Act Locally...Think Globally!
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Summary
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Project Title: Act Locally...Think Globally! '07 Teacher(s): Denise Cooke & Camille Fowler School / Academy: Garfield High School Grade Level(s): 10-12 Core Subject(s): English and Marine Science Career Technical Education (CTE) Class(es): {{{classes}}} |
Theme
“Real science studies and makes accessible that knowledge which people at that period of history think important; real art transfers this truth from the domain of knowledge to the domain of feelings.” - Leo Tolstoy
Marine Biodiversity and Conservation in San Diego
Keywords: Urban Coastal Community, Human Health, Sustainable Food Supply, Intrinsic Value, Watersheds, Community Service, Projects
Content Standards
Identify the content standards that students will learn in this project (two to three per subject).
| Subject | Content Standard | Assessment |
| English | Reading
Writing
a. Informal expressions for effect b. Standard American English for clarity c. Technical language for specificity
| rubric, peer assessment |
| Marine Science Biology Standards | 6. Stability in an ecosystem is a balance between competing effects. As a basis for understanding this concept:
a. Students know biodiversity is the sum total of different kinds of organisms and is affected by alterations of habitats. b. Students know how to analyze changes in an ecosystem resulting from changes in climate, human activity, introduction of nonnative species, or changes in population size. | rubric |
| Marine Science Earth Science Standards | 9. The geology of California underlies the state's wealth of natural resources as well as its natural hazards. As a basis for understanding this concept:
Students know the resources of major economic importance in California and their relation to California's geology. | rubric |
| Marine Science Investigation and Experimentation | 1.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:
Investigate a science-based societal issue by researching the literature, analyzing data, and communicating the findings | rubric |
Begin with the End in Mind
- A. What is being produced?
- Individual and group projects that are an investigation and promote public awareness of a science-based societal issue.
- B. How is that being assessed?
- Presentation of student work to peers and community members
- C. What is the individual student producing?
- Multimedia Presentations, poetry and nature photography
- D. How is that being assessed?
- Poetry rubric, technical/scientific writing rubric, revision and editing, time management and collaboration.
- E. What is the group producing?
- Art/poetry exhibit and academic calendar
- F. How is that being assessed?
- Deliverables completed by deadlines, teamwork, writing, communication skills, participation, critical thinking, problem-solving and questioning.
SCANS Skills
| SCANS Skill | Assessment
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| Interpersonal Skills | Contributes to group effort. Exhibits individual responsibility and self-management |
| Information | Uses computers to process information, interpret, and communicate data.
|
| Personal Qualities | Displays responsibility, self-management, integrity and honesty in their course of action. |
| Technology | Use digital camera and video camera to produce images and footage. Edit and publish using software programs. |
| Basic Skills | Reads, writes, speaks, and listens to understand and communicate ideas effectively. |
| Thinking skills | Decision making - considers risks, and evaluates and chooses best alternative. |
Driving Question
Why do people come to San Diego?
Significant Questions
Why should we care about the envrironment?
Why is San Diego rich in biodiversity?
What is the history of San Diego?
Plan the Assessment
Step 1
(Define the products and artifacts for the project)
Early in the Project:
Student Project Guidelines (Table of Contents) Media:TableofContents.doc
CA Coastal Cleanup Day (volunteer/community service) & Photography.
Why do people come to San Diego Brainstorm "Post It" Activity.
Photograph Description Builder Activity Media:DescriptionBuilder.doc
San Diego Weather Log Media:SDWeatherLog.doc
Think Blue Public Service Announcement Summary and Group Viewing
During the Project:
Identify local marine organisms using PowerPoint Media:SeaCreature.ppt
Maps of San Diego
Nature Journal Homework Assignment, Lab Report, Photo Editing, Classification and Taxonomy, Nature Walk & Photography, Geological History of San Diego
End of the Project:
Poetry/Photography Exhibit and Academic Calendar
Step 2
State the criteria for exemplary performance for each product
Product: Poetry/Creative Writing
Criteria: Use rule a photo taken in Marine Science to write a Haiku and publish using PowerPoint.
Product: Photo Journal
Criteria: Use imagery to observe and assess the environment: lighting, motion, color, shadow, depth, focus, zoom, frame and editing.
Product: Scientific/Technical Writing
Criteria: Collect quantitative and qualitative data: field data, use Internet resources, site references, questioning, use field guide and effective communication
Map the Project
| 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: Academic Calendar | |||
| Knowledge and skills needed | Already have learned | Taught before the project | Taught during the project |
|---|---|---|---|
| How to prepare a PowerPoint Presentation | preliminary research on a topic | Appropriate use of Technology | how to identify social problems, prevention and solutions |
| Technical Writing | X | ||
| Creative Writing | X | ||
| Project Developer | X | ||
| Questioning | X | ||
| Research Skills | X | ||
| Presentation to Authentic Audience | X | ||
What project tools will you use?
Websites:
SD Coastkeeper Southwest Fisheries Science Center Scripps Institution of Oceanography Think Blue CA Dept of Fish & Game Marine Fish Conservation International Polar Year GREENPEACE SD EarthWorks SD Wildfires Education ProjectSeaCamp San Diego
Teacher Resources:
What's Wrong With the Oceans? Can Photography Help?Digital Reflections: Expressing Understanding of Content Through PhotographyNature Journaling
Project Timeline
<Outline the project timeline with activities, resources, timelines, and milestones.>
Need to start making community connections ASAP.
Contact EOS for mini grants for field trips and schedule.
Schedule transportation.
How many cameras will we have access to?
Can we purchase disposable cameras? How many students have a digital camera?
Identify students that have photo editing and video skills.
