SCT Water Projects Grade 10 '08-'09

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Summary

Project Title: Water, That's Wac! Teacher(s): Joanne Johnson (JJ), Maureen Cottrell, Kimberly Haagen, Vicki Walker School / Academy: Kearny SCT Grade Level(s): Grade 10 mostly / some 11 Core Subject(s): Biology, Marine Science, World History, English Career Technical Education (CTE) Class(es): Computer Design

Contents 1 Summary 2 Project Theme 3 The Project 4 The Culminating Event/Public Exhibition 5 Beyond the Classroom 6 Project Driving Question 7 Project Subquestions 8 Content Standards 8.1 Core Subject Content Standards 8.2 CTE Standards or Frameworks 9 The SCANS List 10 Project Design 10.1 Authenticity 10.2 Academic Rigor 10.3 Applied Learning 10.4 Active Exploration 10.5 Adult Connections 10.6 Assessment Practices 11 Plan the Assessment: Step 1 12 Plan the Assessment: Step 2 13 Map the Project: Part 1 14 Map the Project: Part 2 15 Critical Friends 16 Differentiated Instruction 17 Reflection 18 2008 Summer Institute Photos 19 1st Quarter Update 20 2nd Quarter Update

Project Theme

In three or four sentences, summarize the theme and the ‘big ideas’ of this project.

• Students will explore a water problem impacting our southern California environment through the lens of shifting baselines - where are we now, where have we been, and where are we going. Each student team will clearly identify a problem, its causes and possible solutions. Solutions must address the trade-offs from different perspectives: environmental, economic, social, and political impacts.

Using an additional three of four sentences, summarize how the project is linked to the theme of your school or the CTE class represented.

• SCT has an environmental focus as a school. We recognize that our students are the future stewards of our planet. Our project is designed to have student teams research an ocean related issue, find viable solutions, and become active in the San Diego community through an environmental service learning component.

The Project

In three or four sentences, describe product being produced or the problem being solved.

• Student teams will produce a trifold and multi-media presentation that explores an environmental issue from a shifting baselines perspective. Students will identify the problem, pose questions and explore workable solutions. Their presentation will address the environmental, economic, social, and political impacts of possible scenarios.

The Culminating Event/Public Exhibition

In three or four sentences, describe the high stakes, significant event that will showcase the project and give your students the opportunity to demonstrate their in-depth learning to an outside the classroom audience.

• Teams will showcase their work on Earth Awareness Day to community members, media, staff and other students.
• Each team will produce a trifold and multi-media presentation that explores an existing environmental issue. Students will explain the problem, pose questions and suggest solutions. Each presentation will address the environmental, economic, social, and political impacts of possible solutions. Students teams will design interactive exhibits to engage their audiences.

Beyond the Classroom

List, by name, the connections to the workplace included in this project.

The Association of Environmental Professionals will be contacted for classroom speakers, potential job shadows, and field trip sites.

• Tijuana Estuary and Mission Trails will be visited for water shed activities.

• Scripps Institute of Oceanography (SIO) is partnering with SCT to help drive "Sea Tech" curriculum, research opportunities, field trips, and classroom visits.

• San Diego Water Authority will be contacted for classroom speakers, potential job shadows, and field trip sites.

• Ocean Institute at Dana Point field trips and professional outreach support

• San Diego Parks and Recreation, Balboa Park Exhibits: Field Trips and speakers

• San Diego Zoological Society and Sea World: Field Trips and speakers

• Volunteer San Diego will be consulted and used as a guide for student service learning opportunities.

Project Driving Question

• Why care about our water world?

Project Subquestions

• Why should I care about glaciers melting in Alaska?

• Yeah or Nay to offshore drilling? What is its REAL cost?

• What is an MPA: Marine Protected Area? Why do we need them?

• How have our shorelines changed?

• How does a changing atmosphere/ changing climate alter the amount of water?

• Why do we need to conserve water?

• What is a "water footprint"?

• Why can't I surf today?

• Where does the gutter water go?

• What's happening to the fish?

• How do wild fires affect water quality?

• How does the temperature of the Pacific Ocean affect weather?

• When I flush, what happens to the water?

• What is gray water?

• Who is wasting water on your block?

• Where are the oil spills and what do they do?

• Why can't humans and the cute little sea lions party on the shore together?

Content Standards

Literacy as a Core Standard: The literacy of all of our students is a central concern. Including at least one literacy outcome in your project – along with a major product that can be used to assess writing, speaking, or reading strategies – is recommended for all projects…whether or not your team includes an English teacher.

