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

3rd DLA: Watermark – the anatomy of an Inquiry Based
Science project
Teresa Lacerda (teresalacerda@hotmail.com),
Agrupamento de Escolas de Póvoa de Lanhoso, Portugal
Mariella Nica (mariellanica@gmail.com),
Istituto Polispecialistico San Paolo Sorrento, Italy
June 2015
TM1

AquaProject/ProjetoAgua
3rd DLA: Watermark – the anatomy of an Inquiry Based Science project
WATER
WaterMark
T2

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.
T3

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
M4

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
M5

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.
M6

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.
T7

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.
T8

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?
T9

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.
T10

So… what are the options?
T11

We started with researchers from Oporto
University
T12

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.
T13

And now…
T14

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
T15

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
T16

Open a parenthesis […]
Why benthic macroinvertebrates?
T17

Bio+Indicator  Organisms used as indicators of
the quality of an ecosystem
• Characteristics of bioindicators
• Easy to observe and monitor
• Well-known
T18

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
T19

© 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
T20

Close parenthesis […]
T21

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
T22

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
T23

Materials and methods… Field work
In YOUTUBE >>>>>>
T24

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
T25

Laboratory work
T26

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
T27

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
T28

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
T29

Laboratory work
Water quality classification
G1 + G2 + G3 + G4 = ???
T30

Laboraty work
T31

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
T32

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.
T33

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.
T34

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.
T35

Sharing the results…
Video [HERE] Video [HERE]
Pictures©JoséBraga
T36

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
M37

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.
M38

FIELD WORK
Work in classroom
Dissemination
M39

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

Work area…
M41

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
M42

Form for water analysis… Field work…
M43

Field work…
M44

Field work…
M45

Field work…
M46

Field work… [macroinvertebrates]
M47

M48

M49

M50

M51

Field work… [chemical - physical]
M52

Field work… [chemical - physical]
M53

Laboratory work
M54

Laboratory work
M55

Results…
M56

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
M59

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.
M61

Another kind of reflections…
What is the importance of this
kind of work to teach and learn
sciences?
What is the role of ICT?
T62

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).
T63

ICT
T64

ICT
http://issuu.com/comenius.watermark
T65

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, ….
T66

Collaboration
TwinSpace
T67

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.
T68

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.
T69

An eTwinning project is NOT a storage space
It is a living organism and it has a Cycle of Life
M70

eTwinning project tools
M71

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
M72

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?
M73

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.
M74

3rd DLA: Watermark
Mariella Nica
(mariellanica@gmail.com)
Teresa Lacerda
(teresalacerda@hotmail.com)
MT75

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

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