PROBLEM BASED OUTSIDE LEARNING MAY NOT ALWAYS GO ACCORDING TO LESSON PLAN

Early in the semester, a class of hydrogeology students were taken on a field trip to a small watershed. Prior to the field trip topographic maps were distributed and on the trip students were asked to note the features observed and points of measurement. This trip took place after a classroom discussion on conjunctive use of ground and surface water. Prior to the trip stream flow measurement techniques had been practiced both with field approximations and also with a Marsh-McBirney flow meter. Initially flow rates were measured in the headwaters of the basin. As students moved downstream further measurements were acquired and the students were asked to begin to put together their thoughts on the measurements and their observations. They were also asked to begin to develop concepts about watershed hydrology.

Then the unexpected occurred. The discharge measurements downstream had diminished and nothing seemed amiss to the class. Students were taken to an intermediate point along the stream and walked out on a path where the stream flowed along the edge of a deep gravel pit. Although the anticipated outcome was certainly at variance with the students’ conclusions, the opportunity for a lively group discussion about the importance of observation was not missed. Overdependance on equipment and a lack of focus on simple observation were the culprits.