Fifth graders are coming to a close on explaining how the ships got into the field, which is actually a REAL story! Using the data they collected over time, students narrated their graphs both at the visible level and the particle level, working to create a hypothesis that was supported by the data they collected in their mini-lakes. It was incredibly eye-opening for the students to see how their thinking changed over the course of the unit. When we looked back at our original hypotheses, we had everything from hurricanes, to tornadoes, to wind storms that brought the ships onto the fields.
Students now understand the story behind why the ships are in a field. Not only did evaporation play a significant role, but the water that was able to return to the lake exited the lake in another way, too. This story is based on what happened in the Aral Sea, which is located in Central Asia. Cotton farming became popular nearly a century ago, which depleted the sea's water supply. Since more water left the sea for irrigation systems and through evaporation than ever returned, the lake eventually dried up, leaving ships abandoned. Check back soon for student work on an alternative assessment project to showcase their learning!
Students now understand the story behind why the ships are in a field. Not only did evaporation play a significant role, but the water that was able to return to the lake exited the lake in another way, too. This story is based on what happened in the Aral Sea, which is located in Central Asia. Cotton farming became popular nearly a century ago, which depleted the sea's water supply. Since more water left the sea for irrigation systems and through evaporation than ever returned, the lake eventually dried up, leaving ships abandoned. Check back soon for student work on an alternative assessment project to showcase their learning!
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