PondWatch PreK-4 Grades 5-8 Grades 9-10 Grades 11-12 (The Pond Tour and the Terrestrial Ecosystem Tour) http://www.edutel.org/pondwatch_index.html   Strand 1: INQUIRY PreK-4 (Owning the Questions Through Science and Technology, p. 27) Through their observations of the "virtual pond" and "virtual ecosystem" as well as ponds and ecosystems in the students’ own communities, students observe and describe living things they find, note details using close up pictures, and have the opportunity to compare similarities and differences. Students are encouraged to question why leaves turn colors, why seasons change, why certain types of macroinvertebrates are found, etc. Students begin to explore the "what would happen if’s" when they look at the interrelatedness of the pond’s ecosystem and also man’s impact on the pond. Students make predictions about the pond based upon their knowledge and observations. Students plan and conduct investigations using observation, keeping journals, taking pictures, taking water samples, and looking for macroinvertebrates. Students extend their observations using maps and the Lamotte Pondwater Tour kit, which is available for less than $50.00 and provides enough materials for the class to conduct tests! Students compile their data and look at the data of others so they may recognize simple patterns. Students work with others in their classes and through CommunityNet with those from other schools and countries to describe and communicate ideas about ‘how’, ‘why’ and ‘what would happen if’. Each PondWatch activity encourages students to share and communicate their finding via writing, drawings, or photos. The study of local ponds and their ecosystems requires students to relate one factor to another. Students learn early on that everything in the pond is related to something else. The entire PondWatch project encourages students to communicate with others throughout the Americas through discussions, drawings, simple graphs, and writing. Strand 2: DOMAINS OF SCIENCE Physical Sciences Life Sciences Earth and Space Sciences PondWatch provides a topic-based approach (Owning the Questions Through Science and Technology, p.36) to science and crosses the various domains. 1. Physical Sciences (Owning the Questions Through Science and Technology, pg. 44 - 45) Properties of Matter By studying a local pond or the "virtual pond" during the different seasons students increase their understanding that water can exist in solid, liquid, and gaseous states. Forms of Energy: Light, Heat, Electricity, and Magnetism Through their observations of a local pond, communication with other students, and participation in the various recommended PondWatch activities student gain an understanding that the Sun supplies heat and light to the Earth. Position and Motion of Objects Students can observe and describe the motion of waves and ripples in their ponds. They also will be able to experience and describe how water motion can be caused or changed by the action of a push or pull on the water. Forms of Energy: Light, Heat, Electricity, and Magnetism Through various PondWatch activities involving ponds and land ecosystems students will gain an understanding that the Sun supplies heat and light to the Earth. Being outside observing their ecosystems will provide them with natural opportunities to observe shadows. 2. Life Sciences (Owning the Questions Through Science and Technology, p. 60) Students study their ponds to understand and provide evidence that all organisms use some basic chemical building locks, including water and oxygen. They also will observe that each kind of organism living in and near the pond has its own way to get the energy and nutrients it needs. They will study green plants and trees that grow near the pond or in their land ecosystem to observe and understand that plants can make their own food from sunlight; animals consume plants or other organisms for their food. Through their observations of their ecosystems, students will explore and illustrate an understanding that decomposers, which are single-celled organisms and fungi, break down dead plants and animals for food. Students will provide examples of the interdependence of animals and plants in their ecosystems. They will observe and record temperature and other environmental changes and observe some of the ways that organisms in their ecosystems are affected by these changes.   3. Earth and Space Sciences (Owning the Questions Through Science and Technology, p. 74) Properties and Changes of Materials Students can illustrate by recording inventory that the Earth’s surface as is experienced in the pond or land ecosystem is composed of water, rocks, soils, and living organisms. They may observe the changes in the pond water during the different seasons and learn that water can be a solid, liquid, or gas. Students will observe the natural events within the ecosystems have a repeating pattern, describe, and illustrate these events in journals and published writings. Students will observe the weather as it occurs in their ecosystems and then show and describe that air has properties that can be identified and measured, such as wind speed and direction, temperature, moisture, the occurrence of clouds, and the fall of precipitation. They will observe various rocks in their ecosystems and understand that rocks come in many sizes and shapes, from boulders to grains of sand and smaller. Students will observe the ecosystem and from these observations and related research conclude that water flows downhill in streams and rivers, or accumulates in lakes and puddles and seeps into the ground. Objects in the Sky After spending time outside in their ecosystem, students will understand and be guided to understand that the Sun provides light and heat.   Strand 3: TECHNOLOGY (Owning the Questions Through Science and Technology, p. 90) Nature and Impact of Technology Students will describe the differences between objects found in and near their ecosystems and will categorize them as natural or man made. They will describe ways in which technology has had positive and negative effects on their ecosystems and the land directly around these areas. Resources of Technology As a project students will clean their ecosystems and then identify items that are recyclable and non-recyclable. Strand 4: SCIENCE, TECHNOLOGY, AND HUMAN AFFAIRS Dealing with what if’s and hypothetical issues regarding their ecosystems, students will recognize that their decisions will have effects on other people. Through their work in their own ecosystems and the sharing of their study with others, students will realize that they can make decisions that change the natural environment.   