National Geographic Explorer Exchange:
What happens when National Geographic Educators and Explorers connect?
National Geographic Certified Educators can participate in a collaboration on a one-to-one basis with National Geographic Explorer partner over the course of an entire school year. I'm so happy to have an opportunity to have my class work with Zeb Hogan. It is exactly what I am looking for -meaningful connections that inspire my students!
Zeb Hogan is a ichthyologist, conservationist, and television host of the show -Monster Fish.
National Geographic Certified Educators can participate in a collaboration on a one-to-one basis with National Geographic Explorer partner over the course of an entire school year. I'm so happy to have an opportunity to have my class work with Zeb Hogan. It is exactly what I am looking for -meaningful connections that inspire my students!
Zeb Hogan is a ichthyologist, conservationist, and television host of the show -Monster Fish.
Our Grade 5 Classroom Question this year is:
How Can We Know the World In Order to Make a Positive Impact?
The plan to connect our Explorer Exchange Partner with our Curriculum included:
Students will be able to recognize opportunities where they can make a difference, conduct research, and implement action that is of value.
How Can We Know the World In Order to Make a Positive Impact?
The plan to connect our Explorer Exchange Partner with our Curriculum included:
Students will be able to recognize opportunities where they can make a difference, conduct research, and implement action that is of value.
Video from: https://vimeo.com/122258579
Alberta Learning Outcomes from grade 5
Students learn about wetland ecosystems by studying life in a local pond, slough, marsh, fen or bog. Through classroom studies, and studies in the field, students learn about organisms that live in, on and around wetlands and about adaptations that suit pond organisms to their environment. Through observation and research, students learn about the interactions among wetland organisms and about the role of each organism as part of a food web. The role of human action in affecting wetland habitats and populations is also studied.
Students learn about wetland ecosystems by studying life in a local pond, slough, marsh, fen or bog. Through classroom studies, and studies in the field, students learn about organisms that live in, on and around wetlands and about adaptations that suit pond organisms to their environment. Through observation and research, students learn about the interactions among wetland organisms and about the role of each organism as part of a food web. The role of human action in affecting wetland habitats and populations is also studied.
WE VIRTUALLY Met and talked TO OUR PARTNER ZEB HOGAN.
WE BEGAN WITH LOOKING AT WHAT INTERVIEW QUESTIONS WE COULD ASK BEFORE WE TALKED WITH HIM. WE LEARNED THE DIFFERENCE BETWEEN SEVERAL TYPES OF QUESTIONS.
Thin/ Closed Questions
-Questions that can be found on the internet (Who, What, Where, When, How.)
-Can be answered in a yes/ no or one word answer.
Thick/ Open Questions
-Questions about a person’s personal experience (What inspired you? What has impacted you?)
-Comparison to help you better understand (How is ___ like ___).
As a teacher I wanted to jump into the rich questions about science, and forgot that some of the questions about just getting to know someone where so important for the students. For example: "Where is your favourite place to travel?"
I also did not anticipate the whole eel obsession that happened in my class from a small comment that Zeb Hogan mentioned on our first talk. That is a whole other discovery that created so much learning and excitement for the rest of our year!
Thin/ Closed Questions
-Questions that can be found on the internet (Who, What, Where, When, How.)
-Can be answered in a yes/ no or one word answer.
Thick/ Open Questions
-Questions about a person’s personal experience (What inspired you? What has impacted you?)
-Comparison to help you better understand (How is ___ like ___).
As a teacher I wanted to jump into the rich questions about science, and forgot that some of the questions about just getting to know someone where so important for the students. For example: "Where is your favourite place to travel?"
I also did not anticipate the whole eel obsession that happened in my class from a small comment that Zeb Hogan mentioned on our first talk. That is a whole other discovery that created so much learning and excitement for the rest of our year!
Zeb Hogan's Big Question:
"MY WORK FOCUSED ON THE SEARCH FOR THE WORLD'S LARGEST FRESHWATER FISH. IN TOTAL, THERE ARE OVER 30 DIFFERENT KINDS OF FRESHWATER FISH THAT GROW TO AT LEAST 6 FEET IN LENGTH OR OVER 200 POUNDS. THESE FISH ARE FOUND IN RIVERS AND LAKES ALL AROUND THE WORLD. I WOULD LIKE TO LEARN AS MUCH ABOUT THESE FISH AS POSSIBLE, IN ORDER TO SHARE THEIR STORIES WITH OTHERS, AND HELP TO PROTECT THEM".
We discovered what steps Zeb Hogan takes in his scientific research?
1. He was inspired by what he saw (on the news) and was excited about a problem.
2. He asked questions and wonders.
3. He researched on the computer and in books. He could not find the answer to all his questions.
4. He did his own research
- Found information and proof
- Used tools
- Went places
- Got help - Talk to people and experts
6. He shared his research and tried to make a difference.
7. He had more answers, but then he got more questions - so he went back to Step 1!
We wanted to visually represent his process...
