Go Fish

Posted on November 5, 2015 by dbard

Exploring Fisheries Management

by Rachel Zuercher, Ben Higgins, and Satina Ciandro

More than 1/3 of people in the world rely on fish as their major source of protein, however, global fisheries today face enormous challenges such as; overfishing, habitat loss, marine pollution and climate change. Fortunately, well-designed fisheries regulations can help mitigate these problems and ensure sustainability of fisheries into the future. Teaching students about fisheries can lead to a public that is informed regarding fisheries management, and a generation of conscious seafood consumers.

This module is an opportunity for students to learn: 1) The “tragedy of the commons” in the context of fisheries, 2) The components that make up a fishery, 3) Some of the causes of overfishing, 4) How fisheries regulations work, and 5) The benefits and costs of fisheries regulations.

Docs: GoFish_module_text.docx West_coast_groundfish_template.pdf intro.pdf wrksht.docx labwrksht.docx
Standards: HS-ESS3, Models, Cause and Effects, Systems
Keywords: cause communication economics fisheries HS-ESS3 math models natural resources systems tragedy of the commons

Gender Bender

Posted on November 5, 2015 by dbard

How the Media Influences Our Gender Perceptions

By Jenny Lovell

Gender is a relevant and contentious topic that is constantly reinforced through non-verbal queues in the media. LGBTQA (lesbian, gay, bisexual, transgender, queer, and questioning) issues are hotly debated in schools, courts, and public media venues. While most people think of gender as a simple binary (i.e. man or woman), gender is a complex and delicate continuum that includes many aspects that are not often discussed.

In this module, students will gain a better understanding of the complexity of gender and how stereotypes are perpetuated through popular media. By the end of the lesson students will learn: 1) The definitions and nuances of gender, 2) Strategies for analyzing images to uncover stereotypes and 3) How to verbally describe non-verbal queues contained in an image.

Docs: fulltext.docx intro.pdf activity.docx
Keywords: argument, communication, gender, image analysis, LGBTQA, media, patterns, stereotypes

Argument from Evidence

Posted on November 5, 2015 by dbard

Assessing Argumentation Using the Topic of Fracking

by Jeff Jenkins, Chrissy MacLean and Dawn Krenz

Students living in rural communities impacted by ongoing and proposed extractive mineral development (fossil fuels and mining) will gain a greater appreciation and understanding for how different segments of society (government, corporate, and community) produce information to serve their own interests and how ‘factual’ information is often contested between these groups.

Students learn: 1) How to summarize the key points of an argument, 2) How to question the validity and subjectivity of information, and 3) How to summarize and convey a broad set of information in a succinct fashion.

Docs: fulltext.pdf worksheet.docx
Keywords: communication, energy, facts, fossil fuels, fracking, governance, HS-LS2, models, patterns, structure, subjective

Native Plant Labels

Posted on November 5, 2015 by dbard

Making Labels for Native Plants

by Jenn Yost and Bill Callahan

As described below in tne native plant garden module, one way to protect biodiversity is by restoring degraded habitats to more natural conditions. This process can be simulated at a school by creating a native plant garden. Native plant communities may also be studied in nearby protected areas. One way to expose students to local biodiversity and teach them the importance of biodiversity, is to learn about native plants and create native plant labels.

In this module, students research a native plant in their area and create their own native plant labels. These labels can be laminated and then attached to a stake that can be placed alongside the plant allowing others to identify and learn about local native plants.

Docs: fulltext.docx intro.pptx worksheet.docx labels.doc
Keywords: communication, native plants, plant identification, restoration, school garden

E-Literacy

Posted on November 5, 2015 by dbard

Evaluating Online Sources

by Elissa Olimpi, and Chrissy MacLean

Students are faced with an overwhelming amount of information online and need to learn how to sift through available sources to find ones that are credible and appropriate for a specific research task. Many students have a basic understanding of the importance of evaluating sources, but have not practiced source evaluation. This lesson guides students through the process by highlighting questions that the student should ask of the source in order to decide if it is reliable.