PondWatch (The Pond Tour and the Terrestrial Ecosystem Tour) http://www.edutel.org/pondwatch_index.html   Strand 1: INQUIRY Grades 5-8 (Owning the Questions Through Science and Technology, p. 28) Through their observations of the "virtual pond" and "virtual ecosystem" as well as ponds and ecosystems in the students own community, students observe and describe living things, note details using close up pictures, and have the opportunity to compare similarities and differences. Students also will look for patterns and relationships in their findings. When situations that could effect the pond ecosystem are presented, students are encouraged to apply their personal experience and knowledge to search for viable solutions. For example, approximately one mile from our "virtual pond" there is land being sold for industrial use. Will the development of this land in any way effect the pond? Students are encouraged to apply multiple lines of inquiry to address and solve problems when they examine problems and situations that exist within their own communities. The PondWatch data base encourages students to use more complex tools to make observations and gather and represent quantitative data. Our student publishing opportunities also encourage students to examine one aspect of the pond and using more sophisticated tools, gather data regarding their specific interest. Being actively involved in the PondWatch project encourages students to look at their own data as well as the data of others. Then with the help of their teachers they can describe trends in data even when patterns are not exact. Through PondWatch, participating students should be able to look at trends for various aspects of water qualities. Studying real life data about ponds and ecosystems within the student’s community and examining actual possible technological solutions to these problems provides students with sufficient evidence and experience to reformulate ideas and technological solutions when necessary. Students need to analyze alternative explanations and procedures when they are networking with students in other schools, communities, and countries. Working with other students and professionals in different countries encourages students to look at various explanations and procedures. The PondWatch project encourages students to represent their data and finding using tables, models, demonstrations and graphs. Students may publish these on the PondWatch site. Having a publishing forum and a means to communicate with students from other countries promotes the purposeful communication and sharing of ideas and questions generated, as well as suggestions for improvements or alternatives to the experimental techniques used. Basing studies on ponds within the students’ communities promotes students’ understanding that every problem or issue that may affect the pond is complex and that the accompanying possible solutions to these problems are also complex and multiple. Depending on the technological issues confronting their pond, students will be able to design a solution and describe its advantages and disadvantages. Issues involving technology which may effect ponds in students’ communities may include road salt, acid rain, industrial development, private development, and use policies. Students are encouraged to share individual issues and concerns with other students and professionals via the CommunityNet network.   Strand 2: DOMAINS OF SCIENCE Physical Sciences Life Sciences Earth and Space Sciences PondWatch provides a topic-based approach (Owning the Questions Through Science and Technology, p.36) to science and crosses the various domains. 1. Physical Sciences (Owning the Questions Through Science and Technology, pg. 47) Properties of Matter By studying a local pond or the "virtual pond" during the different seasons students increase their understanding that water can exist in solid, liquid, and gaseous states. Students may observe, compare, and measure the different types of rocks and soil within their ecosystems in terms of their characteristic properties such as density, texture, and color. Particulate Model or Matter In studying their ponds through the seasons, students will observe water in different stages. These observations which will provide them with relevant opportunity to begin study and provide evidence that shows how the conservation of mass is consistent with the particulate model that describes changes in substances as a result of the rearrangement of component particles. Motions and Changes in Motion Students may use the movement of pond water in their study of motions and changes in motion. Boulders that have been split by trees can be used to illustrate force.   Life Sciences (Owning the Questions Through Science and Technology, pg. 62) Characteristics of Organisms Students can use samples of their pond water to find single and multi-cellular organisms in order to make their study of cells and cell properties relevant to them. Students will describe and categorize the organisms in their ecosystems as plants, animals, fungi and various types of microorganisms and will demonstrate an understanding that there are major categories of organisms. Students will use samples of plants and microorganisms taken from their ecosystems to study the similarities and differences between plant and animal cells. Students will investigate and explain the complex multi-cellular organisms through the study of one specimen in their ecosystem. They will use this information to improve their understanding of the life processes of multi-cellular organisms. Diversity and Adaptation of Organisms Students will explore the issues of diversity and adaptation through observing and studying their ecosystems and learning about ecosystems in other communities. They will explain situations in which sort-term changes in available food, moisture, or temperature of an ecosystem may result in a change in the number of organisms