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City Planners at Work

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Bibliographic Details
Title: City Planners at Work
Language: English
Authors: Merricks, Jessica, Lankford, Deanna
Source: Science and Children. Jan 2019 56(5):56-63.
Availability: National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Peer Reviewed: Y
Page Count: 8
Publication Date: 2019
Document Type: Journal Articles
Reports - Descriptive
Education Level: Elementary Education
Descriptors: Elementary School Science, Elementary School Students, Science Education, Relevance (Education), Constructivism (Learning), Problem Based Learning, Problem Solving, Water, Natural Resources, Gardening, Outdoor Education, Scientific Concepts, Concept Formation
ISSN: 0036-8148
Abstract: For some elementary science teachers, a unit on land and water brings nightmares of dirt and water all over the room. Several Earth science "kits" contain hands-on exercises that allow the students to "get messy" as they manipulate materials; however, these lessons may lack the necessary opportunities for students to ask unique questions and solve real-world problems. The authors' primary goal was to design a unit that was more engaging than the traditional kit unit on land and water and in alignment with the "Next Generation Science Standards." As an equally important goal, they wanted to give their students an opportunity to put their knowledge to use in a way that was authentic, relevant, and tangible. Savery and Duffy (1995) suggest that problem-based learning (PBL), allows students to build their understanding in a real-world context, where cognitive conflict provides the stimulus for learning and knowledge evolves through social interaction (i.e., constructivist learning). They note that learning takes place most effectively in a realistic setting in which students are challenged to solve a real-world problem set within their realm of experience. Learning through PBL challenges students with a messy problem to which there is no single correct answer. This means that the students are challenged to defend their solution and provide clear evidence of accuracy. This approach to learning is student-centered and engages the teacher as a facilitator and guide. In this article, the authors present a multi-day PBL for use throughout the unit or as a wrap-up lesson for a unit on land and water. The students were presented with a challenge to research and plan the best location for a garden on the school grounds. Success depended on their ability to consider many factors related to land and water, including erosion, runoff, water flow, and more. Over the course of the investigation, students sought advice from a community expert, investigated soil characteristics around the school, and created and analyzed topographic maps in order to plan the best location for their new garden.
Abstractor: ERIC
Number of References: 7
Entry Date: 2019
Access URL: https://www.nsta.org/publications/browse_journals.aspx?action=issue&id=116245
Accession Number: EJ1201322
Database: ERIC
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  Value: <anid>AN0133656879;sid01jan.19;2018Dec27.12:10;v2.2.500</anid> <title id="AN0133656879-1">City Planners at Work: Fourth graders research an ideal location for their garden </title> <p>For some elementary science teachers, a unit on land and water brings nightmares of dirt and water all over the room. Several Earth science "kits" contain hands-on exercises that allow the students to "get messy" as they manipulate materials; however, these lessons may lack the necessary opportunities for students to ask unique questions and solve real-world problems. Our primary goal was to design a unit that was more engaging than the traditional kit unit on land and water and in alignment with the Next Generation Science Standards. As an equally important goal, we wanted to give our students an opportunity to put their knowledge to use in a way that was authentic, relevant, and tangible. Savery and Duffy (1995) suggest that problem-based learning, or PBL, allows students to build their understanding in a real-world context, where cognitive conflict provides the stimulus for learning and knowledge evolves through social interaction (i.e., constructivist learning). They note that learning takes place most effectively in a realistic setting in which students are challenged to solve a real-world problem set within their realm of experience. Learning through PBL challenges students with a messy problem to which there is no single correct answer. This means that the students are challenged to defend their solution and provide clear evidence of accuracy. This approach to learning is student-centered and engages the teacher as a facilitator and guide. We engaged in a series of activities that allowed the students to gather, analyze, and reflect on multiple lines of evidence in order to develop a sound argument regarding a land use problem at their school.