published scientific data from Dr. Tom Fisher at Horn Point.
Step One (Engage): Identifying Land Use Changes
Use the Cordova and Kittys Corner Land Use Change maps to determine the percentages of agriculture, forested and developed areas in each watershed for the years 1973, 2002 and 2010.
In each map, click on the layers button an each map, click on each land use category, record the "Area in Hectares" and calculate the percentage for each year.
Use the Cordova or Kittys Corner Crop Type and BMP maps to determine which crop types and best management practices (BMPS) were in place within your watershed in 2010. Record you observations.
Step Three (Explain): Field Work
As part of a field trip the students will visit the sampling sites of both the Cordova and Kittys Corner watersheds. The students will complete a site assessment and collect water samples to bring back to the classroom for analysis. The students will use LaMotte water quality kits to test for the following parameters:
· Dissolved oxygen
· pH
· Phosphates (PO4)
· Nitrates (NO3)
· Ammonia (NH4)
Step Four (Elaborate):
Using the tables below, students will use excel to graph water quality monitoring data collected by scientists at Horn Point. The data consists of yearly averages for nitrates, phosphates, ammonia and pH. After completing the graphs students will identify any trends in the data.
Finally students will add their data points to the graphs to analyze the relationship between their data and water quality data collected by the Horn Point Scientist.
As part of a field trip the students will visit the sampling sites of both the Cordova and Kittys Corner watersheds. The students will complete a site assessment and collect water samples to bring back to the classroom for analysis. The students will use LaMotte water quality kits to test for the following parameters:
· Dissolved oxygen
· pH
· Phosphates (PO4)
· Nitrates (NO3)
· Ammonia (NH4)
Step Four (Elaborate):
Using the tables below, students will use excel to graph water quality monitoring data collected by scientists at Horn Point. The data consists of yearly averages for nitrates, phosphates, ammonia and pH. After completing the graphs students will identify any trends in the data.
Finally students will add their data points to the graphs to analyze the relationship between their data and water quality data collected by the Horn Point Scientist.
Step Five (Evaluate):
Students will compile their observations and data to write a conclusion, making sure that they support their claims with evidence and scientific reasoning. Students should explain the importance of their study to the water quality and overall health of the Chesapeake Bay and how the water quality in their watershed impacts the bay.
Students will compile their observations and data to write a conclusion, making sure that they support their claims with evidence and scientific reasoning. Students should explain the importance of their study to the water quality and overall health of the Chesapeake Bay and how the water quality in their watershed impacts the bay.