Why is there no water at the pond? This question was posted on our question board by a grade 5 student. He remembered going to the pond when the school was first built five years ago. Other students were also curious about this. We went outside to investigate. We noticed that the sidewalk leading to the pond entrance was covered with soil, rocks, and sticks. We seemed to have an erosion problem. Could that explain the disappearance of the pond?
We also noticed that cattail plants were everywhere. They didn't used to be here. Maybe the cattails took over the pond and sucked up all the water. Scientists try to come up with as many explanations as possible. Could we think of any other explanation? When it didn't snow the whole month of December, we started to wonder if the pond had simply dried up. It had been unusually warm for Utah. Maybe we were experiencing a drought. Maybe all the pond water had simply evaporated.
We also noticed that cattail plants were everywhere. They didn't used to be here. Maybe the cattails took over the pond and sucked up all the water. Scientists try to come up with as many explanations as possible. Could we think of any other explanation? When it didn't snow the whole month of December, we started to wonder if the pond had simply dried up. It had been unusually warm for Utah. Maybe we were experiencing a drought. Maybe all the pond water had simply evaporated.
When students returned to class I commented that it was amazing how fast an environment can change. Five years ago, we had a pond. Now we have a wetland. I asked students how old they thought the Earth was. Students had some close guesses. But when I told them the Earth was 4.5 billion years old, they were surprised. If an environment can change in just five years, imagine how much the Earth has changed in 4.5 billion years!
The following week, I invited students to do some research on Earth's past. Students worked in small groups to review a brief text, each text describing a different period of geologic time. Individuals were to select a sentence, phrase, and word that they felt captured a big idea or an important feature of this time period. Then, they were to discuss their choices with the group and try to come up with a consensus.
I really like this thinking routine because it helps students capture the essence of a text, gives a structure to the students' discussion, and asks students to explain and justify their choices. And, it's amazing how well a single word can represent a whole text. Words are powerful!
The following week, I invited students to do some research on Earth's past. Students worked in small groups to review a brief text, each text describing a different period of geologic time. Individuals were to select a sentence, phrase, and word that they felt captured a big idea or an important feature of this time period. Then, they were to discuss their choices with the group and try to come up with a consensus.
I really like this thinking routine because it helps students capture the essence of a text, gives a structure to the students' discussion, and asks students to explain and justify their choices. And, it's amazing how well a single word can represent a whole text. Words are powerful!
Following small group discussions, each team shared with the class what they had learned about their geologic time period. Each group was then given a mystery envelope. Inside was a length of string that revealed how long (in millions of years) this time period lasted. We tied the strings together to build a timeline of Earth's 4.5 billion year history.
Students were surprised to discover that humans were such a recent addition to the planet, appearing only 200,000 years ago (placed at the very tip of our 45 ft. long string). Note that each foot of string represented 100 million years. We followed up this activity by watching a documentary on Earth's history (Cosmos: A SpaceTime Odyssey, Episode 9, "The Lost Worlds of Planet Earth"). The students LOVED this documentary.
Students were surprised to discover that humans were such a recent addition to the planet, appearing only 200,000 years ago (placed at the very tip of our 45 ft. long string). Note that each foot of string represented 100 million years. We followed up this activity by watching a documentary on Earth's history (Cosmos: A SpaceTime Odyssey, Episode 9, "The Lost Worlds of Planet Earth"). The students LOVED this documentary.
Next, it was time to think about the events, processes, and forces that cause all this change: volcanoes, earthquakes, mountain uplift, deposition, weathering and erosion. We looked at various landforms and played the explanation game. Students viewed photos of different geologic features, then tried to explain how each was formed. They used information on the Internet to check their thinking, and drew pictures of these landforms in their science journals.
The following week I asked students: Do you think that the earth is still changing today? Will Earth continue to change in the future? In what ways? It was now January. President Obama had just given his state of the union address. I decided to show students a clip. I asked students to listen for what the President called "the greatest threat" to their generation. President Obama said, "No challenge poses a greater threat to future generations than climate change."
The following week I asked students: Do you think that the earth is still changing today? Will Earth continue to change in the future? In what ways? It was now January. President Obama had just given his state of the union address. I decided to show students a clip. I asked students to listen for what the President called "the greatest threat" to their generation. President Obama said, "No challenge poses a greater threat to future generations than climate change."
What is climate change? I showed students this satellite photo of the polar ice cap. It compares the size of the ice cap today to its size back in 1979. Next, we read a news article that talked about record-breaking heat, and how the earth's global temperature is getting warmer. The news article reported that the year 2014 was the hottest year on record:
"The climate scientists said that this warming trend — temperatures going up over a long period of time — could only be explained if you looked at human activity. They blamed burning fossil fuels. Burning fossil fuels, such as coal, release greenhouse gases into the Earth’s atmosphere. These greenhouse gases help to trap in heat."
