Table of Contents

MOSS Educational Philosophy

THEME: TBD BY TEACHERS / TEACHING TEAM
Desired Results
DISCIPLINARY CORE IDEAS:
Sense of Place
Community Skills
Weekly Schedule
SAMPLE LEARNING PLAN
Field Science Inquiry
Community Based Engineering Challenge
MOSS Educational Philosophy
MOSS values student-centered instruction where participants actively construct their own understanding of the places
where we live. We provide opportunities for students to observe the world, ask questions, develop investigations, and
make meaning of what they find. We believe that it is crucial that participants are given the chance to interact in significant
ways with the outdoor environment. We use the lenses of science and natural history as a way to stimulate exploration of
a place; we use the lens of place as a way to stimulate exploration of science, natural history, social science, and
humanities (among other things!).

We believe that it is valuable for students to work together to solve problems and that the messiness of student-led work
is an important part of the process of learning to guide their own learning. We prefer that our instructors serve as guides
and facilitators and reserve the roles of sage on the stage and entertainer for just a few key moments.

Desired Results

Established Goals:
1. Build scientific literacy: develop scientific practices, identify with the scientific enterprise and come to
understand key concepts (see Understandings below)
2. Discover a sense of place: explore personal connections to place and get to know the plants and animals that
live here
3. Develop effective community practices: dispel the myth of the rugged individual explorer, strengthen team
connections through effective communication, collaboration, cooperation, and caring

Essential Questions:
1. Why is snow important?
2. How does snow change?
3. How do plants and animals survive here in the winter?
4. What does it mean to do science? What are some of the important ideas to understand about the natural
world? How can we use science to support our community?
5. What makes this place special and how do I fit into it?
6. What is the value of an effective team and how do we create one?

Understandings:
Students will understand that
Snow is water!
a. 80% of Idahos water budget comes from snow.
b. People who manage Idahos water resources use measures of snow water equivalent (SWE) to predict
how much water will be available for irrigation, recreation, fish habitat and hydroelectric power
generation.
c. We can find out how much water is in snow by weighing an amount in a known volume and calculating
the percentage of water and air in the sample.
d. Water exists in all three states in the snowpack.
e. Climate change is influencing the timing and volume of available water in Idaho.
f. Winter is a drought (water is not available).

The snowpack changes with time, pressure and weather!

 g. The kind of snow that falls from the sky is influenced by air temperature and relative humidity
h. Temperature, radiation and pressure metamorphose the snow when it is on the ground.
i. By studying the snowpack, people can calculate the likelihood that a particular area will have an
avalanche.

Winter is an energy balancing act

a. Plants and Animals have to deal with the CREWS factors of winter (cold, lack of radiation, lack of energy {food
and sun}, wind and snow)
b. Plants and Animals that live here have adaptations to deal with winter, or they migrate.

Scientific Literacy:
Science is a systematic process for understanding the world. Everyone can be involved. The most important tools
we have are our five senses.

SCIENCE AND ENGINEERING PRACTICES AND STANDARDS:

Asking Questions and Defining Problems
Asking questions and defining problems in grades 68 builds on grades K5 experiences and progresses to specifying
relationships between variables, and clarifying arguments and models.
Ask questions to identify and clarify evidence of an argument.
Developing and Using Models
Modeling in 68 builds on K5 experiences and progresses to developing, using, and revising models to describe, test, and predict
more abstract phenomena and design systems.
Develop a model to describe phenomena. (MS-LS2-3)
Planning and Carrying Out Investigations
Planning and carrying out investigations in 6-8 builds on K-5 experiences and progresses to include investigations that use
multiple variables and provide evidence to support explanations or solutions.
Collect data to produce data to serve as the basis for evidence to answer scientific questions or test
design solutions under a range of conditions.
Analyzing and Interpreting Data
Analyzing data in 68 builds on K5 experiences and progresses to extending quantitative analysis to investigations, distinguishing
between correlation and causation, and basic statistical techniques of data and error analysis.
Analyze and interpret data to provide evidence for phenomena. (MS-LS2-1)
Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in 68 builds on K5 experiences and progresses to include constructing
explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and
theories.
Construct an explanation that includes qualitative or quantitative relationships between variables that predict
phenomena. (MS-LS2-2)
Engaging in Argument from Evidence
Engaging in argument from evidence in 68 builds on K5 experiences and progresses to constructing a convincing argument that
supports or refutes claims for either explanations or solutions about the natural and designed world(s).
Construct an oral and written argument supported by empirical evidence and scientific reasoning to support or refute
an explanation or a model for a phenomenon or a solution to a problem. (MS-LS2-4)
Evaluate competing design solutions based on jointly developed and agreed-upon design criteria. (MS-LS2-5)

