9th Grade
Project
6 weeks
"Long Island: Water's Journey and Impact Adventure"
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Purpose
This project invites students to explore the multifaceted role of water in shaping Long Island's natural and human environments. Through hands-on field trips, multimedia resources, and collaboration with community partners, students will investigate water's impact on landscapes, ecosystems, climate, and human activities. By engaging with real-world data and local experts, students will develop a deeper understanding of water's significance in both geological history and contemporary environmental issues. The project culminates in student-led presentations that propose solutions for sustainable water management on Long Island.
Learning goals
Students will investigate how water shapes Long Island's landscapes and ecosystems, examining both natural processes and human impacts. They will analyze the influence of water on local climate and weather patterns, using real-world data and case studies such as Hurricane Sandy. Through field trips and community partner interactions, students will explore the geological history and water cycle's role in sustaining life on Long Island. They will develop critical thinking and collaborative skills by engaging in hands-on activities and reflecting on their learning experiences.
Standards
- NGSS - HS-ESS2-5: Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.
- NGSS - HS-ESS3-1: Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and climate change have influenced human activity.
- Common Core - CCSS.ELA-LITERACY.CCRA.SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
Products
Throughout the project, students will create a series of digital journals documenting their observations and reflections from field trips and research. They will also develop a collaborative multimedia presentation that showcases their findings on the impact of water on Long Island's landscapes, ecosystems, and climate. By the end of the unit, students will produce a community awareness campaign, including infographics and a short video, to educate others on human impacts on water quality and sustainability on Long Island.
Launch
Kick off the project with a dynamic field trip to Long Beach, where students can observe and document the impact of water on the coastal landscape and ecosystems. Following the field trip, engage students with an interactive session featuring videos of Hurricane Sandy to explore water's influence on weather patterns and human impact. Encourage students to reflect on their initial observations and questions, setting the stage for deeper inquiry into the essential questions of the project.
Exhibition
Students will create a multimedia presentation showcasing their findings on how water shapes Long Island's landscapes, ecosystems, and climate. They will present their projects at a community event, inviting local experts from Seatuck, Kathleen Fallon, Craig Hayes, and Joe Heaney to provide feedback. The exhibition will include interactive displays, such as 3D models of water cycles and digital storytelling of Hurricane Sandy's impact, allowing attendees to engage with the students' research and insights.
Plan
| Week 1 | Day 1 | Day 2 | Day 3 | Day 4 |
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| Activities |
Activity 1: Conduct a field trip to Long Beach. Students will observe and document the coastal landscape and ecosystems. They will take notes, photographs, and videos to capture their observations.
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Activity 2: Facilitate a classroom session where students review videos of Hurricane Sandy. Students will analyze the videos to understand the impact of water on weather patterns and human activities.
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Activity 3: Engage students in a collaborative discussion to reflect on their observations from the field trip and video analysis. Encourage them to formulate initial questions related to the project's essential questions.
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Activity 4: Introduce students to digital journaling. Guide them in setting up a digital journal to record their reflections and findings throughout the project.
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| Deliverables |
1. Deliverable 1: Digital Journal Entry - Students will submit an initial journal entry documenting their observations and reflections from the Long Beach field trip and Hurricane Sandy video analysis.
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| Preparation |
1. Prep Task 1: Arrange transportation and necessary permissions for the Long Beach field trip.
2. Prep Task 2: Curate a selection of videos on Hurricane Sandy that highlight water's impact on weather and human activities. 3. Prep Task 3: Set up a digital platform (e.g., Google Classroom, Microsoft Teams) for students to create and maintain their digital journals. 4. Prep Task 4: Prepare guiding questions and resources to facilitate the post-field trip and video analysis discussion. |
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| Week 2 | Day 1 | Day 2 | Day 3 | Day 4 |
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| Activities |
Activity 1: Conduct a field trip to Jones Beach. Students will observe and document the geological formations and ecosystems, focusing on the role of water. They will collect samples and take photographs for further analysis.