Students learn: 1) A systematic approach for evaluating the credibility of internet sources 2) How to determine which sources to use for specific tasks, 3) How to cite textual evidence, and 4) How to corroborate or challenge claims.

Docs: fulltext.docx intro.pptx assessment.docx
Keywords: communication, evidence, sources

Says Who

Posted on November 5, 2015 by dbard

Deciphering a Scientific Article

by Hamutahl Cohen and Dan Johnston

The goal of this module is to teach students how to read and understand scientific articles. This skill can be applied to answering a variety of research questions from different disciplines of science and engineering. The context for this inquiry is the impact of climate change on a species. Although climate change is the specific prompt used here, the prompt can be modified for different classroom topics and different courses.

Students learn: 1) How to read a scientific article, 2) How to use scientific articles to answer questions, and 3) How to cite information in APA format.

Docs: fulltext.docx intro.ppt handout.docx pikas.pdf bears.pdf turtles.pdf
Keywords: APA citation, cause, climate change, communication, HS-ESS3.C, HS-LS2.A, scientific articles

Solving Crimes with Chemistry

Posted on November 5, 2015 by dbard

The Case of the Missing Balance

by Chandra Goetsch, Rachel Zuercher, Ruth Herradora, and Burnne Yew

Many specialty fields use a variety of scientific techniques to answer questions and/or solve problems. For example, forensic scientists collect different pieces of evidence from a crime scene. This module encourages students to choose which methods are appropriate to test the evidence. After conducting the appropriate chemical tests, the students conclude which suspect committed the crime.

Students learn: 1) How chemical testing is used to identify unknown substances, 2) How to collect data from a series of experiments, and 3) How to record and interpret data and make conclusions based on gathered evidence.

Docs: fulltext.docx presentation.pptx teacherguide.docx studentguide.docx worksheet.docx chemref.docx bios.docx report.docx
Keywords: argument, cause, chemical tests, communication, crime, data, evidence, explanations, forensic science, investigations, patterns, HS-PS1.A

Toxic Avengers

Featured

Posted on November 5, 2015 by dbard

Tools for Uncovering the Human Geography of Pollution

by Jenny Lovell and Dawn Krenz

Environmental Justice (EJ) describes the trend of environmental impacts disproportionately affecting minority communities. It is a great subject to get students engaged about their neighborhoods and health. The Toxics Movement is closely related to EJ and shares the common interest of all people having the right to a clean and healthy environment.

Students learn: 1) How to look up public census data, 2) How to find toxic sites in their neighborhood, 3) How to formulate a testable question regarding census data and toxic sites, 4) How to synthesize data and draw conclusions that answer their questions, and 5) The key components of presenting a social science project to an audience.

Docs: fulltext.docx presentation.pptx activity.docx checklist.docx
Keywords: argument, cause, communication, data, environmental justice, mapping, questions, toxic sites

What’s that Sound?

Posted on November 5, 2015 by dbard

Quantifying and Describing Marine Mammal Sounds

by Caleb Bryce, Kimberly Goetz and Burnee Yew

Marine mammals use sound for feeding, communication, predator avoidance, and navigation. Students are introduced to the properties of sound by quantifying and describing sounds from several types of marine mammals (toothed whales, baleen whales, sea lions, and true seals). Students examine differences in sounds between marine mammal species and then use that knowledge to predict the source of a mystery sound.

Students learn: 1) Basic properties of sound, 2) How to interpret spectograms and waveforms, 3) Why marine mammals use sound, and 4) How to describe the diversity of sounds made by marine mammals.

Docs: fulltext.docx labworksheet.docx labworksheetkey.xls worksheet.docx worksheetkey.docx photocredit.xlsx
Keywords: bioacoustics, communication, HS-LS2, HS-PS4, marine mammals, sound

Splitting Atoms

Posted on November 5, 2015 by dbard

Arguments From Evidence to Address Nuclear Energy Policy

by Duran Fiack and Chrissy MacLean

In this module students represent the views of an interest group that either supports or opposes the expansion of nuclear-generated energy in the U.S. Students learn about the source of energy within the U.S. with a focus on the potential benefits and risks associated with expansion of nuclear energy.

