Land of 10,000 Lakes
In the fall and winter of 2021, 8th graders engaged in a science project at Hill-Murray School, a 6-12 school just outside Saint Paul, Minnesota. Over the course of four weeks, students investigated the following Driving Question;
How can we help address the pollution problem in Minnesota’s lakes?
This website outlines the process used to develop and facilitate a high-quality environmental science project.
Most of the resources used in the project are embedded and can be viewed or copied for classroom use.
Planning the Process
Preparing for a student-centered science process
Prior to the launch of the project, the teacher mapped out the process, considering what standards she wanted the students to learn and what resources she would need to develop in order to ensure that the majority of the project was centered.
With the help of an instructional coach, she was able to identify and compile what the students would need during the project as well as make connections with outside experts who would help support the project remotely.
DOWNLOAD the lake data master that was used to support student research
Project Launch
Entry Event
Students began their project by analyzing an image and an article from their local newspaper which focused on the issue of impaired lakes. They analyzed the claims made by the article and the evidence it provided as a way of better understanding the challenge encapsulated in the projects driving question.
Initiating Inquiry
Students participate in a graffiti talk where they recorded written responses to questions and prompts designed to probe student knowledge while also prompting questions. These questions would guide them in their later research.
Building Background Knowledge
From Knowledge to Understanding
In order to understand the properties of water and how they relate to the problem of pollution, students built their knowledge in multiple ways. They participated in self-directed lessons through Nearpod, watched videos, and also began researching and writing mini-reports.
These individual mini-reports formed the basis for group presentation on several different topics, ensuring that students came away from the research process with the background they needed to understand the different aspects of water pollution they would encounter during the testing phase of the project.
Due to school health guidelines, students presentations were conducted online.
Connecting to the Environment
Investigating the World Around Them
Throughout the project, students were encouraged to gather samples of water from the lakes and streams that they interact with everyday. Some students bottled water from lakes in their neighborhood parks or close to family cabins.
On testing day, students were able to use authentic tools and techniques to test for several common pollutants affecting Minnesota's lakes. They shared and compared their data with each other, discussing their findings and using the experience to inform a class definition for what levels might constitute an impaired lake.
Translating Knowledge into Action
Working Towards a Better Environment
Students then used their newfound knowledge to investigate the status of some of Minnesota's most famous and beloved lakes. Each group "adopted" one of the lakes, and used their understanding of pollutants along with authentic data tools used by the state to get a clear picture of the health of their lake.
Due to the density of the data, the teacher helped facilitate this analysis by providing slimmed-down research packets for the students to reference.
Once they had compiled their data, students translated the numerical measures into more striking and easy-to understand visual products. These "Lake Profiles" used graphics to inform the viewer about the current state of the lake, threatening pollutants, and provided guidance for mitigation that would help the lake recover. These profiles could then be posted by the lake itself to help create public awareness and spur action.
DOWNLOAD the Lake Profile template
USE the MN State Pollution Control Agency water data tool
See Exemplars - Student Example 1 -=- Student Example 2
Additional Resources
Acknowledgments
Kathleen Babich
Kathleen Babich is the teacher whose work has been highlighted here. She is a science educator specializing in teaching middle school science topics and space science. She currently works at Hill-Murray School, a 6-12 private school outside of Saint Paul, MN.
Email: kbabich@hill-murray.org