Investigating Macros with students in the 5th grade

I am an environmental educator outside of the school, working with lots of different classes. This year I embarked on a macroinvertebrate and water quality analysis with 5th graders.
“…So then, we will get back to the classroom with all of our information that we collected at the brook and put it on a website called Vital Signs. This is a website for Maine students and Maine scientists collecting data about lots of different questions. This is big time stuff! This is for real! Other students and scientists will see our data and comment on it!” (Extra arm waving for emphasis). “Now, usually this is for Middle School students, but I thought maybe we could try it. Of course, if you’re not up for it I can go find another class to work with…”

“We can do it! We are practically middle schoolers!”

This was the response I got from each class I went to. Students want to be challenged, but what they really want is to be outside. This fall found 8 5th grade classes streamside collecting macroinvertebrates in our district and while we had fun, things did not always go smoothly.

Here are some things I learned.
• Students need to see the end result before they can understand why or how to do something. We decided “in the spring we are going to know what we are doing!” Embark on a field day of collecting without the expectation of posting to Vital Signs. This could be a day to practice properly using equipment and becoming familiar with the data survey, and offer an opportunity for data survey reflection and improvement.
• During our inside field station prep students were confused at stations with written instructions, they were not reading instructions independently. Each station needed an adult to help progress things forward. Parent volunteers or high school students that are available to help inside and even outside would be great. Students benefited from prompting, reading aloud together and guided group discussion.
• I created a simplified field data sheet for them:
• We needed more time! We planned 1.5 hour trips in walking distance from the school and with an experienced field team we might have been fine, (of course I would prefer to be there all day). But, a solid 1.5 hours for each class at the site collecting, identifying and taking photos is what we are planning for the spring- not including walking or bus or lunch time, (totaling around 2.5 hours for the endeavor).
• We generally posted one field observation from each class. One smaller class we were able to post 3, and some classes we returned without one single good photo and did not post anything! That was ok too, we will try again in the spring.
• Students LOVE to be outside. And macroinvertebrates are awesome.
• All of our fifth graders now readily recognize damselfly, dragonfly and mayfly nymphs. How cool is that?
Stay tuned for our spring post!

Project Information
City or Town: 
School or Organization: 
Lakes Environmental Association
Freshwater - In a stream or river
How should others reference your work?: 
wetlands4me, investigating with 5th grade, Vital Signs Program, 12/29/17