In this module, students learn: How to formulate arguments from evidence, how to examine different views from a range of interest groups, how to evaluate a U.S. policy statement from an interest group perspective. Students will also learn how to understand the issues surrounding public policy decisions and the potential challenges of finding a political solution in a democratic society.

Docs: fulltext.pdf intro.pdf reading.pdf groupnames.pdf worksheet.pdf
Keywords: argument, cause, communication, HS-ESS3.A, HS-ESS3.C, HS-ESS3.D, evidence, nuclear energy, policy, scale

Land to Sea

Posted on November 5, 2015 by dbard

Searching for the Source of Pollutants

by Max Tarjan and Will Federman

In this module students work in small groups with map-based data to learn about watersheds and to find a likely source of pollutants. After a short introduction, students work together to intrepret ther maps provided and to support an argument, stating where the pollutant is coming from, using the map data as evidence. The module provides all the supporting materials needed to run a 90 minute activity.

In this module, students learn: 1) How substances and organisms on land can affect ocean life, 2) How human activities may disrupt ecosystem integrity, to identify the watershed that supplies a river, 3) How to interpret maps of watersheds and land use, and 4) How to combine information from different maps using map scales, and 5) How to make estimates based on map data, and engage in argument from evidence.

Docs: fulltext.pdf introlect.pdf summarylect.pdf handout.pdf watersheds.pdf landuse.pdf seaotters.pdf sealions.pdf
Keywords: argument, cause, communication, data, HS-ESS2.C, evidence, explanations, HS-LS2.A, HS-LS2.C, mapping, marine mammals, models, patterns, pollution, scale, systems, watersheds

What’s Stomata With You?

Posted on November 5, 2015 by dbard

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Using Leaf Epidermal Peels to Determine Stomatal Density

by Catherine Wade and William Callahan

This module provides an opportunity for students to observe leaf stomata and make predictions about interactions between plants and environmental conditions. After introducing students to the basic form and function of stomata and discussing photosynthesis and transpiration, students will hypothesize about the distribution of stomata on the upper and lower leaf surfaces. Then, they make wet mount slides of leaf epidermal peels to view stomata under a microscope and calculate average stomatal densities for the top and bottom of the leaf.

Docs: fulltext.docx worksheet.docx
Keywords: argument, communication, data, explanations, investigations, HS-LS1.A, HS-LS1.C, math, plants, prediction, questions, stability, stomata, structure, transpiration

Where’s My Phone

Posted on November 5, 2015 by dbard

Using GPS to Learn About Location on the Earth’s Surface

by Tim Norris and Will Federman

Students learn how to use latitude and longitude to describe location on the Earth’s surface. Students also learn how Global Positioning Systems (GPS) function and how we can use everyday technology (for example, smart phones) to find latitude and longitude. Two concepts are introduced: 1) Properties of electromagnetic waves (the speed of light and the relationship between distance, velocity and time), and 2) Geometric concept of triangulation. Students map the point locations of an object of interest (for example trees, benches, etc.) and then view the results of their mapping as displayed in a web page and in Google Earth®. They also learn how to place their maps into a word processing (Microsoft Word®) document.

Docs: fulltext.docx lecture.pdf activity.docx notes.docx help.docx
Keywords: communication, distance, HS-ESS2.B, GPS, investigations, latitude, longitude, mapping, math, HS-PS4.C, scale, time, velocity

My Digital Watershed

Posted on November 5, 2015 by dbard

Analyzing Watersheds in Google Earth

by Tim Norris and Will Federman

Students perform a computer lab activity to answer basic geographic questions about the watersheds in which they live. This module is an opportunity for students to: 1. Learn how to read topographic maps, 2. Use computers and GIS to visualize topographic information, 3. Learn how to draw using a computer, 4. Learn how to measure area and distance using a computer, and 5. Learn how to interpret satellite imagery to answer basic questions about land-use.

