Magnuson Outdoor Learning Laboratory Annual Report 2007–08
Field Science and Service Learning for Middle School Students

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Hands-on science, outdoor investigation, student challenge, and service learning: it's all part of the Magnuson Outdoor Learning Laboratory (MOLL). An innovative partnership between the Seattle Parks and Recreation Department, Seattle Public Schools, EarthCorps, and the Burke Museum of Natural History and Culture, MOLL is a science education and restoration program for urban middle school students. Launched in 2004, MOLL serves as a model for engaging students in outdoor learning.

Goals

1. MOLL helps students to develop their science skills.
Students learn essential skills of a scientist. Students practice field measurement techniques, collect data, interpret results, and ultimately design their own field science experiment. Throughout the year, students test soil temperature and its effect on soil invertebrates and investigate how insect diversity differs between a native planting site and a site dominated by invasive plants. These science applications help teachers and students to fulfill the state standards and prepare for state science tests.

2. Through participation in MOLL, students make a positive impact in a city park.
Students make a difference in Magnuson Park. Guided by EarthCorps, a Seattle-based environmental service organization, students practice plant identification and learn the value of native plants. They remove invasive plants such as Himalayan blackberry, which compete with native trees and shrubs. The students then plant and monitor native trees and shrubs suited to Magnuson Park. With teamwork and planning, students see the value of community service and have left their mark on this city park.

3. Students gain an appreciation and better understanding of their environment. MOLL gives students the opportunity to experience the outdoors. As research is showing, students need contact with the natural world. Examining insects, noticing plants, experiencing different weather, hiking through meadows: these are all important experiences for youth.

2007-08 MOLL Program

More than 130 middle school students from three Seattle Public Schools participated in the Magnuson Outdoor Learning Laboratory. MOLL delivered nine programs at Magnuson Park, the Burke Museum, and the classroom. Participating in this year's program were Madrona K-8 School's 6th grade, Alternative School #1's 6th-8th grades, and Aki Kurose Middle School's 8th grade. Total program attendance was 356 students.

Through participation in the program, teachers were also offered free two-week rentals of the Burke Museum's teacher kits to support classroom instruction. Teachers used three kits during the school year.

Restoration Highlights

The restoration portion of the program continues to make progress in the half-acre site adopted by MOLL for the last four years. Students removed Himalayan blackberry and mulched around native trees and shrubs planted in previous years. The restoration portion also featured a new team challenge in the fall visits to Magnuson Park. Guided by six EarthCorps interns, teams of five to seven students worked together to first construct the tallest pile of clipped blackberry and then to pull the most blackberry roots. One intern acted as referee, and he kept time, measured the results, and tallied the total points. The friendly excitement of this team challenge not only warmed up cold hands and promoted cooperation, but also resulted in a lot of work!

Science Overview

The science portion of the MOLL field trips was designed to provide real-world settings to concepts studied in the classroom. In 6th grade, students compete a unit called "Diversity of Life" and focus on the process of science investigations using "The Truth About Science." In 8th grade, students study a unit that looks at ecology through the lens of invasive species. At Magnuson Park, we provide students with authentic ecological investigations. We pose a question, usually related to introduced and invasive species, and provide tools and a procedure for investigating the question. Students identify variables, come up with a hypothesis, and collect the data. Back in the classroom, the teacher wraps up the work by helping the students summarize and analyze their data. The students then write conclusions about their findings. Following are details of the specific science activities completed by each school group.

