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Living and nonliving elements of a schoolyard affect each other. Questions arise out of scientific experiments that lead to other experiments.
Students will know how an aquatic ecosystem works and be able to collect representative organisms, identify the organism and its trophic level, and create a food web of a local aquatic ecosystem.
Students will learn about the habitat and life cycle of stream invertebrates with a focus on how the life history of aquatic invertebrates is connected to the terrestrial ecosystem.
Students will know the relationship between light and dissolved oxygen and be able to predict what will happen when a plant does not receive enough light.
Students will know how land use affects water quality and be able to use macroinvertebrates to understand the impact of land use change in watersheds.
Students will know how land use affects water quality, and be able to calculate a macroinvertebrate diversity index to understand the impact of land use change in watersheds.
After building a basic knowledge of the water cycle and water in their schoolyard, students investigate the water budget of a leaf.
Students will define and classify resources from the Chesapeake Bay watershed in order to describe how each of these organisms interacts.
Students will know the concept of biomagnification and be able to explain how biomagnification relates to cadmium levels in blue crabs in the Hudson River.
Students will know the benefits and drawbacks of drinking bottled water, and be able to compare the quality of their local water source to bottled water.
Students will know the benefits of different types of plants in each tidal zone of a tidal marsh wetland and will be able to design a wetland based on specific provided requirements.
Students will know the origins of cadmium in the Hudson River, and will be able to integrate information from maps and text to describe how and why distribution of cadmium changed from 1975 to 1983.
Models can be created to represent complex aspects of the real world. Scientists use models to study complex real world situations.
Aerial photographs can aid in determining land use types. Land cover types can be measured by using a grid overlay to aid in determining percent coverage. Students will learn how transition from gaining information from a 3-dimensional model to gaining information from an overhead 2-dimensional view.
Students will know how the climate of the Hudson Valley has changed over the last 400 years and be able to explain these changes.
Through field checking a map or photo scientists can come up with a more accurate map of the area studied which reflects change over time. Collaborative efforts can lead to increased understanding of the concepts.
Students will graph Hudson River sea level data from 1970-2015, identify trends in the data, and make predictions about future levels.
Students will use HRECOS to generate graphs of Hudson River water temperature data from the month of July in the years 2010-2016, identify trends in the data, exceptions to the data, and make predictions about possible causes of the data trends.
Students will use HRECOS graphs of Hudson River water temperature data from the month of July in the years 2010-2016, identify trends in the data, exceptions to the data, and make predictions about possible causes of the data trends.
Students will analyze historic sea level data, sea level projections, climate projections, coastal flooding projections, and NYC action plans. They will make comparisons among the data and predict the preparedness of NYC to withstand sea level rise.