Core Subject Content Standards

For each core subject, identify three or four content standards that students will learn and that will be assessed during this project. Identify how each standard will be assessed.

Subject	Content Standard	Assessment
Biology 1,2	Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other four strands, students should develop their own questions and perform investigations. Students will: Select and use appropriate tools and technology to perform tests, collect data, analyze relationships, and display data.	Field Work Data Collection: Water Shed Monitoring and research data analysis: water footprint. Formal lab reports: department rubric used.
Biology 1,2	Ecology: SWBAT analyze how stability in an ecosystem is a balance between competing effects: Impact of changes in an ecosystem on organisms and biodiversity System interdependence: trophic levels and the physical environment How water cycles between biotic and abiotic components	Community System Interdependence/ Interactions. Apply the 10% Law of Energy Transfer and Biomass to targeted ecosystem.
Biology 1,2	The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism's cells. As a basis for understanding this concept: Students know cells are enclosed within semipermeable membranes that regulate their interaction with their surroundings. Students know enzymes are proteins that catalyze biochemical reactions without altering the reaction equilibrium and the activities of enzymes depend on the temperature, ionic conditions, and the pH of the surroundings.	Life Processes in the context of Environmental Factors and Homeostatic Mechanisms Cell Transport Osmoregulation. Design a lab exploring the impact of various solute concentrations on cell mass. Determine the isotonic concentration. Analyze cell viability under these conditions.
Multimedia	Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.	Preparation of storyboards and script writing, movie production, publications.
Multimedia	Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.	Presentation of the final product to the selected audience and panels
Multimedia	Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.	Top projects will showcase in museum and for other public audiences
English 3,4	2.0 Reading Comprehension 2.1-Analyze the structure of workplace documents 2.3-Generate relevant questions 2.4-Synthesize the content from several sources	Read and analyze informational articles relating to water consumption and distribution, global warming, water footprint, and the environmental impact of how water affects lives locally, nationally, and globally.
English 3,4	1.0 Writing Strategies 1.1 Establish a coherent thesis 1.3 Use clear research questions. 1.4-1.7 Develop main ideas, synthesize information, and integrate citations. 2.0 Writing Applications 2.3 Write expository compositions	Create focused questions and generate answers through research. Organize information in a logical and comprehensible manner to educate others through interactive exhibition.
English 3,4	2.0 Speaking Applications 2.2 Deliver expository presentations.	Present final interactive exhibition to panel.
English 3,4	2.0 Reading Comprehension (Focus on Informational Materials)	2.2 Prepare a bibliography of reference materials for a report using a variety of documents
World History	10.3.2 Examine how scientific and technological changes and new forms of energy brought about changes.	Analytical paragraph with paragraph rubric for assessment
World History	10.3.3 Describe growth of cities and effects on environment	Included in Service Learning reflection
World History	10.10.1 Understand the challenges in the regions, including their geopolitical, cultural, and economic significance and the international relationships in which they are involved	Included in Service Learning reflection

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CTE Standards or Frameworks

For each CTE class, identify three or four CTE standards or CTE frameworks that students will learn and that will be assessed during this project. Identify how each standard or framework will be assessed.

2.4) Deliver multimedia presentations:

• Combine text, images, and sound by incorporating information from a wide range of media, including films, newspapers, magazines, CD-ROMs, online information, television, videos, and electronic media-generated images.

Assessment: Final presentations will have a number of varied sources as a criteria on the rubric.

• Select an appropriate medium for each element of the presentation.

Assessment: Aligning the type of data presented with the graph, chart, text, or image associated with the presentation.

• Use the selected media skillfully, editing appropriately and monitoring for quality.

Assessment: Rubric includes the overall flow of the presentation, how well the parts work together in the product.

• Test the audience’s response and revise the presentation accordingly.

Assessment: A peer review that includes feedback and a chance for revision. Critical Friends Format.

4.4 Understand digital applications appropriate to specific media and projects.

• Assessment: A separate rubric for technical expertise is a part of the project.