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Activity 2: Facilitate a classroom workshop where students analyze the samples and photographs collected from Jones Beach. Students will work in groups to identify different geological features and discuss how water has shaped these formations.
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Activity 3: Introduce students to data analysis techniques using real-world data sets about Long Island's water systems. Guide students in examining patterns and trends related to water quality and availability.
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Activity 4: Engage students in a collaborative session to synthesize their findings from the field trip, workshop, and data analysis. Encourage them to develop hypotheses addressing the essential questions of the project.
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| Deliverables |
1. Deliverable 1: Group Presentation - Students will present their findings and hypotheses from the Jones Beach field trip and data analysis. Presentations should include visual aids such as charts, graphs, and photographs.
2. Deliverable 2: Digital Journal Entry - Students will submit a journal entry reflecting on their learning experiences and insights gained during the week's activities. |
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| Preparation |
1. Prep Task 1: Arrange transportation and permissions for the Jones Beach field trip. Ensure necessary equipment for sample collection is available.
2. Prep Task 2: Prepare a selection of real-world data sets related to Long Island's water systems for classroom analysis. 3. Prep Task 3: Set up collaborative workstations with necessary materials for the workshop, including microscopes, magnifying glasses, and geological reference guides. 4. Prep Task 4: Develop guiding questions and resources to support student synthesis and hypothesis development during the collaborative session. |
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| Week 3 | Day 1 | Day 2 | Day 3 | Day 4 |
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| Activities |
Activity 1: Host a guest speaker session with a local environmental scientist from Seatuck. The speaker will discuss the impact of human activities on water quality and availability on Long Island. Students will prepare questions in advance and take notes during the session.
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Activity 2: Conduct a hands-on water quality testing workshop. Students will work in small groups to test water samples from different locations on Long Island using testing kits. They will record their data and analyze the results to understand variations in water quality.
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Activity 3: Facilitate a group research session where students explore case studies of human impacts on water systems globally and locally. Each group will select a case study to research and compare it to their findings from the water quality testing workshop.
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Activity 4: Lead a collaborative reflection session where students synthesize their learning from the guest speaker, water testing, and research. They will discuss how human activities influence water quality and propose initial ideas for solutions to improve sustainability.
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| Deliverables |
1. Deliverable 1: Group Report - Students will submit a report summarizing their water quality testing results, analysis, and comparison with their chosen case study.
2. Deliverable 2: Digital Journal Entry - Students will reflect on the guest speaker session and water testing experience, including personal insights and questions for further investigation. |
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| Preparation |
1. Prep Task 1: Coordinate with Seatuck to arrange the guest speaker session, ensuring the speaker has the necessary technology and materials.
2. Prep Task 2: Acquire water testing kits and prepare instructions for the workshop. Ensure all safety protocols are in place for handling water samples. 3. Prep Task 3: Compile a list of case studies on human impacts on water systems for students to research during the group session. 4. Prep Task 4: Develop reflection prompts and discussion questions to guide the collaborative reflection session. |
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| Week 4 | Day 1 | Day 2 | Day 3 | Day 4 |
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| Activities |
Activity 1: Facilitate a collaborative design session where students create a model of the water cycle on Long Island. Students will work in groups to design and construct physical models that represent the water cycle, incorporating elements such as precipitation, evaporation, and groundwater flow.
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Activity 2: Conduct a field research day where students visit local water bodies to collect data and observations on the water cycle in action. Students will document their findings through sketches, photographs, and notes on how water moves through the environment.
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Activity 3: Lead a data analysis workshop where students use their field research data to identify patterns and draw conclusions about the water cycle's role in sustaining ecosystems on Long Island. Students will compare their findings with their models, discussing any discrepancies and refining their models as necessary.
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Activity 4: Host a peer review session where each group presents their water cycle models and research findings. Students will provide constructive feedback to one another, focusing on the accuracy and clarity of the models and the connections made to real-world data.