This is a representation of the characteristics and key events of the work of Zeb Hogan as an explorer.
The students say, .."I am the ....." (and then come up, figure out where in the timeline it would go, and do an action to represent it).
Some of their ideas were:
I am the...
....curiosity Zeb Hogan shows in finding answers.
...Giant Mekong Catfish that inspired his question.
...news article that started his question.
...patience he has when searching for big fish.
...his future of what he will find next.
...excitement that Zeb Hogan has when he discovered his first really big fish.
...smaller questions that Zeb Hogan asked along the way.
...rivers he is trying to protect for the fish habitat.
...big question he searches to find answers to.
...enthusiasm he shares with others!
The students say, .."I am the ....." (and then come up, figure out where in the timeline it would go, and do an action to represent it).
Some of their ideas were:
I am the...
....curiosity Zeb Hogan shows in finding answers.
...Giant Mekong Catfish that inspired his question.
...news article that started his question.
...patience he has when searching for big fish.
...his future of what he will find next.
...excitement that Zeb Hogan has when he discovered his first really big fish.
...smaller questions that Zeb Hogan asked along the way.
...rivers he is trying to protect for the fish habitat.
...big question he searches to find answers to.
...enthusiasm he shares with others!
This led to looking at what the characteristics of an explorer are:
We learned about where zeb hogan studies fish and some of his journeys and virtually visited again to learn more about his work:
Each student chose a fish to study that they were interested in and shared with the class information about that fish.
Here are an example of students work:
| kerry_and_fei_-_the_pirarucu.pptx |
We projected the fish that Zeb Hogan researches onto the wall and moved back until we found how truely BIG the fish are! We compared to ourselves.
We next Looked at What our class could do to participate in a Scientific Process to 'live' zeb hogans process:
Our hope was that if we could foster student curiosity about their local environment and about Zeb Hogan’s work, they would come to have a sense of responsibility and empowerment that would support them in identifying, connecting to, and helping to solve local water problems.
Be Curious and As a Question:
The students first asked a lot of question!
We have gone outside recursively to make observations and learn from the land. This has led to many questions; but also, led to the students being very comfortable being outside and prepared to be observers when we went to the local wetland.
Edgemont Elementary School has a Native Grasslands Area on the edge of our school grounds. The students have found a sit spot that they revisit every time we go out. The students were supported with tasks or questions to guide their observations. At times they were also encouraged to spend time looking and listening and not documenting but to be present.
We also learned a great deal from our classroom fish tank.
Usually my class raises trout and releases them, however the whirling disease is impacting trout locally. It has been an important discussion about fish health (and local water health). This year we have looked at the important balance fish need to survive and aspects that impact them.
The students discovered key information about the relationship of a healthy habitat and responsibility of caring for fish.
Usually my class raises trout and releases them, however the whirling disease is impacting trout locally. It has been an important discussion about fish health (and local water health). This year we have looked at the important balance fish need to survive and aspects that impact them.
The students discovered key information about the relationship of a healthy habitat and responsibility of caring for fish.
Students spoke at a local aquarium society (with over 150 people in attendance) about the importance of healthy waterways. They shared what they had learned from our partnership with Zeb Hogan; as well as, from our classroom fish tank. The presentation was well received.
Our Questions that arose that we wanted to now ask of Zeb Hogan:
- What type of data do you collect in your work?
- How do you take ALL that information and make sense of it?
- How do you calculate the degree of error you may have?
- Do you use stories or opinion to help you in your research?
- What mathematical data do you use?
- What environmental impacts have you found are impacting big fish around the world?.. And what can we in our own communities do about it?
We recorded ourselves asking Zeb Hogan questions and explaining why we wanted to know. He recorded his answers in the field and sent them back in a video!
Ask Questions and Wonder:
The students wanted to know what big fish could live in our local wetland?
We decided that we could not fish in our local wetland, but we could determine if it was a healthy habitat for fish to be found in.
Get Help
Collect Data and Proof:
To collect data we determined that we would have to look at indicator species to determine wetland health. This included birds, plants, frogs, and macro-invertebrates.
Testing the water quality:
We looked at the temperature, oxygen levels and pH.
Students can recognize that some aquatic animals use oxygen from air and others from water, and identify examples and adaptations of each.
Identified and recorded plant species in the area of the wetlands:
We discovered there are many invasive species. We will be going back to see the changes the season has on the plants.
We discovered there are many invasive species. We will be going back to see the changes the season has on the plants.
Identified and recorded bird species:
We found there were coots, Canadian geese, mallards and red wing blackbirds.
We found there were coots, Canadian geese, mallards and red wing blackbirds.
We identified invertebrate in the wetland:
We tested for benthic macro-invertebrates (small organisms) to help determine the quality of water in our wetland. These small bugs act as barometers of water quality. Some can tolerate pollution while others disappear as pollution increases. For the water insects, we were given special equipment such as magnifying glasses in order to examine the creatures more closely.
