SCT '08-'09 Grade 10
From Pblwiki
Contents |
SCT '08-'09 Grade 10
Team Members
| Name | Subject |
|---|---|
| Joanne Johnson | Biology |
| Maureen Cottrell | Marine Science |
| Kimberly Haagen | World History |
| Vicki Walker | English |
Projects
Curriculum Map
Blog
2008 Summer Institute Photos
 Think Globally |
 Act Locally |
First Quarter Update
1. What challenges did you encounter while trying to launch the project? If the project hasn’t begun: What challenges are you expecting to encounter as you prepare to launch the project?
The Great Water Project of 08-09 has officially begun for the sophomore class at SCT. Things have gone surprisingly according to plan. We love it when a plan comes together. The field trips and various water day events went off without a hitch (big kudos to our EOS Lisa McDonnell) and the students really seemed to get what we wanted them to get out of each event.
One big challenge to the team was the fast pace of the events. In our attempt to cover as much ground as possible so our students could hit the ground running, we put a heavy burden on our team. We held 2 large events per month, field trip and in house events, for the month of September and October. The pre-event prep, packaging of materials, coordinating of chaperones, getting subs, brainstorming, post event data evaluation and processing was pretty intense for the overworked and under.....duress teaching team but we pulled together and got it done.
Natural History Museum Exhibit
2. How did you overcome the challenges? If the project hasn’t begun: How do you expect to overcome the challenges?
The benefits reaped from good field trip and event design, the before, during and after, are huge. We essentially just worked hard and got the job done. We as a team asked for help from our EOS in coordinating the events, and with numerous aspects. Additionally we asked for help from our fellow teachers that shared students on the trip. You never know what sources of help are out there until you reach out your hand and ask.
We also had the help of our supportive principal and support staff at SCT. Before this becomes an academy award thank you speech, we can leave it at the fact that a team does not work isolated from the rest of the school. All the resources of a school can be used to help a team move the project along.
Students in the mist - Natural History Museum
3. What revisions have you made to the project since the Summer Institute?
Not many revisions have been made to the project. Hopefully we are not cursing our smooth scheme but so far things have gone according to plan. The World Water Monitoring day, trip to Balboa Park water exhibit, water day presenters and canyon cleanups have worked out well.
Students Hands On Activites - Natural History Museum
We have added some more enrichment with the canyon cleanups, watershed testing program, and the science zone and environmental groups here at Kearny. These events and opportunities allow the students to further develop their knowledge of ecological issues and possible solutions to the various stakeholders in the water world.
4. Summer Institute participants: What is it like working with your PBL team?
This is our second year working together so we are progressing nicely. The first year was the adjustment year and this year we are working quite well together. Our strengths have come out more and roles are more defined during the second year. This allows the team to work more efficiently. Hopefully there won't be disruptions to our team and we can continue to grow in the future as well.
Water Day Presenters come to Kearny SCT
4. Solo participants: How have you made any of your campus colleagues aware of the project?
5. Has the plan for the Culminating Event/Public Exhibition changed? If, yes, please explain.
So far we are on target for the culminating event. We plan on having a group of students presenting their work along with other students work. They will be able to address the project from start to finish along the timeline. We are gathering material now that they will have access to during the final stretch of the project.
We have 2 groups going, one is an A/B class that will meet all year and the other is a group that will be a fall term (4 x 4 school) This is probably the only change, the fall term group will still have a culminating event in January for a smaller panel. Their work can also be shown in May with the other group.
6. What has been the students’ response to the project?
The students are responding well to the project. The water issues are in the news daily so the relevance is easily seen. The canyon cleanups have produced a sense of environmental responsibility that is quite positive. Their enthusiasm is seen in the various pictures of our projects.
Please upload four, recent project-related photos. Include captions. If the project has not launched, you may use photos taken during the Summer Institute.
Second Quarter Update
1. What are your doing to address the diverse needs of your classrooms of diverse students?
SCT students are working in small groups/clusters balanced according to needed technical and academic skills, expertise, and areas of interest. SCT provides an after school support program called "Science Zone" where we work in closer one-on-one dynamics with students. Students/ teams have access to cameras, video equipment and computers. Adult experts facilitate instruction and use guided questions to encourage an investigative inquiry approach.
Native Species Restoration Project
2. What do students say have been the most difficult parts of the project? Finding a specific regional topic/problem that they REALLY care to research and CAN find relevant data. Once they find sites, sifting through the information in a manner that targets their specific needs has been problematic... Their even knowing what they need has been a challenge. The tendency has often been to just download everything and throw the whole load into the mix ... hoping that their audience will do the sifting. Students can research an academic topic, BUT a real world problem is far more complicated ... We have had to provide extensive support here.
Describing a problem is one aspect only ... Generating WORKABLE solutions is quite another. Students have been struggling with the economic costs of their solution scenarios. Perhaps next time we should provide a mini-workshop on basic economics before beginning the project.
We need to comb the internet for more user friendly, relevant sites (especially for our lower-end students).
Science Lab at the Tijuana River Estuary
Science Lab at the Tijuana River Estuary
3. What are the students doing that demonstrates to you that they are also having fun while working on this project? They are animated, especially when discussing their field trip explorations and 'plans of action.' A marketing piece ... persuading the audience with a two minute (90 seconds - 120 seconds) public service announcement was added after the project began because we felt that this was an important skill-set to develop. Students are enjoying learning HOW to ENGAGE an audience ... an essential piece if they want to communicate a message.
Native Species Restoraion - Ruffin Canyon
4. Of the 6 A’s, which one has been the most difficult to incorporate into the project? Meaningful Adult Connections in the students' targeted research/problem areas have been problematic. More mentors are needed for each group to have the desired one-on-one time/ accessibility for their regional water based problem. Adult mentors with data that is comprehensible to students (vs. scientists) has been a hurdle. Community outreach in targeted areas of interest has been challenging especially when attempting to coordinate group meetings with teams and community members in a timely manner. We encouraged our students to seek a water related environmental issue that they found compelling rather than providing a list from which to choose. The upside was that their topic (when FINALLY chosen) would be meaningful. The downside was finding so MANY diverse mentors.
Sewer science in the classroom
4A. What are you doing to solve the difficulties encountered with incorporating that particular A? SCT's Employee Outreach Specialist is dynamic. Lisa has been pursuing more leads in the community and planning additional mini-targeted field exploration trips. Team teachers have been generating approved website lists for support in future projects. As we build our mentor base, future projects will be more successful.
Sewer science in the classroom