RELEVANT DISCIPLINARY CORE IDEAS

ESS2.C: The Roles of Water in Earth's Surface Processes
Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and
crystallization, and precipitation, as well as downhill flows on land. (MS-ESS2-4)
The complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms,
and ocean temperatures and currents, are major determinants of local weather patterns. (MS-ESS2-5)
Waters movementsboth on the land and undergroundcause weathering and erosion, which change the lands
surface features and create underground formations. (MS-ESS2-2)
ESS2.D: Weather and Climate
Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and
living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect
 oceanic and atmospheric flow patterns. (MS-ESS2-6)
ESS3.B: Natural Hazards
Mapping the history of natural hazards in a region, combined with an understanding of related geologic forces can
help forecast the locations and likelihoods of future events. (MS-ESS3-2)
ESS3.C: Human Impacts on Earth Systems
Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and
causing the extinction of other species. But changes to Earths environments can have different impacts (negative
and positive) for different living things. (MS-ESS3-3)
Typically as human populations and per-capita consumption of natural resources increase, so do the negative
impacts on Earth unless the activities and technologies involved are engineered otherwise. (MS-ESS3-3),(MS-ESS3-
4)
ESS3.D: Global Climate Change
Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current
rise in Earths mean surface temperature (global warming). Reducing the level of climate change and reducing human
vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering
capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge
wisely in decisions and activities. (MS-ESS3-5)
LS2.A: Interdependent Relationships in Ecosystems
Organisms, and populations of organisms, are dependent on their environmental interactions both with other living
things and with nonliving factors. (MS-LS2-1)
In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources
may compete with each other for limited resources, access to which consequently constrains their growth and
reproduction. (MS-LS2-1)
Growth of organisms and population increases are limited by access to resources. (MS-LS2-1)
Similarly, predatory interactions may reduce the number of organisms or eliminate whole populations of organisms.
Mutually beneficial interactions, in contrast, may become so interdependent that each organism requires the other for
survival. Although the species involved in these competitive, predatory, and mutually beneficial interactions vary
across ecosystems, the patterns of interactions of organisms with their environments, both living and nonliving, are
shared. (MS-LS2-2)
LS2.C: Ecosystem Dynamics, Functioning, and Resilience
Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological
component of an ecosystem can lead to shifts in all its populations. (MS-LS2-4)
Biodiversity describes the variety of species found in Earths terrestrial and oceanic ecosystems. The completeness
or integrity of an ecosystems biodiversity is often used as a measure of its health. (MS-LS2-5)
LS4.C: Adaptation
Adaptation by natural selection acting over generations is one important process by which species change over time
in response to changes in environmental conditions. Traits that support successful survival and reproduction in the
new environment become more common; those that do not become less common. Thus, the distribution of traits in a
population changes. (MS-LS4-6)

Students will know Students will be able to

Key plant and animal species in PSP Ask questions and define problems
Variables of interest in looking at ecosystem Develop and use models
interactions (e.g. dissolved oxygen, temperature, Analyze and interpret data
soil moisture, canopy cover) Construct explanations and design
solutions
Engage in argumentation from evidence
Plan and carry out investigations
Work together to complete field activities
Work together to design a field research
project or complete a community design challenge

Evidence of Understanding
Performance Task:
1) Field Research Project: Students will design and conduct a field research project on a topic in Ponderosa
State Park
OR
2) Community Design Challenge: students will design and test an engineering solution to a local natural
resource related problem.

Other Evidence:
1) Daily field journal review. Students will share one or two pages from their journal each day that reflect
evidence of understanding a new concept or idea. Journal entries will be assigned by field instructors during the
day and may include sound maps, observations, data collection, reflection or note taking.
2) Daily blog posts: Each student will choose one item (pictures of all of the journals open to their selected
pages) and write a couple sentences of what they learned. Groups may also include fun/ random pictures.
3) End of week portfolio review: At the end of the week, each student explains to the group what the two most
meaningful artifacts are.

Learning Plan

Weekly Schedule

Monday Tuesday Wednesday Thursday Friday

1:00 Students arrive 7:15 Wake Up 7:15 Wake Up 7:15 Wake Up 7:15 Wake Up/ Check
at MOSS, get 8:00 Breakfast or 8:00 Breakfast or 8:00 Breakfast or out time
checked into cabins Cabin Time Cabin Time Cabin Time 8:00 Breakfast or
1:30 Introductions, 8:30 Breakfast or 8:30 Breakfast or 8:30 Breakfast or Cabin Time
rules of MOSS, big Cabin Time Cabin Time Cabin Time 8:30 Breakfast or
group game 9:00 Classroom time 9:00 Classroom time 9:00 Classroom time Cabin Time
2:15 +/- Split into field 9:15 Start of Field day 9:15 Start of Field day 9:15 Project Time 9:00 Presentations in
groups to do MOSS 4:00 Meet in the 4:00 Meet in the (Make a plan, gather the Classroom
tour, getting to know classroom with the classroom with the supplies, complete 10:15 Students leave.
each other, team PHs to review the AL PHs to review the AL project, create Good byes and
contracts, team blog and go over the blog and go over the presentation, practice campus clean
building schedule for the week schedule for the week presentation)
4:00 Meet in the 4:15 Free Time 4:15 Free Time 4:00 Meet in the
classroom with the 5:00 Dinner 5:00 Dinner classroom with the
PHs to review the AL 6:00-7:30 Evening 6:00-7:30 Evening PHs to review the AL
blog and go over the Program: Avalanche Program: Teachers blog and go over the
schedule for the week Stations Choice schedule for the week
4:15 Free Time 4:15 Free Time
5:00 Dinner 5:00 Dinner
6:00-7:30 Evening 6:00-7:30 Evening
Program: Science at Program: Campfire!
MOSS (BEETLES
what scientists do)
 SAMPLE LEARNING PLAN

