3rd dla: watermark – the anatomy of an inquiry based science project

3rd DLA: Watermark – the anatomy of an Inquiry Based

Science project

Teresa Lacerda ([email protected]), Agrupamento de Escolas de Póvoa de Lanhoso, Portugal

Mariella Nica ([email protected]), Istituto Polispecialistico San Paolo Sorrento, Italy

June 2015

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mailto:[email protected]


AquaProject/ProjetoAgua

3rd DLA: Watermark – the anatomy of an Inquiry Based Science project

WATER

WaterMark

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Why is it so important a WATER study?

• … without WATER there’s no life.

• … FRESH WATER distribution on the planet is asymmetric.

• …Water is not a commercial product but, rather, a heritage which must be protected, defended and treated (in WFD).

• … the humankind doesn’t always give the importance needed to this precious resource.

• … to remember how essential European rules are for water preservation.

– European Water Charter – [Here] – The Water Framework Directive (WFD) – WebSite [Here] – WFD in

English - EU languages here.

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https://wcd.coe.int/ViewDoc.jsp?id=231615

http://ec.europa.eu/environment/water/water-framework/index_en.html

http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:02000L0060-20140101&from=EN

http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:02000L0060-20140101



Who was involved in WaterMark?

SİLİFKE GÖKSU ANADOLU LİSESİ Turkey Agrupamento de Escolas de Póvoa de Lanhoso Portugal Instituto de Enseñanza Secundaria de Llerena Spain Istituto Comprensivo Statale Piano di Sorrento Italy Bentley wood High School United Kingdom

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WaterMark was about…

Investigating …

WATER and its quality

The territory: geomorphology,

mapping of rivers and springs

Water supply and drinking

water

Analysis chemical - physical

Macroinvertebrate: bioindicators of

pollution

Aqueducts historical

The legislation and

consumptions

An aquarium in the classroom:

The breeding of guppi

The landscape: plants and

animals

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Students involved…

• 3 to 18 years old students.

• The project makes part of the curriculum of all classes.

• This presentation is about the work developed by the following students: – 12 – 15 years old students from Italy.

– 15 – 16 years old students from Portugal.

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Students involved

• In Portugal: – We involved students who have chosen to study Natural Sciences

or Vocational Courses (Audiovisual, Tourism, Sport, Health).

– To teach sciences we used a methodology based in field and lab work. To teach audiovisual (for instance, record and edit video) we used activities of the project. To teach sport we made an outdoor activity about water, etc.

• In Italy: – We involved students between the ages of 12 – 15 years old.

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During the project…

• Several activities were developed: • Research papers

• Videos

• Interviews

• Posters

• Photos

• …

• Now we are going to present you the work developed at the science classroom.

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WaterMark in science classroom

We searched and found in Biology programme a link between…

WaterMark and the contents of the programme

What is the link about?

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WaterMark in science classroom - PORTUGAL

• In the second year of the secondary level the students need to learn about the taxonomy and systematic of the living organisms.

• Usually the students don’t like this subject.

• We must find another way for students to learn.

• The practical work of classification of some living

organisms engaged the students in the studying and in a better understanding of this subject.

• In this level students have a national examination in Biology.

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So… what are the options?

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We started with researchers from Oporto University

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We started with researchers from Oporto University

• The researchers shared with us: – Scientific knowledge

– Observation grids

– Instructions about field work

• The Portuguese shared with partners the observation grids to plan a collaborative work.

• The Italian built some grids and shared with the others.

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And now…

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Step-by-step

• Problem to investigate

– What’s the water quality in “Ribeira Pontido” (river)?

• Define a calendar

• Plan the field work

• Choose the material © José Braga, 2014

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Study objectives

Objectives were defined in relation to…

– Water quality… • Get to know the water quality of “Ribeira Pontido”.

• Use of benthic macroinvertebrates as bioindicators.

– Field and experimental work

– Data processing

– Discussion and dissemination of results

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Open a parenthesis […]

Why benthic macroinvertebrates?

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Bio+Indicator Organisms used as indicators of the quality of an ecosystem

• Characteristics of bioindicators

• Easy to observe and monitor

• Well-known

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Colonize all types of aquatic habitats

Reduced mobility

Long life cycles

Diverse communities

Abundant

Differential sensitivity to

pollutants

© Adapted from Nuno Formigo, Porto University, 2015, Thanks to the author

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© Nuno Formigo, Porto University, 2015, Thanks to the author

Biotic indexes foundations:

Global reduction of biodiversity

Differential loss of most sensitive groups

Biotic indexes properties:

Sensitive to different types of pollution

Usable in different types of water bodies

Adequate quality scale

Independent of sample size

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Close parenthesis […]


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Study objectives

Objectives were defined in relation to…

– Water quality… • Get to know the water quality of “Ribeira Pontido”.

