的 初级幼儿园 students began their exploration of water habitats, starting with the sharing of their wonders. 的y moved into observing and interacting with the fish and invertebrates in the tanks of the Marine science lab. 他们观察、触摸并记录了这些生态系统的生命. 的 JK students learned and observed the characteristics of fish and also some local tide pool animals. 在研究结束时, 学生们考察了自己与海洋的联系, learning how trash can get to the ocean by way of storm drains and waterways. 的y took part in a campus cleanup to help keep our school trash out of the ocean.
的 幼儿园 学生们探讨了生物与非生物的特点. 的y also learned about the features of water habitats- both salty and fresh. 的y explored the tropical and cold water touch tanks within the lab to examine and illustrate the fish and invertebrates, 还有被冲上岸的线索. 他们设计和建造池塘, 河流, 湖泊, 以及海岸栖息地, and began learning about the many animals and plants that live within these habitats, 放大鱼的解剖结构. 在研究结束时, 学生们考察了自己与海洋的联系, learning how trash can get to the ocean by way of storm drains and waterways. 的y took part in a campus cleanup to help keep our school trash out of the ocean.
的 一年级 students learned about the intertidal zone and how animals and seaweed have to adapt to hold on, 隐藏, 并保护自己免受各种挑战. 他们去了西摩海洋探索博物馆实验室, 学生们研究了许多潮间带动物及其功能. Students studied the animals of our school touch tank to explore the body design, 行为, 以及喂养我们当地的潮间带动物(包括海胆), 寄居蟹和岸蟹, 海葵, 杜父鱼, 和贻贝). 的y also built tide pools and conducted tests to see how tidal ranges change and how animals are impacted.
的 二年级 学生们研究我们的沙滩. Students examined how sand and beaches reveal evidence of nearly everything that has lived there, 经过的或被冲上来的. 学生们学习了沙子是如何到达海滩的以及沙子的大小, 形状, 沙粒的组成告诉我们. 的y took a field trip to Bean Hollow State Beach to learn about our local coastal geology. 然后，学生们学习了海滩上的生活, 在沙子下面, 在近岸水域, and in the beach wrack- zooming in on a particular habitat and the inhabitants there. 的y traveled to Francis State Beach to study these inhabitants of our neighboring shores- including the environmentally threatened snowy plover.
的 三年级 学生们一直在学习水循环和流域. 学生们学习了水是如何循环流动的, taking part in an activity that allowed them to experience the cycle in its many forms, and creating mini moss ecosystems to observe the water cycle in action over time. 学生们从这里开始深入研究流域, and are just finishing their 3-D watershed models (tomorrow they add the element of gravity). 的y experimented with how pervious vs impervious surfaces influence the flow and quality of water that meets the land. We hiked down to the Arroyo Leon behind the school to make our initial observations and will be making frequent observations and measurements for the remainder of the school year. 因为最近的洪水, we have had to reschedule our field trip to Pescadero Marsh Natural Reserve. 感谢所有抽出时间开车的父母.
的 四年级 学生们测试了这个问题——“海洋是什么样子的??"在这个单位内, students examined ocean characteristics and how they are different in varying places within the ocean. Students studied how the ocean layers according to the temperatures and salinity of the ocean, 通过水实验室和与海洋有关的奥秘. 的y also took part in labs that allowed them to experience pressure and visualize light and temperature in varying ocean layers. 的y examined the ocean floor and the types of vessels used to study it and illustrated their own ocean animal diagrams suited for their chosen ocean zone. 的y will be using this information to lay the foundation for their marine habitat studies in semester 2.
的 五年级 scientists completed their first dissection to learn about the structure and function of the common market squid. We discussed how the squid fisheries are one example of special interest groups of Monterey Bay, and then expanded our conversation to think about all the ways our community (not just humans!)依靠这个空间. Students then worked as a team to generate questions to ask of different Pillar Point Harbor stakeholders to learn more about their unique perspectives on the harbor. Students conducted personal interviews with these stakeholders and created informational posters to present to share with one another to enrich their understanding of our interactions with this coastal asset.
的 六年级 students started with an initial “Ocean Bootcamp” study- learning and teaching each other about the basic characteristics of the ocean. Students moved into their study of carbon, and how it flows through the ocean, land, and atmosphere. 的y explored the delicate balance that exists between having enough and having too much carbon in each of these large reservoirs and took part in activities to examine how the human impact has moved much of the carbon into our atmosphere.
的 初中一年级 学生们通过博物学家大项目前往卡塔利娜岛. 他们回来后, 学生们综合并建立在这种学习之上, 研究并向对方介绍地质情况, 陆地和海洋上的生命, 和卡塔利娜岛(以及法拉隆群岛)的资源. Students then moved into a basic study of our coastal geology and its formations, 前往Bean Hollow州立海滩亲自观察这些岩层.
的 八年级 students began with an “Ocean Bootcamp” study- learning and teaching each other about the basic characteristics of the ocean. Students traveled to Pillar Point Harbor to participate in a coastal restoration project, 移植本地海滩草, 作为“生机海岸线”项目的一部分. Students learned about some of our local native dune plants and how they are used to support ecological systems. 学生们开始研究海洋哺乳动物, 探索5类海洋哺乳动物的生物学和生态学, 以及它们是如何适应海洋环境的. Students finished the unit by researching a particular marine mammal and sharing their marine mammals as Olympic champions (in their chosen Olympic division) with their classmates.