Phase 4

1. Phase 4 Playing with variables

2. Water speed vs. Sediment Size • Content goals: Fast water = bigger size sediment • Slow water = smaller size sediment Data Table Click on magnifying glass to “pick up” a piece of sediment button Speed of stream Measure and record in data table Slow Fast Sort Data

3. Functions of Buttons • The sliding scale will make the water appear to flow faster or slower. • The magnifying glass when clicked will show a piece of sediment and the size. • Clicking the Measure and Record Button will place the numerical measurements of the stream speed and sediment size in the appropriate places in the data table. • Sort will put the pairs of data in ascending order to clarify patterns. • Students should be able to visualize the relationships through the pictures and analyze the relationships from the data table.

4. Rationale • Interaction with the interface helps students to see a cause-effect relationship (Zohar, 2004). • Visual display connects to numerical representation, the same type of information can be represented in different ways (Wandersee et al., 1994). • Sorting data function shows how organization is an integral process of finding relationships (Chinn, 2001). • Journal allows students to process visual and/or numerical information into coherent verbal summary (Otero et al., 2002). • Checklist focuses student thinking into the cause-effect relationship (Chinn, 2001). • Gives information for formative assessment for iterative learning process (Nitko, 2003).

5. Journal Layer Data Table from previous screen • After the graphics and data table have been “messed with” sufficiently, then students can form verbal relationships. Students should have easy access to the picture/table screen. Water speed vs. Sediment Size When water speeds up, what happens to the sediment size in the stream? When the water slows down, what happens to the sediment size in the stream? How are water speed and sediment related? (Student Journals Here)

6. Student Checklist • Did you see the change in water flow when you moved the arrow? • Did you see different sediment sizes when you clicked the magnifying glass? • Did you see when the water moved faster, the particles of sediment were bigger? • Did you see when the water moved slower, the particles of sediment were small? • Did you see how the pictures and the numbers on the data table “did” the same thing? • Were you able to write about the relationship between steam speed and particle size?

7. Water speed vs. Amount of Sediment (Turbidity) • Content goals: Fast water = high turbidity • Slow water = low turbidity Data Table Click on magnifying glass to “pick up” a beaker of stream water button Speed of stream Measure and record in data table Slow Fast Sort Data

8. Functions of Buttons • The sliding scale will make the water appear to flow faster or slower. • The magnifying glass when clicked will show a beaker of stream water. • Clicking the Measure and Record Button will place the numerical measurements of the stream speed and turbidity in the appropriate places in the data table. • Sort will put the pairs of data in ascending order to clarify patterns. • Students should be able to see that the pictures and the numbers on the data table will correspond.

9. Journal Layer Data Table from previous screen • After the graphics and data table have been “messed with” sufficiently, then students can form verbal relationships. Students should have easy access to the picture/table screen. Water speed vs. Amount of sediment How are water speed and amount sediment related? When water flows quickly, how much sediment is in the beaker? When the water flows slowly, how much sediment is in the beaker? (Student Journals Here)

10. Student Checklist • Did you see the change in water flow when you moved the arrow? • Did you see different amounts of sediment in the beaker when you clicked the magnifying glass? • Did you see when the water moved faster, the water in the beaker was more cloudy? • Did you see when the water moved slower, the water in the beaker was clearer? • Did you see how the pictures and the numbers on the data table “did” the same thing? • Were you able to write about the relationship between steam speed and amount of sediment in the stream?

11. Amount of sedimentation vs. Amount of deposition • Content goals: more sedimentation in stream = more deposition Click on scale to measure the amount of deposition Data Table button Amount of sedimentation Measure and record in data table Low High Sort Data

12. Functions of Buttons • The sliding scale will make the water appear cloudy (high) or clear (low) • The scale will show the amount of deposition. • Clicking the Measure and Record Button will place the numerical measurements of the amount of sediment and the amount of deposition in the appropriate places in the data table. • Sort will put the pairs of data in ascending order to clarify patterns. • Students should be able to see that the pictures and the numbers on the data table will correspond.

13. Journal Layer Data Table from previous screen • After the graphics and data table have been “messed with” sufficiently, then students can form verbal relationships. Students should have easy access to the picture/table screen. Amount of sediment vs. amount of deposition How are amount of sediment and amount of deposition related? When there is a low amount of sediment in the stream, how much sediment gets deposited? When there is a high amount of sediment in the stream, how much sediment gets deposited? (Student Journals Here)

14. Student Checklist • Did you see the change in stream cloudiness when you moved the arrow? • Did you see different amounts of deposition when you clicked the scale? • Did you see when the water was cloudy, there was more deposition? • Did you see when the water was clear, there was less deposition? • Did you see how the pictures and the numbers on the data table “did” the same thing? • Were you able to write about the relationship between amount of sedimentation and amount of deposition?

