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Goals: 1) Collect Sheboygan River microplastic samples - Students who have not yet been checked on the sampling equipment will go today. 2) Count and search for microplastic pieces in the samples we collected yesterday and last week. 1) Some students are going to the River to collect samples. 2) Sort and count plastics from our previous water samples using naked eye and microscopes. 3) Read the article: Sunlight can break down marine plastic into tens of thousands of chemical compounds, study finds 4) Article Questions Handout - Read the article and answer these questions. Write a paragraph summarizing the information from the article we should add to our own scientific paper about our Microplastics study.
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Goals: Research to write our study paper and collect field samples
Field Sampling: 6-8 students collect samples from Sheboygan River Paper research: Other students please work on completing your assignments from Nov 23 and Nov 30 on Google Classroom. Goal: We will be reading a professional science text today to interpret the information the scientists gathered in their study.
Do Now: Announcement - Sampling tomorrow and Thursday for anyone who has not checked out on the sampling equipment. Do Next: Open your Chromebooks and open your assignment and the article for today on Google Classroom. We will look at this article together to see what you will be focusing on today. Studio time: Work on reading this article and answering the questions. Team up with a partner if you like and if it will help. Ticket out: What was the hardest thing to understand that you were supposed to look at in the article? Goals: 1) Research information on microplastics we can use for our own paper for our study. 2) Collect River Samples and check off skills in field sampling.
Half of the students will go sampling to check off skills and collect samples. The other half will stay with engineering, but work on researching articles and collecting notes to use in the introduction section of our paper. Do Now | See, Think, Wonder As you watch the video below, complete a See, Think, Wonder:
Do Next | Break Into Groups
For today's activity, you will be working in 5 groups to go through the Engineering Design Process. We will count off to determine those groups. Engineering Design Challenge You will have a variety of materials to work with. Your goal is to create a vessel that will carry a film canister filled with coins across a body of water. These are the rules:
In this phase, we define the problem. What are the things you need to consider when you create your vessel? What are ways to overcome these challenges? IMAGINE (5 min) Brainstorm! What are different ways you could use the materials to create a vessel? How will you make sure it floats? How will it move across the water? (write this stuff down on your sheet of paper) PLAN (5 min) As a group, decide on what design you are going with. Create a sketch of that design on your sheet. CREATE (20 min) Work as a group to make the plan you created real. Grab materials as you need them, and create your vessel. TEST/REVISE (15 min) Each group will have the opportunity to test how well your vessel floats and carries the film canister. Based on those results, revise your design. Do you need to add more ballast? More weight? Do you need to change the way you have it moving across the water? Identify any challenges your vessel has, and figure out how to address them. Continue revising and testing until time is up. SHARE (15 min) Each group will present their vessel to the rest of the class. Share how your brainstorming informed your design, your initial thoughts, and how the testing process changed your design. Ticket Out | Go-Around Share one thing a different group did that you found unique, creative, and/or wish you'd thought of. Goal: We are researching science journal articles as professional models to help us figure out what information we should have in our introduction. Students are writing a paper about our microplastics study as our final project.
Do Now: Get into your groups and choose one person to be the recorder today. Mini-Lesson: In the Mind of the Reader - Think about someone who reads our paper on our study. What background knowledge and connections should we give them before they read our results that will help them understand our study in the context of other scientific work, our community, our waterways our history. Brainstorm key words we should use for our Google Research - Share out to class Studio Time1: Groups work on their Microplastics Introduction Research Day 2 handout online (Google Classroom) to look for more ideas from other scientific papers. Jigsaw to share ideas with other groups: Collect new ideas from other groups and add them to your document. Be careful not to write over other partners in your group if you are all typing at the same time. Ticket Out: Goal: Learn about how professional scientists communicate their investigation findings to the public so we can write our own scientific paper about our microplastics findings.
Essential Question: Why do we structure scientific papers the way we do? Because scientific papers are organized in this way, a reader knows what to expect from each part of the paper, and they can quickly locate a specific type of information. Mini-Lesson: How is a scientific paper organized? Assignment on Google Classroom for today. Here is the "Where did my plastic go?" sheet. We will go through the first steps of looking at this scientific paper together to model how to read it. Then some studio time and sharing between groups and share out to class.
Sampling at the 8th St bridge
Take kayak sample in the middle of the river Class takes water quality measurements and plankton samples. Students are responsible for making sure they learn to take every type of sample or measurement and get checked off by a teacher when you show proficiency. Nov 8 & 9 - We went sampling at two locations along the Sheboygan River collecting microplastic using 8" diameter 153 um plankton nets. We also took water quality measurements at each site.
Nov 10-12 Students are sorting our water samples using stereo microscopes looking for microplastics and sometimes discovering other interesting things that were floating in our waters. - Identify and categorize any microplastics from the samples obtained in the plankton nets. Goal:
Science: Sample microplastics and collect water quality data at a new location. Engineering: Begin building What does professional behavior look like in a science laboratory? Out in the field? Lesson: Review Habits of Professionalism Rubric Split class: Science: Sampling site under the Pennsylvania bridge. We actually went to the piers that jut out over the river behind the Toy Factory apartments. Engineering: Begin building the ROV. |
Course DescriptionStudents will be creating a standardized method of collecting microplastics in conjunction with community science members. A mobile application will be created to quantify the amount of microplastics throughout the Great Lakes.
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