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| Deliverables |
1. Deliverable 1: Group Water Cycle Model - Each group will submit a completed physical model of the water cycle on Long Island, including labeled components and a brief explanation of each element's role.
2. Deliverable 2: Field Research Report - Students will submit a report detailing their field observations, data analysis, and conclusions about the water cycle's impact on local ecosystems. 3. Deliverable 3: Digital Journal Entry - Students will reflect on their learning experiences from the week, including insights gained from model building, field research, and peer review. |
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| Preparation |
1. Prep Task 1: Gather and organize materials for model building, such as poster boards, clay, markers, and craft supplies. Ensure that students have access to resources for constructing accurate representations of the water cycle.
2. Prep Task 2: Arrange necessary permissions and transportation for the field research day, ensuring that students have access to safe and suitable locations for observing the water cycle. 3. Prep Task 3: Prepare data analysis tools and resources, such as graphing software or templates, to assist students in analyzing their field research data. 4. Prep Task 4: Develop peer review guidelines and criteria to facilitate constructive feedback during the peer review session. |
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| Week 5 | Day 1 | Day 2 | Day 3 | Day 4 |
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| Activities |
Activity 1: Facilitate a workshop on designing multimedia presentations. Guide students in selecting appropriate digital tools to create their presentations, focusing on effectively communicating their research findings and proposed solutions for sustainable water management on Long Island.
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Activity 2: Conduct a design lab where students begin developing their collaborative multimedia presentations. Encourage them to incorporate elements such as infographics, videos, and interactive components that showcase their understanding of water's impact on Long Island.
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Activity 3: Organize a feedback session where students present their initial presentation drafts to peers and community partners for constructive feedback. Students will use this input to refine and enhance their presentations.
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Activity 4: Lead a session focusing on public speaking and presentation skills. Provide students with strategies for effective communication, including storytelling techniques and audience engagement, to prepare for their final presentations.
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| Deliverables |
1. Deliverable 1: Draft Multimedia Presentation - Students will submit a draft of their multimedia presentation for peer and community partner feedback.
2. Deliverable 2: Digital Journal Entry - Students will reflect on the feedback received and outline the revisions they plan to make to their presentations. |
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| Preparation |
1. Prep Task 1: Gather and organize digital tools and resources for multimedia presentation design, such as software tutorials or access to online platforms.
2. Prep Task 2: Coordinate with community partners to arrange their participation in the feedback session, ensuring they have access to the presentations and the necessary technology. 3. Prep Task 3: Develop guidelines and criteria for peer and community feedback to ensure constructive and supportive critiques. 4. Prep Task 4: Prepare materials and resources for the public speaking and presentation skills session, including checklists, templates, and example presentations. |
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| Week 6 | Day 1 | Day 2 | Day 3 |
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| Activities |
Activity 1: Facilitate a rehearsal session where students practice their final multimedia presentations. Provide opportunities for peer feedback and self-assessment to refine presentation skills and content accuracy.
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Activity 2: Host a community exhibition event where students present their completed multimedia projects. Invite community partners, local experts, and families to engage with the presentations and participate in discussions about sustainable water management solutions for Long Island.
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Activity 3: Conduct a reflection and celebration session where students share their learning journeys, key insights, and the impact of the project on their understanding of water's role in Long Island's ecosystems and human activities.
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| Deliverables |
1. Deliverable 1: Final Multimedia Presentation - Students will submit their polished multimedia presentations, incorporating feedback from previous sessions.
2. Deliverable 2: Digital Journal Entry - Students will complete a final reflection entry summarizing their learning experiences, challenges overcome, and future questions or areas of interest. |
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| Preparation |
1. Prep Task 1: Organize the community exhibition event, including logistics for venue setup, technology needs, and guest invitations.
2. Prep Task 2: Prepare materials and resources for the rehearsal session, such as presentation equipment and self-assessment checklists. 3. Prep Task 3: Develop reflection prompts and celebration activities to guide students in articulating their learning journeys and achievements. |
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