Module IA: What’s in the Water?
Session 1: Salinity
This lesson is based upon work supported by the National Science Foundation under
Cooperative Agreement Number HRD 0638793.
Any opinions, findings, and
conclusions or recommendations expressed in this material are those of the
author(s) and do not necessarily reflect the views of the National Science
Foundation.
Permission is granted to copy these materials for educational, non-commercial
purposes provided the source is acknowledged.
Meadowlands Environment Center - MarshAccess © Copyright 2009
A New Jersey Meadowlands Commission Facility operated by
Ramapo College of New Jersey
Module IA: What’s in the Water?
Session 1: Salinity
Science Content
 Characteristics of an estuary
environment
 Salinity is a measure of the
amount of salt in the water
 Salinity is measured in partsper-thousand
Science Tools and Technology
 Thermometer
 Hydrometer
 Dip nets
 Magnifiers
 Hand-held recorders
 Computer and ejournaling
software
NJ Meadowlands Content
 Meadowlands is an estuary
 Salinity of brackish water in the
Meadowlands
 Creatures that live in
Meadowlands estuary
Documentation
 Weather journal page
 Salinity test results page
 Creatures that live in the
Meadowlands estuary journal
page
 Verbal recording of data
 ejournal
Instructional Objectives:
The participants will learn that:
 Scientists make observations and record their observations.
 An estuary is where a river meets an ocean.
 Estuaries have tides.
 The salinity of estuary water differs from salinity of salt and
fresh water.
 The term to describe estuary water is brackish.
 A hydrometer is the tool used measure salinity; how to use a
hydrometer.
 Certain creatures and plants like living in an estuary
environment.
The participants will learn how to:
 Measure air temperature using a thermometer.
 Measure salinity using a hydrometer.
 Use a dip net to catch aquatic specimens.
 Examine specimens visually (and tactilely if needed).
 Use a variety of magnifying devices to observe specimens.
Activities:
Introduce “What’s in the Water?” and the Meadowlands
Environment Center (40 minutes)
Content via Power Point interspersed with activities:
-Review location of Meadowlands Environment Center on maps.
-Explore salinity by tasting prepared water samples (fresh,
ocean, brackish).
-Explain units of measurement for salinity is parts per thousand
(ppt) with Cheerios/Fruit Loops model.
- Using hydrometers, participants test salinity of fresh, ocean,
brackish water, record results in journal.
-Show and pass around sample of phragmite grass and images
and models of creatures that live in Meadowlands marsh (egret,
killifish, grass shrimp, crab etc.).
Universal Instructional Design (UID)- PowerPoint color contrast, font
and size meet accessibility standards; white space, no more than 6
lines of text, no more than 6 words per line, images have alternate
text tags. Copy of PowerPoint available in color (1 or 2 slides per page)
in a 3-ring binder. Use of sound field system; assistive listening
devices for those with hearing impairments or attention difficulties.
Educator reads and describes images on slides. Participants manually
record in journal, use pre-printed labels, or verbally record data using
hand-held recorder. Journals with Verdana font and 18 pt. size, with
visual and text descriptors, peel off response labels, large print,
uncluttered design with white space
Fieldwork: (45 minutes)
-Instruction on how to use dip net for fishing in marsh.
-Hike to outdoor classroom/dock (usually Kingsland).
-Make weather observations using a variety of measuring
instruments and record in journal.
-Go dip netting, discuss samples as they are found
-Record findings in journal.
UID – Educator verbally describes and physically demonstrates how to
make weather observations including using appropriate tools
(compass, thermometer) and where to record observations in journal.
Educator verbally describes and physically demonstrates how to use
dip net. Participants manually record results in journal. Journals with
Verdana font and 18 pt. size, with visual and text descriptors, peel off
response labels, large print, uncluttered design with white space.
Extrapolating features and inhabitants of estuary environment
& conclusion (35 minutes)
-Hike back to classroom with samples.
-Use magnifiers and Ken-a-vision to view samples.
-Complete journals as needed.
-Review and discuss today’s program.
UID – Educator names samples participants found while dip netting.
Educator verbally describes estuary characteristics and in the field.
Educator elicits responses.
Program Modifications/ Adaptations
Following are specific accommodations/adaptations and strategies
found effective, and currently in use or being tested for use by specific
disability groups in this program module.
Cognitive Disabilities
Content – Simplified program content.
Learning Environment – Shorter walking route to field sites; more time
to move from site to site; shortened program. Limit discussion of
weather characteristics and estuary features for simpler hypothesis.
Materials – Simplified journals with images and single word
descriptors; large size peel off picture and/or text labels for recording
information in journals; tactile models of marsh inhabitants (i.e.
killifish, silverside, diamondback terrapin, etc.)
Equipment/Assistive Technologies – Provide talking compasses;
compasses on lanyards; talking thermometer
Teaching Strategies – Use simple vocabulary; frequently repeat
concepts; speak slowly; ask multiple choice questions (only giving
them two options); use specially designed communication boards and
flip books for non-verbal responses; physically demonstrate how to
use various tools; allow additional time to execute activities. Break
down information into small chunks. Instruct participants on purpose
and use of equipment (for example, dip nets) before introducing the
equipment in the STEM content activity. When necessary,
demonstrate, hand-over-hand, how to do an activity. Have participants
work with a partner. Group subdivided into smaller groups (4 at a
table or in a fieldwork group, one educator per group). If possible,
train partner staff first on all modules which enables them to better
assist their participants.
Mobility Disabilities
Learning Environment – Shorter walking route to field sites; more time
to move from site to site; shortened program. Alternate indoor
classroom setting from where many features are visible (e.g., use
samples from tanks in Animal Room or tactile models).
