Jane Behlke
Weller Elementary School
Fairbanks, Alaska
89072

AUDIENCE: Grades 5 - 7.

ABSTRACT: This lesson plan is intended to show a process through which elementary children can study a problem which is important to them, gather data which can contribute to their ideas for solving their problem, and report their findings to an appropriate agency. In the example which I will describe more fully, a group of fifth graders became aware of serious erosion which was taking place on the school playground. They studied the problem extensively, interviewed experts to add to their knowledge, formulated a possible solution, and presented their suggestions to the appropriate local authorities. Their proposal helped to bring about a rather major engineering project which has solved the erosion problem.

OBJECTIVE: To enable students in grade five to study an erosion problem which existed on the school playground from as many points of view as possible. The ultimate aim was to suggest and encourage implementation of a plan to prevent further damage to the playground.

GENERALIZED OBJECTIVE: To have students choose a problem which is of great importance to them and to study that problem using all appropriate fields of knowledge. At the end of the study, a solution should be suggested to the appropriate agencies.

METHOD: Make an initial survey of the situation which needs to be changed. In our case we used elementary surveying skills, counted the number of erosion channels which were formed, recorded the ways in which the erosion channels changed from week to week, estimated the water equivalence of the snow cover, interviewed experts in revegetation and in soil mechanics, and investigated the legal aspects of disturbing the existing flow patterns of the water. We also documented the damage that had occurred in the previous two years and the further damage that took place during the seasons we studied to project. When we reached a conclusion about the action that was needed, we made a videotape of the project and presented this to the School District Buildings and Grounds officer and to the Borough Mayor.

GENERAL METHOD: Use mathematics, science, social science and language arts skills to study the problems chosen. Enlist the aid of whatever experts are appropriate.

MATERIALS: These will, of course, depend on the project. In our case they were minimal and consisted of levels made of protractors, straws, and suspended weights, an improvised "surveyor's rod", and a piece of copper pipe and a coffee can which we used to get snow samples for water equivalent measurements.

CONCLUSIONS: It is essential the conclusions be soundly based on the studies done. In our case, the class decided that it would be necessary to form a drainage channel around the playground, sloped toward a drainage basin, with an underground drain which would carry the water into the nearest storm sewer. They recognized that it was not possible to simply drain the water

down the hill because of existing homes which would be affected. This was the solution that was ultimately chosen by the Borough, and was implemented the summer after the study was completed.

PRESENTATION OF FINDINGS: It is essential that this be carefully done. We made a short video tape, but an oral presentation could be as effective. The choice of an audience to whom to present the findings is a decision which must be carefully and jointly decided by the class. They should try to reach the individual or the group which has the power to make the change that they envision. The route our class took was to make an initial presentation to the principal, then to the Central Office personnel at the School District, and finally to the Borough offices, which have responsibility for school maintenance in our community.

TOPICS ADDRESSED: Science, Mathematics, Legal Responsibilities, Social interactions, Surveying, Record keeping, Revegetation, Soil mechanics, Water flow and the difficulty of trying to design a solution to a complex problem which would be acceptable to all the groups involved.