Will we need other funding?
Begin in September and introduce the project to Contemporay Voices and Marine Science. First Genesis enters classroom Monday September 17th.
Project duration in one semester, culminating with a creative writing and photography exhibit at Garfield High School.
- What challenges or problems might arise in the project?
Garfield High School is an alternative setting with unstable class size. New students enter classes weekly and attendance is an issue.
Many students do not not have a computer at home, camera or reliable transportation to do field exercises outside of their neighborhood. It will be essential to provide opportunities for students to do nature journaling on class field trips.
A beach clean-up on a Saturday will need to be organized, mapped, and transportation issues addressed. Can we get parental involvement?
Where will we hold our culminating exhibition of student artifacts?
How will we display student artifacts? Frames? Display boards?
Manage the Process
Steps necessary to address needs for differentiated instruction for EL students, special-needs students, or students with diverse learning styles:
• Model each step
• Utilize instructional aides and tutoring
• Additional teacher support can be scheduled after school
• Create heterogeneous groups
• Communicate with support teachers
• Present information in a variety of ways
How will you and your students reflect on and evaluate the project?
Students will complete an indivdual written reflection on the process of completing the project.
Students will present their multi-media projects to peers and teachers.
Students will evaluate group and individual contributions.
Students and teachers will participate in an open discussion to reflect on the success of the overall project.
1st Quarter Update
Date project will begin.
Projects have begun informally. Students in College Prep Marine Science have begun preliminary research on locations in San Diego. They have also started a PowerPoint presentation to introduce their topics.
A field trip to Sea World has been scheduled for December 6th. This will expose students to careers in marine science, biodiversity in the marine environment and a photography opportunity.
Challenges encountered since the project began or Challenges encountered while preparing to begin the project.
Challenges encountered are computer access for students inside and outside of class.
Establishing community connections and guest speakers.
Student participation outside of school.
Scheduling beach clean ups.
How you have overcome the challenges or How you expect to overcome the challenges.
To overcome challenges, students in Marine Science are assigned to advisory where they can receive additional help on assignments and an opportunity to access computers. Also, students are encouraged to stay after school and visit Garfield High School's library.
Any revisions to the Driving Question, Assessment, or what is being produced. If no revisions have been made, report no revisions have been made.
No revisionshave been made to the driving question.
The project ideas (from students) has been a multimedia (video) production. One idea is a public service announcement, silmilar to the Think Blue videos.
General response from the students participating in the project. If the project has not begun, try projecting how you think the students will respond to the Driving Question and the assessment being used for the product being produced.
2nd Quarter Update (1 February 2008)
1. What have you, as a team, learned from this project experience?
As a team we have learned to collaborate between two academic disciplines.
2. What surprises have you, as a team, encountered during this project?
It takes a year to contruct the foundation of a year-long project. There are many scaffolds that must be considered and created to ensure student success in an alternative setting. Students are motivated by experiences ouside of the classroom but have obstacles with self motivation.
3. What have you, as a team, done to address the diverse needs of a diverse classroom of students?
As a team we have collaborated on a creative writing lesson. English and Marine Science students used photographs and mutlimedia technology to appeal to the intrinsic value of marine biodiversity. The lesson included science and English content standards.
4. What do students say has been the most difficult part of this project?
The most difficult aspect of the project is transportation to community events and access to technology.
5. What do students say has been the most valuable part of this project?
The most valuable aspect of this project has been community events (California Coastal Cleanup & Cabrillo National Monument) and photography. In addition, marine science visited Sea World, San Diego in December.
The following four photos were taken during the second quarter.
3rd Quarter Update (11 April 2008)
1. How has this project changed the way you each teach your respective subjects?
The marine science course has collaborated with the EL Resources teacher to write a curriculum for the marine science project. The curriculum includes scaffolding that outlines each section of student projects and also contains templates of PowerPoints, vocabulary lists, event flyers, etc. Marine Science classes are now student driven...they dictate what is learned in the classroom based on their individual learning style and interests.
In addition to teacher collaborations at Garfield High School...new collaborations have begun with City College. AVID Marine Science students participated in water monitoring training (provided by San Diego Coastkeeper) with SD City College Environmental Science students on March 13, 2008. Now students learn from people in their community rather than only the teacher in the classroom.
We are all learning new technology skills...that has become part of the curriculum too! We have learned to scan photos, create an iMovie and elements of photography. Everday we problem-solve together in an effort to learn new skills.
2. What kind of attention has this project created on your campus?
Our school is currently in year 4 of program improvement. PBL is considered to be a positive step in the program improvement procress.
3. A. If you are producing a product for a client (on site or in the community), what kind of feedback/response have you received from your client regarding the process and the product?
OR
B. If you are not producing a product for a client, how could this project be redesigned to include a beyond-the-classroom, authentic assessment?
4. What comments have you received from the parents of the students involved in the project and teachers on your campus who are not involved in the project?
Parents like the aspect of the course that their students are working on a project. For example, students always have work to do (homework)!! Parents are more involved in their student's academics when they provide transportation or participate in community events.
5. Photos.
P.S. We just received a new MacBook, external DVD writer and scanner.
== September 2008==----
SEASAND Geology Institute (Summer)
ACCESS Marine Science
SEACAMP Partnership
Service Learning at City College's Urban Farm
Garfield Goes Green Community Service Project
California Coastal Cleanup Day at the Mission Valley River Garden
Teacher Training at the Tijuana River Estuary Research Reserve
Update (11 November 2008)
Belmont Park Beach Clean Up
ACCESS NIght
Student photography displayed at the Garfield High School Foundation Fundraising Luncheon at the Prado, Balboa Park
