SCT Environmental Project Grade 11 '08-'09
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Summary
Project Title: San Diego Eco-Dilemmas Teacher(s): Chris Sego, Jerry Niehaus, Corri Burgess School / Academy: Kearny SCT Grade Level(s): Grade 11 Core Subject(s): English, Chemistry, Geographic Information Systems Career Technical Education (CTE) Class(es): GIS, Geographic Information Systems |
Eco Dilemmas
The theme of our school is science with a health and environmental issues pathway.
Students will research and complete activities concerning a local ecological and environmental dilemma. This project is designed to enable students to better understand how local environmental issues can impact the lives and well being of the residents of San Diego.
Project Theme
The theme of the project is to identify, research and provide solutions for an eco dilemma that will be utilized by an outside organization. Students will compete as groups/companies against each other to "win" a contract from a client. The "big idea" is to show students potential careers in the science industry and make them more active in affecting change in their community.
The project is linked to the theme of the school because we have an environmental focus and a new GIS program we are implementing. The GIS teacher is a wonderful addition to our project because she is showing students how to utilize GIS maps throughout our county. By analyzing different layers of data students are able to think critically and research effectively, valuable skills for the workplace.
The Project
Students will research and create solutions through a "proposal" for an ecological dilemma with a local "client" or company. The final result of the project will be presenting their proposal to the client and the client will decide whether or not to fund the proposal. Some groups may be competing for the same client. This will show students "real-world" applications and how to professionally present a project proposal with a viable solution to an environmental problem.
The Culminating Event/Public Exhibition
The high stakes, significant event that will showcase the project will be a presentation of each groups' proposal to their client. This will either be housed at the school or at the individual client's location based upon availability. Some groups that share a client may be competing with other groups for the available "funding." The groups with the best GIS data mapping may present at the ESRI User Conference to an international community of GIS researchers. Groups will also be sharing their proposal with their peers at the SCT Earth Awareness Day. Included within the proposal will be various solutions to the dilemma based on GIS data analysis, budget requirements, and client research. The best groups will receive a special field trip, luncheon, or reward (to be determined).
Beyond the Classroom
The following link provides a list of potential connections in the workplace for the eco-dilemma project.
Media:SCT_Grade_11_clients.doc
Project Driving Question
Show me the money!
Project Subquestions
Why are the local species disappearing?
How is transportation affected by rising fuel costs and pollution?
How can we control evasive species damaging local ecosystems?
Why eat organic food?
Why think globally and eat locally? Why should we care?
How can we reduce garbage and landfill overflow?
How can we recycle more effectively?
How can people reduce energy costs?
What are tourists areas doing to reduce waste and water usage?
How are local ecosystems able to recover after fire damage?
How can we find a balance between conservation and recreation?
How does new development affect habitat and behavior of species?
Is it possible to increase population and decrease or maintain environmental impact?
How do local stadiums and golf courses utilize and conserve water and recycle waste?
Why can't the seals and humans get along at the La Jolla Children's Pool?
Content Standards
Core Subject Content Standards
| Subject | Content Standard | Assessment |
| Geographic Information Systems | A.6.2 Students will use technical writing and communications skills to work effectively with diverse groups of people.
A.7.3 Students will know a variety of sources for reference materials (e.g. online help, vendors' Web sites, online discussion groups, tutorials and manuals A.7.1 Students will know common industry-standard software to solve specific problems A.8.1 Know appropriate search procedures for different types of information, sources, and queries | Maps and Analysis |
| Science | CA State Standard
Investigation & Experimentation Grades 9 To 12
1a. Select and use appropriate tools and technology (such as computer-linked probes, spreadsheets, and graphing calculators) to perform tests, collect data, analyze relationships, and display data. 1b. Identify and communicate sources of unavoidable experimental error.
