Getting to Know the Hudson River

In the last few weeks we have shifted our focus to this semester's big study: the mighty Hudson River. The river is mighty historic, mighty educational and full of beauty.

In science class, small groups gathered around maps of the Hudson River watershed. The children looked for Albany, New York City, the Mohawk River and Mt. Marcy, where its source can be found. This was an open-ended exploration meant to ground the students in the river's geographic features.

Next, we revisited our summer read, River of Dreams. The children talked over what the book taught us about human development along the river. Each child was asked to carefully draw a riverscape of the Hudson. They visualized a spot on the river--it could be a pristine natural habitat or a place touched and changed by human activity. The children were then asked to write a carefully crafted description of their spot.

As we moved closer to our trip to the river, these scientists prepared for the careful data collection they would be completing. When the Day in the Life of the Hudson River arrived, the 2-3s were ready.

The children moved in small groups through three stations.
They completed observational drawings of our river scene at the Troy Dam.

Another station involved identification of fish and macroinvertebrates. We were lucky enough to have two fish experts from the state Department of Environmental Conservation skeining for fish with large nets. They also brought a device that uses a jolt of electricity to temporarily still the fish. This makes it easier to gather them for observation. The students used a fish key to name the fish that were in tanks. The fish and other creatures were then catalogued and counted. Lots to touch and observe at this station!

The third station involved three water quality tests: pH, turbidity and chlorophyll.

The children learned pH levels are either basic, acidic or neutral. Neutral is ideal for life, but many aquatic beings can survive if their environment is slightly acidic or basic.

The turbidity test measured the clarity of a water sample. The more suspended solids there are in the sample, the murkier the water is.

 The children used a long sight tube for this test.

 

It took teamwork and a good eye to complete the task. 

The pigment chlorophyll is what allows plants and algae to photosynthesize. To collect a chlorophyll sample, the children sucked samples of river water into a syringe and then pushed the water through a filter to capture solids. The filter was then compared to a color chart.
A staff person for the state came to collect our official chlorophyll sample. The filter was taken in a test tube and put on ice.

All of Parker's data has been sent off to the Lamont-Doherty Earth Observatory. The samples and test results from all the schools participating in the Day in the Life--groups were gathered on the river's shore from the Troy Dam to the Battery in NYC--will be analyzed by scientists at the lab.

Our working student-scientists have contributed to a greater understanding of the health of our mighty neighbor, the Hudson River.

What a day we had!!

"Sciencing" at Parker

These last weeks, our science classes have been preparing the 2-3s for their visit to the Hudson River. We spent time at our creeks observing, returned to begin learning about water tests we will do at the River, and donned science goggles to conduct pH tests.

On Friday, we spent Muddy Boots Club time getting used to the equipment and procedures we'll use when we test the river water for turbidity and chlorophyll. Cool equipment, multiple steps for each test, and the need for a group of engaged teammates...there was lots of excitement! A side benefit of this work is the need for the children to share materials and organize themselves in a way that allows for everyone to fully participate. Cooperative teamwork skills were practiced and stretched.


I've attached an article about the value of active learning in science. It argues that children should be involved in "sciencing," a new verb for me. The suggestion is that children need to be actively involved in scientific investigations that give them first-hand experiences. This is the very essence of science learning at Parker. We are both lucky and in the vanguard to be doing science this way. We are also blessed to have Kate Perry as our science teacher. "Sciencing"with students is her priority every day. 

http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleId=409

When I look at the pictures I take of the 2-3s during science class, I am always struck by the focused expressions on my students' faces. The gazes are intense and the pencils at the ready to create observational drawings and record data. 

 Our student-scientists will be continue sciencing like this all year.