San Diego CIMA Watershed Advocacy Program
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Summary
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Project Title: San Diego Watershed Advocacy Program Teacher(s): Mr. Ebba, mrebba@hotmail.com School / Academy: San Diego HS- CIMA Grade Level(s): 11th Core Subject(s): Biology Career Technical Education (CTE) Class(es): {{{classes}}} |
Contents |
Theme
The theme of the project is based on Environmental Awareness and Action. Students are to create a community program that explains pollution consequences and advocates everyday environmental decision-making.
As the School of Communication, CIMA emphasizes communication in a multicultural world. This project will help students develop their language skills. The school promotes biliteracy and multiculturalism and recognizes these as valuable assets and essential skills needed for success in a diverse environment.
Collaberating with CH2M Hill, a major San Diego environmenta enineering company, CIMA will be measuring and collecting valuable data on condition of the San Diego River. Students will incorporate their own research in to the Advocacy Project.
Content Standards
| Subject | Content Standard | Assessment |
| Biology | 6B. 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 (Ecology). | Students will create a portfolio of research and persuasive essays about major environmental changes resulting from human influences. The reports (with reflection) will also include changes that have occured in San Diego. |
| 6D. Students know how water, carbon, and nitrogen cycle between abiotic resources and organic matter in the ecosystem and how oxygen cycles through photosynthesis and respiration (Ecology). | Students will design AND construct an "Ecosysyem in a Bottle". Students will explain how and why they chose certain plants, animals, soil ect. to include into their terrarium. | |
| 4C. Students know how mutations in the DNA sequence of a gene may or may not affect the expression of the gene or the sequence of amino acids in an encoded protein (Genetics). | Students will write a report describing how a particular particulant can cause changes at the DNA level. Ex. Why is MTBE carcinogenic? *The main ideas will be incorporated in our official Environment Advocacy Brochure. | |
| 9A. Students know how the complementary activity of major body systems provides cells with oxygen and nutrients and removes toxic waste products such as carbon dioxide (Physiology). | Students will create a poster describing how pollution and other toxins can disrupt organ and organ system functions. Ex. How does mercury harmful to the body? *The main ideas will be incorporated in our official Environment Advocacy Brochure. |
Refer to California Board of Education Webite for Area Content Standards http://www.cde.ca.gov/be/st/ss/
and the National Science Education Standards http://www.nsta.org/standards
Begin with the End in Mind
- A. What is being produced?
- 1. 1hr elementary school-level presentation
a) presentation manuscript b) two hands-on activities c) model, ex. watershed
- 2. Materials for a Public Relations Booth
d) professional-looking brochure (English/Spanish)
- B. How is that being assessed?
- Students will be assessed on the quality of the presentation components and the accuracy of their facts and research.
- C. What is the individual student producing?
- Each student will produce a portfolio of research projects and essays related to ecology and environmental issues.
- D. How is that being assessed?
- Assessment will be based on the accuracy and presentation of information reported.
- E. What is the group producing?
- USING THEIR RESEARCH ESSAYS, INTERVIEWS, AND FIRST-HAND ACCOUNT FINDINGs FROM WATER QUALITY TESTING, teams of two students will create an original manuscript for their presentation. Students will receive guidelines on the construction of each presentation component.
Each team will also create a brochure summarizing the main ideas of our current environmental concerns and resource conservation
- F. How is that being assessed?
- Assessment will be based on the quality and accuracy of information reported.
SCANS Skills
Identify key SCANS skills students will demonstrate in this project.
| SCANS Skill | Assessment |
| Resources: Students know how to allocate time, money, space, and staff. | Teams will design a construction schedule for their "Ecosystem in a Bottle". The schedule must include an action plan that must include deadlines for choosing plant life, animal life, soil, ect. Students reference all information they used to materials. Assessment based on making due dates and quality of their manuscript. |
| Interpersonal Skills: They can work on teams, teach each other, serve customers, lead, negotiate, and work well with people from culturally diverse backgrounds. | Students will be working in cooperative learning teams to design a presentation. Students will constuctively critique fellow classmates and teammate on the quality of their project (both verbally and written).
Students will also be required to eliquintly perform their presentation in front of their peers before before showcasing it to the elementary classrooms. |
| Information: They can acquire and evaluate data, organizational, and technological systems; the can monitor and correct performances; and they can design ir imporve systems. | Students will collect and record data in a lab books using generally acceptable protocols. These results will be exhibited in a formal scientific laboratory write-up: type-written. Students will alos explain how/why errors and anomolos may have resulted in their experiment. |
Driving Question
How can we educate the community about important environmental issues?
Significant Question
a) How has urbanization and human activity changed the ecosystem globally and locally?
b) How does a change in the phyically environment affect our livelihood and human health?
c) What can individuals, groups, companies, and society do to lessen, stop, and reverse the consequences associated with industrialization?
Plan the Assessment
Step 1
Early in the Project: Initial Information Gathering
Collecting chemical samples from San Diego River.
Experimental Lab Reports
Visiting the Natural History Museum and Zoo (sources of information).
Writing Expository essays, Critical Thinking Responses (on-going).
Complying facts from research reports to construct presentation, Beginning drafts of presentation manuscript
During the Project:
Analyzing San Diego River data from the past 3 years and beyond.
Visiting the Chula Vista Nature Center.
Street clean-up & reflection (school-wide?)
Building 2ft x 2ft model of a Watershed.
Peer evaluation of presentation
End of the Project: San Diego Earth Fair booth
Informing fairgoers about local issues on environment.
Advocate environment-friendly lifestyle changes.
Exhibiting models and hand-ons activities.
Pass out student-made program brochure.
Spanish/English public relations.