</p> <hd id="AN0133656879-2">Students' Misconceptions and Learning Goals</hd> <p>Osborne (2010) noted that children have strongly held misconceptions about science; therefore, teachers must engage them with an exploration designed to focus attention on the differences between students' naïve misconceptions and the scientific explanation. Simply telling students the correct answer does not enhance understanding and may result in a dichotomy of thinking in which there is one explanation accepted at school and a second used to explain events in the real world. Kaplan (2010) identified several misconceptions about soil that students commonly hold, including: soil is sterile; there is only one type of soil; all soil is brown; and soil is only a minor part of the ecosystem. In addition to a solid understanding of the properties of soil, fourth graders should be able to recognize the effects of weathering based on observation and measurement (NGSS Lead States 2013). A quick survey of our students revealed a lack of understanding in this area. While they can identify the variety of landscapes around them (one student noted that "the kindergarten playground is on flat land, but our play area has a hill"), they do not yet understand the driving forces underlying the differences in terrain (e.g., weathering, erosion, water flow). Finally, NGSS suggests that fourth graders should be able to study and interpret maps, with the goal of describing patterns of Earth's features (NGSS Lead States 2013). We wanted to provide our students with a real-world problem that would give them an opportunity to study topographic maps while connecting with the landscape directly outside our building.</p> <p>Here we present a multiday PBL for use throughout the unit or as a wrap-up lesson for a unit on land and water. The students were presented with a challenge to research and plan the best location for a garden on the school grounds. Success depended on their ability to consider many factors related to land and water, including erosion, runoff, water flow, and more. Over the course of the investigation, students sought advice from a community expert (see Figure 1), investigated soil characteristics around the school, and created and analyzed topographic maps in order to plan the best location for their new garden.</p> <p> <ephtml> <div class="table-size-normal table-border"><table border="1"> <tr> <td>WHERE TO FIND A COMMUNITY EXPERT</td> </tr> <tr> <td>Department of Conservation and Natural Resources</td> <td>Local Colleges and/or Universities</td> </tr> <tr> <td>Each state has an environmental agency staffed by career professionals who are experts in environmental engineering, soil science, geology, etc. Many departments also staff outreach offices with personnel available to assist in educational activities.</td> <td>Graduate Students</td> </tr> <tr> <td>Graduate students hold significant expertise in environmental sciences and may be seeking outreach opportunities to satisfy grant requirements.</td> <td>Research Scientist</td> </tr> <tr> <td>Research scientists housed in geology, Earth science, and other departments, may be interested in sharing their knowledge with young students and their teachers.</td> </tr> <tr> <td>TIPS FOR SUCCESSFUL COLLABORATION</td> </tr> <tr> <td>•</td> <td>Allow the expert to assist in creating a framework for the investigation. Rather than dictating what students will do, encourage the expert to suggest ways in which students can investigate soil, erosion, and slope.</td> </tr> <tr> <td>•</td> <td>Share the learning goals and vocabulary terms with the expert, ask for his or her input.</td> </tr> <tr> <td>•</td> <td>Be certain to allow ample time for the expert to prepare a response to students.</td> </tr> <tr> <td>•</td> <td>Provide opportunities for your students to practice science writing and communication. Engage the students in writing messages, questions, or concerns to the expert. We suggest that you engage your students in small writing teams and provide time for students to share and revise communications with the expert collaborator.</td> </tr> <tr> <td>•</td> <td>Encourage your expert to be an active participant through multiple correspondence, classroom visits, video responses, etc., to further engage and motivate students with an authentic collaborative experience.