Embedded Files
Teacher participants in the SEVEE Cohort 2 attended professional development on how to implement various field experiences and components. Throughout the school year, teachers then led their students through at least one field experience. These experiences vary and often reflect the area in which the students reside. Documented below are pictures from each field experience with a brief synopsis.
Teacher participants in the SEVEE Cohort 2 attended professional development on how to implement various field experiences and components. Throughout the school year, teachers then led their students through at least one field experience. These experiences vary and often reflect the area in which the students reside. Documented below are pictures from each field experience with a brief synopsis.
(Note-This page is continuously updated as teachers conduct their experiences throughout the school year.)
(Note-This page is continuously updated as teachers conduct their experiences throughout the school year.)
Field ExperienceS at the beach
Field ExperienceS at the beach
In this field experience, Mrs. Shaye Finney (6th grade teacher from Hampton City Schools) took the entire 6th grade to Fort Monroe. At Fort Monroe, she had several stations for the students to rotate through. These stations included water quality testing, quadrant studies, and organism classification from seining. All of the grade-level teachers, the guidance counselor, and a few volunteer parents stepped in to lend a hand.
SEVEE Cohort 2 Finney.mp4Field Experiences with Mrs. Shaye Finney
Field Experience Finney Students.mp4Field Experiences: What did the students have to say?
Mrs. Tanisha Gandia (7th grade teacher from Portsmouth Public City Schools) took a group of 7th grade students to First Landing State Park in Virginia Beach. With the help of CBF staff, the students participated in several activities including water quality testing, organism classification from seining, and Bay games.
"I was able to take one class to VIMS on September 25th. It was a blast! My students [...] were thrilled to participate at VIMS and also in the river water macroorganism assignment in class. The kids really surprised themselves!"
~Mrs. Stacey Fields, Middle School Science Teacher from Williamsburg-James City County Public Schools
"My students attended Mariner’s Museum’s Buggin' Out on the Bay program, and they had a wonderful learning experience. I took 99 students over two days. The students were able to do a series of water quality tests and identify abiotic and biotic factors. Students reviewed the abiotic factors such as temperature, turbidity, nitrites/nitrates, pH, and observations of the lake.
Macroinvertebrates were also examined given leaf packs. Students tallied the macroinvertebrates that were present and discussed if the presence of these organisms indicated a healthy or unhealthy ecosystem. Students were able to use dichotomous keys to identify the species found in the leaf packs. This field[trip] was a wonderful way to kick off our review of the 8th-grade science SOL.
To wrap up for the day, students were able to learn about the history of Mariner’s Lake and how it has changed over the years as the population started to increase. They also demonstrated and identified ways in which we can help our environment move forward.
Overall, the field trip was a wonderful experience, and I hope I can take my students next year."
~Ms. Aleah Dungee, 8th Grade Lead Science Teacher from Newport News Public Schools
"We were able to collect our leaf packets from Lake Smith (with special permission from VAB Parks and Rec and the City of Norfolk). The kids enjoyed themselves!"
~Ms.Allison Hazzard, 6th Grade Science Teacher from Norfolk Public Schools
2024_03_28_MarinersMuseum.pdf"On March 28, I and another teacher took 25 sixth graders to the Mariner’s Museum for the “Buggin’ Out Program.” I worked with about half of the students as they traveled to the various stations.
First we began at the water quality testing station. Students were shown how to test pH, Temperature, Nitrates, and Nitrites. It was clear they had forgotten how to formulate a hypothesis, as they were asked to do this before starting the testing process. After collecting the data the students determined that Mariner’s Lake was not in the best condition.
Next we went to another area to check for macroinvertebrates using leaf packs they had pulled from Mariner’s Lake. At first, students were apprehensive about looking for bugs. Eventually many of them stopped using the spoons and began looking through the piles of leaves with their hands. The students noticed that different bags had varying amounts of bugs and types of bugs. Over all, most groups found at least a few Scudd and determined that based on this, the lake was moderately polluted. They learned the difference between intolerant, moderately tolerant, tolerant species that can be found in waterways. They also practiced using a dichotomous key to classify the organisms that they found in the leaf packs.
