Back Bay Outriggering

As a block we were given the opportunity to go to the Newport Back Bay to outrigger.

We were given the choice between going on the large outrigger or a small kayak. I choose to go on the large outrigger. Since we were also joined by Block 3 we were split into two large kayaks of 18 people. Before getting on the outrigger we were provided with a life jacket and a paddle. We also learned the proper way to paddle using our core muscles instead of our arm muscles.

Once we got onto the water we learned all about the native birds and plants that call the Back Bay home. Most of the birds that were in the Back Bay at the time we were visiting had migrated there for the winter. These birds live in other places in the summer time and migrate to warmer climates when the ground freezes in the winter. Besides learning about the birds and plants of the Back Bay we also learned some interesting things about the other animals who live there. The most interesting fact I learned on the trip was that the Back Bay is a breeding ground for sharks, bat rays, and sting rays. I had thought of this area as an area for birds and had never considered the fact that there were animals living in the water as well.

This trip was so much fun and was an amazing learning experience! It would be a great place to bring students on a field trip because there is so much they could learn here. They would not only learn about the various wildlife, but also about their affect on this wildlife. The guide explains to the students on the outrigger how the pollution from miles and miles away washes into the bay. After learning this information on the trip the students could learn more about pollution while in the classroom. Overall, this field trip was a great experience.

Chemical Reactions!

 In science class we learned the scientific method through experimentation. This was a more effective and fun way to teach about the steps of the scientific method. We started the chemical reaction experiment with three different ingredients: baking soda, calcium chloride, and phenol red.




For the first experiment we were given a specific recipe to follow. This recipe was 2 scoops of calcium chloride, 1 scoop of baking soda, and 10 mL of phenol red.

We measured each one of these ingredients out and poured them into a ziplock bag.

As soon as all of the ingredients were in we sealed the bag and mixed the ingredients.

When all of the ingredients were mixed we got to see a chemical reaction. The mixture started to produce gas bubbles and heat.

After seeing this reaction we were given the chance to try and produce a different chemical reaction. We tried to create a mixture with more gas bubbles. To do this we created a mixture with 1 calcium chloride, 2 baking soda, and 10 mL phenol red. When this did not give us the reaction we wanted we tried a mixture of 2 calcium chloride, 1 baking soda, and 10mL vinegar. The vinegar mixture gave us significantly more heat and bubbles from the reaction. This experiment would be a great one to do with students in the classroom because it is easy to do and it allows the students to use the steps of the scientific method to try to make their own mixtures.

Fullerton Arboretum

For a science field trip we went to the Fullerton Arboretum located next to campus. We learned how to implement many different activities that could be done on an elementary school field trip.










The first activity we did was learn vocabulary words that we would be able to find examples of in the arboretum. We started the vocabulary activity by getting into small groups; each small group was given one vocabulary word. The small groups had to define the word for the rest of the class and make up a hand signal to help the other students remember the definition. Then, when we were walking through the arboretum we took pictures of objects we thought represented the vocabulary words we discussed. Two examples of pictures I took are on the right. The first picture is an example of erosion. The water from the pond is wearing away the soil around the edge of the pond. The second picture is an example of conservation. The arboretum has placed chicken wire around a new plant to protect it.

A second experiment we did gave us an opportunity to visualize how pollution spread in the groundwater.





We started with rocks in a cup to represent the soil. We pushed all the rocks to one side to create a lake on one side of the cup. Blue colored water was then added to the rocks. This represented clean ground water.

We then added a small amount of red water to the rocks. This red water represented pollution on the soil. The pollution seeps into the ground water below the surface.

The red water slowly starts to mix with a small amount of the lake water and turn it purple.








More blue water was dumped on top of the soil to represent rain. As the rain came down on top of the soil more pollution started to leak into the lake water turning it purple.












By the end of the experiment the entire lake was purple. The small amount of pollution that started under the soil had completely polluted the entire lake.











These two activities would be great to do on a school field trip to the Arboretum. When a school goes on a field trip to the Arboretum they are provided with a docent that walks with the students around and teaches them about the different plants. These two activities would be great supplemental activities to include along with the docent tour. The first activity would give the students an opportunity to see actual examples of the different vocabulary words they are learning. The second activity is a great way to show the students how pollution can affect large areas of land and water. This could lead into a discussion on ways they personally can prevent pollution from entering the groundwater.