</td> </tr> </table></div> </ephtml> </p> <hd id="AN0133656879-3">Before You Begin: Safety Concerns</hd> <p>Student safety is a very important consideration for teachers when planning to engage elementary students with outdoor science activities involving identifying, planting, maintaining, and harvesting produce from a garden located on school property. A good starting point for teachers would be creating an informational handout for students and parents. The following information should be included:</p> <p>Provide an overview of student activities for the unit including the following:</p> <p>• Students will be outdoors studying the school grounds to identify a good location for a garden. Once the garden location is determined, the students will then plant a variety of edible plants in the garden.</p> <p>• Students will water the plants and observe the plants as they grow, flower, and produce vegetables.</p> <p>Safety concerns for student outdoor activities:</p> <p>• Insects: Students will spend time outdoors during this unit; therefore, it is important to determine if there are any students allergic to insect stings or plants.</p> <p>• Sun exposure: Students should bring a wide brimmed hat from home or use one provided to prevent sunburn.</p> <p>• Soil: Students will wear gloves when working with soil to avoid exposure to insects, soil, and so on.</p> <p>• Eye protection: Students will wear goggles to protect their eyes during outside activities.</p> <p>• Footwear: Students should dress appropriately and wear shoes and socks when outdoor activities are planned during the unit.</p> <p>• Fertilizer: Feeding the plants will be the responsibility of the teacher.</p> <hd id="AN0133656879-4">Day 1: The Hook</hd> <p>The lesson began with a customized probe written specifically for this lesson. The probe presented a scenario in which four friends discuss the potential impact of a major land use change in their area (probe is available online; see NSTA Connection). In the probe, a group of young friends are discussing a rumor about a cattle farmer moving to town to start a large cattle ranch. Each student has a different opinion about the impact this change will have on the land around their neighborhood. We found that reading the probe aloud (and in character) helped the students connect with the story. After we read the probe aloud, we asked the students to write down the name of the friend they agreed with the most and why. Results from the probe suggest that our students have the misconception that changes within the landscape only occur over very long periods. A class discussion of the probe further revealed that our students did not know that plants play a critical role in the movement and quality of soil. Next, we explained the challenge: We wanted to start a large garden at our school so we can grow food for our community. Students will use scientific investigation and experimentation to identify a suitable area on the school grounds. Initially, we introduced key vocabulary and set up a KWL chart (see Table 1) on the board to facilitate brainstorming (tips for designing KWL charts available online; see NSTA Connection). We asked the students to think of what they already know about growing plants and different soil types and record their thoughts in the first column. The students recorded various items they want to know in the second column of the chart. Our students recorded ideas such as "where are the sunny and shady parts of our school," and "how does the soil type affect how well the plants grow." We allowed the students plenty of time to populate the second column, as this will be the basis for their questions to the expert and the design of their investigation. The chart is useful for formative assessment early in the project as students connect what they already know to what they are learning during the investigation. Once the investigation is finished, students will present a formal proposal to the principal.</p> <hd id="AN0133656879-5">TABLE 1 KWL Chart</hd> <p> <ephtml> <div class="table-size-normal table-border"><table border="1"> <tr> <td>K</td> <td>W</td> <td>L</td> </tr> <tr> <td>Students identify the knowledge they currently hold:</td> <td>The challenge is clarified to clearly identify the learning goals for the investigation.</td> <td>Upon completion, students identify what has been learned about the topic.</td> </tr> <tr> <td>• Areas around the school with greatest exposure to the Sun</td> <td>• Which areas around the school have the greatest exposure to the Sun?</td> <td>• Review questions and determine new knowledge gleaned through the investigation.</td> </tr> <tr> <td>• The importance of soil for plant growth</td> <td>• How does the soil vary in these areas?</td> </tr> <tr> <td></td> <td>• What are the characteristics of rich soil?