The Valley of Marshland

Building on last week's lesson on beaches, Mazel 3^rd, 4^th, 5^th,  and 6^th graders discussed and explored how salt marshes are a valuable resource for animals and provide protection against storms for mainland Brooklyn. Did you know 75% of ocean's fishes are born in salt marshes? Did you know Jamaica Bay is losing 48 acres of salt marshes each year?

Last Friday student's built models of Brooklyn's coast and included salt marshes, which was replicated through sponges, and models without salt marshes (no sponges).  Through these models, students performed an experiment where they learned first-hand the ability salt marshes have in helping us cope with storms. In this experiment, students poured water into the first model with sponges, a replica of salt marshes, and the sponges soaked up all the water exhibiting the impact salt marshes have to help protect our coasts. Then students poured water on the next model without the sponge, replicating a loss of salt marshes, and as a result water ran onto the land and flooded the coast.

As a reminder, the students will be taking a field trip to the Salt Marsh Nature Center this Friday, May 10th to apply what they have been learning about beaches and marshes to the information presented at the center.

Just Another Day at the Beach

The Impact of Beaches

After learning about the effect of geology and tides and how it has contributed to the magnitude of Hurricane Sandy’s devastation, Mazel 3^rd, 4^th, 5^th,  and 6^th graders are now shifting their focus and learning about how beaches and marshes protect mainland Brooklyn from hurricanes. Last Friday the students learned about the impact of beaches and this Friday we will learn about the influence of marshes. On May 10th, we will combine what was covered in both of these classes and apply the information during the field trip to Salt Marsh Nature Center. 

As you can see from the diagram of beaches below berms provide a barrier for water erosion creating a dune that protects the shoreline. 

Due to class discussion, students suggested an idea to build a model that they can use to explain how beaches and marshes in their natural state are wonderful defenses. The model will also describe how human impacts and the built environment deplete this natural defense. The students will solely figure out how to develop a model that represents the purpose of beaches and marshes as well as what we can do now that they have been developed into an urban area. 

Outlining the Groundwork for a Great Student Project

The picture below was drawn by 5th and 6th graders after a preliminary discussion about human impacts on barrier islands. On their own, these students developed the idea of building a model that shows the relationship between the topography of Brooklyn, the qualities of barrier islands, the effect of tides, and the flooding caused by Hurricane Sandy.

Please stay tuned for more on this model as a promising way of understanding and combining these scientific topics.

Moon Phases

What's a better way to learn the phases of the moon than with Bloomeos cream filled cookies?

Mazel third thru sixth graders reviewed the relationship between the tides and the moon by using Bloomeos cookes. The moon has eight different phases which the students replicated by removing parts of the cream on the cookie. They were then asked to put the moon phases in the correct order. As a result, these students learned how to determine if the moon is Waxing, getting bigger, or Waning, getting smaller. 

So encourage your kids to step outside tonight and try to identify the phase of the moon! 

The Tides Are Always Changing

For next the three weeks, Mazel students will be learning about the planetary forces between the Sun, Moon, and Earth and how they impact our tidal pattern and our lunar calendar. Third and fourth graders built a paper model of the tidal bulge while the fifth and sixth graders built a 3D representation. Tidal bulges occur on opposite sides of the earth because of the difference in the strength of the gravitational attraction on either side of the earth. During this session, Mazel students understand that the interaction of these three celestial bodies create two high tides and two low tides which change every six hours of the day. 

These students formulated questions such as "what causes tides to change and how did the tide make the impact of Hurricane Sandy more devastating?" They learned that twice a month there is an exceptionally hide tide called spring tides which happened the same time Hurricane Sandy hit our coasts. Thus, making the impact of Hurricane Sandy even worse. By learning about tides and the lunar calendar, students now understand the effect planetary forces have on natural disasters such as Hurricane Sandy. 

Barrier Island No More

What is a Barrier Island and how has it changed?

In the last few years, humans have changed the shape of Brooklyn's Barrier Islands by developing and connecting these islands to mainland brooklyn. Barrier Islands are natural defenses that offer protection from the impact of storm waters. While exploring geology, Mazel Students learned how human development has reduced mother nature's defenses during storms like Hurricane Sandy and formulated questions such as:

• How did Barrier Islands get here?
• What characteristics do they have that make them "barriers"?
• Now that we have developed the barrier island, what can humans do to protect ourselves from another storm? 

