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Earth Science Creative Projects!
My 10th grade Regents Earth Science students were assigned a project in April. The product was to be a creative foray into natural sciences on the theme of experiences in nature. Students were asked to choose a creative form of expression ( Short-Story, Poetry, Music or Studio Arts ) and create a piece or several pieces which reflected personal experiences in nature. I asked them to pay particlular attention to senses and emotions in these creations. In feedback to each student, I pointed out the things in their projects which were directly part of our Earth Science curriculum, so that they could see the science in their art, and in life!
In this day and age of cell-phones, computers, video games and I-pods, it is important for young people to see beyond a mere science curriculum with labs and tests and homework, and understand that educators are teaching them about very pertinent concepts which they will deal with for the rest of their lives. These concepts manifest outdoors - in nature. We are all intimately connected to the natural world. Seasons, weather, erosion, the moon's gravitational effects on the tides, the daily path of the Sun - all of these are things which affect us. The goal was to get the students to make personal connections to them.
Below I have included only a few of many very thoughtful and passionate pieces. Great Job Students!
-Mr. Hulsman
We have studied the daily paths of the Sun including sunrise and sunset locations at various times of the year. Additionally, we have covered the erosional processes of ocean water at coastlines. Ciara's paintings certainly have, as their subject, the beauty that is created by these Earth and celestial phenomena.
Relevant Regents Standard / Understandings:
NYS 4-1.1h: "The Sun's apparent path through the sky varies with latitude and season."
NYS 4-2.1u: "Wave Action: Erosion and deposition cause changes to shoreline features including beaches, sandbars, and barrier islands."
Excerpt from "Nature Experience", an essay by Fred T.
"...The Sun's out, bright as can be. The greenest of the plants and trees surround us. I see a garter snake nearby slithering away deeper into the forest. I see deer feeding nearby. There are wild plants that surround us. I could feel how fresh the air was in the forest. I could taste the wild plants that formed around us. I could taste the trees that surrounded us. I could taste the moisture in the air from the rain. I could taste these things just by breathing the fresh, natural air given by the forest."
Hidden within Fred's experience is our discussion of the water cycle. Plants give off moisture (transpiration) and rain brings water back to the Earth (precipitation). Furthermore, high vegetation areas such as forests decrease the amount of surface runoff, allowing water to return to underground reservoirs called aquifers.
Relevant Regents Standard Understandings:
NYS 4-1.2g: "The Earth has continuously been recycling water since the outgassing of water early in its history. The constant recirculation of water at and near the Earth's surface is described by the hydrologic (water) cycle."
"Seasons" by Stephanie B.
Winter starts on the 21st of December
It's always cold so it's easy to remember!
Lots of cold fronts moving in
Causing temperatures low and heavy precipitation
Snow is falling no flake alike
It's not a season to ride my bike
This is how we start every year
But don't you worry 'cause spring is near!
It starts on the 23rd day of March
The temperatures are mild so you don't get parched
The water sycle goes into effect
Causing rain for plants, so there's food for insects
Flowers bloom and trees grow leaves
It's nice outside. Time for shirts with no sleeves.
Soon enough spring turns into summer.
It's my favorite season so it's not a bummer
21st of June is the very best day
Summer has started, now I can play
Swimming, running and tanning in the Sun
Catching ultraviolet rays is so much fun
By the end school will start
Days get short and nights get dark
September 23rd marks the start of fall
My Earth science teacher is very tall
Weather changes and leaves begin to turn
Colors like yellow, orange and auburn
It gets chilly so I have to wear a sweater
When I'm outside I feel better
These are seasons that make up a year
I would miss them all if I didn't live here.
Stephanie touches on several integral Earth Science concepts here. First of all, she correctly identifies the four dates of the equinoxes and solstices, yearly milestones in the Earth's orbit around the Sun. She also alludes to the fact that our expereinces of seasonal changes is dependant upon our living in
Relevant Regents Standard Understandings:
NYS 4-1.1a "Most objects in the solar system are in regular and predictable motion. Thes motions explain such phenomena as the day, year, seasons, phases of the moon, eclispses and tides."