Materials - Larger journal page size attached to large clip board; large
print and peel off labels. Dycem to keep materials in place on table
surface.
Equipment/Assistive Technologies – Writing lap boards; portable tables
placed at outdoor field sites; talking compasses; compasses on neck
lanyards; pouring tools.
Teaching Strategies – Ask open-ended questions; ask some multiple
choice questions; allow extra time to respond either verbally or with
personal communication device; use specially designed communication
boards and flip books for non-verbal responses; allow additional time
to execute activities. Participants subdivided into small groups (4 at a
table) with one educator and an assistant. Flexible approach to all
activities (e.g. eliminating activities or re-calculating time spent on
each portion of the program; developing new methods for
accomplishing physical tasks based on trial and error, participant or
chaperone suggestion).
Blind and Low Vision
Learning Environment – Alternate indoor classroom; ensure shorter
walking route to field sites; more time to move from site to site;
lengthened program to allow more time for completion of activities;
alternate indoor classroom.
Materials - Journal and other documents created with high-contrast
and enlarged to Verdana 20 pt.; documents converted to Braille;
PowerPoint offered in a binder, with one slide per page; PowerPoint
available in electronic, accessible formats for personal viewing
following the scheduled program.
Equipment/Assistive Technologies - Tactile models of diamondback
terrapin, killifish, silverside. Hand lenses on neck lanyards; and large
foldable magnifiers. Talking compasses; compasses on neck lanyards.
Tape recorders to verbally record data. Braille embosser and braille
translation software for converting text documents into braille; Braille
labels for map; Indiana University software for converting PowerPoint
into accessible formats.
Teaching Strategies - Educator reads what is on each PowerPoint slide,
and verbally describes relevant pictures in detail. Hand-on-hand
assistance with identifying content features tactile models. Detailed
verbal descriptions throughout program.
Deafness and Hearing Loss
Learning Environment – Seating and activities arranged to
accommodate need for lip reading and sign language presentation.
Materials/equipment – Sound field and assistive listening devices.
Written and visual step by step instructions for all procedures and
activities. Journals with peel off picture and/or text labels for recording
information. Talking compasses on neck lanyards.
Teaching Strategies – Use of interpreter(s), who has been provided
with key vocabulary ahead of time. Educator speaks slowly and clearly,
to accommodate interpreters and those who lip read; educator stands
in a central, front of room location so all participants who lip-read can
clearly see the face of the educator. Educator physically demonstrates
how to use various tools/equipment, waiting between steps for
interpreter to complete translation, and to wait for any questions.
Participants break up into small groups (4 or less) during activity, with
assistant working with each group, and interpreters moving from
group to group as needed. Educator refers to simplified and standard
text and visual step-by-step instructions.
Age-Related Limitations
Note: All materials, equipment, assistive technologies, and teaching
strategies described above would be implemented based on the
functional ability /disability (cognition, mobility, hearing, vision) of the
participant.
Content: High level, age appropriate content, closely related to
expected life experiences of participants.
Learning Environment – Shorter walking route to field site; more time
to move from site to site. Alternate indoor classroom setting from
where many features are visible (e.g. use samples from tanks in
Animal Room and/or tactile models).
Materials - High level, high interest journals with large font, visually
organized with a great deal of white space separating text, images,
and answer boxes. Communication boards with text and images
serving as memory prompts, or for use in non-verbal response.
Equipment/Assistive Technologies – Handheld magnifiers; large
foldable magnifiers; sound field and assistive listening devices; tools
with different types of handles / grips. Writing lap boards; portable
tables placed at outdoor field sites; talking compasses; compasses on
neck lanyards; a variety of digital cameras with hand straps and
carrying cases.
Teaching Strategies – Slower pace of instruction (especially with those
individuals with aphasia), slower walk to the outdoor sites, allowing
extended time to ask and answer questions. Use of whiteboard to
write down key concepts during lecture/discussion phase of program.
Relating science content to life experiences. Participants break up into
small groups (4 or less) during activity to encourage interaction and
participation.
Salinity Materials
Classroom set up
Sound field and assistive listening headsets
Name tags
PowerPoint as organizing tool so that content and activities are
presented in proper sequence
Binder(s) with 1 Powerpoint slide per page
Journal page(s) on clipboards with rubber bands holding pencils
Stickers for journal responses
3 water tasting bottles with samples: (1) fresh (2) ocean (3) brackish
Hydrometers – 1 per participant, or per 2 participants as needed
3 sets of 3 large buckets labeled with number only containing (1) fresh
(2) ocean (3) brackish water
Cheerios in large beaker to illustrate parts-per-thousand
Large visual hydrometer instructions
6 Communication Boards
3 flip cards with pictures
1 container of killifish and fiddler/mud crabs (label container)
1 container of grass shrimp and silversides (label container)
Ken-A-Vision
Backpack with radio
First aid kit
Map of park with field site locations
Emergency air horn
Outdoor Classroom
Participants carry with them: dip nets – long handle and short handle,
as needed
Portable table(s)
2 Plastic shoe boxes
Lap trays, if needed
1 grey basin (2 if doing indoor version of dip netting)
1 large white bucket with handle (rope if using gazebo)
(fill bucket with brackish water in advance, if doing program inside)
Dip nets (1 per participant) - a mix of short and long handled to meet
needs of group
Toolbox
Viewing boxes (“bug boxes”)
Small containers to hold samples
2 standard thermometers, 1 talking thermometer
6 magnifiers (4 small and 2 large)\
2 small fishing nets