Science: Aki Kurose Middle School

On their field trip to Magnuson Park, the Aki Kurose 8th graders performed a guided science investigation to discover whether there are more invertebrates on native plant species or non-native plant species. They conducted this investigation using a technique called branch beating, which does not harm the plant or the invertebrates. Students used plant ID cards to identify the native and non-native species. They tried to identify invertebrates but because of the invertebrates' small sizes and tendency to fly or crawl away quickly, it was difficult. This investigation works well because students perform the experiment individually. Students also observe local native and non-native plants, whereas in class they discussed only invasive species in far away places

Science: Madrona K-8 School

On their first visit to Magnuson, the Madrona 6th graders completed a scavenger hunt that introduced them to the "science area" of the park, features of the park, and tools that ecologists use, including thermometers, 0.5 x 0.5 m quadrats, plant ID cards, and a park map. Students made observations of the park, looking for signs of wildlife as well as specific plants. They looked for signs of historical artifacts so they can learn more about the park. This activity works well as students are assigned to groups of 4 and 1 adult can supervise 2-3 groups of students.

On their second visit in February, the Madrona students performed a guided science investigation to practice skills and ways of thinking about science investigations. The investigation asked students to compare the soil temperature at the surface and 50cm deep. Students were engaged with shovels and thermometers. However, it was difficult to find soil soft enough to insert a thermometer 50cm below the surface. Students experienced the same frustration that most field ecologists experience when they discover that their well thought-out procedures don't work in the field. Students were able to rewrite the procedures and dig to 30cm, inserting the thermometer to about 35cm. They were interested in finding out if there was a difference and why. The teacher completed the data analysis and conclusions at school with the students. Students work as a team to collect the data.

On their final visit in May, the Madrona students performed the invertebrate survey experiment to discover whether there are more invertebrates on native plant species or non-native plant species.

Science: Alternative School #1

Students from Alternative School #1 performed the invertebrate survey experiment on their first visit in October. On their second visit in May, students continued their identification of native and non-native species and learned more about the role of flowers in plant reproduction. They collected flowers, mostly from non-native species, and dissected them, identifying and counting the number of sepals, petals, stamen and pistil. They placed the flower on a card using contact paper. Students were able to compare the flowers from different plants and see that although the size, shape and color may be different, they all have similar parts. Students also learned how the fertilization of a flower leads to formation of the seed.

What Teachers Are Saying

"We had a great time. I was impressed with the organization, quick pace of the day and the easy way the Earth Corps folks connected with my students. The students were really jazzed about the day - and we all look forward to follow up visits."
Maggie Staveley
Alternative School #1

"I think that they really liked working with the EarthCorps people. They noticed that a lot of those people were from different parts of the world."

"A lot of kids don't get out very much, especially with the population I'm with in South Seattle. A lot of them haven't even left Seattle, maybe in their lives. They tend to stay indoors a lot. Most of them have never been on hikes. So it was great for them to see something that they'd never seen before, to get outside, and to be able to participate. I think that opened their eyes to a new world."
Todd Vandermeulen
Aki Kurose Middle School

"Thank you again for a great trip. I thought that it was one of the best yet, and this was echoed by Mrs. Rysemus [another Madrona teacher]. She felt it was the best field trip she had ever been on! The data was great from the soil temps and we charted it as well as made data tables and found range, and mean. I felt it was valuable."
Thatcher Wood
Madrona K-8 School

MOLL: AN AWARD-WINNING PROGRAM

The Environmental Education Association of Washington (EEAW) recognized MOLL as an exemplary education program. The program received the 2006-2007 Community Catalyst Award for providing innovative, community-based environmental education. The award was presented during the annual EEAW Conference.

"The Community Catalyst Award affirms the importance of this work," says Seattle Science Coach Kathryn Kelsey. "It lends inspiration for developing and improving the experience for students."

MOLL 2008–09

Building on this year's partnerships, next year's MOLL program will include the same three schools: Madrona K-8, Aki Kurose Middle School, and Alternative School #1. With consistent partnerships with these schools, MOLL will be able to build on its successes as well as improve aspects of the program. Next year's program will feature more in class visits as well as more coordination between the Science and Restoration lessons. In addition, the first field trip will highlight the "big picture" of the park and its need for restoration and its opportunities for field ecology. The program will continue to seek additional funding through grants and foundations. Now moving into its fifth year, MOLL will continue to serve as a model program for outdoor science and restoration.