Learning Plan -- Monday

Goals:
Scientific Literacy: Students will understand that science is a systematic process of understanding the world.
Everyone can participate. The most important tools we have are our five senses.
Sense of Place: Students will discover where we are relative to where they came from.
Community Skills: Students and instructors will get to know each other (names, interests, unique qualities);
students will begin to practice team skills.
Essential Questions:
1. What does it mean to do science? What are some of the important ideas to understand about the natural world?
How can we use science to support our community?
2. What makes this place special and how do I fit into it?
3. What is the value of an effective team and how do we create one?
Understandings:
1. Science is a systematic process for understanding the world. Everyone can be involved. The most important tools
we have are our five senses.
2. Students will understand where we are in relation to where they came from
3. Students will be able to develop a set of shared values for working together for the week (a team contract)

Students arrive at 1:00. They are greeted by the Program Host and Field Instructors. Students unload belongings and
settle into their cabins. Students meet with instructor team at 1:30 for an overview of the week, introductions, a big group
game (icebreaker). Around 2:15 students break into field groups with their field instructor.

2:15 Introductions: in depth introductions to you as a field instructor and with each group member (consider
using the field guide or baseball card activity that we used on Day 1 with orientation).

2:30 In group, develop a set of shared values that the group would like to uphold for the week. For example,
you might address things like we value being heard, we value having time to discover things. Turn these
values into actions that the group can take. We value being heard so we will listen to each other. We value
having time to discover things so we will make sure to plan time in the day for poking around.

2:45 Work on some of the low elements team challenges around campus. Snowshoe basics is a good use of time. The
snowshoes can be stored outside of your group's meeting area for the week.

4:00 Meet in classroom with Program Host. Go over schedule for the week, Adventure Learning blog.
 Field Day Learning Plan -- Tuesday

Goals:
Scientific Literacy: Students will understand that science is a systematic process of understanding the world.
Everyone can participate. The most important tools we have are our five senses. Students will appreciate that we
can practice making observations and become better observers. Students will ask questions, analyze and
interpret data, construct explanations, engage in argument from evidence and plan & carry out investigations.
Students will develop particular understandings of plant and animal winter ecology (see Understandings).
Sense of Place: Students will get to know some of the plants and animals in PSP. Students will explore their own
personal connection to the sagebrush meadow, an aspen grove and the Ponderosa pine forest.
Community Skills: Students will practice effective communication, work together to solve problems and look out
for each other as a group.

Essential Questions
1. How do plants and animals survive here in the winter?
2. What does it mean to do science? What are some of the important ideas to understand about the natural world?
How can we use science to support our community?
3. What makes this place special and how do I fit into it?
4. What is the value of an effective team and how do we create one?

Understandings
1. Winter is an energy balancing act
a. Plants and Animals have to deal with the CREWS factors of winter (cold, lack of radiation, lack of energy
{food and sun}, wind and snow)
b. Plants and Animals that live here have adaptations to deal with winter, or they migrate.
2. Science is a systematic process for understanding the world. Everyone can be involved. The most important tools
we have are our five senses.
3. Sense of place is a term that describes my personal connection to a particular environment and it can be
developed by being present in a place, exploring my feelings about a place and myself in it, and by getting to
know the plants and animals that live there.
4. We can accomplish more when we work together effectively. This takes practice! We can work on developing
more effective communication, collaboration, cooperation and collaboration skills.

Relevant Disciplinary Core Ideas (DCI):

LS2.A: Interdependent Relationships in Ecosystems
Organisms, and populations of organisms, are dependent on their environmental interactions both with other living
things and with nonliving factors. (MS-LS2-1)
In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may
compete with each other for limited resources, access to which consequently constrains their growth and reproduction.
(MS-LS2-1)
Growth of organisms and population increases are limited by access to resources. (MS-LS2-1)
Similarly, predatory interactions may reduce the number of organisms or eliminate whole populations of organisms.
Mutually beneficial interactions, in contrast, may become so interdependent that each organism requires the other for
survival. Although the species involved in these competitive, predatory, and mutually beneficial interactions vary across
ecosystems, the patterns of interactions of organisms with their environments, both living and nonliving, are shared.
(MS-LS2-2)
LS2.C: Ecosystem Dynamics, Functioning, and Resilience
Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological
component of an ecosystem can lead to shifts in all its populations. (MS-LS2-4)
Biodiversity describes the variety of species found in Earths terrestrial and oceanic ecosystems. The completeness or
integrity of an ecosystems biodiversity is often used as a measure of its health. (MS-LS2-5)
LS4.C: Adaptation
 Adaptation by natural selection acting over generations is one important process by which species change over time in
response to changes in environmental conditions. Traits that support successful survival and reproduction in the new
environment become more common; those that do not become less common. Thus, the distribution of traits in a
population changes. (MS-LS4-6)

Science Practices: Students will be able to:

Ask Questions and Define Problems
Plan and Carry Out Investigations
Analyze and Interpret Data
Construct Explanations and Design Solutions
Engage in Argument from Evidence

9:00 Classroom time. Program Host reviews the essential questions and challenges students to find examples
throughout the day. Skill to get you started: Tracks can help us to understand how animals deal with the Energy
balancing act. PHs Introduce the Ps print, pattern, place. On each table will be animals tracks. Groups will use
rulers to gather information about their animal.

Head outside and practice on your own tracks. Begin field day. Check to make sure students have all
necessary equipment: water bottle, dry socks, snow gear, layers, sunscreen, lunch, etc. (as appropriate for the season).
Review student jobs if desired.