</td> </tr> <tr> <td></td> <td>• How readily does water percolate or move through the soil in each area?</td> <td></td> </tr> <tr> <td></td> <td>• Is there evidence of erosion in these areas?</td> </tr> <tr> <td></td> <td>• How will erosion impact plants and plant growth?</td> <td></td> </tr> </table></div> </ephtml> </p> <hd id="AN0133656879-6">TABLE 2 Soil percolation data table</hd> <p> <ephtml> <div class="table-size-normal table-border"><table border="1"> <tr> <td>LOCATION</td> <td>LOCATION 1</td> <td>LOCATION 2</td> <td>LOCATION 3</td> <td>LOCATION 4</td> </tr> <tr> <td>Predicted Rank</td> <td></td> <td></td> <td></td> <td></td> </tr> <tr> <td>Result (water retained in ml)</td> <td></td> <td></td> <td></td> <td></td> </tr> <tr> <td>Final Rank</td> <td></td> <td></td> <td></td> <td></td> </tr> </table></div> </ephtml> </p> <p> <ephtml> <div class="table-size-normal table-border"><table border="1"> <tr> <td>1</td> <td>Search for garden locations throughout the school grounds</td> </tr> <tr> <td>2</td> <td>Write a claim about which location we think will be best and explain why</td> </tr> <tr> <td>3</td> <td>Take measurements of each location</td> </tr> <tr> <td>•</td> <td>Soil moisture</td> </tr> <tr> <td>•</td> <td>Topography</td> </tr> <tr> <td>•</td> <td>Potential erosion risk</td> </tr> <tr> <td>•</td> <td>Shade cover from trees, buildings, etc.</td> </tr> <tr> <td>4</td> <td>Compare the different locations on school grounds based upon the data and test our claim</td> </tr> </table></div> </ephtml> </p> <p>Note to teachers: It is likely that the considerations will increase and/or change as the students begin to research garden sites. Encourage students to suggest experiments and/or investigations to study soil type, slope, and other relevant factors. Also, for each step of the research plan, it may be necessary to assign roles within groups and modify activities to accommodate students with special needs and/ or exceptional skills.</p> <p>Next, we told the students that they will have access to a scientist who will serve as their expert collaborator for the project (see Figure 1 for tips on how to find a local expert). After a brief description of the scientist's background, we discussed ways in which he may be able to assist them. Using the KWL chart as a guide, the students drafted an email on the smartboard. Alternate suggestions included filming a question-and-answer session or simply writing down questions to the expert in their notebooks. Questions should focus on the major concepts (asking for explanations about soil types in the area, regional topography, and so on), as well as advice on how best to test potential sites around the school.</p> <hd id="AN0133656879-7">Day 2: Research and Planning</hd> <p>Our expert's advice arrived by the next class period and included details about the types of soil in our area and which is ideal for growing plants. He also shared information about the importance of minimizing erosion by wind and water and finding a location with plentiful sunshine. After reviewing the information, students began the research phase by recording relevant information in their notebooks. The students then moved into their collaborative teams of four to discuss the KWL chart and the expert's recommendations. Teacher support is needed here to organize students into groups based on their strengths and any special needs. Assigning roles is useful to ensure equity of responsibility. Next, students decided how each aspect of the investigation will be handled. Figure 2 shows a sample "plan of attack" developed by our students.</p> <p>Once a research plan was established, we explained that the class will take a tour around the school grounds to look for potential locations. It may be beneficial to have the students suggest three or four locations before leaving the building or simply give the students a choice among suitable locations that have already been selected. We were careful to make sure our locations had obvious differences in terms of shade, soil moisture, and slope. At each stop, the students identified the location (e.g., courtyard, kindergarten playground) and wrote down some features they noticed on their Predictions Table, including the perceived slope and amount of shade (Predictions Table available online; see NSTA Connection). This handout helps the children organize their thoughts about each prospective garden location. We then collected a soil sample (in either a sealed plastic bag or small storage container) from each location. We had the students take a photo of each location for later use in their final proposal. During the tour, we encouraged them to make predictions about the pros and cons of each location. After the tour, we returned to the classroom and discussed the students' predictions. During the discussion, we considered the risk of soil erosion at each location based on observable features (slope, natural vegetation, wind, and so on).