1f. Distinguish between hypothesis and theory as scientific terms. 1g. Recognize the usefulness and limitations of models and theories as scientific representations of reality. 1h. Read and interpret topographic and geologic maps. 1j. Recognize the issues of statistical variability and the need for controlled tests. 1l. Analyze situations and solve problems that require combining and applying concepts from more than one area of science. 1m. Investigate a science-based societal issue by researching the literature, analyzing data, and communicating the findings. Examples of issues include irradiation of food, cloning of animals by somatic cell nuclear transfer, choice of energy sources, and land and water use decisions in California. | Science Project Proposal |
| English | 2.0 Reading Comp.
2.3-Verify and clarify facts presented in expository texts 2.4-Make warranted and reasonable assertions about an author’s arguments 2.5-Analyze an author’s philosophical assumptions
2.0 Writing Applications 2.3 Write expository compositions
2.0 Speaking Applications 2.2 Deliver reflective presentations | Career pathway expository article. Presentation of article to client. |
SCANS Skills
Identify key SCANS skills students will demonstrate in this project.
| SCANS Skill | Assessment |
| Interpersonal skills | Students will work well on teams, interact with business professionals, lead and negotiate with people from culturally diverse backgrounds. |
| Information skills | Students will acquire and evaluate data, use GIS software to process and analyze data. |
| Systems | Students will understand organizational and scientific systems; monitor and collect data; design and improve systems. |
| Basic Skills | Students will utilize reading, writing, math, technology, speaking and listening.
|
| Thinking skills | Students will use reasoning and creativity to create a mission statement, company name and logo. For their proposal students will make decisions to solve their dilemmas. |
| Personal Qualities | Students will learn individual and group responsibility, self-esteem, self-management, social interaction with business professionals, and integrity of information. |
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?
In addition to the students, business contacts will collaborate with the students to create actual ecological dilemmas they encounter in their particular business or industry.
How do you know the problem or question has meaning to your students?
Students will focus their dilemmas on environmental issues that will be local, "within their own backyard" and how these dilemmas can affect them currently or in the future.
Who might be an appropriate real world outside the classroom audience for the students’ work?
The actual business professionals are the clients who will serve as the presentation panel and grant particular groups mock "funding" for their proposal.
Academic Rigor
What is the central problem or question addressed by the project?
The central question addressed by the project is "How do students address a local ecological dilemma with viable solutions for business clients?"
What knowledge areas and enduring understandings will it address?
The project will be interdisciplinary and will address social interaction, professionalism, creativity, data creation and analysis, scientific method, budgeting skills, interviewing and presentation skills.
What habits of mind will students develop?
Students will develop the following habits of mind: persisting, listening to others with understanding, thinking flexibly, striving for accuracy and precision, questioning and posing problems, gathering data, innovating, taking responsible risks, finding humor (in anything), thinking interdependently, and learning continuously.
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?)
Students will not only be tasked with researching and preparing an eco-dilemma proposal but they will have to present their findings to their client in attempt to “win” their business. They will provide their client with proposed solutions to their dilemma based on their research and analysis.
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)
This project provides a variety of important competencies that are expected in college and high-performance organizations such as:
- Communication – presentation skills, public speaking, desktop publishing - Technology – internet research, word processing, GIS software - Group Process – delegating group roles, teamwork, listening - Design – goal setting, rubrics - Problem Solving and Critical Thinking – analyzing, brainstorming, research strategies, clarifying tasks, drawing conclusions - Task and Self-Management – using timelines and schedules, setting priorities, following directions, self-monitoring and using feedback
Which self-management skills does the project require students to use? (Refer to Project Based Learning Handbook, p. 25)
Students will be required to work independently within their group/company. One student within each group will have to become the “specialist” in their field (i.e., GIS Analyst, Science Researcher and Graphic Designer). During the Critical Friends stage, students must be able to receive and act upon construction criticism concerning their proposal.
Active Exploration
What outside the classroom field-based activities does the project require students to conduct?
The students will visit the client at the client’s place of business as part of the background research for their proposal. A field trip will also be arranged for students to visit site closely related to their proposal topic such as the Tijuana Estuary, San Diego Zoo or Metropolitan Transit System (SDMTS).
