Reflection: Safety Estuary Field Research Water Testing "Presearch" (2 of 3) - Section 3: ENGAGE: Field research hopes and fears


In this opening activity, I am most interested in helping students feel emotionally safe during field research.  As much as students want to do "real science" in the classroom, the open-ended and self-directed nature of real field research can be disorienting and stressful, especially when the focus of field research is unfamiliar. In the case of water testing and oysters, very few students have had prior experience. As such, I want to open this "presearch" lesson by surfacing students' hopes and fears in order to develop a group understanding of what we are all bringing to this experience.  I have found that this is a very effective exercise for spurring students to share ideas questions, and anxieties about field research that students may not otherwise articulate.

  Staying safe in the field
  Safety: Staying safe in the field
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Estuary Field Research Water Testing "Presearch" (2 of 3)

Unit 2: Citizen science, Student design
Lesson 12 of 13

Objective: Students will be able to 1) practice field testing procedures in a classroom environment and 2)) identify highly important field research behaviors.

Big Idea: Citizen science projects along the Hudson river contribute to a fuller understanding of the health the estuary system. How does data collection help scientists and designers in develop a more complete picture of the needs of the Hudson-Raritan Estuary?

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Science, Statistics, field work, Community Mapping, engineering design thinking
  55 minutes
graphic citizen science
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