</p> <hd id="AN0133656879-8">Days 3 and 4: Data Collection Day and Proposal Writing</hd> <p>On the next day, we came together as a class to discuss the observations from the tour and discussed the pros and cons of each location. We used this time to recall some of the important factors we were considering for this project (erosion, runoff, soil quality, and so on). The students recognized that our school sits on uneven land, and that one side of the school has a steeper slope than the other. We asked the students to explain how this variation might influence the movement of soil and water during storms or windy days.</p> <hd id="AN0133656879-9">Investigation 1: Soil Quality Research</hd> <p>Next, the students proceeded to their soil quality investigation. Using the samples collected from each location, the goal was to determine which location has the best moisture retention. To begin, we asked the students to write a prediction about which location they expected to hold the most water and why. They ranked the locations from one to four, with a one being the location they feel will hold the most water. (See Table 2 for the data table, p. 59.) As a class, we discussed what type of soil would be ideal for growing plants. Students offered ideas about soil nutrients and moisture in general. We came to a consensus that the soil should be able to hold water in order to nourish our growing plants. Since we had four groups and four locations, each group was responsible for measuring one of the locations and reporting to the class. Groups then follow the procedure outlined in Figure 3, in which they investigate how quickly water moves through each of the soil samples. To keep the groups organized, we recommend collecting the data from each group on the board so that the class can compare the percolation rates at each location. In our case, the data was not dramatically different, but it led to great discussions about differences in soil characteristics (amount of humus, soil types, and so on). In our case, soil quality did not vary much, and our class decided to focus attention on minimizing erosion and runoff.</p> <p> <ephtml> <div class="table-size-normal table-border"><table border="1"> <tr> <td>SOIL PERCOLATION TEST GUIDELINES</td> </tr> <tr> <td>Step 1</td> <td>Label three plastic cups with your team's name and research location</td> </tr> <tr> <td>Step 2</td> <td>Place one coffee filter over each of the cups and secure each with a rubber band</td> </tr> <tr> <td>Step 3</td> <td>Collect a cup of soil from your team's location and place 1/3 of a cup into the coffee filters of each of the three labeled cups</td> </tr> <tr> <td>Step 4</td> <td>Use a graduated cylinder to measure 150 ml of water</td> </tr> <tr> <td>Step 5</td> <td>Carefully pour 50 ml of water over each of the soil samples</td> </tr> <tr> <td>Step 6</td> <td>Allow the water to drip into each of your cups for three minutes</td> </tr> <tr> <td>Step 7</td> <td>Carefully remove the rubber bands and follow directions to dispose of your soil sample</td> </tr> <tr> <td>Step 8</td> <td>Pour the water in each cup into a graduated cylinder and record the volume of water in each cup (repeat this step for each of the cups and find the average volume for all three cups from your team's location)</td> </tr> <tr> <td>Step 9</td> <td>Compare the average volume of water collected in the cups from each of the locations. A percolation test shows the rate at which water is absorbed into the soil</td> </tr> <tr> <td>Step 10</td> <td>Find the Percolation Rate for the soil by using the formula below: Percolation rate = Average Volume of Water (ml) Time (3 minutes) Your answer will be the rate at which water moved through your soil sample or volume of water in milliliters/time in minutes</td> </tr> </table></div> </ephtml> </p> <hd id="AN0133656879-10">Investigation 2: Topography Analysis</hd> <p>At this point, the students had already started making predictions about the topography around our school and had started thinking about the effect a steep slope might have on maintaining soil quality. At the beginning of class, we showed the students a map of the school (Google Earth images were prepared before class; see Figure 4) and asked them if they can tell where the land is sloped or flat. We then explained that our mission that day was to create a three-dimensional map of our school to see where the peaks and valleys are located. We asked the students to consider why slope is an important feature to consider