• Use of benthic macroinvertebrates as bioindicators.

– Field and experimental work

– Data processing

– Discussion and dissemination of results

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Materials and methods… Field work

• 1 local sample

• 2 samples (dez2013/mar2014)

• Net to collect benthic macroinvertebrates

• Pan to dump the net contents and select the macroinvertebrates

• Bottles to fill with water from the river, to put the macroinvertebrates

• Measurement of the pH and temperature with a sensor © José Braga, 2014

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Materials and methods… Field work

In YOUTUBE >>>>>>

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https://www.youtube.com/watch?v=BEYjG8VCnig

https://www.youtube.com/watch?v=BEYjG8VCnig



Laboratory work

• Observation of the benthic macroinvertebrates with a magnifying glass.

• Classification of the living organisms based on a grid made by Oporto University teachers.

• Counting the benthic macroinvertebrates observed and classified.

© José Braga, 2014

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Laboratory work

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Laboratory work

Type 1- Organisms that are very intolerant to pollution

Count the number of groups of type 1. After multiply for 4

Tricopters larva

Efemeropeters larva

Photos © Hugo Oliveira, José Pedro Gonçalves & José Braga, 2014

Samples collected by students

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Laboratory work

Type 2- Organisms that are moderately

intolerant to pollution - Count the number of groups of type 2. After multiply for 3



Díptero larva Family Athericidae

Odonata larva

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Laboratory work

Type 3 – Organisms that are moderately tolerant to pollution

Count the number of groups of type 3. After multiply for 2

Type 4-Organisms that are very tolerant to pollution

Count the number of groups of type 4.

After multiply for 1


Díptero Larva - Family Simuliidae

Type 3


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Laboratory work

Water quality classification G1 + G2 + G3 + G4 = ???

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Laboraty work

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Obtained data … Lab

0

20

40

60

80

100

120

140

Grupo 1 Grupo 2 Grupo 3 Grupo 4 Total

Nº

Macroinvertebrados

Compare: Benthic macroinvertebrates collected in December and March

11-12-2013

10-03-2014

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Discussion… Lab

The water quality has changed: • High in December • Moderate in March

Possible reasons are: • The amount of nutrients

increased due to organic matter decomposition.

• Sampling errors. • Classification difficulties.

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Conclusions… Lab

• In most water quality studies physico-chemical parameters are used.

• If there are occasional disturbances in the water quality,

these will affect the results and because of that we can’t effectively characterize the quality of water.

• This study attempts to show the importance of benthic macroinvertebrates in the determination of water quality.

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Conclusions… Lab

• The benthic macroinvertebrates life cycle duration ,

their needs for nutrients, oxygen, ... makes possible that the biological assessment allows the detection of pollutants, increased organic matter decomposition, ...

• The water quality evaluation should consider the set of physical, chemical and biological parameters.

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Sharing the results…

Video [HERE] Video [HERE]

Pic

ture

s ©

Jo

sé B

raga

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https://www.youtube.com/watch?v=w_7CCMHsfG0

https://www.youtube.com/watch?v=w_7CCMHsfG0

https://www.youtube.com/watch?v=ZgULQDDiaB8

https://www.youtube.com/watch?v=ZgULQDDiaB8

https://www.youtube.com/watch?v=NGA7r5Wv-WI

http://issuu.com/comenius.watermark

WaterMark in science classroom - ITALY

We involved students between the ages of 12 – 15 years old

The project makes part of the curriculum of classes

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Scientific objectives

• Study the damaging effect of freshwater pollution.

• Characterize the distribution of the freshwater in the regions of the partner schools.

• Study the quality of freshwater in some areas involving the school and the local community.

• Research about the increase of consumption in the consumer society and its impact on the environment.

• Organize campaigns in order to make the populations more sensible to the importance of protecting the water resources.

• Promote community activities involving the school and the local.

• Reach for conclusions and propose solutions to change the general view on sustainable development.

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FIELD WORK

Work in classroom

Dissemination

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3rd DLA: Watermark – the anatomy of an Inquiry Based Science project M40



Work area…

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How to carry out sampling?

