San Diego High - CIMA Water Resource Project '07 (Team1)
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Summary
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Project Title: Water Resource Project Teacher(s): Tracy Ebba, science; Graciela Garduno, ROP/Computers; Ian McAvoy, Lanaguage Arts School / Academy: School of Communication (formerly CIMA) at San Diego High Educational Complex Grade Level(s): 11th Core Subject(s): Biology, American Literature, Business Applications Career Technical Education (CTE) Class(es): {{{classes}}} |
Contents |
Theme
Since water quality plays an integral part of life, humans must must act responsibily to ensure that they do not negatively affect nature.
The School of Communication provides oppurtunities for students to excel in the various areas of communication. In this project, they will gather and analyze information, and present water quality solutions to elementary school classrooms and local communities. Through effective presentations, brochures, and video production, the students will promote behavior changes that will ensure safe water in San Diego.
Content Standards
Identify the content standards that students will learn in this project (two to three per subject).
| Subject | Content Standard | Assessment |
| Ecology | 6a. Students know biodiversity is the sum total of different kinds of organisms and is affected by alterations of habitats. | San Diego River Species' Adaptation/Habitat Report. |
| Ecology | 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. | Create a report on the collection & analysis of the water quality in the San Diego River. |
| Ecology | 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. | In class presentations; CAHSEE formatted tests. |
| Ecology | 6f. Students know at each link in a food web some energy is stored in newly made structures but much energy is dissipated into the environment as heat. This dissipation may be represented in an energy pyramid. | San Diego River Species' Adaptation/Habitat Report. |
| Reading Comprehension : Jack London's The Call of the Wild | 2.5 Analyze Jack London's implicit and explicit philosophical assumptions and beliefs about a subject. | Jack London journal, speech, collage, or video interview |
| Reading Comprehension : Jack London's The Call of the Wild | (Narrative Analysis of Grade-Level-Appropriate Text)
3.2 Analyze the way in which the theme (Only the strong survive) or meaning of a selection represents a view or comment on life, using textual evidence to support the claim. | Analytical/expository essay |
| Reading Comprehension | 2.1 (Structural Features of Informational Materials) Analyze both the features and the rhetorical devices of different types of public documents (e.g., policy statements, speeches, debates, platforms) and the way in which authors use those features and devices. | Clashing Views Essay (Reading and Writing Rhetorically) |
| Reading Comprehension | 2.4 Make warranted and reasonable assertions about the author's arguments by using elements of the text to defend and clarify interpretations. | Civil Action Essay |
| Reading Comprehension | 2.5 Analyze an author's implicit and explicit philosophical assumptions and beliefs about a subject. | Civil Action Essay |
Begin with the End in Mind
- A. What is being produced?
- Elementary school presentations about ecology, pollution, and solutions that ensure safe water.
- B. How is that being assessed?
- Panel Presentation to Industry, Presentation to Elementary classroom, Teachers, Parents and Community
- C. What is the individual student producing?
- Water quality findings report, persuasive essay, problem solution essay.
- D. How is that being assessed?
- Teachers will produce rubrics.
- E. What is the group producing?
- A scientific report of their water qualities, an analysis, and a conclusion.
- F. How is that being assessed?
- Teachers will produce a rubric.
SCANS Skills
Identify key SCANS skills students will demonstrate in this project.
| SCANS Skill | Assessment |
| Resources | Students will keep records and make adjustments to meet objectives. Students will assess each others skills and distribute work accordingly amongst themselves for data collection, research, and presentations. |
| Interpersonal: Works with others | Students will participate as a member of a team, contributing to the group effort. The students will teach knowledge/skills to elementary students. They will excercise leadership, persuading elementary students and community members of the importance of water quality, etc. |
| Information: Acquires and uses information | Students will acquire and evaluate information gathered from the Water Trails. They will organized and maintain this information. Then, they will interpret and communicate this information through their research paper. Likewise, they will gather, organize/maintain, and interpret/communicate information about a cause that can affect the environment positively. |
Driving Question
How do you know your water is safe?
Significant Question
I. What is the watershed, and why is it important?
What is in the water at the San Diego River?
What human activities may have altered the environment?
How does San Diego get its drinking water?
II. What is water's role in the ecosystem?
How does water become a vehicle for pollution? How can humans cause problems in the ecosystem?
III. How has water quality been affected by humans' actions?
Why are these effects important? What solutions have been presented by government through policy? How effective have these solutions been?
IV. How can I affect positive change in my environment?
Which organization would I like to help? How can I help them too affect positive change in my environment?
Plan the Assessment
Step 1
Gathering information and constructing designated portions presentations (Define the products and artifacts for the project)
Early in the Project: Gather data from Water Trails Park. Research analysis findings of water quality. Annotated articles and summaries of readings.
During the Project:
3-4 page research paper.
Manuscript for three presentations. Each a presentation will include a visual aid.
End of the Project: Raw footage of presentation to elementary school.