in our investigation. We then explained that each group would make a model of our school grounds in order to see if our personal observations during the tour were confirmed. We recorded the elevation at different points around the school ground and used these points as the basis for the design of our three-dimensional models. Each group received a small container of modeling clay and written instructions on how to produce a topographic map (we modified and printed the instructions from a NASA Space Place activity; see Resources. See NSTA Connection for additional resources for teaching and practicing topographic maps). While this is a common activity used to teach various Earth science concepts, it is particularly fitting here as the students are learning the importance of modeling as a tool to problem solve in science. While the groups work, we engaged each group in a discussion of the cause of the topographic features around school (e.g., steep slopes potentially caused by erosion of wind and water, drier areas of soil caused by physical barriers that prevent accumulation of rainfall). Once their map was complete (allow 15-20 minutes), each group designed a map legend and pinpointed the prospective garden locations on their map indicating which locations are on flat land. The students were excited to see that their model was consistent with their observation and even discovered subtler sloping areas that were less apparent from our tour of the school grounds. We emphasized the relationship between slope and risk of erosion. Students pointed out the locations around the school that would be most likely to experience soil erosion during storms and high wind.</p> <p>Our follow-up conversation gave the students a chance to summarize how erosion via wind and water, soil quality, and slope would impact their future garden, and which location would minimize these risks. Since our locations had visible differences in terms of slope and shade, most students used the experimental data and visual observations to draw their conclusions. One student noted that the site her group chose was the best because "it held water better than the other areas and the land is flat so the good soil won't erode away." Teachers may use graphic organizers at this stage to help the students summarize their learning as they draw near the conclusion of this phase of the project. Suggestions for appropriate graphic organizers are provided online (see NSTA Connection).</p> <p>With the remaining class time, the students began working on their final proposal. The format is flexible. You could opt for a group PowerPoint presentation or oral presentation, a poster, or an essay. Depending on the class size and the strengths of the students, teachers may require more or less formal writing. We chose to provide custom-designed proposal forms (for project development worksheet, proposal form, and scoring rubric, see NSTA connection) inspired by several forms we found on city government websites. The forms could either be shared digitally or printed for the groups. As the students worked together to complete their forms, we moved around to ensure that all students were engaged in the final product.</p> <hd id="AN0133656879-11">Day 5: Proposal Presentations and Wrap-Up</hd> <p>On the day of the presentation, the teams gave a short presentation and shared their evidence with the audience. After each team presented their evidence, we held a vote to decide on our garden location. Each time we have conducted this lesson, the final decision was not unanimous. In each case, the students decided to avoid the steep slope as well as areas that did not receive much sunlight during the school day. This allowed the class to further discuss the importance of considering different points of view as well as different types of evidence. After the discussion, we complete the "L" column of the KWL chart to wrap up the lesson. We also discussed the probe from the beginning of the lesson to assess how students' ideas changed after the activity. Most of the students recognized that modifications to the landscape can have important effects on the way water moves through an environment. In the two years we ran this activity, the students were provided a square garden plot in one of their prospective locations. Results were not perfect, but it provided a wonderful opportunity to expose the students to the rewards (and challenges) of gardening. As an added bonus, the gardens were used for other types of investigations throughout the year, including lessons on plants, sus-tainability, and composting.