The SCANS List

The SCANS list – from the Secretary’s Commission on Achieving Necessary Skills – was developed by the United States Department of Labor and Education as a guide for educators who want to help students prepare for the workforce. Identify the key Workplace Skills and Foundation Competencies needed for success in both college and the workplace. Identity how each skill and competency will be assessed. (Refer to Project Based Learning Handbook, p. 26)

SCANS Skill	Assessment
Interpersonal: Works as member of a team, exercises leadership, and works with a diversity of people.	Designation of roles and responsibilities within group; works to meet project deadlines, interacts with professional community utilizing their knowledge and experience, and negotiate with group members to solve internal conflicts peacefully and professionally.
Information: Acquires and uses information.	Students will acquire and organize research in a coherant manner. Synthesize information from various sources. Utilize technology to process information.
Basic Skills: Reads, writes, performs arithmetic and mathematical operations, listens, and speaks.	Reading: Researches and interprets information in articles and graphs. Writing: Communicates data and analysis through writing. Creates reports, graphs, and flow charts. Arithmetic: Performs basic computations and conversions through various mathematical techniques. Listening: Receives, interprets, and responds to verbal messages. Speaking: Organizes ideas and communication orally.
Technology: Works with a variety of technologies.	Students will choose and understand equipment including computers, related technologies, and solve problems with computers and technology.
Personal Qualities: Displays responsibility, self-esteem, sociability, self-management, integrity and honesty.	Exerts a high level of effort and maintains a positive view of self. Demonstrates understanding, friendliness, adaptability, and politeness in group settings. Assesses self accuracy, sets personal goals, and exhibits self control and ethics.
Thinking Skills: Thinks creatively, makes decisions, solves problems, visualizes, and reasons.	Creative thinking: Generates new ideas. Decision-making: Specifies goals and constraints, considers risks and alternatives. Problem solving: Recognizes problems and devises plan of action. Aesthetic value: Organizes and processes symbols and visuals. Reasoning: Utilizes critical thinking strategies.

Project Design

Answer each question associated with and adapted from each of Adria Steinberg’s Six A’s.

Authenticity

Where in the real world outside the classroom might an adult tackle the problem or question addressed by the project?

• People who live in San Diego are regularly confronted by water issues through the media. This can foster student interest because these issues affect them. Students may be motivated to join volunteer organizations or become politically active.

How do you know the problem or question has meaning to your students?

• Students will choose their group's focus. This allows students' interests to be exercised rather than simply a teacher's choice.

Who might be an appropriate real world outside the classroom audience for the students’ work?

• Non profit groups, research facilities, commercial developers, San Diego Science Festival, and city planners are all legitimate audiences for the students' work.

Academic Rigor

What is the central problem or question addresses by the project?

• Why should we care about our water world?

What knowledge areas and enduring understandings will it address?

• Students will become aware of the significance of water as the primary resource ensuring the viability of life on earth as we know it today. Students will learn that they share a global responsibility in protecting the quality of our planet's water.

What habits of mind will students develop? (Refer to Project Based Learning Handbook, pp. 30, 31)

• Science as Inquiry: Successful project completion involves both in-depth and broad academic inquiry as well as comfortability in intangible assets as flexibility, problem-solving abilities, and interpersonal skills. For students to develop the abilities that characterize science as inquiry, they must actively participate in scientific investigations, and they must use the cognitive and manipulative skills associated with the formulation of scientific explanations. To this end the investigations will have a real world basis to make the learning meaningful.

• Additionally students also need to learn how to analyze evidence and data. The evidence they analyze may be from their investigations, other students' investigations, or databases. Peer review of the data takes place in the form of group presentations and question and answer sessions for further explanations and revisions of their deliverable. Questions like these make it possible for students to analyze data, gain a deeper understanding of the issues, reason using science concepts, make connections between evidence and explanations, and recognize alternative explanations.

Applied Learning

What will the students do to apply the knowledge they are learning to a complex problem? (Are they designing a product, improving a system, organizing and event?)

• Student teams will produce a trifold and multi-media presentation that explore an environmental issue from a shifting baselines perspective. Students will identify the problem, pose questions and explore workable solutions. Their presentation will address the environmental, economic, social, and political impacts of possible scenarios.Teams will showcase their work on Earth Awareness Day to community members, media, staff and other students.

Which of the competencies expected in college and high-performance work organizations does the project provide opportunities to develop? (Refer to Project Based Learning Handbook, p. 25) Students will:

• Plan and make oral presentations
• Convert information from one format to another
• Use the internet, word processing and other software applications
• Use a variety technology ( computers, cameras, GPS hand-held unit and ArcGIS software)
• Demonstrate processing and teamwork skills
• Use planning skills and strategies
• Set goals
• Demonstrate problem solving and critical thinking

Which self-management skills does the project require students to use? (Refer to Project Based Learning Handbook, p. 25) Students will

• Self-regulate
• Self-evaluate
• Use feedback and self-assess

Active Exploration

What outside the classroom field-based activities does the project require students to conduct?

