During this study, students combine and extend concepts and questions surrounding aquatic ecosystems from their field work in neighborhood retention ponds to student-designed aquatic ecosystems in the classroom. They later apply the results of their inquiry into these mini-ecosystems in the classroom back to the original retention ponds. In the process, they examine the role of biological diversity in ecosystems. They document how organisms and systems change/grow over time. They construct models of systems to learn about their complexity and interactivity. They develop criteria for good questions, evidence, and argument. Finally, they foster their own science literacy through reading science material (field manuals, non-fiction books and articles, instructions); writing science material (nonfiction picture books, field guides, multi-media presentations); and data collection, representation, interpretation, and communication (lab notebooks, research meetings, poster sessions, and reports).
Students begin by making numerous visits to the local retention ponds. They continue to do so over the entire school year. These ponds are within walking distance of the school. At the ponds, students sample, collect, draw, describe, count, and identify animals and plants in and around the two ponds. Students keep careful records of all information regarding plants and animals, as well as weather and general condition of the water and land using electronic data gathering devices and other tools. They also note similarities and differences between the two ponds, which are connected by a spillway.
These visits form the basis for the establishment of student-designed aquatic environments (jars) in the classroom. Students use the jars to inquire into the nature of aquatics systems and models. The results from their investigations inform applications to the retention ponds. Students use mathematics to support their interpretations.
