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A STEAM Approach to Investigating the Hydrologic Cycle

Author(s): Maribeth Kniffin

Louisiana State University

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Summary:
The purpose of this experiential lesson is to teach introductory to mid-level undergraduate students how to make detailed hydrologic field observations into a conceptual model using a painting medium. Students should have prior knowledge about the…

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The purpose of this experiential lesson is to teach introductory to mid-level undergraduate students how to make detailed hydrologic field observations into a conceptual model using a painting medium. Students should have prior knowledge about the hydrologic cycle and the hydrologic budget. Part I is the field component where students make detailed observations about key processes of the hydrologic cycle near a river while canoeing, kayaking, or hiking. Part II is an outdoor art-lab lesson where students explore the intersection of science and art, are introduced to conceptual models, and take their observations and sketches from Part I and create a painting to explore one of five key hydrologic cycle processes. Part III is a post-lesson written assignment for students to reflect on their experience demonstrating their knowledge about the hydrologic cycle in relation to the local hydrology. Equipment needed include a field notebook, paints, a canvas, and handouts. This lesson would be well-suited to an introductory earth science, hydrology, or hydrogeology course and can be helpful when introducing the concept of scientific models.

Licensed under CC Attribution-ShareAlike 4.0 International according to these terms

Version 1.0 - published on 20 Jan 2023 doi:10.25334/N7P6-AQ61 - cite this