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Students will know how a stream changes during and after a storm and be able to create and/or interpret graphs demonstrating these changes.
Students will hypothesize how a storm event might change the physical and chemical characteristics of a local stream and be able to collect data to support or negate their hypotheses and communicate these results to others.
Students will know how a large storm affects the flow of water in streams and be able to create a graph that explains their answers to this question.
Students will know how plants are able to remove nitrate pollution, and will be able to compare differences in nitrate uptake by aquatic or terrestrial plants.
Students will know the functions of wetlands and will be able to explain at least one function performed by wetlands.
Students brainstorm and share what they already know about wetlands, and sketch a simple tidal marsh diagram with vegetation zones and appropriate organisms.
Students will know how temperature changes impact organisms and ecosystems and be able to discuss several climate change-related impacts on the Hudson River ecosystem.
All scientific maps need to be verified by fieldwork (exploring the schoolyard). Field checking is the process of verifying a land use map by physically checking the schoolyard. The accuracy of the map can be improved through the knowledge gained by field checking.
Students trace water through the community, and understand how filtration, gravity and microbes clean wastewater.
Students will know how to answer the question, “Are some fish less harmful to eat from the Hudson River than others?” and be able to provide evidence to support their answer.
Students will know how to answer the question, “Are some fish less harmful to eat from the Hudson River than others?” and be able to provide evidence to support their answer.
Students plan, prepare, and present an exhibition of their work to an audience.
Students will know which characteristics of maple seeds help them travel farther and be able to explain why is this important.
Students will identify abiotic characteristics of pools and riffles in a stream and analyze, interpret, and display data they collected on during their field trip to Wappinger Creek
Compare the number of earthworms living in different parts of a study area by forcing worms to the surface using a non-lethal irritant (hot mustard slurry!). Youngsters try to explain differences based on environmental conditions they can observe - soil conditions, ground cover and local physical conditions.
Students will learn how different elements of the schoolyard ecosystem are linked, how scientists compile data and search for patterns and relationships, and how these relationships can be described.
PCBs. in the Hudson River.