NYS 4-1.1f: "During earth's one-year period of revolution, the tilt of the axis results in changes in the angle of incidence of the Sun's rays at a given latitude; these changes cause variation in the heating of the surface. This produces seasonal variation in weather.
Excerpt from "A Walk to Remember", a short-story by Brandon L.
"I walked through a line of trees and there was the most magnificent thing I thought I'd ever seen. Water rushing over rocks and straight down to the bottom, the mist kissing my face as I grew closer. The beautiful rainbow that was cast into the mountains. I decided that I was going to continue on the path. As I walked up the path I could feel the wind gently blowing through my hair. The Sun was beating down on me, but for a minute I thought I had felt the shadow of a giant. I looked up to see a bald eagle circling a spot near me and figured he was looking for a meal. As I neared the top of the mountain I noticed the Sun was going down and I thought I might want to hurry to the top in order to see the sunset. I was glad that I made it because as the Sun set it cast a vast array of colors into the sky."
Relevant Regents Standard Understandings:
NYS 4-2.1p: "Landforms [such as mountains] are the result of tectonic forces and the processes of weathering, erosion and deposition."
The third poem of a four-part suite simply entitled "Nature Poems", by Dylan M.
I can feel the cold on my face
I can feel the crunch under my shoes
I can feel the flakes gently touching my face
I can feel the silence of the cold place
The snow falling from the sky
Quite a nice sight
Sky looking gray
Trees naked of their leaves
No animals in sight
Water is covered in a sheet of ice
Kids playing hockey
Just enjoying life
Snowball fight down the street
Kids making snow angels in their yards
Snowmen grow tall as children make them
The countryside covered in the white blanket
Cars drive down the street
Occasionally they slide
Men shovel out of their driveway
Snow blowers loud and bustling
Only enough visibility to see across the street
Only enough time for winter to do its part.
Seasons and weather have a dramatic impact on our daily lives. This year the students have learned about weather patterns, air masses and fronts which bring snows and cold air during the winter. Dylan's descriptive passages show the result of seasons and weather and the experience of being outside during the winter.
Relevant Regents Standard Understandings:
NYS 4-2.1c: "Weather patterns become evident when weather variables are observed, measured and recorded. These variables include air temperature, air pressure, moisture (humidity and dewpoint), precipitation (rain, snow, hail, sleet, ect.), wind speed and direction, and cloud cover.)
NYS 4-2.1f: "Air temperature, dewpoint, cloud formation, and precipitation are affected by the expansion and contraction of air due to vertical atmospheric movement."
Excerpt from "Nature Story" by Sal V.
"Standing there looking at the stream I started to take everything in. I noticed the slightest movements made on the land on either side. The water was rushing by me, and when looking in it the shine of the water reminded me of a mirror. Then one of the highlights of my day happened. I saw the first trout that I had ever seen up close and alive. It was shining in the Sun with pink and greenish streaks on its side. After I saw that first fish I rushed to get my pole in the water and start fishing.
We were using eggs for the bait. They were bright red and also some were orange. I remember the first cast I took that day. I was anxious and excited, hoping that I would catch the first fish of the day. I let the egg sck sit at the bottom of the stream for about twenty seconds until the water moved it down stream and I had to recast... I was introduced to many new things in nature that I never noticed in the city."
Sal's story of a fishing trip with his uncle includes experiences of many of the concepts already discussed - streamflow, Sunlight, etc. But the very poignant part of his account came in the last sentence of the story which I tacked in above. "I was introduced to many new things in nature that I never noticed in the city."
Sal's statement is representative of a common problem affecting many young people today - a lack of access to outdoor and nature-based experiences. Technology and city life serve to keep many children and teens away from places like forests, open fields, streams, lakes and mountains. A lack of experiences in nature has been tied to such child and adolescent problems as ADHD, lack of concentration and obesity. This thought provides the perfect segue to the recommendation of a fantastic book for parents and teachers alike.
RECOMMENDED
"Last Child in the Woods" by Richard Louv
This book is a wonderful discussion of the effects on our children of spending too little time outdoors. It is a particularly important book in this time of technological distractions. A great read for all parents and educators which may change your outlook on the things that kids do these days. It may even give you some ideas for great parent-child bonding activites that can be done outdoors! "Last Child in the Woods" can be found at any bookstore or website that carries books.