To close out the trip, they learned about how the land that the park and museum were built on had changed from open space to what it is today. Students also classified biotic features of marshes and lakes to see what overlaps into both types of areas. The final component had students compare differing types of ground coverings to see which ones benefit or lead to ecosystem harm.
Upon returning to school and beginning the watershed unit with the classes students have been applying the vocabulary they learned while on the trip. They have used this knowledge during classwork, discussions, and now during our research project."
Tonya Richards, Sixth Grade Science Teacher from Suffolk Public Schools
"On April 18, 2024, I took thirty 6th Graders and two additional adults to CBNERR at VIMS for a meaningful watershed experience. We loaded the school bus at 10:00 and arrived at VIMS around 10:34 am. We were greeted by Matthew and students were prepped on expectations as we entered CBNEER’s work area and lab. The students were very excited to see the lab where our instructors worked. Once in the lab, the instructors explained what activities the students would perform. The students were then directed to prepare for seining and using dip nets. We took the students outside to put on waiters to wear in the water. All the students were excited to put on the waiters and grab either a seining net or dip net to place in the water. Once out in the water, students started seining and were very surprised by the different organisms that they discovered from the York River. After students collected their organisms, each one was identified and then released. We then went back to the lab and looked at an oyster cage and talked about the importance of oyster cages.
Overall, my 6th graders really enjoyed their time at VIMS. They really liked the opportunity to work like a scientist in the field by seining, using dip nets, and observing oyster shells under the microscope. I feel that they learned a lot about the importance of our watershed and the impact they have on them. I hope this field trip will pave the way for more field trips and give my school the opportunity to invest in our students' learning."
Stephanie Tomlinson, Sixth Grade Science Teacher from Williamsburg-James City County Schools
"Students were able to take a guided tour of the Mariners' Museum. During this tour they saw many ships from around the world and found out what they were specifically used for. During the classroom instruction, students were able to brainstorm how extreme weather affects the environment. They had discussions and looked at images of damage from extreme weather. They did a Lego activity where one person was the shell builder and the others in the group were acidifiers. They were also able to view and touch an oyster shell that had been in acid as well. Students were able to see how climate change affects plants and animals in the Chesapeake Bay. The activities from the classroom lesson helped the students to better understand the difference between weather and climate and how climate change works, identify some ways that climate change is affecting the Chesapeake Bay, and understand that local plants and animals are already affected by climate change and will continue to change. The students had a great interactive experience."
Christine LaPointe, Fifth Grade Science Teacher from Hampton City Schools
"The trip to the Mariner’s Museum was very beneficial for my students. The day before the field trip students were introduced to the water quality tests and what numbers mean good water quality vs bad water quality. Students ran the test as a class on a water sample collected from the school's retention pond. After we collected the results we decided whether each test showed good water quality or poor water quality. As a class, students determined the sample was a B. When we arrived at the Mariner’s Museum students were able to perform similar tests as they did in class. When we returned we compared the two samples. We decided that while neither sample was terrible quality, the KFHS pond was better quality than the Lake. Students then got to look at macroinvertebrates in Mariner’s lake.
We then explored pollutants we may find in water. We talked about permeability and how having permeability impacts how easily pollutants can get into the water. We then brought in the information from their recent trip to the SWIFT research facility. We talked about how we can remove these contaminants and improve the water quality. Overall, This field trip really helped to bring together many things the student have learned throughout the course and allowed them to be hands on with the science."
Sara Butler, High School Science Teacher from Suffolk Public Schools
"In order to help our local environment and to contribute to having a healthy watershed, Susan Stephens and I started the Hawk Horticulture Club. The club’s purpose is to create a pollinator garden at Hornsby Middle School in Williamsburg, VA. We received a PTSA grant to build the garden beds and we are working to create a garden with help from the local community.