We identified invertebrates in the moderately clean water level.
We tested for benthic macro-invertebrates (small organisms) to help determine the quality of water in our wetland. These small bugs act as barometers of water quality. Some can tolerate pollution while others disappear as pollution increases. For the water insects, we were given special equipment such as magnifying glasses in order to examine the creatures more closely.
We identified invertebrates in the moderately clean water level.
Visualizing our Information:
We used GIS to visual and compare data that we had collected with other data about our wetland from the City as well as the frog citizen scientist program.
We even found some information about fish species for our area from Alberta Fish and Wildlife data.
“I learned that humans are having a large impact on habitats! When we looked at the wetland, and what it is connected to, we learned that there are roads and buildings impacting their habitat” Danil
Share the research:
We presented our work and learning at the EsriCanada GIS conference to a large audience. In attendance was City of Calgary Employees who collect data; as well as, industry members learning more about how GIS is used. We stressed the importance of partnership with youth for authentic learning.
Reflect on the process and see what is next:
As youth conservationists we want to track local conditions by monitoring and collecting more information.
Our class will be returning to the wetlands several times to continue to collect data. We will look at soil samples, collect data on vegetation and invasive species.
We want to restore, enhance and protect our natural resources through asking questions and learning about what we can do.
Students will created conservation public service announcements to share calls to action on a range of topics, including habitat loss, pollution, and saving energy (to prevent more dams).
Our class will be returning to the wetlands several times to continue to collect data. We will look at soil samples, collect data on vegetation and invasive species.
We want to restore, enhance and protect our natural resources through asking questions and learning about what we can do.
Students will created conservation public service announcements to share calls to action on a range of topics, including habitat loss, pollution, and saving energy (to prevent more dams).
PLANNING AN EXPEDITION TO FIND OUT
Next steps:
We want to change the scale from local to global, and connect back to Zeb Hogan's work. In doing so we have decided to ask the students to create an assessment of the effectiveness of fish conservation zones to increase the density of fish in certain sections of the Tonle Sap Lake. They will have to think about how they would design the study (study sites, time frame, team, materials, sampling methods, analysis).
We want to change the scale from local to global, and connect back to Zeb Hogan's work. In doing so we have decided to ask the students to create an assessment of the effectiveness of fish conservation zones to increase the density of fish in certain sections of the Tonle Sap Lake. They will have to think about how they would design the study (study sites, time frame, team, materials, sampling methods, analysis).
The students looked at a giant map of Canada in order to discover where there are marine reserves in Canada.
Resources for Teachers:
To begin your own global collaboration, consider completing the National Geographic Educator Certification Program. This training is an introduction to resources that support teachers and their students in geographic competency, global thinking, and interdisciplinary learning. Participation provides a path for educators and students to become innovative world changers through global partnerships. Throughout this training, educators are introduced to the National Geographic Learning Framework as they incorporate these guidelines, and other National Geographic resources, into their teaching practice. Participants are also connected with a network of other certified educators around the world through an online platform. The training culminates in a capstone project that participants uniquely craft to fit their own teaching environments, while incorporating the learning framework.
To find out more information about the Explorer-Exchange Opportunity from National Geographic:
(first become certified through this amazing PD:
https://www.nationalgeographic.org/education/professional-development/educator-certification)
There is also opportunities to talk with explorers through -Explorer Classroom: https://www.nationalgeographic.org/education/student-experiences/explorer-classroom
Tips for collaboration:
- Be flexible and enjoy the journey.
- Be ready for changes, changes enrich you.
- Be open to challenges and new possibilities.
- Welcome new knowledge and allow it to inform your practice.
- Be prepared because something unexpected will come from a collaboration, otherwise it will be called routine.
- Share your collaboration with others around you, and invite them to be a part of it.
More information and resources about Zeb Hogan:
https://www.unr.edu/Documents/science/Zeb%20Hogan/Monster%20Fish%202016%20-%20Revised.pdf
https://www.unr.edu/science/zeb-hogan
https://www.nationalgeographic.com/contributors/h/photographer-zeb-hogan/
https://video.nationalgeographic.com/video/150518-hogan-monster-fish-lecture-nglive
https://video.nationalgeographic.com/video/news/mongolia-taimen-vin
https://www.unr.edu/Documents/science/Zeb%20Hogan/Monster%20Fish%202016%20-%20Revised.pdf
https://www.youtube.com/watch?v=_VkpOwXbz6g
https://www.youtube.com/watch?v=_VkpOwXbz6g
https://openexplorer.nationalgeographic.com/expedition/imperiledgiants#post-6002035
https://www.nationalgeographic.com/animals/2019/04/irawaddy-river-dolphin-population-biggest-20-years/
https://www.nationalgeographic.com/animals/2019/04/cantors-soft-shell-turtles-recovering-cambodia/
https://www.nationalgeographic.com/environment/2019/04/sanctuaries-help-fish-recover-southeast-asia/