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What Can We Learn from Our Field Journals?

Students compile data from their field journals to evaluate the suitability for coho salmon and/or steelhead trout habitat. Class presentations by each team will recreate the entire creek in class.

Time required: 2 - hours Location: classroom Suggested group size: all students Subject(s): science, math, language arts, and art Concept(s) covered: water quality testing, creek ecology Adapted from: Izaak Walton League of America Aquatic Insect Survey Written by: Tricia Corsetti, Tomales Elementary Christie Denzel Anastasia, National Park Service Last updated: 03/05/00

Student Outcomes
At the end of this activity, the students will be able to:

• Understand how scientists evaluate fieldwork results and tests.
  
• Discuss factors and conditions which influence various results and observations.
  
• Compare and contrast field-test results and observations.

California Science Standard Links (grades 6 – 8)
This activity is linked to the California Science Standards in the following areas:

6th grade:

7b - appropriate tools and technology to perform tests, collect data, and display data;
7c - conduct qualitative statements about the relationships between variables;
7d - communicate steps and results from an investigation;
7e - evidence is consistent with a proposed explanation;

7th grade:

7a - appropriate tools and technology to perform tests, collect data, and display data;
7c - communicate logical connections;

8th grade:

1b - average speed;
9b - evaluate the accuracy and reproducibility of data.

National Science Standard Links (grades 5 – 8)
This activity is linked to the National Science Standards in the following areas:

• Content Standard A - Use appropriate tools and techniques to gather, analyze, and interpret data; think critically and logically to make the relationship between evidence and explanations; recognize and analyze alternative explanations and predictions; communicate scientific procedures and explanations; use mathematics in all aspects of scientific inquiry; understandings about science and technology.



• Content Standard C - Science as a human endeavor.

Materials
To be photocopied by the teacher:

• Field Results Analysis activity sheets, one set per team. (180K PDF document)
• Pre- and Post-evaluation activity sheets (see procedure #4 in this lesson)

To be provided by the teacher:

• Colored paper, chart paper, pens, and graph paper
• One calculator per team

Vocabulary
Generated by student inquiry

Procedures

1. Hand out activity sheets
   Allow students to re-form groups from field visit. Their assignment is to work as a team to complete activity sheets and prepare for a class presentation. Have available large sheets of paper, drawing supplies and calculators. Each team will need at least two large pieces of paper, one for a creek drawing and one for data.



2. Class presentations
   Each will have about five to ten minutes for their class presentation. The first group to present will tape its creek map to a wall or blackboard and its large data sheet directly above it. The next presentation will be a group that worked directly left or right of them in the field. Their map will be taped directly next to the first map. This will provide an actual recreation of the creek in the classroom. Students should spend a couple of minutes sharing their data and drawings with the class



3. Class discussion
   Once all of the groups have recreated the creek in class, compare and contrast their findings to determine if this creek could potentially be a healthy habitat for coho salmon and/or steelhead trout based on their data observations.
   
   Examples of discussion questions:
   • If the pH readings were relatively different along creek sections, what might account for this?
   • How can stream temperature increase as a result of logging next to streams? How does increased temperature affect coho salmon or steelhead trout?
   • Will stream velocity, weather, or time of day cause dissolved oxygen and temperature readings to fluctuate? How?
   • Is the creek a healthy habitat for coho salmon and steelhead trout based on your data observations (absence of barriers for the upstream migration of adults, sediment/fine gravel for rearing young)?



4. Pre- and Post-evaluation
   If you saved the Pre- and Post-evaluation activity sheets from the first pre-visit lesson, redistribute them to the original students. Explain that students may change their answers based on what they have learned in class and on their field trip. If you choose this option, have students write in a different color pen or pencil with the date written in that color.
   
   If you did not choose to save the original activity sheets, make copies for each student of the Pre- and Post-evaluation (located in the first pre-visit activity: "How Can We Learn More about the Coho Salmon and Steelhead Trout?"). We would like to see the results of these evaluations! Please consider mailing completed Pre- and Post-evaluation activity sheets back to Point Reyes National Seashore. We would like to measure the success of your use of this curriculum in changing knowledge, skills and abilities.
   
   Mail to:

   National Park Service
   Point Reyes National Seashore
   Division of Interpretation
   attn: Education Specialist
   Point Reyes Station, CA 94956

Extension ideas

1. Access the web site, www.mywatershed.org, for testing results collected by other school groups in Marin County. Ask for a few student volunteers to update the class information on this website and to share other results with the class.



2. Formalize the results as a Scientific Paper. Include title, abstract, introduction, methods, results, discussion, acknowledgments, and references.



3. Continue to survey your creek once every month. Evaluate the results at the end of the year.



4. Survey a creek in your local area. Compare those results with your results from Point Reyes National Seashore.

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