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)
Students will be required to conduct primary research on their dilemma via interviews and on-site data collection as well as incorporating secondary research such as mapping data and on-line and library research.
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?
Yes, students will be grouped into companies and each company will work with a “real” client throughout the project.
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?
Yes, students will have the opportunity to visit the client at their place of business as part of their background research for their proposal.
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?
Yes, this project is designed to be a real-world proposal down to the fact that the client will choose the best and most viable group/company to “work” with in the future.
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?
The culminating event for the Eco-Dilemma PBL will be a presentation of each group/company to the client. This presentation will include an overview of the background knowledge researched, maps produced and possible solutions to the eco-dilemma including multi-media public service announcements. Top groups/companies will be chosen to present at SCT High School's Earth Awareness Day on May 29, 2009. Selected groups/companies may also have the opportunity to present and display their maps at ESRI's User Conference, an international GIS conference in San Diego in the summer of 2009.
Will students receive timely feedback on their works-in-progress from teachers, mentors, and peers?
Students will meet with the client at least twice throughout the project but will be encouraged to consult with the client via email or phone throughout the project. Within each class, students will be given a timeline of deliverables to complete towards their project. The groups/companies will meet in Advisory class twice a week to work on the project and compile their final proposal. Towards the end of the PBL students will participate in a Critical Friends session within their Advisory. This will allow each group/company to "test" their proposal with their piers and receive positive and constructive comments to refine their project before presenting to the client.
Are students involved in reviewing or helping establish the project criteria?
Students will be responsible, in their groups/companies to choose from a list of clients, which client they would like to work with. They will then be tasked to interview the client to determine the eco-dilemma that their groups will study.
What are the criteria for measuring desired student outcomes?
Students will be graded on specific parts of the proposal in different classes. Ultimately, the final proposal will be graded by the client based on whether or not the client would be willing to “hire” the group/company to work on the eco-dilemma for their firm.
Plan the Assessment: Step 1
Define the products and artifacts for the project. (Refer to Project Based Learning Handbook, pp. 49, 50, 59)
1. Science: Research Proposal
2. History: Timeline of the eco-dilemma
3. English: Career Road Map Expository Article
4. Geographic Information System: Maps and Anaysis
5. Advisory Period: Development of company name, logo and mission statement. Collaboration of proposal items and creation of presentation for client
Early in the Project:
Advisory class will:
1. Create Groups/Companies (4 students per group) must include Advanced Science student, GIS student, Graphic Design student.
2. Create company name, logo, mission statement
3. Watch movie "The Lorax" to set the tone of environmental issues
English class will:
1. Interview and prepare an expository article on the client and their career path
Geographic Information Systems will:
1. Begin skill set building on ArcGIS software
During the Project:'
Science class will:
1. Begin research paper.
Research Paper[1]
History class will:
1. Create historial timeline specific to the local eco-dilemma
Geographic Information Systems will:
1. Begin metadata and data collection
2. Map Creation
3. Analysis of maps
End of the Project:
A. Eco-Dilemma Proposal will include:
1. Statement of the local environmental issue
2. Background research a. Historial Timeline of the issue b. Science based research on issue c. Maps and analysis of land use
2. Proposed Solutions to issue a. Conclusions based on research and analysis b. Public Service Announcements - brochures, pamplets, posters, commericals c. Suggested Next Steps
3. Bibliography
B. Presentation of Proposal
Groups/Companies will present their proposal findings to the client in attempt to "win" their business. Client will then choose which group/company they would like to "work" with.
Plan the Assessment: Step 2
State the criteria for exemplary performance for each product
Product: Research Paper on Disaster and related Disease
Criteria:
Media:GIS_Project_Guidelines_v2.doc
Media:GIS_Project_Rubric_v2.doc
Product:
- Timeline/Glossary
Criteria:
Product:
- Memoir
Criteria:
- First person narrataive using Show Don't Tell language
3-5 pages
Product:
- Completed Emergency Disaster Plan and Survival Guide
Criteria:
- Student completes and presents Family Emergency Disaster Plan to Advisory class.