</p> <hd id="AN0133656879-12">The Flexibility of PBLs</hd> <p>The beauty of PBLs is that they are inherently flexible. There are significant learning preferences among students; therefore, we must design accommodations to make curricular content accessible for all students (Karger 2006). Learning goals, materials, instructional approaches, and assessments may vary among students with disabilities, and teachers should plan ahead for these accommodations before beginning a PBL. Research-based accommodations for this PBL could include using flexible representations of concepts such as elevation and slope, allowing flexible means of expression on students' final reports (verbal, drawing, written), and providing flexible means of engagement (e.g., using virtual alternatives for students who may be unable to engage in the physical lab investigations) (CAST 2008; McGuire, Scott, and Shaw 2006). Teachers should feel free to modify our lesson or select alternate activities to suit the needs of their students. Teachers may also refer to the supplementary materials (see NSTA Connection) for suggested alternatives. Since PBLs do not have to follow a specific formula, they are perfect for classrooms that require flexibility for diverse learners.</p> <ref id="AN0133656879-13"> <title> REFERENCES </title> <blist> <bibl id="bib1" type="bt"></bibl> <bibtext>Center for Applied Special Technology (CAST). 2008. Universal Design for Learning guidelines (Version 1.0). Retrieved from <ulink href="http://www.udlcenter.org/sites/udlcenter.org/files/">www.udlcenter.org/sites/udlcenter.org/files/</ulink> guidelines.pdf</bibtext> </blist> <blist> <bibl id="bib2" type="bt"></bibl> <bibtext>Kaplan, M.D.G. 2010. Ten misconceptions about soil. Downloaded on March 7, 2018 from <ulink href="http://www.zdnet.com/">http://www.zdnet.com/</ulink> article/ten-misconceptions-about-soil.</bibtext> </blist> <blist> <bibl id="bib3" type="bt"></bibl> <bibtext>Karger, J. 2006. What IDEA and NCLB suggest about curriculum access for students with disabilities. In A practical reader in universal design for learning, eds. D.H. Rose and A. Meyer, pp. 69-100. Cambridge, MA: Harvard University Press.</bibtext> </blist> <blist> <bibl id="bib4" type="bt"></bibl> <bibtext>McGuire, J.M., S.S. Scott, and S.S. Shaw. 2006. Universal design and its applications in educational environments. Remedial and Special Education 27 (3): 166-175.</bibtext> </blist> <blist> <bibl id="bib5" type="bt"></bibl> <bibtext>NGSS Lead States. 2013. Next Generation Science Standards: For states, by states. Washington, DC: National Academies Press.</bibtext> </blist> <blist> <bibl id="bib6" type="bt"></bibl> <bibtext>Osborne, J. 2010. Arguing to learn in science: The role of collaborative, critical discourse. Science 328: 463-466.</bibtext> </blist> <blist> <bibl id="bib7" type="bt"></bibl> <bibtext>Savery, J.R., and T.M. Duffy. 1995. Problem based learning: An Instructional model and its constructivist framework. Educational Technology 35 (5): 31-38.</bibtext> </blist> </ref> <ref id="AN0133656879-14"> <title> RESOURCES </title> <blist> <bibl id="bib8" type="bt"></bibl> <bibtext>Google Earth Pro <ulink href="http://www.google.com/earth/desktop">www.google.com/earth/desktop</ulink> NASA Space Place Topographic Map Activity https://spaceplace.nasa.go v/topomap-clay/en</bibtext> </blist> </ref> <hd id="AN0133656879-15">Connecting to the Next Generation Science Standards (ngss Lead states 2013)</hd> <hd1 id="AN0133656879-16"> Standard </hd1> <hd1 id="AN0133656879-17"> 4-ESS2 Earth's Systems </hd1> <p> <ulink href="http://www.nextgenscience.org/dci-arrangement/4-ess2-earths-systems">www.nextgenscience.org/dci-arrangement/4-ess2-earths-systems</ulink> </p> <p>• The chart below makes one set of connections between the Instruction outlined In this article and the NGSS. Other valid connections are likely; however, space restrictions prevent us from listing all possibilities.</p> <p>• The materials, lessons, and activities outlined in the article are just one step toward reaching the performance expectations listed below.</p> <hd1 id="AN0133656879-18"> Performance Expectations </hd1> <p> <bold> 4-ESS2-1. </bold> Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.</p> <p> <bold> 4-ESS2-2. </bold> Analyze and interpret data from maps to describe patterns of Earth's features.</p> <p> <ephtml> <div class="table-size-normal table-border"><table border="1"> <tr> <td>DIMENSIONS</td> <td>CLASSROOM CONNECTIONS</td> </tr> <tr> <td>Science and Engineering Practices</td> </tr> <tr> <td>Planning and Carrying Out Investigations</td> <td>Students investigate prospective locations in terms of soil quality and risk of erosion.</td> </tr> <tr> <td>Analyzing and Interpreting Data</td> <td>Students use qualitative and quantitative data from investigations to assess soil moisture retention.