Sample: Representative of

the entire waterway

The water course is composed of microhabitat

Choice of sampling stations based on the microhabitats

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Form for water analysis… Field work…

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Field work…

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Field work…

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Field work…

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Field work… [macroinvertebrates]

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Field work… [chemical - physical]

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Field work… [chemical - physical]

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Laboratory work

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Laboratory work

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Results…

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Macroinvertebrates help us with conclusions…

Bioindicators have a different sensitivity and tolerance to external

environment changes due to:

• Fertilizers, Pesticides

• Sediments

• Chemicals

So… M57



Results of analysis of Massalubrense stream

Massalubrense stream is

exceptionally polluted

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With this work, students…

• Recognize and appreciate the differences between the macroinvertebrates,

using tools such as the stereo microscope and analytical keys;

• Understand the significance of ecosystem and dynamics in its interior;

• Know the main causes of pollution and the effects of human impact on the aquatic ecosystem;

• Apply the biotic indices to monitor the quality of a watercourse;

• Conducting a search of 360 °, starting from the phase of documentation to

the discussion of the results;

• Raise awareness of students to the issues of environmental protection, to man's ability to alter the balance of ecosystems and to the importance of biodiversity as a resource and art work of nature.

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Another kind of reflections…

What is the importance of this kind of work to teach and learn sciences?

What is the role of ICT?

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Teach and learn sciences…

• This work allows students to… – make conclusions related to water quality; – collaborate with European partners in the organization

of the main actions; – share results and conclusions online; – present the work to the others; – prepare the students to their future jobs.

• And yet ... understand the importance of issues

related to the systematic of living organisms in the biology academic programme - 11th year (Portugal).

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ICT

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ICT


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ICT

• Mobile devices were very important to give support to collaborative work and engage students in the work made in the classroom.

• The use of technology happened as making part of the science classroom: – The mobile devices in the science classroom are very

useful to learn and teach… • … because they are kept in the students’ pockets • … for its portability, easy access and information sharing,

image and video features, ….

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Collaboration

TwinSpace

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http://new-twinspace.etwinning.net/web/p89916



Collaboration

• The collaborative work given to the treatment of water

quality issue was very important to raise awareness among students about the importance of preserving this

natural resource.

• International and national collaboration is very important to

develop some XXI Century skills.

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Collaboration

• Science classroom was enriched with real data…

• The collaborative and practical work contributed… – to the subject about the “classification of living

organisms” so that students could easily understand it.

• …this is a direct result of… – being involved in an active identification of different

benthic macroinvertebrates.

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An eTwinning project is NOT a storage space It is a living organism and it has a Cycle of Life

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eTwinning project tools

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We cannot duplicate the traditional teaching paradigm in an eTwinning projects because:

Students learn actively, construct new ideas and

hypotheses, use existing knowledge, go beyond it, discover, select and transform information.

Students take advantage of the potential that group work can

offer and the social interaction with peers and teachers from

other sociocultural environments.

We are talking about NEW PEDAGOGY

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Learn actively and construct new ideas and hypotheses creatively

The teacher creates the appropriate environment on the pages, using extra web tools if needed, to design activities that promote active learning in a meaningful context, eg learning scenarios The instructions, process and final product should be clear.

Use existing knowledge & go beyond it, discovering, selecting and transforming information

The materials can be the place where the new productions are carefully organised and displayed.

Socialcultural interaction We create and use forums, chat, twinmail, wall messages.

Learning suited to individual needs

A rich variety of activities can be created on the pages to cater for the needs and interests of the students involved.

So how do we achieve these learning objectives?

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Some links

© José Braga, 2014

To visit… Vídeos: - YouTube channel eBooks and posters: - Issuu eTwinning: - TwinSpace International Congress about teaching science: - [HERE] Watermark Comenius Italian Open Day – [HERE] Watermark Italian meeting – [Here] Watermark Italian youtube Playlist - [Here]

Note: Some of these slides were adapted from the

different works developed by Portuguese and Italian students.

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http://www.youtube.com/channel/UCc87faH6jW_cQRayn_2iJ3g

http://www.youtube.com/channel/UCc87faH6jW_cQRayn_2iJ3g


http://new-twinspace.etwinning.net/web/p89916

http://www.casadasciencias.org/2encontrointernacional/images/poster_watermark.pdf

https://youtu.be/yFhHHR2Uwrs?list=PLNLU5bk8hrGvCubx6K1pugAIJa8f7SCAt

https://youtu.be/f-unaqitNZE?list=PLNLU5bk8hrGvCubx6K1pugAIJa8f7SCAt

https://www.youtube.com/playlist?list=PLNLU5bk8hrGvCubx6K1pugAIJa8f7SCAt



3rd DLA: Watermark

Mariella Nica

([email protected])

Teresa Lacerda

([email protected])

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3rd dla: watermark – the anatomy of an inquiry based science project

Education

science project watermark

science project students

science classroom

water study

water preservation

water theres

science project teresa

years old students