9:30 Ask the students why they think it is important for us to investigate animal tracks and what we might hope to
understand from that?

9:45 Brief intro to snowshoeing. How to put on and take off the shoes and how to get up when you fall down. The
importance of staying on trails and single file over groomed trails.

NOTE: Hand out Animal Adaptation Cards

Adaptation cards are handed out to the students at the beginning of the day. When there are breaks in
the day or between activities, a couple of students teach the others about their animals. Students should
try and find evidence or an example of their animal as they are hiking around outside. (Read cards about
an animal after finding and identifying its track to make it relevant to place or plant cards in an area where
that type of plant can be found).

10:00 Snowshoe to Sagebrush Meadow.

Invitation: find a set of tracks to measure, observe, etc. What can tracks tell us about how an animal deals with winter?

Who Lives in Snow story. Show images of animals and plants in the winter (or go observe them!). Journaling
activity about what they have observed about us (humans), plant and animals in a winter setting (students can
spend time outside observing around campus before you leave). How do these organisms (biotic) exist here in
our cold, snowy (abiotic) winter?

10:30 Arrive at campground area near amphitheater?- snack

Exploration: Two big issues in winter for all living beings is balancing energy in and out (loss and gain). Discuss
in pairs: How hard is it to live outside all winter? What makes it hard?

Hand out CREWS cards with questions:

Concept Invention: Winter is an Energy Balancing Act!

Write CREWS (cold, radiation, energy, wind, snow) Factors on a small white board
Discuss forms of heat loss: radiation, convection, and conduction
what can we do to minimize heat loss?
what can animals do to minimize heat loss?
how do we and animals gain heat? (calories in!)
 what can animals do to help them get more calories in without losing too many? Introduction to movement
in winter and balancing act between expending energy to get energy

11:30 Lunch and play GET MAD! Get MAD- (Migrate, Adapt, or go Dormant)
Latitudinal migration: geese, arctic tern (move from north in summer to south in winter)
Altitudinal migration: elk (move from high elevation in summer to low elevation in winter)
Reverse altitudinal migration: blue grouse (move from lower elevation aspen stands in summer to higher el.
Conifer forests in winter)
Bergmanns rule (bigger bodies are better -- three people make a big blob)
Allens rule (appendages get smaller -- two people, small ears)
Sub-nivean (mice / voles run around under the snowpack -- three people, one under two make bridge)
Huddling (smaller animals reduce surface area exposed to cold by huddling together -- everyone together)
Dormancy (act like a plant or animal that slows down their heart rate a lot)

12:00 Application: Walk to somewhere for Heat pack inquiries. Using the reheatable heat packs, have students
generate questions about surface area to volume ratios, snowpack insulation, etc. Use small and large heat
packs and temperature sensors to facilitate inquiry and data collection to answer questions.
Ask Questions and Define Problems
Plan and Carry Out Investigations

1:00 Paired Discussion Cards (while heat pack inquiries are occurring)

Exploration / Concept Invention: Give each group a different question card.

Use question cards to have groups explore:
1) Look at the shape of this tree. How would you describe it? Is it tall and skinny, short and fat? If you were a
tree living in an area that gets lots of snow, what do you think your shape would be like? Identify your tree using
the Ponderosa State Park Tree Finder. Be prepared to present your answers to the group.

2) Look around you do you see a lot of trees that have lost their leaves? What might be the advantage of
keeping your leaves if you lived in this climate? What might be some of the advantages of losing your leaves?
Which strategy is better for this environment? Identify your tree using the Ponderosa State Park Tree Finder. Be
prepared to present your answers to the group.

3) Do you see any evidence that animals are eating this plant / tree / bush? What are some ways that a plant
might defend itself from getting eaten by animals? Identify your tree using the Ponderosa State Park Tree Finder.
Be prepared to present your answers to the group.

4) Do you think plants can photosynthesize in the winter? Why or why not? Identify a nearby tree using the
Ponderosa State Park Tree Finder. Be prepared to present your answers to the group.

5) Stomp down an area in the snow big enough for our group to stand in. Why might animals use this strategy in
the winter? What energy advantage might it give them? Be prepared to present your answers to the group.

Bring group back together to discuss the answers to their questions and have students teach each other.

Heat Pack Inquiry Results! Collect your heat packs and analyze the results with your group. What do the results tell us?
Analyze and Interpret Data

Head back to MOSS. Reflection: Students reflect on their specific plants or animal and how they manage the energy
balance in winter. What questions do you still have? Write a story about your organism in winter.

3:40 Review, wrap up and blog (Blog prompt- ideas for field research or brainstorm engineering challenges that take
into account the ecosystem interactions and stakeholder perspectives that they have learned about.) Enter data
into the blog.

4:00 Meet in the classroom with the PHs to review the AL blog and go over the schedule for the week
 Field Day Learning Plan -- Wednesday

Goals:
Scientific Literacy: Students will understand that science is a systematic process of understanding the world.
Everyone can participate. The most important tools we have are our five senses. Students will appreciate that we
can practice making observations and become better observers. Students will ask questions, analyze and
interpret data, construct explanations, engage in argument from evidence and plan & carry out investigations.
Sense of Place: Students will get to know some of the the Lily Marsh and nearby trails in PSP. Students will
explore their own personal connection to big Payette Lake some of the ecosystem services it provides.
Community Skills: Students will practice effective communication, work together to solve problems and look out
for each other as a group.

