Amana Academy

 

Amana Academy is pleased to offer this challenging and unique science experience for our 7th grade students as they attempt to answer their expedition’s guiding question of “What makes quality water quality?” This is the third year Amana students have visited Jekyll Island; and this ecological treasure in the southeast corner of Georgia is the perfect setting for students to explore complex questions about water use when supply is scarce.

Among other activities, students will literally ‘step into’ marsh ecology, study in the plankton lab, conduct a marine dissection activity, and visit the maritime forest. They will also fulfill on Expeditionary Learning’s spirit of adventure and build a sense of crew through activities such as canoeing, hiking, and a group camp fire.

Check back a couple times a day for updates ‘from the field’ to this blog with pictures, teacher comments, and student reflections!

Amana students examined barrier island dynamics, erosion, and accretion. Other topics included the organisms that are found on the beach, importance of the dunes, and dune plants.

What an amazing class..we studied the process of succession from the beach into the mature maritime forest. The class also included a discussion of major animals and plants, the importance of freshwater sloughs, and decomposers of the forest.

This study of the salt marsh was the highlight for many students. Concepts included major plants (Spartina), marsh animals (fiddler crabs, mussels, and birds), additional concepts such as food webs and tides were discussed. We took a van ride to the edge of the marsh and literally stepped into the water and began our adventure. No snakes, because the water is salty or brackish. But, there are over 6 Billion crabs spread across the entire marsh!

REFLECTIONS:

Bayyan and Analise – “We drive by these. We never thought we would actually be walking in one and learning all this.”

Exodus – “It was phenomenal because male crabs wave to females to ‘holler’ at them.”

Students really got a taste for what it means to be crew. They embarked on a perilous adventure through the aligator infested waters (not!) of a saltwater pond on the intercoastal canal side of the island. Despite the fact the skies opened with pouring rain just as they put on their life jackets, everyone was eager to explore the pond. For some, it was their first time canoeing, which brought an added level of anxiety. It was a memorable experience as everyone had fun while remaining in the boats.

REFLECTIONS:
Naresh – “I liked being out in the middle of the water.”
Eman – “It was hard, because we were going against the current.”
Nia – “We didn’t work together as a crew. We got stuck [trying to paddle]; and the guy had to rescue us.”

The last lesson of the first day was about water properties and water use. Students learned hands-on about water tension, specific heat properties, and water density. They also modeled the water cycle, water drainage, watershed processes; and the implications to human water management, to people, and to the natural world.

As the skies grew darker, the students prepared themselves for the much anticipated Night Walk along the sea shore. Each student was sent on their own for a walk along the beach to listen to nature, to listen to their heart, and to feel totally alone in the world. For many this was the first time that they have ventured into the ‘darkness’ and really stretched their comfort zone. The intent behind this activity is to give students the confidence to try things on their own with self-confidence whether socially or academically consistent with Expeditionary Learning’s Solitude and Reflection design principle. Our watchful chaparones monitored the route without interfering with the students’ alone time.

REFLECTIONS…

Ahmad C. – “In the night walk, I thought of my family. I never thanked them at all. Even if I did thank them, I don’t think I was thankful enough. The wind started pushing hard. It felt like my brother Sammy wrestling me. And the wind in my ear felt like my sister Lynn screaming at me.”

Carter – “I just relaxed. Before, I had a little bit of a headache [that went away].”

Alanis – “The night walk was amazing but scary. I reflected on memories from my life and hard times my family has experienced.”

After a day of travel, dissecting fish, fishing for plankton, and slugging through the slough…everyone was hungry.

That was the feeling from some on the Shrimp Crew as they proceeded to dissect a Yellow Carp freshwater fish. They learned fish anatomy, and how fish swim so tightly in a school!

REFLECTIONS:

Mason – “Our fish ate little fish. It was in the stomach!”

Ahmad P. – “I feel bad for this fish.”

Mitchel – “Can we keep this fish? I wanna take it home.”

The Urchins Crew strapped on their rubber boots and headed out to the marsh, or “slough” where they studied watershed ecology. Things got exciting when they came upon an aligator! Don’t worry parents: it was at a safe distance. Whfew!

REFLECTIONS:
Abdullah – “I like identifying the species in the slough. It was dirty and interactive. The smell was potentially disgusting. I was thrilled by the alligator in such close proximity and it seemed like we were on Animal Planet! I think it’s cool that I get to take picture and show them to others [on this blog]. This was a remarkable trip.”