Todays Lesson

1
Todays Lesson

• Todays Lesson Objective
• Practice Using PASCO probes
• This Rm. (6) in RM. 1
• Why?
• We are thinking about conducting a study at
  Suisun Marsh (more to come) PASCO probes can be
  used in the field.

http//www.baynature.com/2001winter/2001winter_tra
il.html
2
Prior to Suisun Marsh Unit

• Create a unit on our environment. It came about
  via backwards planning
• Amazing natural resource in our own backyard
  ...Suisun Marsh.
• If students are enganged, student achievement
  increases. Lets get students outside
  enganged.
• Develop an essential question.
• Why protect the environment?

http//www.baynature.com/2001winter/2001winter_tra
il.html
3
Prior to lesson

• Prior to this lesson
• Teacher develops unit questions
• Is Suisun Marsh Healthy?
• How can we ensure the health of Suisun Marsh?
• After research, it has become clear that air
  and soil temperature are indicators for change in
  wetlands
• (http//www.epa.gov/owow/monitoring/nationswaters/
  measure.html, 2004
• http//www.epa.gov/owow/wetlands/wqual/genguide.ht
  ml, 2004)
• Teacher develops content questionsa) How do we
  measure a healthy marsh?
• E.g. How can temperature indicate the health of
  Suisun Marsh? (http//www.epa.gov/owow/monitoring/
  nationswaters/measure.html, 2004)
• What is the air and water temperature at location
  X and Y?
• What is a marsh?
• What makes a healthy marsh?

http//www.baynature.com/2001winter/2001winter_tra
il.html
4
Prior to lesson

• Preparing for Content Q How do we measure a
  healthy marsh?
• Prior lessons on measurement
• Vocab Development (e.g., K-W-L, Reading
  Assignment Planning Guide)
• Students can explain data collection methods
  variables.
• E.g. Measure water temperature with PASCO sensor
• Therefore, students must also be able define
  temperature and identify the 3 common temperature
  scales, and can contrast temperature and thermal
  energy (Standard 3e).

http//www.baynature.com/2001winter/2001winter_tra
il.html
5
Students Develop Hypothesis

• EXAMPLE
• Relatively long term data collection of water
  temperature will be a piece of evidence
  indicating the health of Suisun Marsh.
• pH?

6
Prior to lesson

• Using constructivism
• (i.e. students create their own knowledge from
  their own experiences),
• Class determines the nature (variable) and amount
  of data needed to adequately test the hypothesis
  (Standard 9a)
• EXAMPLE
• Each group of students records the air/water
  temperature at location X and Y quarterly for two
  or more years.

http//www.baynature.com/2001winter/2001winter_tra
il.html
7
Prior to Lesson

• Practice here before collecting data at Suisun
  Marsh.
• Practicing involves learning the technology
  required to conduct a future field trip.
• and now begins the mock lesson.

http//www.baynature.com/2001winter/2001winter_tra
il.html
8

• 10/22/04
• Q of Day
• What are the three common temperature scales?
• TODAY
• 1. Q of Day
• 2. Preparing for Field trip Collecting air
  temperature Data
• H/W Air temperature Lab write-up due next
  Friday.

9
Question What are the three common temperature
scales?

• Celsuis (C)
• Fahrenheit (F)
• Kelvin (K)

10
Air temperature Data Collection

• Today, we are going to use the PASCO EXPLORER and
  air temperature sensor to learn how to collect
  air temperature data.
• Q What is the one hypothesis related to
  temperature that we are going to test at Suisun
  Marsh?

http//www.baynature.com/2001winter/2001winter_tra
il.html
11
Air temp Hypothesis

12
Air temp Procedure

• First period only Take Explorer out of bag and
• Insert 2 batteries
• Attach lanyard.
• 2) Go to my computer?TRAINING folder ? READOnly
  ? Year2 ?10_23_04-workshop ? pH_air_temp-lesson
  and click on Exploring the Explorer.
• 3) Follow instructions in Exploring the Explorer.
• NOTE The first time that you connect Explorer
  to laptop it may say that it found new hardware.
  If it doesclick..

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Procedure (continued)

• A) YES, this time only
• B) This time only
• C) Install software (recommended) takes 1
  minute or so
• D) Continue anyway and then FINISH.
• E) Continue with lab.
• SLIDE 12 Collect air temperature outside at one
  location 3 times. Make sure to shade sensor.
  Write down your general location (e.g., pavement,
  grass)
• SLIDE 13 Find mean for each run and record in
  data table.
• TURN In DATA SHEET.

14
If you finish early

• If you are done early, explore with the sensors
  more
• OR
• Take a break
• AND
• Get ready for the pH lesson (10-15 minutes).