Essential Questions
1. Why is snow important?
2. How does snow change?
3. What does it mean to do science? What are some of the important ideas to understand about the natural world?
How can we use science to support our community?
4. What makes this place special and how do I fit into it?
5. What is the value of an effective team and how do we create one?

Understandings:
Snow is water!
j. 80% of Idahos water budget comes from snow.
k. People who manage Idahos water resources use measures of snow water equivalent (SWE) to predict
how much water will be available for irrigation, recreation, fish habitat and hydroelectric power generation.
l. We can find out how much water is in snow by weighing an amount in a known volume and calculating
the percentage of water and air in the sample.
m. Water exists in all three states in the snowpack.
n. Climate change is influencing the timing and volume of available water in Idaho.
o. Winter is a drought (water is not available).

The snowpack changes with time, pressure and weather!

p. The kind of snow that falls from the sky is influenced by air temperature and relative humidity
q. Temperature, radiation and pressure metamorphose the snow when it is on the ground.
r. By studying the snowpack, people can calculate the likelihood that a particular area will have an
avalanche.
Disciplinary Core Ideas (DCI):
ESS2.C: The Roles of Water in Earth's Surface Processes
Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and
precipitation, as well as downhill flows on land. (MS-ESS2-4)
The complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean
temperatures and currents, are major determinants of local weather patterns. (MS-ESS2-5)
Global movements of water and its changes in form are propelled by sunlight and gravity. (MS-ESS2-4)
ESS2.D: Weather and Climate
Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things.
These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow
patterns. (MS-ESS2-6)
Because these patterns are so complex, weather can only be predicted probabilistically. (MS-ESS2-5)
ESS3.A: Natural Resources
Humans depend on Earths land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere
resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly
around the planet as a result of past geologic processes. (MS-ESS3-1)
ESS3.D: Global Climate Change
Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earths
mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever
climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge,
such as understanding of human behavior and on applying that knowledge wisely in decisions and activities. (MS-ESS3-5)

9:00 Classroom time. Program Host reviews the essential questions.

9:15-9-9:45 SWE

Fill a glass or plastic beaker with snow and note the volume.

Q: What is snow made of?

Tiny ice crystals that stick together. Ice crystals form when temperatures are low and there is moisture in the atmosphere.
32 degrees F or lower. There are also lots of air pockets in the sample.

80% of Idahos water budget comes from snow.

Q: Who might care about how much water is found in the snowpack?

People who manage Idahos water resources use measures of snow water equivalent (SWE) to predict how much water
will be available for irrigation, recreation, fish habitat and hydroelectric power generation.
Animals and plants

We can find out how much water is in snow by weighing an amount in a known volume and calculating the percentage of
water and air in the sample.

This is called the Snow water Equivalence.

Q: What factors could affect the percent water in snow

4% Snow water equivalence in land (lighter snow, more air pockets)

15%, snow water equivalence on the coast (heavier snow, less air pockets)

Q: How does snows composition affect its insulating properties, important for animals?

Estimate the amount of water the jar will contain after the snow melts (percentage). Write these estimates on the board.
Place the jar near the heater/indoors. Cover the jar (to prevent evaporation) and leave it until the snow has completely
melted.

9:45-10:15 SNOTEL site

10:15-10:45 Snow pit description and process

Q: Does snow stay the same once it falls to the ground? If it changes, what makes it change?
Temperature, pressure, moisture. Water is dynamice.

We will dig a snow pit in the field to observe the characteristics of the snow and how it changes over time.

A snow pit resembeles the layers of a cake. You can identify different snow events by looking at the different layers.

We will assign students to equipment and to data collection. Explore your equipment and card and then we
will share with the group.
10:45- 12:00 Exploration: In field groups, go find evidence for or against the idea that snow changes when it is on the
ground. Have students do in depth observations of the snow -- what does it look like? Feel like? Have students do an I
notice, I wonder, it reminds me of routine with picture. 4 quadrants.

Use your Senses! Share findings.

Concept Invention: Gather student observations. What did they notice? Explain that snow changes because of
temperature, radiation and pressure.

Destructive Metamorphism
This occurs when there is not a significant temperature difference from the top of snowpack to the bottom of
the snowpack (i.e. warm air, warm ground). Because of molecular motion, wind, direct pressure (foot, shovel),
Stellar snow crystals will lose their points. Crystal arms are broken and rounded grains will fuse. The snow
becomes hard, dense, and compacts easily. This snow is good for snowballs! Rounded.

Constructive Metamorphism
If there is a temperature gradient (cold air, warm ground) water vapor will move from high-pressure area
(warm temperature) to low-pressure area (cool temperature). As the water vapor comes into contact with cooler
temperatures, the vapor crystallizes and freezes. This temperature gradient (1 degree Celsius per 10 cm within
the snowpack) allows faceted snow crystals to form. These faceted snow crystals are cup-shaped, hollow, and
angular, allowing for a weak/unstable layer in the snowpack.

Application
Snow pit investigations
Using the tools found in the snow pit kit, students dig down into the snow to identify layers and crystal types, look for a
temperature gradient, and measure snow water equivalence.