So the earth is getting hotter, and we humans are the cause of it. Could this be true? It was mid-January and still we had no snow on the ground. The high temperatures in our home state of Utah were record breaking. Were we experiencing the effects of global warming in Utah? It was time for some big data analysis.
I enlisted the help of our grade 4 students who were studying weather. They helped us analyze Utah weather data for winter 2015 and compare it to weather data from last year at this time. They also compared this data to the average Utah temperature in winter. What we found was a pattern. It did, in fact, seem to be getting warmer.
We looked for more evidence of climate change on NASA's website (see graph below). We learned that both current and past levels of atmospheric carbon are measurable. Climate scientists have drilled deep into Antarctic ice to analyze the trapped ancient air. What they discovered was that current levels of atmospheric carbon are off the charts. Earth has a fever.
To better understand how carbon emissions could cause global warming, we watched a documentary on climate change (Cosmos: A Spacetime Odyssey, Episode 12, "The World Set Free"). This documentary got a pretty big reaction from students. They had some strong feelings and concerns.
I enlisted the help of our grade 4 students who were studying weather. They helped us analyze Utah weather data for winter 2015 and compare it to weather data from last year at this time. They also compared this data to the average Utah temperature in winter. What we found was a pattern. It did, in fact, seem to be getting warmer.
We looked for more evidence of climate change on NASA's website (see graph below). We learned that both current and past levels of atmospheric carbon are measurable. Climate scientists have drilled deep into Antarctic ice to analyze the trapped ancient air. What they discovered was that current levels of atmospheric carbon are off the charts. Earth has a fever.
To better understand how carbon emissions could cause global warming, we watched a documentary on climate change (Cosmos: A Spacetime Odyssey, Episode 12, "The World Set Free"). This documentary got a pretty big reaction from students. They had some strong feelings and concerns.
I wanted to give students a chance to express how they felt about climate change. The following week, I documented their thoughts as they expressed them. I was surprised by how much they had to say. One student mentioned her dad said climate change wasn't happening, and that we didn't need to worry about it. Why do people have different ideas about climate change? And, who can we trust?
I invited students to discuss in small groups the evidence for climate change, and then write a headline for their own news article. I explained that the headline should summarize or capture a key idea that they felt was important for the public to understand. Because while expert climate scientists agree that climate change is happening, not everyone in the general public is aware of this.
When we looked collectively at the headlines, it was clear that students were hopeful. They believed they had the power to make a difference, and they wanted to take action. But where should we start?
I invited students to discuss in small groups the evidence for climate change, and then write a headline for their own news article. I explained that the headline should summarize or capture a key idea that they felt was important for the public to understand. Because while expert climate scientists agree that climate change is happening, not everyone in the general public is aware of this.
When we looked collectively at the headlines, it was clear that students were hopeful. They believed they had the power to make a difference, and they wanted to take action. But where should we start?
After singing a little MJ (Michael Jackson's "Man in the Mirror"), I asked students to consider how much carbon they themselves are putting into the atmosphere. What about our school? How much carbon do you think our school is putting into the atmosphere? To answer this, we needed to know where our school gets its energy from. Does the energy come from coal, gas, and oil, or from renewable sources like wind and solar?
Our school is an environmental science magnet school and is one of the few green schools in Utah. So students were pretty confident that our energy came from our solar panels on the roof, and the wind turbine in the back of our school yard. But I was skeptical. I suggested we invite the district energy specialist, Mr. Smith, to visit our classroom. It's his job to help the schools in our district reduce energy use (and thereby save money). I was certain he would have answers for us.
Our school is an environmental science magnet school and is one of the few green schools in Utah. So students were pretty confident that our energy came from our solar panels on the roof, and the wind turbine in the back of our school yard. But I was skeptical. I suggested we invite the district energy specialist, Mr. Smith, to visit our classroom. It's his job to help the schools in our district reduce energy use (and thereby save money). I was certain he would have answers for us.
Mr. Smith knew exactly how much energy our school uses, and had data for other schools in our district too. We found out that the solar panels on our roof only generate enough electricity to power one classroom. To power our whole school by solar energy, we would need to cover the entire roof. We also found out that the wind turbine wasn't hooked up to give us any power at all. We just didn't get enough wind here to generate power.
It turns out our school gets its power from the Rocky Mountain Power Company. And, they mostly get the energy from burning coal (i.e., fossil fuels). Our school alone put 278 metric tons of carbon (CO2) into the atmosphere in the year 2014. Mr. Smith gave us some good information about how we could conserve energy at school and at home. His presentation was very informative. We were grateful for all that he taught us.
