Bath Middle School, Sagadahoc County
An exemplar of extended interdisciplinary learning
“It surprises you how many things are out there…it’s crazy because they’re taking over and there’s nothing to kill them off.”
Bath Middle School seventh grader
PROJECT BACKGROUND
During the Sustainable Seas project, students learned about marine fisheries and how they have changed over time. They started their investigations with a case study about marine invasive species and conducted species surveys. Students entered their findings on the state-wide database, Vital Signs, which is supported through GMRI. They studied the population of the invasive green crab and asked questions, such as “Are there more male or female crabs at our study sites?” “What is the relationship between water temperature and green crab populations?” and “How might climate change impact populations of the green crab?” Learning was extended to connect students’ experiences with literature about fisheries and sustainability, and work with mathematical models predicting populations.
THE PROGRAM
Popham Beach in Phippsburg, Maine was crowded with students. Some waded into the water at low tide and collected traps set to lure green crabs, removing and counting them. Students were given the choice to actually touch the crabs, an opportunity some responded to with enthusiasm while others hesitated…until later. Some experiments entailed painting the backs of the crabs and releasing them. Those recaught were then counted and students were able to extrapolate total population sizes from the data. Other students used quadrats to count crabs in the water, counting all of the crabs within a one-meter square. The students completed this second task in teams, with one student lifting rocks and other debris and another student tracking the number of crabs. Later in the week, another group of 7th graders visited a second field site at Reid State Park to conduct the same data collection protocol so that data could be compared between the two locations later on in their classes. Kennebec Estuary Land Trust played an integral role in helping to develop a data collection and sampling protocol with Wright and organizing chaperones who could offer scientific expertise and guide students in their work.
When students returned to class, they expected to leave crabs behind and start a new unit. But the crabs stayed and the learning continued. Using the data they collected in the field, students applied their experiences to their work in math, ELA, and science classes. Reading material in ELA connected to invasive species and the health of the oceans as students read Flush by Carl Hiaasen and A World Without Fish by Mark Kurlansky. In math class, students applied their data to identify trends over time, extrapolated total populations from samples, and explored other correlations that interested them. One student noted, “I liked [this project] mixing with math and science and ELA because it was just me focusing on one thing. So, I could learn something in science class and then write about it in ELA. It just made me think of different ways this data could be used.”
Students’ learning culminated in a community celebration which honored the students and their work. Posters explained the students’ research and participants sampled dishes featuring green crab as an ingredient. Furthering the scientific communication of this project, students’ work was published in Gulf of Maine Research Institute’s journal, Findings from the Field, Maine’s first journal of scientific research produced by middle school students. Talking about the program even a year later, students recount with pride catching the crabs and expound on their fond memories that are interlaced with scientific learning. According to one student, “My favorite part was just doing it. You just can’t replace hands-on learning and actually going and doing experiments on the water’s edge.” The truth of her statement is reflected in how, more than a year later, students were able to explain the processes used, including quadrats and population studies.
BENEFITS
This program allowed students to work at different paces and explore a local problem using scientific inquiry at a variety of levels. The Next Generation Science Standards science practices including Asking Questions, Planning and Carrying Out Investigations, and Analyzing and Interpreting Data were used regularly during this project. Wright explained, “It is an exemplar project of science practices. It is the epitome of what schools should aim for that want to get at the NGSS practices…”
This project also fostered teamwork and collaboration between the students, teachers, and community partners that were essential to making it a success. The structure of the project, with its local connection, outside collaborators/ experts, and an authentic audience allowed students to take ownership of the work and to feel like they were contributing to a greater good and importance.
SUPPORT & PARTNERSHIPS
Bath Middle School has a culture of supporting large-scale, interdisciplinary projects, especially those rooted in the local environment, and its status as an “Expeditionary Learning” school is a testament to this. Bath Middle School principal, Brandon Ward, explained the benefits of this type of learning, “Anytime you can get kids doing work in their local community that is relevant and meaningful to them you get students who are more passionate and more invested in their learning.” The Sustainable Seas project is part of the larger school culture of connecting students with their environment in meaningful ways. Students visit both Chewonki and the Ecology School throughout their middle school experience for extended environmental programming that is connected to the work being done in the classroom. BMS has dedicated funding for these projects in the school budget, but also relies on scholarships and grants, as well as financial and in-kind support from community partners. Partners include Kennebec Estuary Land Trust, who contributed field work support and lessons on clamming; the Gulf of Maine Research Institute, who provided Vital Signs and published Findings from the Field; and local artists who helped design art pieces using fishnet.
PRO TIP
Use student photographers to document your project. The Sustainable Seas project enlisted two students during each field visit to be dedicated photographers. This had a dual benefit of giving students responsibility for a special job and removing the burden of taking photographs from the teacher. Students love seeing photographs of themselves and it reminds them that they went outside and did something important.
LESSONS LEARNED & NEXT STEPS
This project relied on having easy access to natural resources and field sites that were accessible for all students. Knowledgeable chaperones who also were able to connect with the kids was an essential element. In addition, Wright ensured that she made the most of the field site visits by ensuring that students were prepared with advance knowledge of protocols. “Everything I do in the field we practice before we go out because I can’t afford to go out in the field more than once. We would practice the whole process in our school yard of putting the quadrat down, using dead crabs, making sure students could identify different things, and filling out the forms.”
This program also required dedication from the teachers who devoted time over the course of several months to one project. One of the challenges of an interdisciplinary project like this is having common planning time in order to collaborate with other teachers.
In thinking about the future, Wright said, “What I really like is that it’s a long-term ecological study that people can tap into. At some point this study is going to run out of steam, so what’s next? Because I think going to the coast is super important for our community.”
ADDITIONAL RESOURCES
Times Record Article on Sustainable Seas Project
http://bit.ly/TimesRecord_SustainableSeas
Findings From the Field June edition
http://bit.ly/FindingsfromtheField_June
TOOLKIT
- An engaging local problem (green crab invasion)
- Local partnerships (GMRI, KELT, Chewonki, etc.)
- Student collaboration
- Teacher collaboration (science, math, ELA)
- Transportation to accessible field sites
- Supportive administration