A. Digging Your Pit

Find a place to dig the snow pit; a slope is preferable. Draw a top-line above you on the slope. If you are in a flat
area, your top-line will be the farthest point away from you. The top-line marks where the wall of the snow pit will
be. Tell the students that they are not to go above or past this line. Begin digging at the top-line, taking care to
dig away from the wall, rather than into it. Students should dig until they reach the ground, taking care to make
the pit wide enough to easily study the wall/face.

B. Measuring Snow Pit Height

Measure and record the height of your snow pit in three different places along the vertical wall. Use a meter stick
to measure from the ground to the top of the snow. Record an average height on your data sheet.

C. Defining Snow Pit Layers

Use a paintbrush to gently sweep away the face of the snow pit to expose the snow layers. Step back and
visually try to identify the different layers: ice layers appear shiny; large grains glisten and may appear pebbly; soft
snow may appear less reflective. Next, use a snow crystal ID card to test the layers. Gently slice the card
vertically down the snow layers, beginning at the surface. You will feel a difference when the layers change.
Place a popsicle stick at the top of each layer to mark the changes. Measure and record the height of each layer.

D. Snow Temperature
Starting at the ground and working up to the surface, measure temperature to the nearest 0.1 C every 10 cm
(every 5 cm if the total snow depth is less than 0.5 m). Hold the thermometer in place for roughly two minutes to
ensure accuracy. A surface temperature should also be taken; shade the thermometer with the shovel.

E. Determining Snow Crystal Size and Shape

In each layer, collect a small sample of snow using the paintbrush and snow crystal cards. Examine the crystals
with the hand lens. Select five grains at random and use the cm/mm ruler to measure the size of each crystal.
Record the average size and shape of the dominant crystal type in each layer.

F. Measuring Snow Density

Calibrate the spring scale to the weight of the empty snow sampling tube and bag. Start at the top layer and
clearly identify which layer you are sampling. Push the snow sampling tube into the snow and make sure it is
 completely full of snow, but without packing the sampling tube. You may need to use the snow crystal card to
help free the sampling tube without losing snow or disturbing other layers. Put the snow sampling tube into the
bag and attach it to the scale. Carefully weigh the full sampling tube and bag and record the weight in grams per
100 cc (cubic centimeters) on your data sheet. Empty the sampling tube and repeat this process for the next
layer until all layers have been sampled.

12:00 Lunch

12:30 Application: Come up with a question that you can ask to compare data between the first snow pit and a second
one. For example, is there a difference between sagebrush meadow and forest layers? Or is there a bigger temperature
gradient between the forest snowpack or the sagebrush?

1:45-3:00 Wrap up

Walk back to indoor meeting space. Review and compare data between snow pits.

Review the snow in a jar activity. Were the students hypotheses supported? Was anyone surprised by the outcome? How
does this compare to what you saw in the field? Reviewing how people measure water. Discuss SnoTel and NRCS, and
check out the website. How does the SWE you collected compare to data on the website?

Snow affects plants because it is water. Snow is water! Winter is a drought. Snow is water storage for later use. Who
would want to know about the amount of water stored in snow? Lets calculate how much water is in the snowpack.

Calculating Snow Water Equivalent (SWE)

To determine the snow water equivalence of each layer, use the following formula:

Density of water x (mass of sample / 100 cc tube) x height of the layer

For a 7 cm layer with a snow sample mass of 28 g, this translates to:

1 cc/g x (28g / 100c) x 7 cm = 1.96 cm

Because the density of water is 1 g/cc, it can be written as 1cc/g for unit-canceling purposes, allowing us to see
that that layer of snow equates to 1.96 cm of water. To find the total SWE for the snowpack, add the SWEs of
each layer. To find the weighted density for the snowpack, divide the total SWE by the total height of the
snowpack, and then multiply by 100 to make it a percent.

3:00-4:00 Town Hall

4:00 Meet in the classroom with the PHs to review the AL blog and go over the schedule for the week

Optional activity or for evening program:

Water Users Town Hall (part 1)
Students are given roles (i.e. Rancher, Skier, Rafter, Dam Operator, Sierra Club, Idaho Power Administration, Banker,
Fire Fighter, etc.) and asked to discuss why their group is concerned about water and how that relates to snow. Give
students time to discuss.

Revisit Town Hall (part 2) with Current Issue/ Changing water availability
Students use a resource management question regarding snow science and find the ecological, social, political, and
economic connections. For example, the issue could be a less than average yearly snowpack. Students role-play and
attend a simulated Town Hall Meeting to discuss the problem and work together to communicate and find a solution.
Have students represent different interest groups (i.e. Rancher, Recreationist/Rafter, Dam Operator, Townspeople, Sierra
Club, Idaho Power Administration, Banker, etc). Students develop a solution within their own interest group and then
must convince different interest groups to come to a solution. Students will present their plan to the Mayor/chaperone or
field instructor, to help the city manage the water resource issue.
 Field Project Day Learning Plan -- Thursday

Goals:
Scientific Literacy: Students will understand that science is a systematic process of understanding the world.
Everyone can participate. The most important tools we have are our five senses. Students will appreciate that we
can practice making observations and become better observers. Students will ask questions, analyze and
interpret data, construct explanations, engage in argument from evidence and plan & carry out investigations.
Sense of Place: Students will get to know an area of Ponderosa State Park that they want to better understand.
Community Skills: Students will practice effective communication, work together to solve problems and look out
for each other as a group.