in a population or in the average size of individual organisms. Students will use available research literature and links to explore models in which long term changes may result in the elimination of a population or the introduction of new populations. Through the study of the natural history of their ecosystems and the observation of glacial deposits students will begin to explore and illustrate the changes in the environment that have resulted in qualitative and quantitative changes in the species of plants and animals that inhabit the Earth. Heredity, Reproduction and Development (Owning the Questions Through Science and Technology, p. 63) Students will study the organisms in their ecosystem as part of their study of reproduction and its importance to the survival of the species. Students will consider organisms in their systems to compare and contrast sexual and asexual reproduction. Ecosystems and Organisms (Owning the Questions Through Science and Technology, p. 63) The PondWatch project’s pond and land tours meet all aspects of the learning strands listed on page 63 of the frameworks.   Earth Science (Owning the Questions Through Science and Technology, p. 76-77) Interactions and Cycles in the Earth System Looking at examples of different types of rocks in their pond or land ecosystems will motivate students to begin to evaluate the conditions under which sedimentary, igneous, and metamorphic rocks form. Students study soils and soil quality in relation to their land ecosystems. Through this study and available links and other literature, students will be able to identify ways in which soil is formed by the weathering of rock and the decomposition of dead plants and animal debris. Students work in their ecosystems and their communication with students throughout the Americas will help them to observe and describe climate and climate changes. Students will observe different types of clouds and weather indicators while they are outside in their ecosystems. Students will use topographic maps to study their ecosystems and the watershed in which their systems are located. In their work with students from other countries students will discuss and explore environmental issues such as the reduction of forest cover, the increase in the amount and variety of chemicals in the atmosphere, and intensive farming. They will examine the effects that these issues have had in their own communities and in other countries.   Earth History As part of the study of their ecosystem, students will examine its natural history, including rocks, fossils, and ice coverage.   Strand 3: TECHNOLOGY The Nature and Impact of Technology In their study of their natural pond environment students will become aware of ways in which technological advances may be accompanied by negative effect.   Strand 4: SCIENCE, TECHNOLOGY, AND HUMAN AFFAIRS   In considering their ecosystem, students will be asked to evaluate the effects and influences of technology.   PondWatch (The Pond Tour and the Terrestrial Ecosystem Tour) http://www.edutel.org/pondwatch_index.html   Strand 1: INQUIRY Grades 9-10 (Owning the Questions Through Science and Technology, p. 28) Distinguishing those observations that are relevant to the question or problem at hand is important as students explore complex issues in real life settings. In the PondWatch project students may explore similarities and differences in aquatic ecosystems, technologies, and related politics in their communities and in other communities throughout the Americas. Paul will assist students in the process of wetland identification and the policies governing Massachusetts’ wetlands. EduTel Communications Inc. is also in the process of developing a program with professionals involved in land preservation in Central America and the use of GIS mapping. Students involved in the PondWatch project will use a range of exploratory techniques, e.g., experiments, information, literature searches, data logging, research, and development, etc. as they examine local ecosystems and consider the effects that local ecosystems have on the larger ecosystem in the Americas. Students will observe and record results of their own testing, share these results with other students via CommunityNet, and will also have full use of all submitted data. They will also be steered towards many relevant links for research. The PondWatch project is inquiry based and will challenge students to question interpretations or conclusions for which there is insufficient supporting evidence. Students will collect data as they monitor real situations in their communities and examine their data as it relates to available supporting literature. They will also share data with other students engaged in the same process. Basing their work and data collection on accepted literature and sharing data with students and professionals throughout the Americas will promote the questioning and conclusions based on insufficient evidence. Participation in a monitoring project and the examination of the physical, historical, and political aspects of a community resource such as a pond will help students to learn to interpret data in the light of experimental findings, and appropriate scientific and technological knowledge and understanding.   Strand 2: DOMAINS OF SCIENCE Physical Sciences Life Sciences Earth and Space Sciences PondWatch provides a topic-based approach (Owning the Questions Through Science and Technology, p.36) to science and crosses the various domains. Physical Sciences (Owning the Questions Through Science and Technology, pg. 51) Students may use their study of community ponds and watersheds to demonstrate that the same concepts of energy, matter and their interaction apply both to the biological and physical systems in and around the pond and watersheds. Life Sciences (Owning the Questions Through Science and Technology, pg. 65) Characteristics of Organisms Students can use samples of organisms found in their pond water and in their land ecosystem to study cell structure. Hands on work combined with other available literature and materials will help students compare the structure and function of various cells. Students will have the opportunity to observe, compare and contrast cells from bacteria, animals and plants found in their ecosystems in order to understand