On May 3, we took 23 students from the horticulture club to the Virginia Institute of Marine Science for a field trip. We started off by looking at oyster shells that had been in the York River for several weeks. The students got to dig through the shells and use microscopes to find crabs, barnacles, worms, and fish. After using dichotomous keys to identify the species, we did a biodiversity inventory of everything they found. Then, we put on waders and went out into the water with nets. Students had a great time finding different species of fish, shrimp, and crabs. It was quite a windy day, but we were still able to find 30 different species with the nets. The instructors gave us some great information about some of the animals we found.
Field Trip Pics.pptxWe had an absolute blast on this field trip. Many of the students had never had experiences in the water like this, and they quickly overcame their nerves and were out in the water finding all sorts of creatures. We had them write us notes about how they felt about their trip and their favorite parts, and they all loved wearing the waders and using the nets. They loved using keys to identify what they found. I believe the students gained a much greater appreciation for the Chesapeake Bay estuary and got a good understanding of why it’s important to take care of the Chesapeake Bay watershed. Thanks for making this trip possible for us!"
Sarah Moore, Sixth Grade Science Teacher from Williamsburg-James City County Schools
"Sarah [Moore] and I brought our Horticulture Club to VIMS. We arrived at 10:20 and had to leave at 1:00. We started in the classroom where Matthew and Anna told us about VIMS. We began with using the microscopes to view microorganisms that had been collected from the oyster shell baskets. We used a Dichotomous key to identify the species, researched them in a reference book and then recorded/drew them in a notebook. Each group reported out something they identified.
Next we went outside, put on waders and prepared to use both personal nets and two person seine nets. Once there, they were given a safety brief and shown how to use the equipment. The students then chose their netting type. It was windy Friday, but we still were able to gather a wide range of organisms from the water. One student reflected on the day by saying “I was amazed by how many things were in our nets.” We caught crabs, baby flounders, hog chokers, snails, grass shrimp, pipe fish just to name a few. Most students eagerly took their “catch” and put it in the small aquarium. Some were a little more tentative and asked for help. All in all, everyone got in the water and enjoyed using the nets. When we returned to the VIMS classroom, we counted all the different species collected during the entire visit. We ended up having 30 different species of plants, vertebrates, and invertebrates!
We debriefed the field trip yesterday and the students had nothing but wonderful things to say. Many had never been exposed to an experience such as that. A huge thank you to SEVEE for providing the funds to take this trip. It was an enjoyable day for all."
Susan Stephens, Sixth Grade Science Teacher from Williamsburg-James City County Schools
"I brought my 7th grade, 2nd period class. The weather and temperature could not have been nicer. The sun was shining. There were cumulus clouds in the sky. The water temperature was a cool 60F°/15.6C°, and there was a gentle breeze. Due to a shortage of bus drivers, we arrived at 10:30 and had to leave at 1:00.
The kids started out in the classroom where they received their briefing. Soon, they were outside at the shed putting on waders. It was clear that most of them had never even seen waders much less worn them. My chaperones and I got them dressed and we were off to the water. Once there, they were given a safety brief and shown how to use the equipment. The students then chose their netting type.
From the start it was obvious that very few of my students spend much time in nature. They did, however, scatter gamely into the water with their chosen net to see what they could find. At first most of the dip net folks were not coming up with much as they were all extremely tentative. As they were less successful they became more aggressive and became more successful. When the first seine net came ashore with giant 1” fish, most of the students were terrified to touch them. I had to catch them and put them in their hands. Unfortunately, many fish got to experience chuteless skydiving… The kids were fascinated with their catches but afraid to touch. After about 15 minutes things began to take a turn. At first they would touch a fish, then the boldest would pick up the fish (crabs were still out even the ones smaller than 1cm). After another 5 minutes or so, they were fighting over who picked up which fish and even some small crabs began to be picked up.
It’s hard to learn when you are terrified… As the day went on, you could see an obvious change in confidence among the students. Learning seemingly increased in proportion to their ability to explore free of fear. I interviewed my students two days after we got back and they said they saw things they had never seen, done things they had never done, and overall they said that it was the best field trip they had ever taken. It was obvious throughout that this was all true.
Tony Neely, Seventh Grade Science Teacher from Williamsburg-James City County Schools
Page updated
Report abuse