Essential Questions
1. What does it mean to do science? What are some of the important ideas to understand about the natural world?
How can we use science to support our community?
2. What makes this place special and how do I fit into it?
3. What is the value of an effective team and how do we create one?

Science and Engineering Practices

Asking Questions and Defining Problems
Asking questions and defining problems in grades 68 builds on grades K5 experiences and progresses to specifying
relationships between variables, and clarifying arguments and models.
Ask questions to identify and clarify evidence of an argument.
Developing and Using Models
Modeling in 68 builds on K5 experiences and progresses to developing, using, and revising models to describe,
test, and predict more abstract phenomena and design systems.
Develop a model to describe phenomena. (MS-LS2-3)
Planning and Carrying Out Investigations
Planning and carrying out investigations in 6-8 builds on K-5 experiences and progresses to include investigations that
use multiple variables and provide evidence to support explanations or solutions.
Collect data to produce data to serve as the basis for evidence to answer scientific questions or test
design solutions under a range of conditions.
Analyzing and Interpreting Data
Analyzing data in 68 builds on K5 experiences and progresses to extending quantitative analysis to
investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error
analysis.
Analyze and interpret data to provide evidence for phenomena. (MS-LS2-1)
Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in 68 builds on K5 experiences and progresses to include
constructing explanations and designing solutions supported by multiple sources of evidence consistent with
scientific ideas, principles, and theories.
Construct an explanation that includes qualitative or quantitative relationships between variables that
predict phenomena. (MS-LS2-2)
Engaging in Argument from Evidence
Engaging in argument from evidence in 68 builds on K5 experiences and progresses to constructing a
convincing argument that supports or refutes claims for either explanations or solutions about the natural and
designed world(s).
Construct an oral and written argument supported by empirical evidence and scientific reasoning to
support or refute an explanation or a model for a phenomenon or a solution to a problem. (MS-LS2-4)
Evaluate competing design solutions based on jointly developed and agreed-upon design criteria.
(MS-LS2-5)
Field Science Inquiry
Team Building and Preparation for Field Science Inquiry
Students will participate in a team building activity and debrief the experience with what this process means for their
planning of and doing research today. They will discuss group decision-making, with a focus on compromise and
collaboration, and in general get them ready for the first stages of the inquiry process. IMPORTANT: Review the rubric
with the students so that they know what is expected of them. Every student must record the research question,
hypothesis, methods, data, and analysis in the science journal.

Developing the Field Research Project

After asking a question, the students will guess what they think will happen, this will be their hypothesis.

Next, the students must plan their research and develop their methods. How large should their sample size be? Where is
the best place in the park to collect appropriate data? As part of this process, have the students select, as independently
as possible, the tools they will need and describe the data analysis process as best as they can predict. This part of the
process is key; they must have a fairly good picture of how the research will go to be sure they do not forget anything.

Data Collection
Like most other MOSS experiences, this process should be as student directed as possible. Give them the power to
decide, but remember this type of learning may be outside of their usual experiences (self and group direction in a school
setting) and they WILL have problems with it. They key is facilitation, time management and not being afraid to call stop
or have the group work through tough decision-making processes! Each student should be involved in the data collection
process. Everyone must record the data in their science journal.

Be sure to take breaks and play a game or two while collecting data.

Creating the Presentation

The groups will be back in time to create a nice poster, PowerPoint, movie or other presentation they are proud of and
give it a few run-throughs. Each presentation should have: a title, the question(s), hypothesis, a description of their
methods, some of the data collected, and analysis or summary and their conclusions. Discuss good presentation
techniques with your students such as facing the audience and speaking loud enough. Presentations should be limited to
5-10 minutes, and are encouraged, but not required, to have some creative aspects; a song, skit, role-play, game.

Some Ideas for Inquiry

Here are some example research questions that are doable for 5th and 6th graders. They range from very easy to
moderate; feel free to bump it up a notch with a stellar group but remember that the process should be FUN.

Question: Will we find more macroinvertebrates in the stream or in the lake?

Methods: Establish sampling plots (using hula hoops) and count the number of macros in each.
Analysis: Draw a chart showing where macros were found and their relative abundance. What are the
implications? Is there more food for birds in one place or another? Is the water quality different?

Question: What are the characteristics of an ospreys habitat?

Methods: Use prior knowledge to establish where osprey nest within the park and where they fish (in the lake).
Help students to come up with habitat components to quantify: characteristics of the water (DO, turbidity) and
forest (tree density, tree species, living or dead trees).
Analysis: Do the habitat components make sense? Why or why not?

Question: Which will burn faster, Lodgepole pine cones or sagebrush?

Methods: Collect samples of each, burn them and record the time that each burned.
Analysis: Draw a chart showing burn times. Discuss differences and what happened. Why did it turn out this
way? What does this mean in terms of forest fire?

Question: Do birds prefer to spend time in dense forest or open forest?

Methods: Sit quietly in a dense forest and an open forest and count the number or birds that you see in a set time
period.
Analysis: Draw a chart of your findings. Why did it turn out this way? Why would birds prefer one type of forest
 over another?