cell composition and boundaries. Evolution of Life Students may study the theory of biological evolution by studying the organisms in their ecosystems, and the natural history of the ecosystem over the years. Matter and Energy in Ecosystems (Owning the Questions Through Science and Technology, p. 66-67) The PondWatch project’s pond and land tours can be used to help meet these learning strands which are listed on page 63 of the frameworks. Earth and Space Sciences (Owning the Questions Through Science and Technology, p. 80- 81) Earth in the Universe In their study of seasonal changes in their ecosystems, and sharing the information about ecosystems in other countries students will be motivated to learn about the unequal heating of the Earth’s surface by the Sun’s energy and how it varies with latitude and with time of the year. Geochemical Processes and Cycles in the Earth System Students will see examples in the PondWatch virtual tour and also in their own New England ecosystems of the continual processes of weathering, erosion, deposition, compaction, cementation, melting, heating (without melting), pressure and crystallization. Working with students in different climates will motivate students to learn more about global weather and the atmospheric winds that transport heat pole-ward from the warm tropics, helping to maintain the Earth’s climate. Students will use topographic maps to study their ecosystems and learn about changes that have occurred over time. Strand 3: TECHNOLOGY The Nature and Impact of Technology By studying changes that have occurred to local ecosystems throughout the years students will gain an understanding of the complex and multidimensional role that technology plays in their lives. They will view the economic, social, environmental, and political issues that drive and are driven by technology. Students will be able to give examples of how technological advances have been beneficial and detrimental to natural resources and therefore their lives and the lives of students in other parts of the Americas.   Strand 4: SCIENCE, TECHNOLOGY, AND HUMAN AFFAIRS By examining local issues that effect their ecosystems or watersheds, and by discussing these issues with students in other countries, students will identify ways in which science, technology, and society have influenced each other in the past, and also describe how science and technology have been an integral part of the history of human society. By looking at specific relevant issues that may affect their ecosystems, students will develop the skills necessary to make decisions about problems at the community, state, national and international levels.   PondWatch (The Pond Tour and the Terrestrial Ecosystem Tour) http://www.edutel.org/pondwatch_index.html   Strand 1: INQUIRY 11-12 (Owning the Questions Through Science and Technology, p. 29) Students who study community issues which involve natural resources and political considerations need to learn how to construct and evaluate their own and others’ scientific and technological explanations, as well as how to evaluate evidence. Strand 2: DOMAINS OF SCIENCE Physical Sciences Life Sciences Earth and Space Sciences PondWatch provides a topic-based approach (Owning the Questions Through Science and Technology, p.36) to science and crosses the various domains. Life Sciences (Owning the Questions Through Science and Technology, pg. 65) The PondWatch project can be used to meet the learning standards listed for Matter and Energy in Ecosystems on page 70 of Owning the Questions Through Science and Technology. Earth and Space Sciences (Owning the Questions Through Science and Technology, pg. 83) Geochemical Processes and Cycles in the Earth System Through the study of their ecosystems and those in other countries throughout the Americas students will describe how the global climate varies on several time scales in part due to the changing energy received from the Sun. Studying watersheds within their communities will enhance students understanding and the implications of the water cycle.   Strand 3: TECHNOLOGY (Owning the Questions Through Science and Technology, pg. 102) Through studies in their own communities and through networking with other students throughout the Americas students will gain a greater understanding of the complex implications of technology, and the issues of protection and development. Students will network within their own communities to understand how technology influences business and government policies and actions. They will work with students from other countries to help predict ways in which technology will change the future and have an impact on family, individuals and society. By looking at the role of the United States and the roles of other American countries students will explain how technology plays a major role in making a country a world power. The Design Process Students will have the opportunity to work in a partnership with IEARN students as they work to use technology to solve problems such as bringing fresh water to villages in Nicaragua. Understanding and Using Technology in Society As students work on relevant projects in their own communities and network with students involved in similar projects throughout the Americas, they will gain a first hand understanding regarding the purposes of communication. Students will gain an understanding of how automated processes have transformed industry as they look at second and third world countries and compare and contrast manufacturing processes there with those in the United States.   Strand 4: SCIENCE, TECHNOLOGY, AND HUMAN AFFAIRS Through their involvement with their own ecosystems and the experience gained by investigating ecosystems in other communities and countries, students will see that technology has changed over the years and has had both positive and negative effects on the ecosystems and their greater communities. As students learn about wetlands legislation, the functions of local, state, and federal governments in protecting resources, and the complexity of the issues confronting those who make decisions, they will gain a greater of understanding of their abilities to effect change as well as their social responsibility.

Copyright © 1998 EduTel™. All rights reserved. Last updated: November 3, 1998 webmaster@edutel.org