Description of goals, audience and need

The goal of this curriculum is to engage high school students in inquiry based learning to locally
relevant ecological issues and systems, while developing sense of place and environmental
stewardship. Curriculum materials are designed for school-based learning in a traditional block
schedule (90-minute class periods), and will address high school students interested in learning
about local ecological issues and systems, building relationships with professionals in the field of
natural resources, and conducting authentic research in their community. Prerequisites for this
course include Biology, Chemistry, one additional science credit (can be concurrently enrolled),
and Algebra 2.

Engaging students in place-based research helps students develop a greater appreciation for their
community, provides opportunities for students to be active citizens in their community, and
increases academic achievement (Sobel, 2013). Teaching environmental science in this fashion
utilizes multiple disciplines of educationscience, math, history, political science, and
compositionthat help develop skills critical for real world success. While this curriculum is
designed to aid students in becoming educated citizens, scientifically literate, and career aware, it
also benefits the community by raising awareness of ecological issues and inspiring other
community members to take action for the preservation of their environment.

Description of philosophy of education

I believe the individual is at the heart of all educational experience, for it is through each
students unique needs, interest and curiosities that a real and lasting positive perception of
education is developed and sustained throughout a lifetime. By creating this individualistic
learning experience, students will be better prepared to contribute their unique talents in the work
place and be better prepared to enter a higher education program. Educators should be facilitators
and mentors in the learning process while allowing students to guide their own exploration and
learning.

It is crucial that students have opportunities to interact with ecological concepts in ways that
motivate them to make observations, ask questions, design investigations, and interpret data to
form conclusions. Curriculum should utilize inquiry and place-based pedagogy to stimulate
scientific exploration and environmental stewardship. I believe that environmental education
should first foster love for community before asking for solutions to problems; it should enable
students to develop a sense of place and contribute to the preservation of their environment.
Environmental education should also build proficiency in science communication.

Defined overarching themes, essential questions and driving concepts

Overarching themes of this curriculum include 1) what ecological issues and systems exist in our
community, 2) what careers exist within the field of natural resources, 3) how can we effectively
communicate science research to community members in ways that inspire them to take action in
the preserving our place. These themes will encourage students to observe and ask questions
about them place they call home, and communicate their knowledge to initiate change.

Essential questions that will drive student learning revolve around four vital components of
ecosystems: biodiversity, water, soil and air.
1) How does biodiversity contribute to an ecosystem?
2) What is the purpose/importance of water in an ecosystem?
3) How do the various components of a soil profile indicate ecosystem health?
4) How do land management practices affect carbon sequestration and climate change?
5) How do local social practices affect biodiversity/water/soil/air? What is needed to initiate
social change to mitigate the effects of our social practices?
6) What careers exist within the field of natural resources?
7) How can we effectively communicate science research to community members in ways
that inspire them to take action in the preserving our place?
Description of learning activities
The following is an outline of the semester detailing learning goals and activities for each week.
Week # Students will be able to
Make observations and inferences
about the world around them.
1
Formulate hypotheses based on
observations.
Communicate/describe how to
perform a task with extreme detail.
Navigate and use Excel to perform
2 basic statistical analysis (average,
standard deviation, T-test).
Analyze and interpret data.
Create charts and graphs.
Explain how biodiversity
contributes to an ecosystem.
State how local social practices
affect biodiversity.
3 Biodiversity Survey (water, soil,
Communicate to community
members what researchers are
doing to track biodiversity.
Design an experiment.
Describe the purpose/importance
of water in an ecosystem.
State how local social practices
affect the watershed.
Communicate to community
4
members what researchers are
doing to improve water quality.
Defend various stakeholder
viewpoints using evidence-based
argumentation.
Create a soil profile, and explain
how its components indicate
ecosystem status.
Describe how local social
5
practices affect soil productivity.
Identify soil horizons/texture and
how they affect other soil
properties.
Activities
Potato candle
observation/inference
Meet a tree
Nature journaling (BEETLES)
Partner Block Building
Partner Drawings
Team Blindfolded object hunt
Outdoor Lab (soil respiration and
pH) to collect data
Analyze data from lab using Excel
Graph data using human model
Guest Speakerwildlife biologist
plant, etc.)
Guest SpeakerWater Quality
Specialist
Stakeholder Role Play/Case study
(this activity allows students to
practice their communication
skills)
Guest SpeakerNatural
Resources Conservation Service
Analyze soil profiles around
campus and at home (soil
horizons, pH, permeability,
respiration, Nitrogen content, soil
texture) use activity sheets from
BSCS, Nourishing the planet in
the 21st century
Nature Journaling (BEETLES)