Step 2
Product I: Watershed Presentation Manuscript
Criteria: All presentations will be assessed on the quality of the required components
a) Intro - Describe to the students who you are, why they are there. Asks the classroom a question & invokes student response.
b) Discuss the Issues: Explain what the local problems/concerns are. Explain how it affects students directly. Include research that you collected from the "Water Project." Include a hands-on demonstration or activity about the problem.
c) Discuss Solutions: Pose a general question about solving problem/concern. Create an activity which students can work in small groups to come up with solutions.
Product II: Elementary School Presentation
Criteria: Students will be assessed on their ablity to perform their presentation. Students will be required to speak clearly and effectively, engage elementary students, and respond to questions appropriately.
Product III: Watershed Model
Criteria: : Students will have created a "functional" model of a watershed. It is able to be used to demonstrate urban run-off. The model will include water and land mass at various elevations and urban scenes.
Product IV: Community Outreach Brochure
Criteria: A team of two students are required to produce a professional-looking brochure representing their presentation. The brochure will be assessed on the quality and clarity of its elements.
a) Appropriate pictures relating to their presentations theme.
b) Its content pertains to what they have researched, discusses an environmental issue(s).
c) In addition, the brochure must include how their environmenal issue(s) directly/indirectly affects human health (with an emphasis in physical well-being).
d) Poses at least 8 solutions/lifstyle changes which individuals and organization can reasonablly take to reduce, stop, or reverse the problem.
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: Overall Watershed Presentation | |||
| Knowledge and skills needed | Already have learned | Taught before the project | Taught during the project |
|---|---|---|---|
| Scientific Method: Generally accepted protocol, Sample collection, Error Recognition | X | X | |
| Calculations & Data Analysis | X | X | |
| Writing: Critical Thinking and Expository | X | X | X |
| Speech & Presentation Skills | X | X | X |
| Computer Technology: Microsoft Office, Excel Spreadsheet, PowerPoint | X | X | X |
| Carpentry & Fine Art: building frame, paper mache, painting, waterproofing varish | X | X | |
Project Timeline
September: Scientific Method, Seed Germination and Salinity Lab and write-up, Safety Lab Test, Present expectations of the SD Watershed Program.
October: Organic Compound Lab and write-up, guest speaker from CH2M Hill, visit Mission Trails, 1st collection of San Diego River water, quality and chemical analysis, research chemical compounds.
November: Intro to Ecology, visit to the SD Natural History Museum, research and construction of food web using local wildlife, 2 article responses on local river, water, wildlife, Kaibab data analysis.
December: Essay response to Kaibab activity, Research a local environmental company or organization, create questions about organizations, interview with organization official, and obtain their official brochures.
January: Research and organize presentation content (issues, problems, solutions), design one hands-on activity, begin construction of watershed model, genetic code activity.
February: Design 2nd hands-on activity, submit 1st full draft of presentation manuscript for teacher and peer review, 2nd collection of San Diego River water and analysis, visit the Chula Vista Nature Center.
March: Speech and Presentation training, whole PBL class performs a science activity with elementary school (unrelated to presentation, for elementary school scene exposure ), Students perform full presentation with completed manuscript/model for peers and teacher.
April: Each team performs presentation with 2 elementary classrooms, mini report physiological effects from pollution. Constructing profession brochure representing their presentation with health advisories, display parts of their presentation, activities and models at the San Diego Earth Fair.
May: Teams perform presentation twice, Presentation reflection response, STAR/CAT Testing, Booth set-up at the San Diego High School World Fair, Class sponsors a school-wide street clean-up.
June: Constructing science component of their yearly student portfolio
- What challenges or problems might arise in the project?
One aspect I must further address is finding resources to construct the team watershed models. It would be best for me to create business partnerships with a wood supplier and art store. Considering CIMA does not currently have an art teacher, I must consult with another fine art teacher oabout what materials to use.
The biggest challenge in creating a field trip is making sure bussing arrangements are squared away. A lack of transportation could spell a cancellation/postponement. It would be in my best interest to ask for the advice from experienced teachers who have ordered busses in past field trip. It is imperitive that I submit the required paperwork with great advanced notice and continually check the status of its processing.
Manage the Process
Preparations necessary for EL students, special-needs students, or students with diverse learning styles.
1) Grouping students with complementary skills and mixed abilities.
2) Tremendous amount of scaffolding techniques to teach vobaulary, word use, writing format, example assigments, ect.
3) Establishing individual assessment criteria for individual students.
4) Additional time to work on assigments.
5) Set aside additional time before/afterschool, or by appointment during lunch for help.
6) Type-written reports may include pictures, diagrams, to help student express thoughts.
7) Allow several revisions.
8) Include peer revision and reflection on one own's work class assignments.
9) Have students create graphic organizers to help with vocabulary, relating and memorizing content, and to help draft paper and presentations.
How will you and your students reflect on and evaluate the project?
1) Students will have input on rubric criteria/checklist for watershed model, presentation manuscript, presentation, and brochure.
2) Teams will peer review other students' manuscript (drafts and final) in either by a open-ended written response, rubric critieria, or verbally.
3) Teacher will highlight groups' strengths and "oppurtunities for improvement" along the way, using various written and verbal response.
4) Students will explain their construction of their 3-D watershed model, manuscript, and presentation ability: students choose verbal class presentation, written, ect.
1st Quarter Update
2nd Quarter Update (1 February 2008)
1. What have you, as a team, learned from this project experience?
2. What surprises have you, as a team, encountered during this project?
3. What have you, as a team, done to address the diverse needs of a diverse classroom of students?
4. What do students say has been the most difficult part of this project?
5. What do students say has been the most valuable part of this project?
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?
2. What kind of attention has this project created on your campus?
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?
5. Photos.
