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A River Runs Through It

By Sandy Mouat
CORRESPONDENT

When a sixth-grade student can explain to his family, in proper geologic terms, all about the formations of the river they happen to be visiting, it is clear that the material has been taught in a fresh, original way. That kind of comprehensive learning doesn’t often come from just studying a textbook. In fact, in Mike Meneghetti’s science class at Stanley Middle School, textbooks are not used, except as a backup for research. In Meneghetti’s class, the students have the opportunity to learn science concepts in a far more effective way.

Photo taken by Lia De Tomasi L-R: Michael Grove, Meneghetti, Paige Vannelli, and Austin Rosso Backs to camera L-R: Samuel Justi and Laura Jean Fassler

With “The River Project”, a program funded by a grant from the Lafayette Arts and Science Foundation, Meneghetti provides the students with that opportunity, through an innovative, hands-on experience. With a "stream table," he brings the dynamic process of river formation into the classroom.

The stream table realistically simulates how rivers are formed and shows innumerable river cutting, erosion, and sedimentation concepts. In a matter of minutes, students can observe what would take nature hundreds of years to reveal.

Students are introduced to the materials and given the expertise to “create” a river. Consisting of a heavy plastic trough filled with sand that serves as the container for the formation of the river, the table can simulate a young river in five minutes, and a mature one in ten. A built-in pump recirculates water, simulating rain or groundwater that might feed a river. As students compare mature rivers with rivers that are in their early stages of development, they learn the different effects of steep or gentle gradients, wave action, and how specific obstacles or bends placed in a river’s path might affect its formation. They learn about dam construction and the real-life effects of water pollution.

Said Meneghetti, “This challenges them to understand the concepts they are learning. They can read definitions in a book, but they retain so much more with these models, as they witness the actual process of river formation for themselves. They are especially looking forward to designing their own rivers, finding out how their own rivers will develop.”

Several students commented that this type of presentation of the material makes it much more interesting--and fun--to learn. They all agreed that they retain the information easily when they can be involved in the hands-on demonstration.

Student Michael Grove said, “It’s cool to accelerate geological time, and watch how the river begins and what it eventually develops into, all during one class time.”

Paige Vannelli added, “Before I took this class, I knew very little about rivers. Now, I’ve really become interested in them.”

Student Taylor Richardson said, “We don’t do books. We learn a lot more by doing these experiments.”

Commented Rosie Dawson, “All of the kids coming to Stanley will really enjoy science class because of these kinds of projects.”

04/28/04 Reprinted with permission. Visit the Contra Costa Times on the web at www.contracostatimes.com.

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