Question: Are birds / macros / other living things more active at certain times of day than others (this will require
getting started on research well in advance of the actual inquiry module).
Methods: Find one site that has birds / macros/ living things to monitor. Come up with a list of different activities
to measure: hopping around, sitting still, flying, eating, swimming, etc. Make sure to have active activities as
well as not active activities. Use watches to measure the amount of time that the animal spends doing different
activities. See how many fall into active vs. not active. Repeat this at different times of day.
Analysis: Were there times when the animals were more active? Did birds sing more in the morning vs. the
afternoon? Why might this be the case? When were they foraging the most? Etc.

Question: How long does it take for a serotinous cone to open in a fire?
Methods: Collect a sample of several serotinous cones and light them on fire. Make a small fire in a fire ring and
place the cones in the fire. Use an infrared thermometer to measure the temperature of the fire and the cone
when it opens. Record the time it takes for the cones to open and find the average.
Analysis: How long did it take for them to open? Did they open? What does it all mean for pines and fire?

Question: Do birds hang out in trees, bushes or on the ground the most?
Methods: Find a place to hang out quietly and watch birds for a fixed amount of time. Pick one bird (per student
if there are enough, but this might be unlikely) Measure the time that they are in trees, bushes and on the ground.
Analysis: Where did they spend the most time? Is there a difference between different kinds of birds? Did one
hang out in bushes and one hang out in trees the most? What were they doing when they were hanging out?
Why might this be the case?

Question: Where will the water be clearest (the least turbid); in the lake or in the stream?
Methods: Use the transparency tube to measure clarity.
Analysis: What implications does this have for things growing / living in that water?
Other possible comparisons: DO, conductivity, soil chemistry.

Community Based Engineering Challenge

Team Building and Preparation for Community Based Engineering Challenge
Have the students participate in a team building activity and debrief the experience with what this process means for their
planning of and doing engineering today. Discuss group decision-making, with a focus on compromise and
collaboration, and in general get them ready for the first stages of the planning process. IMPORTANT: Review the
rubric with the students so that they know what is expected of them. Every student must record the issue they
are trying to address, their hypothesis on a way to solve the problem, draw out a sketch, and discuss individuals
roles in their journal.

Science and Engineering Practices

Asking Questions and Defining Problems
Asking questions and defining problems in grades 68 builds on grades K5 experiences and progresses to specifying
relationships between variables, and clarifying arguments and models.
Ask questions to identify and clarify evidence of an argument.
Developing and Using Models
Modeling in 68 builds on K5 experiences and progresses to developing, using, and revising models to describe,
test, and predict more abstract phenomena and design systems.
Develop a model to describe phenomena. (MS-LS2-3)
Planning and Carrying Out Investigations
Planning and carrying out investigations in 6-8 builds on K-5 experiences and progresses to include investigations that
use multiple variables and provide evidence to support explanations or solutions.
Collect data to produce data to serve as the basis for evidence to answer scientific questions or test
design solutions under a range of conditions.
Analyzing and Interpreting Data
 Analyzing data in 68 builds on K5 experiences and progresses to extending quantitative analysis to
investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error
analysis.
Analyze and interpret data to provide evidence for phenomena. (MS-LS2-1)
Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in 68 builds on K5 experiences and progresses to include
constructing explanations and designing solutions supported by multiple sources of evidence consistent with
scientific ideas, principles, and theories.
Construct an explanation that includes qualitative or quantitative relationships between variables that
predict phenomena. (MS-LS2-2)
Engaging in Argument from Evidence
Engaging in argument from evidence in 68 builds on K5 experiences and progresses to constructing a
convincing argument that supports or refutes claims for either explanations or solutions about the natural and
designed world(s).
Construct an oral and written argument supported by empirical evidence and scientific reasoning to
support or refute an explanation or a model for a phenomenon or a solution to a problem. (MS-LS2-4)
Evaluate competing design solutions based on jointly developed and agreed-upon design criteria.
(MS-LS2-5)

Some Ideas for Engineering Challenges

Issue: Erosion into the Boulder Creek degrades trout habitat

Design: strategies for bank stabilization, creative alternatives to fencing to keep cows out, etc.

Issue: The Portnuf watershed stakeholders struggle to share limited water resources
Design: alternatives to dams that store water, rainwater catchment, etc.

Issue: Logging leads to woodpecker habitat loss

Design: logging practices that leave snags in the forest, design and build bird houses, etc.

Issue: The Lily Marsh in Ponderosa State Park is inaccessible to people with mobility disabilities
Design: walkways that are wheelchair friendly, a kiosk that is a station that has a drone pilot station with a camera so that
people can view the area

Issue: The town of Lowman has high wildfire risk

Design: model the town as it is and with best practices to mitigate wildfire risk

Issue: There is a lack of pollinators in downtown

Design: design and build pollinator hotels, map and plan for pollinator gardens on public spaces, etc.

Materials- Students will have access to building physical models with natural found materials (e.g. pinecones) and
recycling from the McCall Field Campus (e.g. water bottles). Students will also have access to computers to add a digital
design component.

Creating the Presentation

The group will have time to create a nice poster, PowerPoint, movie or other presentation they are proud of and give it a
few run-throughs. Each presentation should have: a title, the question(s)/ Issue to address, hypothesis, a description of
their methods, and analysis or summary and their conclusions. Discuss good presentation techniques with your students
such as facing the audience and speaking loud enough. Presentations should be limited to 5-10 minutes, and are
encouraged, but not required, to have some creative aspects; a song, skit, role-play, game.