• Scripps Institute of Oceanography: wave analysis and bioacoustics.
• Water sampling at local water sheds: Mission Trails and Tijuana Estuary
• Ocean Institute at Dana Point: guided lab and boat activities.
• Point Loma military facility: tide pool exploration
• Balboa Park interactive water exhibits

1. "Water: H2O=Life"
2. "Beyond Reasonable Drought: Water and Culture in a Changing Climate"
3. "Ocean Oasis" (IMAX film)

Which methods and sources of information are students expected to use in their investigations? (e.g., interviewing & observing, gathering & reviewing information, collecting data, model-building, on-line services)

• Observation of the wave tank at Scripps, writing down computer generated data, performing computations on the data. Gathering raw data, analyzing spectrographs and acoustic data, forming conclusions based on the data.
• Collecting water samples for assorted tests: record and analyze data.
• Comparing and contrasting water data collected at various sites.
• Upload data to a central Water Shed data bank for review
• Study marine life specimens: observe anatomy, discuss physiology and explain adaptive features.
• Tide pool observations and data collection.
• Interview local experts in their area of research
• Internet sources for research in the selected topic
• Research @ site: visit where viable for data collection and pictures

Adult Connections

Will students have access to at least one outside the classroom adult with expertise and experience relevant to their project who will ask questions, provide feedback, and offer advice?

• Researchers from the Scripps Institute of Oceanography and instructors from the Dana Point Ocean Institute will provide feedback. Also, scientists visiting SCT classes will be able to offer mentoring/ guidance.

Will the project offer students the opportunity to observe work alongside adults during at least one visit to a worksite with relevance to the project?

• At the Ocean Institute students will analyze ocean sediments collected during their harbor/ channel cruise, while working along side of staff members.

Will at least one outside the classroom adult help students develop a sense of the real-world, industry standards for this type of work/project?

• Our clients at the Scripps Institute of Oceanography will oversee the data that our students will be analyzing. Student analysis is expected to be consistent with SIO research. If the analysis is not at the acceptable level, then students will be required to re-work and resubmit until their analysis meets Scripps' standards.

Assessment Practices

Do students prepare a culminating exhibition or presentation for outside the classroom people that demonstrates their ability to apply the knowledge they have gained?

• Students will present their multimedia exhibits at a campus-wide/ community event in late May: Earth Awareness Day.

Will students receive timely feedback on their works-in-progress from teachers, mentors, and peers?

• Student teams will have check-point progress meetings managed through their Biology class. Advisory periods will be used for a series of Critical Friends / Socratic seminar peer reviews prior to exhibition. Scientist mentors from SIO (Scripps Institute of Oceanography) will visit Marine Science classes four times throughout the project providing professional support.

Are student involved in reviewing or helping establish the project criteria?

• Students and faculty will receive multimedia rubric drafts. Revisions will occur based on their input and consensus.

What are the criteria for measuring desired student outcomes?

• Multimedia rubrics will be used by BOTH faculty and students to assess student projects.

Plan the Assessment: Step 1

Define the products and artifacts for the project. (Refer to Project Based Learning Handbook, pp. 49, 50, 59)

Early in the Project:

• Students will attend an SCT Water Fair where community groups and industry members present an array of water issues (from San Diego Water Authority to Surf Rider Foundation).
• Assign groups based on student placement within fall/ spring/ AB science course
• Students will take a series of water relevant field trips:

1. Balboa Park exhibits: "Water:H2O=Life;" "Beyond Reasonable Drought: Water and Culture in a Changing Climate;" "Ocean Oasis."
2. Water Shed testing: Mission Trails and Tijuana Estuary
3. Scripps Institute of Oceanography (SIO): bio-acoustics; wave analysis; ocean pier labs; tide pool analysis

• Each student team will select their water issue and submit a written proposal to their Biology teacher
• Student teams build hydrophones, explore Ishmael-based labs on bio-acoustics and spectrum analysis

During the Project:

• Service learning project that mirrors water theme of project

"Service learning is a teaching strategy that promotes student service in the community. It allows the teacher to integrate that service naturally within the academic curriculum and foster the development of lifelong commitment to service in the community. Community service is different from service learning; it does not integrate the service into the classroom curriculum. Parents/ Guardians are made aware of all service learning in which their child will be participating." (VolunteerSanDiego.org).

