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Water Education

Richard Duncan
Whitford Intermediate School, Beaverton, Oregon

Subject: Science/Oceanography
Grade: 9

"Students were able to share their knowledge with classmates using photographs that they had actually taken themselves! Enthusiasm was very high...."

Purpose and Description of Project

Richard Duncan's two-month oceanography/photography project was implemented in five ninth-grade classes. Students each selected one of eight topics-water and its relationship to agriculture, energy, transportation, recreation, the environment, or man; water cycle and physical properties; or water conservation. Then, working in groups of two to four, they prepared a photographic report or display on the topic. Duncan's major goals were to teach these students the importance of water and to familiarize them with basic photography techniques.

Activities

After students had selected their water-related topics and divided into groups, Duncan provided them with handouts to guide their project planning. They decided among themselves whether to prepare a report or a display.

A professional wildlife photographer gave the students tips on the lenses, films, and techniques used in outdoor photography and shared some of his own wildlife slides. An employee of Oregon's Department of Fish and Wildlife offered many creative ideas on photographing local wildlife and suggested nearby resources where students could gather information for their projects.

The students performed various water tests and experiments, and, for a week, they examined different types of plankton they had gathered on an earlier trip to the Oregon coast. At this point they learned how to use the microscope. They visited the school library to do research and contacted state and government agencies-e.g., the Oregon State University Extension Service and the U.S. Department of Agriculture-for further information.

Students presented their finished projects to the class. At this time they discussed what they had done, how they had taken their photographs, and what they had learned while completing the project.

Materials, Resources, and Expenses

Numerous resource persons, like the school media specialist, and the district media specialist, contributed to the success of Duncan's project. An employee with the Department of Fish and Wildlife offered suggestions while a staff member from the Department of Agriculture supplied the students with many books and publications on water and agriculture.

Cameras were used by Duncan and his students to prepare the assigned projects and to document activities. A camera adapter made it possible for the students to photograph microganisms. Scientific equipment included water test kits.

Outcomes and Adaptability

Students were given tests periodically throughout the project to check their level of understanding of the various topics. Their scores showed they had achieved a broad knowledge of why water is necessary for life and what organisms live in water. Duncan was surprised to note the student's appreciation of water in an aesthetic sense in their class discussions and in the photos they selected for their projects.

Student feedback on the project indicated that most found it exciting and worthwhile. "It was the type of project students enjoy since it involves them as active learners and givers of information when they share their results and findings with the rest of their classmates."

Duncan suggests that this photography/water education project could be easily transported anywhere since any school would have some type of natural water supply in the area.

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