Outdoor Ed Wetlands

On may 18th Mr. Miller can to our school to help us with interpretation, We are doing this week to the grade 4 students at the Rivers Wetland Centre of excellence.  At the start he asked us about what we were concerned about and what we were excited about, and many people said they were concerned about the students paying attention, and most people were excited about being able to work witth the younger students. He helped us to not worry about the students not paying attention, and taught us about some tricks to help the kids with understanding the ideas we are trying to get them to remember the ideas. After, he had us read through our station a few times so we could get them to know our stations. Then he had us present if to as if he was the grade 4, and during it and after it he gave us some suggestions to make it easier to present it, and to get rid of some of the questions and add some things to some of our games and some examples. One of the examples that he told us to use was

When we went canoeing we learned how to navigate through rapids properly, and we also learned how to farie on the river and turn in to an eddi. While we were canoeing we saw a sweeper and strainer. Another thing we saw was how to get off a rock if you get caught on top of one, and Seth help me to see how not to get out of a canoe.

I am doing the greenhouse effect on wetlands, so what would be a good way of showing them the greenhouse effect has on wetland? For the greenhouse affect what would be something that I could relate it to that would make it easier for them to understand it? For my game there are 3 kids that have pinnes on and one will be Carbon Dioxide, Methane, or CFC then the other students that don’t have pinnes on are the sunlight. So what would be a good way to explain what this games have do with the greenhouse effect?

1. We saw the area a little ways behind the wetland where there are lots or crocus’s that blume 2. We look at the the sign that we have has you walk into the wetland 3. You talked about how the cray fish are blue because the water is so hard 4. There are many never never loges 5. We have some painted turtles in the wetland

today when we went canoeing we learn how to do some different strokes like the J stroke which is used by the person in the back of the canoe to help to keep it going sraight. We learned how to brake and how to do a 360. Jack talked about 1 10 1, this is the saying used for when you go in to cold water, the first 1 means that there is one minute of hyper ventilating the 10 means you have 10 minuets to get to shore and the second 1 means you have one hour to get your self warm. Jack also talked about what sweepers and strainers are and how they are dangerous and how we could avoid them and what we could do if we got caught in them.

1. In order for your interpretation to be considered valid it has to somehow relate to what you are displaying or describing to the people you are talking to. To make the connections to the visitors it would help if you made small take  if you were friendly or if you made eye contact. 2. When you are revealing information to the visitors at the wetlands you should try to put your own spin on it and give the visitors there own unique view point on it. To do this use metaphors, similes or analogies. 3.when you and giving the information to the visitors make sure that they can visualize it so wether it is illustrations and photography put on to a post or if you use flash card to help them learn or to see what they have learned. 4. When you are trying to teach people something try to say something that will provoke there interest in the topic. You could do by showing that some sort of images or graphics like a post of flash cards or something like that. 5 When you are teaching them

Infographie  https://www.canva.com/design/DAC2DB4h1Oc/S7OT5gff-94gNb5v7xsrZQ/view Slides  https://docs.google.com/presentation/d/100gF0RVTG7webKOvbdjG-WknmJEvEZJ9-rDjtJdSJp4

On Friday we tested for many different things in the water using a few different ways to get the date. One of the things we used was the sonde and we also used the lamotte. On Friday we tested for the amount of dissolved oxygen in the water, the amount conductivity of the water, what the ph of the water was, and the amount of phosphate and ammonia in the water. We also learned what titration.