Step 2
State the criteria for exemplary performance for each product
Product: Data Collection findings
Criteria: Rubric for Data Collection findings
Product: Outline for Presentation
Criteria: Rubric for Manuscript of Presentation
Product: Research Paper
Criteria: Rubric for Research Paper
Product: Presentation: In groups of four, the students will present to the class a powerpoint showing 1) that San Diego's environment is worth preserving 2) that there are problems with human's treatment of the environment and 3) that there are organizations that can address this problem.
The students will have the opportunity to use this powerpoint presentation as a building block towards convincing community members and/or the elementary students that change is both necessary and possible.
Criteria: Rubric for Presentation
Product: Proposal for Positive Change Project
Criteria: Rubric for Proposal
Product: Positive Change Project
Criteria: Rubric for Positive Change Project
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: Presentation to elementary students | |||
| Knowledge and skills needed | Already have learned | Taught before the project | Taught during the project |
|---|---|---|---|
| Proper Use of Scientific Equipment | X | ||
| Research skills | X | X | |
| Annotating/Critical Reading skills | X | ||
| Background information of animal species and watershed | X | X | |
| Working knowledge of key vocabulary/terms/roots necessary for the project | X | X | X |
| Develop a presentation using a clear research question and critical research strategies in field studies | X | X | |
| Develop a presentation using a clear research question and critical research strategies with experiments | X | ||
| Use systematic strategies to organize and record information (e.g. anecdotal scripting, annotated bibliographies) | X | X | |
| Analyze the organizational patterns, arguments, and positions advanced in contemporary literature, recent speeches, debates, and evironmental propoganda. | X | X | |
| Analyze an author's implicit and explicit philosophical assumptions and beliefs about a subject (using political speeches, environmental propoganda,The Call of the Wild, A Civil Action, Holes,To Kill a Mockingbird), etc. | X | X | |
| <knowledge and skills needed> | |||
What project tools will you use?
Water quality kit (loaned by Mission Trails Regional Park),
Project Timeline
Month 1 (September): Driving Question presented. Mini Science Experiment. Group Poster and Report of an Ecosystem. Trip to the San Diego Zoo.
Month 2 (October):
Contruction of a food chain of San Diego Ecosystem.
Learning to use scientific instruments and water quality kit.
Research what factors determine if water is safe.
1st Field Study: Mission Trail Regional Park (October 3).
Month 3 (November): Reading that builds background knowledge on social issues and public policies surrounding water quality. Research to determine what humans have done to harm local environment and waterways. Students choose an environmental group/area of interest to pursue ways of helping to cause a positive change in environment.
2nd Field Study: Mission Trails Regional Park #2 (November 8) Visit water treatment plant.
3rd Field Study: Washington Elementary School (November 28)
Month 4 (December:)
Data analysis and research possible water quality solutions --> Research Analysis Paper.
Team Leaders and group members are chosen.
Groups jigsaw their portion of the three presentations and finalize presentations.
Rueben H. Fleet museum
4th Field Study: San Diego Zoo Wildlife Park (December 18)
Month 5 (January)
Each student finishes preparation for all three presentations.
Practice giving presentations.
Water sample Collection and Analysis at Mission Trail Regional Park (Part 2).
Month 6 (February) Complete deliverables. Present to teachers and peers. Present to industry partners. Presentation ONE given to various elementary schools. Proposal to do community outreach project.
Month 7 (March) Presentation TWO given to various elementary schools. Presentation THREE given to various elementary schools. High school students edit elementary letters to editor.
- What challenges or problems might arise in the project?
Securing elementary classrooms for presentations. Coordinating field trips.
Manage the Process
To address the needs of our predominantly ELL students, a great deal of time will be devoted to scaffolding key terms, accessing prior knowledge, building background information, providing opportunities for group work, and assessing progress towards both content and language objectives.
In addition, the project will provide multiple opportunities for all types of learners:
1. For the kinesthetic learners, this activity will provide hands on work, where they will be forced to physically gather samples, walk and observe habitats around trails, and partake in labs. 
2. For the interpersonal learners, this project will require interviews with various leaders of environmental groups.
3. For the the visual learners, the readings will require charting texts with the function of specific paragraphs within the text.
4. The logical/mathematical learners will need to identify patterns in statistics that indicate a cause and affect relationship.
5. The intrapersonal learner will have the opportunity to reflect upon his or her findings with journal responses.
6. The musical learners will identify the rhythm of Coleridge's "Rhyme of the Ancient Mariner". The musical learners will have the opportunity to compare a song that uses gritty, realistic language to London's use of naturalism.
7. The naturalistic learners will have the opportunity to interact with nature in the field studies, including the work at Mission Trails Regional Park.
8. The linguistic learners will constantly need to articulate their findings through presentation, interviews, and interacting with elementary students.
How will you and your students reflect on and evaluate the project?
Students will write a one page reflection of their presentation to the students.
They will proofread letters to the editor from the elementary students that will allow them to decide whether they truly reached these elementary students.
1st Quarter Update
The first quarter was highlighted by the students studying the life at Mission Trails Regional Park on October 3, 2007. Five guiding questions structured their inquiry, including a question of "How does the human's interaction with nature negatively affect the environment?" The students visited a museum inside the park, where they found videos, diagrams, models, and other visual aids.