It turns out our school gets its power from the Rocky Mountain Power Company. And, they mostly get the energy from burning coal (i.e., fossil fuels). Our school alone put 278 metric tons of carbon (CO2) into the atmosphere in the year 2014. Mr. Smith gave us some good information about how we could conserve energy at school and at home. His presentation was very informative. We were grateful for all that he taught us.
Students were very interested in learning more about renewable energy. They put questions on the question board: How do wind turbines work? How do solar panels work? They wanted to learn how to build them. And, I was eager to engage them in an engineering design project. We started with wind turbines. First, I inspired my young engineers by reading them a true story about William Kamkwamba ("The Boy Who Harnessed the Wind") then showing students a TED talk he gave. At 14, this boy built a wind turbine out of found materials to save his village from famine. William displayed the skill of a critical-thinker and problem-solver. Now, it was their turn.
I challenged students to engineer turbine blades using found materials. Their goal was to harness the power of the wind and generate at least 100 volts of electricity (about the amount needed to power a light bulb). We discussed the different variables students would need to consider: number, size, and angle of the blades, materials used to construct the blades, and how they would attach the blades to the hub (a cork). Students worked in small groups to make a plan and sketch a design, including a materials list. Then students collected items from the "store" and started building.
I challenged students to engineer turbine blades using found materials. Their goal was to harness the power of the wind and generate at least 100 volts of electricity (about the amount needed to power a light bulb). We discussed the different variables students would need to consider: number, size, and angle of the blades, materials used to construct the blades, and how they would attach the blades to the hub (a cork). Students worked in small groups to make a plan and sketch a design, including a materials list. Then students collected items from the "store" and started building.
Student groups came to the fan at will to test their blade designs. They were asked to record the volts produced (if any), then come up with a plan for how to improve their design. They could rebuild and test again, repeatedly until they were satisfied with their design. This work was very engaging for students. Some groups even asked if they could stay in for recess to work on their turbines. They didn't want to stop. Never heard that one before.
I loved listening to students' conversations. Some groups built big blades then switched to smaller blades and got better results. Others built turbines with four blades then switched to three blades. Angles were adjusted, different materials were investigated. Some blades fell off and the challenge became how to keep the securely attached to the cork, also reducing wobble. In the end, the winning design was built by a team of three girls. Their turbine generated over 300 volts of electricity!
I loved listening to students' conversations. Some groups built big blades then switched to smaller blades and got better results. Others built turbines with four blades then switched to three blades. Angles were adjusted, different materials were investigated. Some blades fell off and the challenge became how to keep the securely attached to the cork, also reducing wobble. In the end, the winning design was built by a team of three girls. Their turbine generated over 300 volts of electricity!
We wrapped up the engineering design process by having student groups share their blade designs with the class and reflect on the process. Was your design successful? What improvements did you make to your original design? What was the most challenging part of this process for your team? Students also recorded data collected in their science journals.
Now, onward to making solar panels! And students have been working hard on campaign posters for Earth Week in April. They are hoping to raise awareness about climate change, and what we can all do to help. I'm very proud of my grade 5 students. They are problem-solvers. We have calculated our own carbon footprint (pdf version), and set goals to reduce our carbon emissions at home and at school.
Just after my students completed this climate change project, I attended an NSTA conference in Chicago and got to meet a climate scientist and engineer. I was so excited.
Now, onward to making solar panels! And students have been working hard on campaign posters for Earth Week in April. They are hoping to raise awareness about climate change, and what we can all do to help. I'm very proud of my grade 5 students. They are problem-solvers. We have calculated our own carbon footprint (pdf version), and set goals to reduce our carbon emissions at home and at school.
Just after my students completed this climate change project, I attended an NSTA conference in Chicago and got to meet a climate scientist and engineer. I was so excited.
The scientist (above left) presented data on changing levels of atmospheric carbon, a discovery made when his team analyzed ancient air trapped in ice...in Antarctica! The engineer (above right) told the story of how her team built the drill that cut and collected ice samples tens of meters deep.
It was a great success story that demonstrated how scientists and engineers collaborate to find answers and solve problems. I even got to touch the ice core sample you see here, and look closely at the tiny air bubbles trapped inside. It was so cool! (No pun intended.) Even better than getting to meet Bill Nye...almost. Science rules!
Now if I can just find an environmental engineer who can help us solve the mystery of our disappearing pond water. Is erosion, the cattails, or global warming to blame? Stay tuned.
It was a great success story that demonstrated how scientists and engineers collaborate to find answers and solve problems. I even got to touch the ice core sample you see here, and look closely at the tiny air bubbles trapped inside. It was so cool! (No pun intended.) Even better than getting to meet Bill Nye...almost. Science rules!
Now if I can just find an environmental engineer who can help us solve the mystery of our disappearing pond water. Is erosion, the cattails, or global warming to blame? Stay tuned.