Ecosystems...Gone Digital!

This spring I am trying to "change things up" a bit from previous school years in relation to our Ecosystem unit.  The first change I saw that needed to be made was to figure out a way to better integrate technology into daily lessons.  

Step 1: Create a Digital Packet:

CHECK!










So, with that accomplished, my next thought was, observations.  I cringe when I think of fifth graders making observations with our previous ecosystem packet.  Reason being - drawing and coloring.  The observations of the past were incredibly skewed and not accurate.  How do you provide the opportunity to make more accurate observations...TAKE A PICTURE!

Step 2: Use iPad to Take a Picture:

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**Sigh of relief**

The next big task (not really that big) was to figure out a quick way for students to transfer images from the iPad to their Chromebook.  To do this I created a "dummy" Gmail account.  In doing so, I then put the "dummy" account on each iPad.  This in turn provided a solution for students to email themselves their group's observation picture.  Once they received their picture, they could then load it into their digital packet.

Step 3: Load Picture into Packet:  

CHECK!





The last task my students have left to do is to write some general observations (which you can see above) about their ecosystem.  

The benefit of this system for observing is critical in several ways:

1. Allows for regularly, daily observations.  In the past, this was a hindrance and not fun.
2. Integrates technology seamlessly.
3. Uses a variety of skills - tech, collaboration, writing, design, thinking, observing, etc.
4. MAKES SCIENCE REAL...ESPECIALLY IN THE 21ST CENTURY!

Check out future posts to see how this "experiment" with technology and ecosystem moves along.

Chesapeake Bay Ecosystem Debate

Today our fifth graders took part in a class debate, which we have spent weeks preparing for.  The debate was on the topic of solutions to cleaning up the Chesapeake Bay Watershed Area.  Leading up to the debate our students studied the effects of various groups of people on the watershed: waterman, recreational boaters, dairy farmers, land developers, and ordinary citizens.  Each group had to determine one major way they contribute to the pollution problem of the bay, along with three solutions, the pros and cons of the solutions, and lastly trade-offs they would make with other groups in order to clean up the bay.

Yesterday groups presented their findings.  While listening, the viewing groups had to take careful notes on what they heard.  Many students took note of items they wanted to further discuss/debate.  This morning, when our students arrived, we transformed our room into a "community hall."  As you can see in the picture, groups had designated areas, where they could easily see and listen to each other.

The debate went so well that an hour and a half into it, students were floored that they had debated so long, and upset to take a snack and bathroom break.  When returning, they began firing away at each other, once again.  We ended up debating this morning, staying on topic, from 7:45 to 10:45 (with a 15 minute break).  Talk about stamina!  These kids love a good debate!

Following the debate, students "voted" on the trade-offs we chose.  We used a Google Form, which works much the same as a Survey Monkey.  We are in the process of counting up all of the votes, but at first glance, it appears as though all of our trade-offs passed unanimously.

Great day in the classroom.  Excellent "hands-on" learning experience for all!  

...AND THE RESULTS ARE IN:

(Screencast created with Screenr: www.screenr.com)

We used a Google Form to gather "votes" after our debate.  Below is the form we used:

Google Presentations Creates Collaboration

Today was the final day for our students to work on their debate presentations.  Students will be debating about the effects that various groups of people (waterman, farmers, recreational boaters, ordinary citizens, and land developers) place on an ecosystem.  In this case, our model ecosystem is the Chesapeake Bay.  Our students have been preparing to challenge each other on many topics.  Within their presentation, they must state how their group negatively effects the bay, three solutions to their problem, and the pros & cons of their solution.  Lastly, they must also initiate trade-offs with other groups.  For example, if we fish less, your group will pay more for our fish.  The trade-offs are what will build our day two debate.

To create our presentations, students have been using (and loving) Google Presentation.  Google Presentation is Google's take on Microsoft PowerPoint.  Perhaps the best and worst part of Presentation is the lack of bells and whistles.  Students want more, but quickly realize they don't need more.  What they have in front of them is perfect.  

Google Presentation also allows our students to work in the cloud.  They can work on their presentation at home, in a car (assuming the device they are using connects to the 3G/4G network), in our school, or while on a vacation.  Today, one student even entered the presentation from his couch at home (because he was too sick to come to school).  Google Presentation can offer one thing, that Microsoft PowerPoint cannot touch: Collaboration.  Our students are beginning, without knowing it, to reap the benefits of working in collaborative groups.  Check some of the images from our collaborative work time today, below:

Botanical Gardens Field Trip

Yesterday our class, along with Mr. Slempkes' and Ms. Ermers' class, went to the Green Bay Botanical Gardens.  We visited three eco-systems: a pond, a forest, and a garden.  This field trip was in a way a wrap-up to our current science unit, which focuses on ecosystems.  We had a great day, despite some dreary weather.  Check out the slideshow/video below!

**WILL ADD VIDEO BACK IN LATER!!**

On a side note, we began our morning at Pamperin Park for some pre-field trip fun and lunch. 

Acids and Bases with the PH Scale

In class we are getting ready to move on from just knowing how our eco-columns work, to how pollution elements effect both the carbon-dioxide oxygen cycle and the water cycle.  Sounds complicated, but not so much.  We are focusing on three pollutants that are fairly common to the Pulaski area: Road Salt (winter is just around the corner...YIKES!), Acid Rain (using a water/vinegar solution), and Fertilizer (common house-plant fertilizer).  We will not be polluting our actual eco-columns, because they are still alive and well, but rather the three eco-columns we built specially for this experiment.  

That said, yesterday we tested the acidity level of seven commonly found household liquids  using litmus paper: tap water, coffee, Coke, liquid fertilizer, diluted vinegar  lemon juice, and lime juice   The goal was for our students to see how acidic or basic different liquids are, and to begin thinking how those liquids, in larger quantities could effect an environment.

Check out some of our activities below:

Newest Residence of our Classroom

Check out the newest residence of our classroom:

As seen above, yesterday we built small aquariums for our guppie fish to inhabit.  Along with guppies, each aquarium also contains several snails.  Plant life in the aquarium includes: algae, elodea, and duck weed. In the near future we will be combining our terrariums with our aquariums to create an "Eco-Column."

This activity was definitely a very fun and exciting one for all of our students!  Hopefully our newest residence will survive for a good, long time.

Terrariums Are Alive and Well!

In Science we have recently began building our Eco-Columns.  Step one is setting up our terrariums.  Prior to our bugs arriving we have to build a suitable place for them to live.  This past Friday we poured in a layer of gravel (natural filter), some dirt, and planted the following seeds: alfalfa, grass, and mustard.  We will fill in the remaining section with various debris from outside.  In the meantime, check out the progress our plants have made since just Friday!  They are definitely alive and well!