Immigration Project Fair
Friday, April 27, 2018
Thursday, April 26, 2018
Experiment #1: Students first experimented with soil and water samples from a fictional town where plants and animals were mysteriously getting sick and dying. They learned about pH levels and how poor disposal of chemicals in one area of town can surely affect other areas and therefore, harm the entire ecosystem.
Experiment #2: They then learned through an ecosystem web experiment about what would happen to a river ecosystem if an oil spill occurred. They learned that due to connections in the food web, every organism in the ecosystem would be impacted by an oil spill in the river.
Experiment #3: Lastly, students tested a variety of items to see which materials would be the most effective when cleaning oil from a river.
Students created a video tutorial teaching viewers the most effective process to follow when cleaning an oil spill.
While listening to the Genesis story of Creation, students created their own picture of creation. We paused after each day was read and students added to their pictures what was just described. Students learned that God has given us all a mission to be environmental stewards.
Thank you for the Earth you made for us. Help us to take care of all of your gifts.
Students worked as environmental engineers to clean oil out of a model river. Each group of engineers was given a budget of $20 million dollars. They had to design a multi-step process that would be most effective in cleaning out the oil.
To introduce the engineering design process when used during an oil spill, we read the book Tehya’s Solution. In this book, a girl named Tehya and her grandmother showed their appreciation of nature by drawing pictures and using photography. In this lesson, students also show their appreciation of nature by creating a leaf rubbing and writing a diamante poem about the beauty of nature and the dangers of pollution.
Environmental Engineers often have to present the data they have collected. One way they do this is by using pie charts. Students used a pie chart to compare the materials that each group used in their oil spill clean-up process and the cost of each clean-up.
The entire pie chart represented a budget of $20 million. Each slice of the pie was equivalent to $1 million. They had to represent how much of the budget they used on each material they chose and how much was left over.
Next, students had to represent the total cost of each material as a fraction. For example, if they used one sponge ($2 million), they had to represent it as 2/20 of their budget. Finally, students had to simply their fractions.