15. Amount of bank vegetation vs. Amount of sediment in stream • Content goals: More bank vegetation = less sediment in stream Click on beaker to measure the amount of sediment in stream Data Table button Amount of bank vegetation Measure and record in data table Low High Sort Data

16. Functions of Buttons • The sliding scale will make the vegetation appear dense (high) or thin (low) • The beaker will show the amount of sedimentation in the stream water. • Clicking the Measure and Record Button will place the numerical measurements of the amount of sediment and the amount of deposition in the appropriate places in the data table. • Sort will put the pairs of data in ascending order to clarify patterns. • Students should be able to see that the pictures and the numbers on the data table will correspond.

17. Journal Layer Data Table from previous screen • After the graphics and data table have been “messed with” sufficiently, then students can form verbal relationships. Students should have easy access to the picture/table screen. Amount of bank vegetation vs. amount of sedimentation How are amount of bank vegetation and amount of sedimentation related? When there is a low amount of vegetation on the bank of a stream, how much sediment is in the stream? When there is a high amount of vegetation on the bank of a stream, how much sediment is in the stream? (Student Journals Here)

18. Student Checklist • Did you see the change in the amount of plants on the bank of a stream when you moved the arrow? • Did you see different amounts of sedimentation when you clicked the beaker? • Did you see when the bank of the stream had a high number of plants, there was less sedimentation in the stream? • Did you see when the bank of the stream had a low number of plants, there was more sedimentation in the stream? • Did you see how the pictures and the numbers on the data table “did” the same thing? • Were you able to write about the relationship between amount of sedimentation and amount of deposition?

19. Slope of land vs. speed of water • Content goals: Higher slope = faster water flow Click on timer to measure the speed of the stream Data Table button Slope of the land Measure and record in data table Low High Sort Data

20. Functions of Buttons • The sliding scale will make the slope of the land get more steep or less steep. • The timer will show the speed of the stream water. • Clicking the Measure and Record Button will place the numerical measurements of the slope and the speed in the appropriate places in the data table. • Sort will put the pairs of data in ascending order to clarify patterns. • Students should be able to see that the pictures and the numbers on the data table will correspond.

21. Journal Layer Data Table from previous screen • After the graphics and data table have been “messed with” sufficiently, then students can form verbal relationships. Students should have easy access to the picture/table screen. Slope of land vs. Speed of stream How are the slope of the land and the speed of the stream? When there is a low slope of the land, how fast is the stream traveling? When there is a high slope of the land, how fast is the stream traveling? (Student Journals Here)

22. Student Checklist • Did you see the change in the tilt of the land when you moved the arrow? • Did you see different speeds when you clicked the timer? • Did you see when the land had little slope, the stream flowed slower? • Did you see when the land had a high slope, the stream flowed faster? • Did you see how the pictures and the numbers on the data table “did” the same thing? • Were you able to write about the relationship between the slope of the land and the speed of the stream?

23. Sediment amount vs. aquatic grass growth • Content goals: Higher sediment = less grass growth Click on scuba gear to measure the amount of aquatic grass growth Data Table button Amount of Sediment in stream Measure and record in data table Low High Sort Data

24. Functions of Buttons • The sliding scale will make the sediment in the water more cloudy or less cloudy. • The scuba guy will show the amount of plant growth. • Clicking the Measure and Record Button will place the numerical measurements of the sediment amount and the amount of aquatic grass growth. • Sort will put the pairs of data in ascending order to clarify patterns. • Students should be able to see that the pictures and the numbers on the data table will correspond.

25. Journal Layer Data Table from previous screen • After the graphics and data table have been “messed with” sufficiently, then students can form verbal relationships. Students should have easy access to the picture/table screen. Sediment amount vs. aquatic grass growth How are the amounts of sediment in the stream and the aquatic grass growth in that area related? When there is a low amount of sediment in the stream, how much grass grows? When there is a high amount of sediment in the stream, how much grass grows? (Student Journals Here)

26. Student Checklist • Did you see the change in the amount of sediment in the stream when you moved the arrow? • Did you see different amounts of grass growth when you clicked the scuba diver? • Did you see when the stream had little sediment, more aquatic grass grew? • Did you see when the stream had a large amount of sediment, less aquatic grass grew? • Did you see how the pictures and the numbers on the data table “did” the same thing? • Were you able to write about the relationship between the amount of sediment in the stream and the grass growth?