Science Instruction and the Vernal Pool

“We must somehow take a wider view, look at the whole landscape, really see it, and describe what's going on here” Pilgrim at Tinker Creek, Annie Dillard

Using our Vernal PoolsA proposal for a modification of the science curriculum

We are fortunate to have our school placed next to a public forest which includes several examples of vernal pools within easy walking distance. We are proposing integrating the vernal pool year into the science curriculum.

The vernal pool in spring

Definition of the Resource

A vernal (snowmelt or ephemeral) pool is a non-permanent wetland that generally appears in spring and dries up by summer, although some may last into the fall.

The vernal pool in summer

Value of vernal pools to the environment – important wetland resources

Serve to conserve water, feeding snowmelt slowly into the watershed and helping maintain a healthy water table.

Provide critical habitats for many types of organisms, both facultative and obligate.

Provide drinking water and predation loci for larger animals.

Value of Vernal Pools for Learning

Provide a natural laboratory for students to observe and study various natural cycles – water, life, seasonal variations, etc.

Allow students to become familiar with the flora and fauna of the town.

Provide hands-on, up-close experience with scientific principles in the real world.

Provide a setting for educators to inculcate values of stewardship, conservation and caring for the natural world.

The walking distance to the nearest pool is 7 minutes, as the 5th grader dawdles. A class can walk to a pool, make observations, and return within a 45 minute class period. A “field trip,” rather than being a holiday-like day trip, takes on more of the meaning it would have to a professional scientist, a regular and necessary part of the study of nature.

How this will fit into your day

Our Credo We believe that integration of the vernal pools will move the

study of science away from teacher-centric, didactic classroom instruction into a more free-flowing, dialog-oriented learning process which encourages student voice.

We believe that learning about scientific inquiry can be

greatly enhanced by making a series of observations of the same local area over time

. We are proposing integrating the vernal pool year into the

science curriculum as much as possible.

We are proposing that the students spend as much time as possible out in the natural laboratory.

The Vernal Pool Resource Committee

The Vernal Pool Resource Committee is a group of self-selected teachers dedicated to the idea of implementing the proposed curriculum change. We plan to serve as the in-house experts, guiding the implementation process and providing training and “grease.” We will need at least one more (preferably two) to join us in this endeavor.

We are here to help you!

Action Plan for the Resource CommitteeBy 11/01/2009: Final formation of Vernal Pool Resource Committee

By 11/30/2009: Committee presents feasibility study results, including prospective list of supplies, books, etc. to administration and 4th & 5th grade teachers. Plan for PTA approval prepared.

By 12/20/2009: Plan put before PTA for approval.

By 01/20/ 2010: Implementation begins. Ongoing teacher training sessions begin.

By 02/01/2010: Supply requirements for individual units determined.

By 02/02/2010: “Recycled” supply (jars, used boots, etc) collection begins.

By 04/01/2010: Preliminary budget estimates for supplies.

By 05/15/2010: Curriculum and lesson plans finalized and provided to 4th & 5th grade teachers.

By 06/01/2010: Letter to parents describing new curriculum, expectations and requirements sent out.

Possible Problems (and Solutions!)

Budget concerns – Although the amount required is relatively small, there may be none available these days. Possible PTA involvement for funds, or “scrounging” supply donations – fishing fathers, etc

Administrative issues – What are the liability issues of classes of 4th and 5th graders regularly heading into the woods at all times of year?

Teacher resistance – We know this won't happen!? But there is a lot of new information to learn, and a lot of mud tromping required.

Time constraints – Training is the problem. Possibly setting up professional development time in the summer. We the Committee are committed to training, and will serve as an informational resource for the project.

Parental issues – There may be resistance to the misconception of children running wild in the woods instead of usefully learning in a classroom. We suggest using a modified version of this presentation, shown at a principal's coffee. If funds are available, will mail it out with a cover letter.

Supply list

Text: A Field Guide to the Animals of Vernal Pools – 20 copies @ $12

Small aquarium dip nets – 6 @ $4

Large dip nets – 6 @ $20

15 gal aquaria – 3 @ $20

Small plastic paint buckets – 6 @ $5

White plastic observing trays – 6 @ $5

Turkey Baster – 6 @$3

Plastic jars and pill bottles – Brought in by class collection.

We are not including the science notebooks in this presentation, as they are part of the regular budget.

Total outlay for supplies:

$522

Before presenting this slide show to the full faculty, we previewed with three members of the school community to get their feedback and concerns. Our principal, Dr. Kaplan, our colleague, Mrs. Peterson, and Mr. Wendell of Building and Grounds all gave us valuable time and let us know their concerns. We present the results on the following pages.

Comments from MaintenanceMr. Wendell is concerned about the potential for dirt carted in by students returning from what could be a very messy outing. He wondered how often the trips would take place and how we planned to deal with the mud. He has no problem with our using the cart, as long as it is rinsed and returned.

As currently planned, there will be two trips in the fall, one trip in the winter and one trip per week in the spring to the pools for each of the three classes. For the fall and winter trips, boots will be brought in for each trip. Boots will be left in the hall under the coat racks in the spring, in cardboard trays made from used boxes gleaned from stores. Teachers will assign jobs such as boot patrol and cart management to ensure that hallways are kept neat and organized and materials borrowed from maintenance are cleaned and returned.

Mrs. Peterson's QuestionsAs one of the teachers involved, Mrs. Peterson voiced a concern that her TA had a knee problem and would not be able to walk to the pools. She also wondered how tiring it would be for the teachers and students to go into “field trip” mode for just a period and then return to class. She felt that it would be too disruptive a break in the school day.

We believe that the disruption would be no more than that involved with any special. Also, we believe that, with proper preparation, the students will accept the pool visits as part of a regular school day, and not get into “trip” mode at all. Part of the purpose of the exercise is to teach responsible field practice to the students. The target areas are small enough that a teacher can maintain control even if the students are spread around the pool verges.

We have spoken with Miss Kartow and the SPEDs, and they say that subbing a TA for the period is a possible solution.

Dr. Kaplan's Response

While excited about the project in general, Dr. Kaplan's primary concerns were the budget and the liability issues. He said that we would have to run the project past both the School Committee and the town's lawyers to make sure that there were no major objections there. He did not feel that parental response would be an issue, saying that we should be able to present the idea in a ways that would get most parents on board.

We will write up a prospectus and tighten up the curriculum proposal to present to the superintendent before trying to win over the full committee. We will need to have a response from the legal department before we go before the committee. The budget will have to be made up in a formal manner, and alternative sources for necessary materials developed in case the budget is cut down or even rejected.

Conclusion

We believe that, for a minimum expenditurein funds and with not too terrible a burden of training and planning, we will be able tocreate a significant enhancement of our current 4th & 5th grade science curricula by including the use of a fabulous nearby study resource. We urge you to look at the curriculum we have prepared and join us inour effort to introduce our students to thewonders of the Vernal Pool.

THANK YOU FOR YOUR TIME!

The Vernal Pool Resource Committee