"And it never failed that during the dry years the people forgot
about the rich years, and during the wet years they lost all memory
of the dry years. It was always that way."
East of Eden, John Steinbeck
Introduction
This field trip is the culmination of a year long interdisciplinary
project about water and its effect on the environment. Students have
had the opportunity to study native Americans who were indigenous to
the Mono Lake area, research some of the writings and authors of the
region and time period, and analyze water samples while checking for
temperature and salinity.
 Upon
arrival at Mono Lake, we were assigned a guide who took us on a tour
of the South Tufa, and a canoe tour of Mono Lake. Our guide provided
first hand knowledge and information about the Mono Lake ecological
community. Students then toured the U.S. Forest Services Mono Lake Visitors
Center and the Mono Lake Committee Bookstore.
While students toured the lake, video cameras, digital and still cameras
and journals were used to document their findings. Upon return to the
classroom, collaborative groups developed web pages on the human history
of the Mono Basin, Manzanar, water politics, highway 395, geology of
Mono Basin, and Native Americans of Mono and Owens Valley.
Vision
 The
Mono Lake Living Lab Project supports students in their endeavor to
achieve the San Dimas High School Expected School-wide Learning Results
(ESLRs). When the project is successfully completed students will
realize the value of Mono Lake and its connection to Los Angeles water,
and better comprehend the difference that individual action makes
in preserving our natural and historical resources. The knowledge
student's gain will prepare them, as they become stewards of our precious
commodities.
Tufa towers of Mono Lake
Objectives
View of the Eastern Sierra Mountains
 To
gain the ability to use technology to access, process present and
apply ideas and information.
To acquire specific laboratory, mathematical and research skills
needed to promote active learning while enhancing their information
literacy, computer literacy and collaborative skills.
To gain knowledge and understanding about relationships that exist
at Mono Lake and the difference that they can make in the conservation
and protection of their water resources.
To meet the San Dimas High School Expect Student Learning Results
(ESLRs) through the completion of the Project.
Interdisciplinary
Connections
| English: |
| Students explore the
writing of past and present authors as they gain an appreciation
for Mono Lake. Selected titles: Storm Over Mono Lake,
by John Hart, Cadillac Desert, by Marc Reisner, Water
and Power, by William L. Kahrl, Pioneers of the Mono
Basin, by Margaret Calhoun, Man From Mono by Lily
Mathieu La Braque and Dwellings, by Linda Hogan.
Students wrote Haikus on Mono Lake and kept a journal
during their trip. |
| |
| Math: |
| Students role-play a park guide
at Mono Lake as part of a unit on "Models of Variation
and Growth". As a park guide they must be prepared to
discuss major features of the ecosystem, describe how the
lake has changed and predict how the lake may change. |
|
| Social Science: |
| Students create artifacts
and discover the culture of Mono Lakes early inhabitants,
the Kutzadia's Indians, during a unit on "Archeology".
A unit on "Water Politics" has students explore
allocation conflicts among urban, agricultural, and environmental
interests in case studies as they grapple with the notion
of tradeoffs. |
| |
| Science: |
| Students realize the
significance of Mono Lake as they discover relationships,
develop models, pose problems, solve problems, and produce
knowledge as they study the following units: "Water Quality",
"Geography of Water", and "Watersheds and the
Environment". |
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