</td> </tr> <tr> <td>Constructing Explanations and Designing Solutions</td> <td>Students compare and contrast potential garden locations and propose a solution to a land use problem (best location for a garden) based on an investigation.</td> </tr> <tr> <td>Disciplinary Core Ideas</td> </tr> <tr> <td>ESS2.A: Earth Materials and Systems</td> </tr> <tr> <td>Rainfall helps to shape the land and affects the types of living things found in a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles and move them around.</td> <td>Students evaluate the terrain around the school to determine a suitable location to grow plants based on how susceptible each location is to erosion by wind and water.</td> </tr> <tr> <td>ETS1.B: Developing Possible Solutions</td> </tr> <tr> <td>Research on a problem should be carried out before beginning to design a solution. Testing a solution involves investigating how well it performs under a range of likely conditions.</td> <td>Students test water retention of various soil samples via percolation test to demonstrate soil quality and risk of erosion.</td> </tr> <tr> <td>Crosscutting Concept</td> </tr> <tr> <td>Cause and Effect</td> <td>Students investigate local topography and discuss changes in land formations due to weathering and erosion.</td> </tr> </table></div> </ephtml> </p> <p>MAP: FIGURE 4 Topography analysis with Google Earth.</p> <p>DIAGRAM: FIGURE 1 Locating and working with a community expert.</p> <p>DIAGRAM: FIGURE 2 Sample student research plan.</p> <p>DIAGRAM: FIGURE 3 Soil percolation test instructions for students.</p> <p>PHOTO (COLOR)</p> <aug> <p>By Jessica Merricks and Deanna Lankford</p> <p></p> <p>Jessica Merricks (jamerricks@outlook.com) is an assistant professor of biology at Elon University in Burlington, North Carolina.</p> <p>Deanna Lankford (dlankford@missouri.edu) is now retired after 20-plus years of service as a National Board Certified educator and 10-plus years in science education at the University of Missouri in Columbia, Missouri.</p> </aug>
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  Data: <searchLink fieldCode="AR" term="%22Merricks%2C+Jessica%22">Merricks, Jessica</searchLink><br /><searchLink fieldCode="AR" term="%22Lankford%2C+Deanna%22">Lankford, Deanna</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Science+and+Children%22"><i>Science and Children</i></searchLink>. Jan 2019 56(5):56-63.
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  Data: National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
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  Data: For some elementary science teachers, a unit on land and water brings nightmares of dirt and water all over the room. Several Earth science "kits" contain hands-on exercises that allow the students to "get messy" as they manipulate materials; however, these lessons may lack the necessary opportunities for students to ask unique questions and solve real-world problems. The authors' primary goal was to design a unit that was more engaging than the traditional kit unit on land and water and in alignment with the "Next Generation Science Standards." As an equally important goal, they wanted to give their students an opportunity to put their knowledge to use in a way that was authentic, relevant, and tangible. Savery and Duffy (1995) suggest that problem-based learning (PBL), allows students to build their understanding in a real-world context, where cognitive conflict provides the stimulus for learning and knowledge evolves through social interaction (i.e., constructivist learning). They note that learning takes place most effectively in a realistic setting in which students are challenged to solve a real-world problem set within their realm of experience. Learning through PBL challenges students with a messy problem to which there is no single correct answer. This means that the students are challenged to defend their solution and provide clear evidence of accuracy. This approach to learning is student-centered and engages the teacher as a facilitator and guide. In this article, the authors present a multi-day PBL for use throughout the unit or as a wrap-up lesson for a unit on land and water. The students were presented with a challenge to research and plan the best location for a garden on the school grounds. Success depended on their ability to consider many factors related to land and water, including erosion, runoff, water flow, and more. Over the course of the investigation, students sought advice from a community expert, investigated soil characteristics around the school, and created and analyzed topographic maps in order to plan the best location for their new garden.
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