Docs: fulltext.docx intro.pdf help.pdf lecture.pdf worksheet.docx
Keywords: area, argument, communication, data, distance, HS-ESS3.A, HS-ESS3.C, HS-ETS1.A, explanations, GIS, Google Earth, investigations, mapping, scale, systems, watershed

A Matter of Human Proportions

Posted on November 5, 2015 by dbard

Are You Vitruvian?

by Vikram Baliga and Sarah Baumgart

This module is an opportunity for students to learn: 1) How to use the metric system to measure linear distances; 2) Whether proportions that exist between parts of the human body are consistent across individuals; and 3) How to form a hypothesis, analyze data, and argue whether evidence supports the hypothesis.
Docs: fulltext.docx metric.pdf worksheet.docx instructions.docx handout.pdf stats.pdf
Keywords: argument, communication, data, evidence, explanations, human anatomy, hypothesis, investigations, HS-LS1.A, HS-LS1.B, HS-LS3.B, math, models, patterns, proportions, questions, structure, systems, vitruvian man

Contour What?

Posted on November 5, 2015 by dbard

by Timothy Norris and Will Federman

This modules is designed as an introduction to understanding topographic maps and GIS using Google Earth. Students perform a computer lab activity to learn how to read topographic maps, measure geographical features, and use geographic information systems (GIS).

Docs: fulltext.docx lab.pdf lecture.pdf
Keywords: argument, communication, contour, data, HS-ESS3.A, HS-ESS3.C, HS-ETS1.B, HS-ETS1.C, explanations, GIS, Google Earth, investigations, mapping, patterns, scale, systems

Otters and Urchins

Posted on November 5, 2015 by dbard

Ecology of The Kelp Forest

by Kristin McCully and Jack Horner

This multi-week modules is designed as a general introduction to ecology as a science, while exploring the excitement of the charismatic kelp forest ecosystem. It introduces the fields of population, community, ecosystem, and conservation ecology, and helps build skills in using equations, creating graphs, interpreting maps, and modeling ecological systems.

Docs: poplecture.pdf ecolecture.pdf commlecture.pdf introlecture.pdf conslecture.pdf worksheets.doc worksheetskey.pdf studyguide.pdf studyguidekey.pdf
Keywords: communication, data, ecosystem, explanations, graphs, kelp forest, HS-LS1.C, HS-LS2.A, HS-LS2.B, HS-LS2.C, marine food web, marine science, math, otters, patterns, scale, stability, systems, urchins

What’s Your Walk Score

Posted on November 5, 2015 by dbard

Walkable Neighborhoods as Healthy, Social and Safe Communities

by Jeff Jenkins and Sarah Baumgart

Students in low income communities are increasingly faced with poor nutrition and limited exercise options. One way to combat this is to teach about walkable communities. Teaching about walkable communities will also get students to think about land use in their own neighborhood, will make them more aware of their surroundings, and will provide direction for improving their communities.

Students learn: 1) Why safe and healthy communities are related to walkability, 2) How walkability of neighborhoods/schools can be assessed through a walk score, 3) How to think about, interpret, and communicate spatial information, and 4) What factors in their community can be improved to increase walkability.

Docs: fulltext.docx worksheet.docx
Keywords: communication, community, health, HS-LS2.A, HS-LS2.D, models, patterns, structure, sustainability, urban design, walk score, walkability

Ecosystem in a Jar

Posted on November 5, 2015 by dbard

Experimenting With Plant Growth

by Kristin McCully and Jack Horner

Students, as a class, develop, conduct, and analyze an experiment to determine what affects the growth of an “ecosystem in a jar.” “Ecosystems” include soil, water, plant seeds, and other items decided by the class in glass jars. Discussion should focus on experimental design and analysis, but instructor can incorporate ecosystem ecology, biodiversity, food chains and webs, photosynthesis and respiration, and other concepts of ecology and biology.