The Mazel students poster exemplifies the importance of understanding geology and that without the natural defenses offered by the Barrier Island, Sandy's impacts had became greater. 

Reflecting on Sandy

What can be Learned by Reflecting on Sandy?

During this short activity, students shared their experiences during Sandy, described what they know about the storm, and developed questions they wanted to answer about Sandy.  This type of dialogue is an essential part of scientific communications and provided an opportunity to assess existing student knowledge regarding the science behind a storm.

Below is a sample of questions posed by 3^rd – 6^th grade students:

• Why was the storm and flooding so much worse here than where our relatives live?
•  Will this type of storm happen again?  How will these storms happen?
•  Would the floodwater in my house make me sick?  Why?
•  Did this storm happen because of global warming?  What is global warming?
• How does the level of the sea change?  It seems too big to change much, right?
• Can we protect ourselves from future storms?

Flower Parts

Like seeds, flower dissection and anatomy is something most people are familiar with but have never explored up close.  By systematically dissecting an Alstromeria flower each student saw first-hand how the parts of a flower contribute to the process of pollination and seed reproduction.

Learning Objectives:

Students will:      

• Identify and label the parts of a flower
•  Understand how plants reproduce
• Understand the development from fruit to flower
• Create and label a model of their dissected flower

Seed Dissection

Seed dissection and anatomy is something we rely on daily but have seldom seen up close.  In today’s lesson, students dive deep into the process plants’ use to reproduce new seeds and the role each part of the seed plays in its germination.

Learning Objectives:

Students will:      

•  Identify and label the parts of a seed
•  Understand different methods of seed dispersal
•  Learn how flowering plants reproduce their own seeds
• Describe why plants are important to humans
• Understand other ways plants are grown that does not involve seeds

If You Plant it, Will it Grow?

Seed germination is an essential part of any budding botanists career.  After introducing students to the field of botany, students planted radish seeds for further study.  Through the mechanics of germination to an understanding of photosynthesis, students are introduced to what makes plants grow.

Learning Objectives:

Students will:     

• Define the term botany and what botanists do
• Understand what is necessary for seeds to germinate
•  Understand the process of photosynthesis
•  Describe why plants are important to humans

Draw A Scientist Activity

Young children are natural scientists and a big part of CityScience’s mission is to tap into their natural tendency to explore their world and seek understanding.  The purpose of this short activity is to illustrate stereotypes about scientists and to make students aware of all the ways they already behave like true scientists.  While Mazel Day School students drew lots of men in white coats and “mad” scientists, it was pleasing to see a number of female scientists.  Since no student drew a scientist in an outdoor setting, much of this discussion focused on science careers outside of labs.

Spring Semester Science Unit

This spring four science units will develop students’ ability to ask focused questions and to develop procedures for answering their questions.  After the plant anatomy unit, each unit will directly tie into the impact and events of Sandy.  You can read more about the learning objectives and student successes in future blog posts:

• Plant Anatomy:  flowers, seeds, and germination
• Geology: rock cycle and New York’s geologic history
• Moon and Tides:  moon phases, gravitational pull, centrifugal forces
•  Coastal Erosion:  barrier islands, human impacts, engineering solutions

New Instructor Introduction

Thor Snilsberg, Executive Director of CityScience, is very excited to instruct during the spring semester at Mazel Day School while Eileen Blank recovers her health.  Thor believes that science is best learned in the context of the real world and he teaches using an inquiry and project-based pedagogy.  Using this approach, Thor will scaffold student learning as they tackle big questions while undertaking projects that demonstrate their learning. 

Given the devastating effects of Hurricane Sandy on the Mazel Day School community, CityScience has adapted its curriculum to ensure that Sandy is used as a teachable event. After plant anatomy, each unit will directly contribute to students’ understanding of the storm as well as prepare them for their final science projects.

On his first day at Mazel Day School, Thor shared the four areas he will use to evaluate each student’s learning: science journals, classroom participation, three short quizzes and each student’s final project.