Measure how much carbon is
stored in a forest.
Describe how different landscapes
and land management strategies
6
affect carbon sequestration.
Communicate to community
members ways to reduce
individual carbon footprints
Navigate library and internet
databases to conduct background
research on topics of interest.
7&8 Design an long-term experiment
based on individual interests.
Write a basic research proposal.
Synthesize literature to
conceptualize a local ecological
7&8 issue.
Ask questions, engage in
argumentation from evidence.
Write an introduction section of a
scientific paper.
9
Plan and carry out investigations.
Collect and organize data.
Write a methods section of a
scientific paper.
10
Plan and carry out investigations.
Collect and organize data.
Compare and contrast the different
sources of energy.
11 Defend position on a controversial
issue using an evidence-based
argument.
Analyze and interpret data.
Write a results section of a
12
scientific paper.
Create Charts and Graphs.
Draw conclusions based on
evidence.
13
Write a conclusion section of a
scientific paper.
Guest SpeakerU.S. Forest
Service (climate change and
carbon sequestration)
Carbon Footprints
Value of a Tree (possible weekend
activity to calculate values for
whole forest)
Project Learning Tree: Carbon in
Different Landscapes
Generate Experimental Ideas for
Individual Place-Based Research
Project (Nature walk/journaling)
Concept Mapping
Write a Research Proposal
This week will be dedicated to
enhancing students understanding
of experimental design.
Write introduction section for final
paper.
Field day(s) (set up experiments,
data collection)
Write methods section for final
paper.
Field day(s) (data collection)
Guest Speakerphysicist (talk
about different sources of energy)
Wind Turbine design challenge
Biofuel energy experiment
Energy Research Project
Finish data collection for
Individual Place-Based Research
Project
Write results section for final
paper.
Nature journaling
Write conclusion section for final
paper.
Proof read and edit before rough
draft submission
 Design an effective poster and
PowerPoint presentation.
Create Poster Presentation
Communicate purpose, execution,
Create PowerPoint Presentation
14 results and implications of
Practice presenting in front of
research project.
peers.
Demonstrate strong science
communication skills.
Answer questions about specific
research topic.
Present research project at
15 Communicate to community
local/community symposium!
members the importance of their
project.
Make an impact on their
Participate in community
community.
16 service/ecosystem restoration
Organize community service
project.
projects.

The following are detailed descriptions of specific activities that will be conducted.
Week 1- Observations and Inferences: Meet a tree
o Students will practice making observations using all senses but sight.
o Students will work in pairs. Have one student in each pair blindfolded. Tell the
non-blindfolded student in each pair to lead their partner via an indirect route to a
tree on campus. The blindfolded student will have two minutes to gather
information about the tree in hopes of being able to identify it later. After the two
minutes, the non-blindfolded students should escort their partner back to the
starting location (again via an indirect route). Once all groups have returned have
the blindfolded student remove their blindfold and draw the tree they collected
data on, then try determining which tree they met. Students should switch roles
and repeat the activity.
Week 2- How to write a methods section
o To emphasize the importance of specificity in writing a methods section in
scientific literature, students will engage in a few group activities that challenge
them to communicate effectively and efficiently.
o Activity 1: Students will work in pairs, each person having a full set of modeling
blocks. Sitting back-to-back, one student will create a design using the modeling
blocks and communicate to their partner how to create the same design. The goal
 of this activity is for partners to finish with the same design. Students should
switch roles, so each one has a chance to give and receive directions.
o Activity 2: Students will again work in pairs, each person having a pencil and
piece of paper. Sitting back-to-back, one student will draw an image, then
communicate to their partner how to draw the same image by describing the
image using shape and line placement. Students may not say draw a house with
two windows, a door, and a sun in the top right corner of the page. The goal of
this activity is for partners to finish with the same image. Students should switch
roles, so each one has a change to give and receive directions.
Week 3- Experimental Design
o To give students the opportunity to gain experience in experimental design,
students will work in groups to design a biodiversity survey. Students will be
required to use resources provided by the guest speaker, and incorporate 2
sources they found on their own. Design proposals will be due by the end of the
3rd class period of this week, and should take into consideration controls,
experimental variables, and sample size. A list of available materials will be
provided, and student may request the purchase of additional materials in their
survey design (these materials will be purchased if adequate justification for their
need is provided). The length of the survey should be so students can turn in their
lab report by Friday of Week 5.
I have referenced activities taken directly from other curriculum modules in the
resources section.
Resources
Place-Based Education: Connecting Classrooms and Communities. David Sobel. 2013.

Students and Research: Practical Strategies for Science Classrooms and Competitions 4th ed.
Julia Cothon, Ronald Giese, Richard Rezba. 2006

Southeastern Forests and Climate Change. Project Learning Tree: Secondary Environmental
Education Module. Pg 155-158. 2014

Nourishing the Planet in the 21st Century 2nd ed. Biological Sciences Curriculum Study.
Lesson 1 Handout 6 (Using Nitrogen), Lesson 2 all activities, Lesson 3 Activites 3 and 4,
Lesson 5 Handout 4-6. 2014