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: Research Proposal | |||
| Knowledge and skills needed | Already have learned | Taught before the project | Taught during the project |
|---|---|---|---|
| Computer Skills, GIS data mapping | X | ||
| Scientific method | X | ||
| Proposal formatting and writing | X | ||
| Critical Thinking | X | ||
| Building Background Knowledge of Client | X | ||
| Formal presentation skills | X | ||
| Synthesizing Information | X | ||
| Working collaboratively in groups | X | ||
| Accomplishing a goal | X | ||
| Utilizing constructive criticism | X | ||
What project tools will you use?
Computers/Internet
Roadtrip Nation
Interviewing skills
Environmental Science Texts
History Resources
GIS Software
Handheld GPS Units
Ecological Pamphlets
Proposal Outlines
Logo and Mission Statement Resources
Films
The Lorax
Map the Project: Part 2
Click on the (link) to get a PowerPoint that shows the timeline for this project. media:Eco-Dilemma_Timeline.ppt
Critical Friends
From our critical friends exercise the students liked the fact that our project is "making a difference." They also appreciated the fact that it was "real world" and had community connections. They wondered if we could find enough clients, have enough time for the project, and wanted to make sure each step of the project is outlined in detail. The next step is to have a breakdown of their proposal and possibly be able to attain internships.
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: <answer>
Reflection
It will be necessary to get feedback from all parties participating in this project: students, staff and clients. Ideally, it would be great to have a roundtable discussion, including representative from each group, possibly in a Critical Friends style format? We would like to evaluate not only what worked well but what improvements we would need to make for the project in the future. Surveying all of the participants would be a great way to see both the positive and negative trends in the project. It will also give each participant a voice.
2008 Summer Institute Photos
{{media:SCT 08 Environ powerpt.ppt]]
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?
2. How did you overcome the challenges? If the project hasn’t begun: How do you expect to overcome the challenges?
3. What revisions have you made to the project since the Summer Institute?
This project was planned for our 11th grade students. Originally we planned to begin the project almost immediately upon school starting; however, our schedule was offset by the training prep given to 11th graders for the PSAT. For this reason, we have only just started the project at this time.
While a major part of the project will take place during classroom time as originally planned, we have placed an increased emphasis on teams working together in their Advisory Period Class. In addition, our school has an after school grant project that encourages students to seek out help outside of classroom time. We have enlisted all science teachers to volunteer after school time on Tuesdays and Thursday to help with this project.
We are currently in the middle of kicking the project of with some team building work. All of the curriculum for this part of the project has been written in the last month.
4. Summer Institute participants: What is it like working with your PBL team?
Although a few of the team members were initially reluctant to take on what appeared to be a significantly more difficult project as compared to previous years, they have since stepped up to the bat and are smiling when we meet them in the hallways. I think that the team members are feeling more comfortable mainly because the curriculum and timeline for the project is well developed and easy to follow. This means that there is a minimum of work that they need to do.
Our biggest problem is scheduling time for meetings. Some group members are frustrated by large numbers of meetings that are required in a small school setting such as ours. The team leaders have met this problem head on by using emailing as a primary method of communication.
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.
The Culminating Event/Public Exhibition has not changed. The student groups/companies will present their Research Proposal to their respective client. One client may have 2 or 3 groups/companies competing for their business. The client will listen and evaluate each presentation and choose the most viable option that best addresses their Environmental Dilemma.
Groups/companies that have excelled in this project may be asked to either present their project or at the very least display their maps at the International User Conference for GIS Professionals in July 2008.
6. What has been the students’ response to the project?
The project has only just begun. In the upcoming weeks we will be better able to judge the student's response.
Please upload four, recent project-related photos. Include captions. If the project has not launched, you may use photos taken during the Summer Institute.