• Data collection/ analysis/ compiled into a series of lab reports
• APA research techniques taught
• Internet and field/site research (roles assigned within the group)
• Peer Review using Critical Friends format
• Research Paper due (rubric provided/self-check/submit)
• APA Bibliography

End of the Project:

• Tri-fold presentation
• Technology Display
• San Diego Science Festival Entry (option)
• Presentation to school, industry, and community members at SCT's Earth Awareness Day, May 29th
• Each team will also do a class presentation in biology. This is teacher and peer scored (rubric based) and team points are awarded. Each student team will then conference and distribute portions of their team points to each individual according to member productivity. A written justification of point distribution is submitted to the Biology teacher with each student's score cited.

Plan the Assessment: Step 2

State the criteria for exemplary performances for each product being produced. If using a Rubric, provide link. (Refer to Project Based Learning Handbook, pp. 51-57, 61)

Product: Research Paper.

Criteria: Each team will submit a research paper on their water issue at the end of the project mid-point. Students must show evidence of mastery level of their topic before completion of the tri-fold and multi-media components.

Media:SCT_Research_rubric.xls

Product: Tri-fold

Criteria: Each student team will produce a tri-fold depicting their water issue. The tri-fold will meet industry standards and be a key component of their Earth Awareness Day presentation.

Tri-fold rubric Media:SCT_Trifold_rubric.doc

Product: Technology Display: PowerPoint; iMovie; Webpage/website

Criteria: Students will select the appropriate multimedia deliverable for their project and complete a comprehensive presentation that will encompass the scope of their water issue. Each deliverable will explore the problem, it's causes and present possible solutions in a way that employs technology to enhance their presentation and drive home their points.

Media:SCT_Technology_rubric.xls

Map the Project: Part 1

Look at one major product for the project and analyze the tasks necessary to produce a high-quality product. What do students need to know and be able to do to complete the tasks successfully? How and when will they learn the necessary knowledge and skills?
Product: website
Knowledge and skills needed	Already have learned	Taught before the project	Taught during the project
graphics editing		X
HTML and Dreamweaver		X
Multimedia delivery			X
Good writing skills for a diverse audience on the web	X	X
Data interpretation and critical analysis			X
Data collection from a variety of sources		X
Proper use of hydrophone for data collection			X
Software for use with acoustics data			X
Design techniques for an effective website presentation			X
Basic mammal identification	X
<knowledge and skills needed>

Map the Project: Part 2

Insert (link) a PowerPoint that shows the timeline for this project. Include activities, resources, and milestones. Create no more than one slide per week. (Refer to Project Based Learning Handbook, p. 86)

Media:SCT_water.ppt

Critical Friends

In five or six sentences, summarize what you learned during the Critical Friends protocol and how what you learned will impact your work to this point.

• During Critical Friends, we realized the importance of a catchy, kid-friendly title to get buy-in from the students. It took forever to come up with a title.

• Students emphasized that they want timelines and deadlines for little pieces so that groups are on track and do not end up with a huge amount of work to complete when the project is due. We developed timelines with this in mind.

• Students want projects that are about them or that relate to their lives. Students like real-world projects where they feel that they are making a difference. We believe our water projects will target today's issues and provide students with the skills, tools and connections to make a difference.

• We discussed the importance of developing a clear over-riding question for the project.

• Conversations during Critical Friends, focused on the importance of looking close to home for help and tapping into community resources. We brainstormed local possibilities for water support.

• Sites still struggle with organizing successful showcasing of projects. We shared our Earth Awareness Day success and weaknesses.

Differentiated Instruction

The following accommodations and/or modifications will need to be made to address our ELL students, special-needs students, or students with diverse learning styles:

• Groups will be designed so that English Learners are paired with fluent English speakers.

• Special-needs children will be put in groups with students whose skills and behavior will provide support for a learning environment.

• Scaffolding will make activities more student- friendly

• Assessments of steps along the way will provide structure for struggling learners.

• Graphic organizers will break down big concepts into workable pieces.

• Activities may be modified so that pairs are responsible for a task instead of individuals.

• Socratic seminars will allow all students to express views in a non-threatening manner on controversial enviromental issues.

• Extended time may be allowed, pieces may be modified or eliminated based on individual needs.

• Activites on this project (data collection, trifold design, media production, oral presentation) are designed to meet a variety of learning styles.

Reflection

How will you, your students, and your project colleagues reflect on and evaluate the project?

• Quarterly team meetings to update and make needed adjustments.
• Critical Friends feedback
• Earth Awareness Day student reflections
• Earth Awareness Day faculty evaluations
• Earth Awareness Day community visitors' evaluations

2008 Summer Institute Photos

Think Globally

Act Locally

1st 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.

2nd 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