The walk along the trail provided a hands on education of San Diego, and its natural wildlife. 
Students found some evidence that humans were negligent with their dogs on the trail, and that the Native American dwelling of San Diego county's previous North County dwellars was much less destructive to nature. Furthermore, the pollutants that the guide said were in the river served as a reminder that as beautiful as this park looked, it still suffered the effects of human destruction. The tour guide helped the students make the connection between this river and other rivers that suffer far more severe and grandiose pollution. For instance, one student brought up a major river in Tijuana that suffered from the ill effects of human carelessness. These thoughts helped move along the thinking that the students have considered since they were presented with the driving question of "How do I know my water is safe?" on September 4th. The students left the park that day full of enthusiasm, knowing that they were to embark on an altruistic project that would be helpful for their new found friend, nature.
More recently, the San Diego fires presented a challenge as far as the logistics of planning and getting things done. The School District had to be closed as a result of the imminent threat of the fires to routes of travel, and the poor air quality that the fires caused. However, these fires add another dimension to the driving question of the project. The fact that San Diego is now polluted by toxins in the air makes the driving question all the more pertinent, "How do [our students] know our water is safe?"
2nd Quarter Update (1 February 2008)
1. What have you, as a team, learned from this project experience?
As a team, the students are learning that what they learn in one class can help them greatly and immediately in other subject area classes. In reading articles that address biology standards in their English class, they find that their reading strategies from English class should not be isolated to the readings of that class. Other more complex learnings involve the intentional overlapping of content that the biology and English classes provide them. In learning reading [[Call of the Wild]], students focused on the theme, "only the strong survive," and the naturalistic writing style of Jack London. In addition, they focused on the prefix pri-, as used in the phrase "primordial instinct," a major concept in the book. Buck's primordial instinct was what drove his action to survive in the wild American Frontier during the Gold Rush. At the zoo, the students focused the greatest chunk of their time at the primate exhibit, where they read about the ways that packs of primates survive. While much of the focus of their Cornell Notes was directed by biology standards, they also were asked to draw comparisons between the "pack mentality" of the primates to Buck's team of sled dogs, and their collective drive to stay alive. The exhibit at the zoo laid out the pros and cons of living in a pack, just as Call of the Wild explored the horrid nature of surviving in a doggy dog world. The second quarter has built up the framework for the next quarter, in which the students will collectively address problems that humans are causing to nature and the watershed in San Diego. Hopefully, their knowledge of just how animals function, and how fragile their species can be, will inspire them to work hard to provide quality work that will make a difference.
2. What surprises have you, as a team, encountered during this project?
It has been surprising to the teachers how quickly time flies, and that there is a lot of juggling to get everything done that looked simple and easy in August
3. What have you, as a team, done to address the diverse needs of a diverse classroom of students?
Probably the greatest asset to our students has been The School of Communication's schoolwide effort to incorporate Cornell Notes into instruction in all classes. Amidst all the chaos of the field trips, the students have several guiding questions that guide them, so that they always know what the main idea is that they should be considering in their experiment, observation, or listening.
4. What do students say has been the most difficult part of this project?
The most difficult part of this project is unknown at this time. Our students rarely complain about anything other the air temperature inside the classrooms, where they seem to consider anything below 80 degrees to be cold. This problem is of course solved when we leave the classroom on these fun field trips, where they are usually outside. A questionairre is necessary to determine what it is that the students are finding hard as far as academia. However, once the research process reaches full speed, the students will likely have some struggles. At this point, the students seem to be excelling enough that thier worries are clouded by the fact that project based learning makes things fun.
5. What do students say has been the most valuable part of this project? Again, a questionairre will help to answer this question, but one thing that the students seem to like is that this type of learning gives them a purpose beyond just getting smarter. They are arming themselves for a fight against destructive behavior, which they seem to think is a worthy cause.
3rd Quarter Update (11 April 2008)
1. How has this project changed the way you each teach your respective subjects?
It has helped in that there has been better continuity between the three classes. For instance, students learned reading and research skills in their English class that they applied in all three classes. Through constant communication between the teachers, students were able to work as much as three hours on a single day on their project, and were able to work on consecutive days (despite block scheduling). Mr.Ebba.com is obviously a website centered around Mr. Ebba's biology class, but it was the starting point for each online use of Proquest (his website was an easier domain name to remember for all).
2. What kind of attention has this project created on your campus?
This project has yet to create attention on the San Diego High complex campus. However, other School of Communication students know that PBL-Watershed students go on "fun field trips" to places such as the zoo, and that they will be going to elementary classrooms to present.
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? One parent liked how his son has a picture on the website. This was something that was an exciting subject of conversation, as the teacher was pleased that his photo was appreciated, and the father seemed pleased that his son's work was recognized for public display.
5. At the PBL showcase, the students described the process of the project. The students did a superb job explaining the process of this project, and were excited to meet so many people from all over Southern California.