Docs: fulltext.pdf
Keywords: cause, communication, data, ecosystem, experimental design, investigations, jar, HS-LS2.A, HS-LS2.D, math, models, patterns, photosynthesis, plants, questions, respiration, stability, structure, systems

Observing Animals

Posted on November 5, 2015 by dbard

Organizing and Recording Observations on the Animals All Around Us

by Joe Sapp and Don Brown

This project encourages students to think about how they recognize and classify things they observe in nature, using local insects as a model. Students are asked to identify insects from their area and to think about how exactly they are able to tell them apart. They draw the insects, list any names they might know for them, and learn what defines them as insects. In the process, they learn the basics of insect biology and how to make meaningful scientific observations about the natural world.

Docs: fulltext.pdf insect.pdf glossary.pdf labels.pdf worksheet.pdf
Keywords: animals, classification, communication, eta, explanations, insects, HS-LS1.B, HS-LS4.A, observation, patterns

Controlling DNA

Posted on November 5, 2015 by dbard

Ethical Guidelines for the Use of DNA Technology

by Tara Cornelisse

In four 2-hour class sessions, AP Biology students receive enriched, in-depth Power Point lectures that accompany their study of Campbell’s AP Biology textbook to explain the mechanics of DNA modification, and engage in two different group activities to apply their understandings of both science and social issues through engaged ethical reasoning, debate, and presentations.

Docs: Fulltext.pdf Worksheet.pdf Lecture 1.pdf Lecture 2.pdf
Keywords: bioethics, communication, debate, DNA, HS-ETS2.A, HS-ETS2.B, HS-LS3.A

Roadkill Reduction with GIS

Posted on November 5, 2015 by dbard

Learning to Use Layers

by Beth Bastiaans and Dan Johnston

What factors influence roadkill densities on our streets and highways? What steps can we take to protect wildlife? In this 2-hour module, students use Google Earth to learn how Geographical Information Systems (GIS) technology can help solve environmental problems. They also develop and test their own original hypotheses about roadkill, a familiar, local environmental issue. By combining multiple GIS layers in Google Earth, students develop and test hypotheses about which other landscape features may be correlated with roadkill frequency. Finally, the students discuss the difference between correlation and causation and what factors might bias their analyses.

Docs: Fulltext.pdf
Keywords: argument, causation, cause, communication, correlation, data, HS-ESS3.C, HS-ETS2.A, HS-ETS2.B, explanations, GIS, investigations, layers, math, patterns, questions, roadkill, systems

The Highest Tide

Posted on November 5, 2015 by dbard

Scientific, Comic, and Poetic Species Descriptions

by Tara Cornelisse

Using passages from The Highest Tide by Jim Lynch, students learn that there are different ways to describe an object or an organism, and that these may have different effects on readers, but all of them can include plenty of detailed information. Students first listen to several of Lynch’s most vivid and creative descriptions of marine organisms, and take turns in teams drawing those organisms as they visualize them, and attempting to categorize the descriptions as scientific, comic, or poetic–or as combinations–locating key words or phrases that convey humor, feeling, and extensive, factual information. Then they research and describe a marine specimen organism in detail three times, in response to three short prompts, which emphasize the three respective purposes: scientific, poetic, and comic.

Docs: Fulltext.pdf
Keywords: communication, description, ecology, highest tide, investigation, marine, models, structure

SCWIBLES

An NSF-funded GK-12 program (Santa Cruz-Watsonville Inquiry-Based Learning in Environmental Science)

Tag Archives: communication

Native Plant Labels

Solving Crimes with Chemistry

What’s that Sound?

Land to Sea

What’s Stomata With You?

Where’s My Phone

My Digital Watershed

Contour What?

Otters and Urchins

Ecosystem in a Jar

Observing Animals

Roadkill Reduction with GIS

The Highest Tide