Analysis of results
Focus
The purpose of this lesson is to collate and report on the results obtained from the field trip.
Science
Science and Society
3.2 Students recognise the need for quantitative data when describing phenomena.
3.3 Students make prediction about the immediate impact of some applications of science on their community and environment, and consider possible pollution and public health effects.
Earth and Beyond
3.3 Students collect information that describes ways in which living things use the Earth and the sun as resources.
Life and Living
3.3 Students describe some interactions (including feeding relationships) between living things and between living and non-living parts of the environment.
SOSE
Place and Space
PS 3.3 Students cooperatively collect and analyse data obtained through field study instruments and surveys, to influence the care of a local place.
English
Complete a table of information.
Materials
- student water quality test results
- student waterways health check results
- student riparian assessment results
- Resource Sheet 17 – Field Trip Results Summary (PDF, 64K)*
Teaching considerations
Display a list of the tests done to ascertain water quality.
Science processes
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SOSE processes
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Sequence
Time: 30-60 minutes
Orientating
Gather results from the field trip and complete Resource Sheet 17. You may wish to collate information on butcher’s paper for class reference.
Enhancing
From the findings, infer from the data collected:
- the health of the waterway
- subsequent health of its catchment area.
List human/animal practices that may contribute to the state of the health of the waterway..
Synthesising
As a class, or in small groups, create a concept map to demonstrate the impact different practices would have on a waterway.
Depending on your students’ understanding and mastery of concept maps from the lesson on "Which Side of the River?" or other curriculum work involving concept maps, you may wish to work through an example as a whole-class activity.
Discuss the field trip and the enjoyment of it.
- What did the results tell us about the health of the waterway?
- Were the tests easy to follow?
- Did we take enough/too much equipment?
- If we did it again how could the field trip be improved?
- Organise thank you letters to relevant people.
Discuss and decide on how to best display results. For example:
- On a pinboard - Map, picture, drawing of waterway site in the centre and results sheets, written explanation and photos surrounding, creating a web effect.
- The class could make a big book called "Our Local Waterway". The big book would be a reference book with headings or chapters such as:
- physical description of the waterway (include a map, photos or drawings and describe the greater catchment area as well)
- purpose for class visit and what happened on the day
- what were the results and what was achieved?
- suggestions for further interaction with the waterway and/or future action.
Students may be motivated to plan and undertake action to maintain or improve the health of a local waterway. Students could individually, in groups or as a whole class, create a plan to implement action to care for an element of a local waterway. Student’s plans could be as simple as proactive action such as reduce, reuse and recycle.
Additional learning
Students may wish to act on the results and decide to improve some aspect of water quality in their local catchment. For example, revegetating a section of the waterway. Students may also wish to promote good catchment management and water conservation practices within the school or community.
Further information information on how we can improve our waterways is available from SEQ Healthy Waterways Partnership
Gathering information about student learning
Sources of information could include:
- anecdotal notes on student alternative conceptions or alterations of any conceptions
- example of student work such as the concept web showing interdependence.
* Requires Adobe Reader
Last updated 3 September 2010
