ImagineIT Phase 2Nature Connections

Context

I am a middle school science teacher and school science coordinator. I will implement this project with 7th grade (life science) and 8th grade (physical science) students. This year, our school will partner with the Museum of Science and Industry to coordinate science across grade levels. I will lead efforts to establish science literacy goals, assess curriculum, and create a roadmap to improve STEM education. The ImagineIT project will directly relate to thisinitiative.

Big Idea

This project addresses problems of: developing deep conceptual understanding in environmental science and

cultivating science literacy and student efficacy with regard to the environment.

According to the Next Generation Science Standards, students should learn the influence of engineering, technology, and science on society and the natural world. Advances in these areas have profound effects on resources, for example in transportation or energy. Likewise, society is affected by advances in communication and medicine. Changes have both expected and unexpected outcomes, and even as society is changed, society regulates thesefields. These dynamics, particularly in environmental science, are challenging for my students.

There are several obstacles for understanding: cause and effect are complex in environmental science and understanding policy decisions requires knowledge of both science and civics. Students lack a context to meaningfully understand negative effects of advances in science, engineering, and technology. For example, many pupils regard litter as a pressing environmental issue. This is understandable because litter is easily observed and obviously anthropogenic. However, the selection of better lines of investigation yields better outcomes. For example, when students explore choices about water use like nonpoint source pollution, wastewater treatment, or infrastructure they develop a richer understanding of how we affect the environment.

A lack of vertical alignment contributes to this problem. I once led a meeting to determine which concepts are explored at different grades and learned that recycling was taught in threedifferent grades. There are certainly concepts within recycling that are appropriate at different grades, but the reason for overlap was a lack of alignment.

A deeper problem is that if the goal is for students to become responsible stewards of the environment, they must learn the joy of nature before they learn what problems assail it, and for this, they must get into the field.

Therefore, this project aims to get kids outside to develop connections with nature. This project will be part of the work to coordinate efforts across grade levels and explore new areas. Student activities will be part of a larger citizen science effort to monitor waterways for the Illinois Riverwatch Network. Students can use visits to a selected site to begin individual explorations.

Uncovered Content & Supporting Activities

Some science concepts explored:

7th Observing effects of Chicagos geologic history

Interrelationships among organisms

Patterns of animal behavior

Humans effects on an ecosystem

8th Abiotic factors in ecosystems

Natural resource use in Chicago over time

Green design

Managing resources

For supporting activities, students will conduct two different field studies per grade. Visits for both grades will take place at a river site that is part of the Cook County Forest Preserve District. 7th grade students will focus on ethology. 8th graders will monitor water quality. Both

grades will examine biodiversity and conduct species inventories.

Prerequisite activities will help students develop observational skills and learn techniques to monitor animals or water chemistry in the science lab.

Performances of Understanding

Student understanding will be demonstrated when students present research findings. To track conceptual attainment and shifts in attitudes, I will survey students before and after the program.

The Plan: Pedagogical Approach, TPACK

Technology can be used in the following ways: Gathering data with probes

Data Analysis and computer modeling

Creating interactive online presentations