Community Project Community Project Based LearningBased Learning

Changing the Face of Science Changing the Face of Science Education in New Jersey’s Middle Education in New Jersey’s Middle

SchoolsSchools

The NeedThe Need

35% of the NJ 835% of the NJ 8thth graders scored “below basic” graders scored “below basic” on the national science tests given in Spring on the national science tests given in Spring 20052005

Only 4% scored “advanced”Only 4% scored “advanced” Science is being squeezed out to focus on Science is being squeezed out to focus on

improving reading and math standardized test improving reading and math standardized test scoresscores

As a nation, we need more college bound As a nation, we need more college bound students that are proficient in science who are students that are proficient in science who are looking for careers in the scienceslooking for careers in the sciences

The Solution = Community Project The Solution = Community Project Based LearningBased Learning

Hands on activities that help the students Hands on activities that help the students relate classroom activities to the real worldrelate classroom activities to the real world

Transforms lower level students into high Transforms lower level students into high achieversachievers

Elevates the students’ interest in careers Elevates the students’ interest in careers in sciencein science

Gives back to the community and engages Gives back to the community and engages other community groups to work with the other community groups to work with the studentsstudents

The mighty waterfall starts with one The mighty waterfall starts with one drop of water.drop of water. Ancient Chinese ProverbAncient Chinese Proverb

Demonstration project was conducted in Demonstration project was conducted in South Brunswick Middle SchoolSouth Brunswick Middle School

Stormwater management concepts were Stormwater management concepts were incorporated into a 8 week ecology incorporated into a 8 week ecology session for 7session for 7thth and 8 and 8thth graders graders

107 students participated107 students participated Several water resources professionals Several water resources professionals

provided technical support and guest provided technical support and guest lectureslectures

The New Jersey Core Curriculum Standards The New Jersey Core Curriculum Standards {NJCCS}{NJCCS}

NJCCS 5.6.11- Explain how organisms are affected by different NJCCS 5.6.11- Explain how organisms are affected by different components of an ecosystem and the flow of energy through it. components of an ecosystem and the flow of energy through it.

NJCCS 5.6.12 Illustrate and explain life cycles of organisms. NJCCS 5.6.12 Illustrate and explain life cycles of organisms. NJCCS 5.12.7 Analyze the components of various ecosystems and NJCCS 5.12.7 Analyze the components of various ecosystems and the effects of those components on organisms.the effects of those components on organisms.

NJCCS 5.7.8 Discuss how changing environmental conditions can NJCCS 5.7.8 Discuss how changing environmental conditions can result in evolution of a species and 5.7.9 Recognize that individual result in evolution of a species and 5.7.9 Recognize that individual organisms with certain traits are more likely to survive and have organisms with certain traits are more likely to survive and have offspring.offspring.

NJCCS 5.12.6 Recognize that individuals and groups may have NJCCS 5.12.6 Recognize that individuals and groups may have differing points of view on environmental issues. NJCCS 5.12.7 differing points of view on environmental issues. NJCCS 5.12.7 Analyze the components of various ecosystems and the effects of Analyze the components of various ecosystems and the effects of those components on organisms.those components on organisms.

Overview of InstructionOverview of Instruction

Week 1 ReconnaissanceWeek 1 Reconnaissance Week 2 Population Density and BiomassWeek 2 Population Density and Biomass Week 3 Living Water Week 3 Living Water Week 4 Ecological ChemistryWeek 4 Ecological Chemistry Week 5 Ecological SurveyWeek 5 Ecological Survey Week 6Week 6 Group Data synthesis Group Data synthesis Week 7 PresentationsWeek 7 Presentations Week 8 ConstructionWeek 8 Construction

The ProjectThe Project

Students created an ecologically sound watershed restoration Students created an ecologically sound watershed restoration to reduce the phosphorus concentration in the storm water to reduce the phosphorus concentration in the storm water runoff from school grounds. runoff from school grounds.

Students designed and planted a 200-yard long, two-foot deep Students designed and planted a 200-yard long, two-foot deep basin to catch the storm-water runoff from school grounds. basin to catch the storm-water runoff from school grounds.

They selected and planted ecologically appropriate natural They selected and planted ecologically appropriate natural plants to uptake phosphate contamination and to promote life plants to uptake phosphate contamination and to promote life for indigenous species. for indigenous species.

EPA had indicated that this EPA had indicated that this community’s water supply was community’s water supply was suffering from phosphate suffering from phosphate contamination.contamination.

MeasuresMeasures

Students were pretested and posttested on Students were pretested and posttested on measures of:measures of: Content KnowledgeContent Knowledge

• Ecology Content KnowledgeEcology Content Knowledge• Ecology Mental ModelEcology Mental Model• Ecology StructuresEcology Structures

Science ReasoningScience Reasoning• Science Reasoning (Theory Data Coordination Ability)Science Reasoning (Theory Data Coordination Ability)• Science Reasoning ArticulationScience Reasoning Articulation

EpistemologyEpistemology• Understanding the Process of Change in ScienceUnderstanding the Process of Change in Science• Unbiased Personal Scientific EpistemologyUnbiased Personal Scientific Epistemology• Global Scientific EpistemologyGlobal Scientific Epistemology

Results:Results:Content Knowledge GainsContent Knowledge Gains

Achievement by Group

Low Achiever 2

High Achiever 3

High Achiever 2

High Achiever 1

Low Achiever 1

Eco

logy

Tes

t Tot

al S

core

(C

lass

Mea

n)

10

9

8

7

6

5

4

3

2

Pretest

Posttest

Independent t-tests: Pretest means by group is significantly different (p < .05). Posttest means by group range between 8.43 to 9.22 (this difference is not significant). Overall gains for all students was significant (p < .001).

Student Presentations Student Presentations to Townshipto Township

These students were recognized by their peers as having mastered These students were recognized by their peers as having mastered the unit, because they had adopted the practice and performed the the unit, because they had adopted the practice and performed the calculations of ecological scientistscalculations of ecological scientists

Two groups of five created power point presentations, posters, and Two groups of five created power point presentations, posters, and brochures. brochures.

At the town government building they then implored their town’s At the town government building they then implored their town’s government to take an interest in the phosphate contamination in their government to take an interest in the phosphate contamination in their towns’ watershed. towns’ watershed.

The students suggested solutions for their town’s pollution problems The students suggested solutions for their town’s pollution problems and showed how others could create the same type of storm-water and showed how others could create the same type of storm-water management systems that they had created.management systems that they had created.

A select group of ten students from A select group of ten students from across the five classes were across the five classes were nominated by their peers to present nominated by their peers to present reworked presentations to the town reworked presentations to the town Board of Health. Board of Health.

CostCost

Teacher Facilitators (curriculum and Teacher Facilitators (curriculum and instruction support network)instruction support network)

Ecological Scientists (Guest Lectures, Ecological Scientists (Guest Lectures, examples of expert practice)examples of expert practice)

Community Members (Environmental Community Members (Environmental Stewarts for Stewarts for guidance and mentorshipguidance and mentorship))

School Administrators (For presentations)School Administrators (For presentations) SuppliesSupplies

How can you get involved?How can you get involved?

Guidance and MentorshipGuidance and Mentorship Science Teachers and students need Science Teachers and students need

examples of authentic expert practice to examples of authentic expert practice to guide investigation in authentic projects.guide investigation in authentic projects.

Mentors provide guidance as students and Mentors provide guidance as students and teachers develop true understanding of teachers develop true understanding of the value of the environment, science, and the value of the environment, science, and what it means to Shepard the Earth.what it means to Shepard the Earth.