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Community Project Based Learning

Community Project Based Learning. Changing the Face of Science Education in New Jersey’s Middle Schools. The Need. 35% of the NJ 8 th graders scored “below basic” on the national science tests given in Spring 2005 Only 4% scored “advanced”

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Community Project Based Learning

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  1. Community Project Based Learning Changing the Face of Science Education in New Jersey’s Middle Schools

  2. The Need • 35% of the NJ 8th graders scored “below basic” on the national science tests given in Spring 2005 • Only 4% scored “advanced” • Science is being squeezed out to focus on improving reading and math standardized test scores • As a nation, we need more college bound students that are proficient in science who are looking for careers in the sciences

  3. The Solution = Community Project Based Learning • Hands on activities that help the students relate classroom activities to the real world • Transforms lower level students into high achievers • Elevates the students’ interest in careers in science • Gives back to the community and engages other community groups to work with the students

  4. The mighty waterfall starts with one drop of water.Ancient Chinese Proverb • Demonstration project was conducted in South Brunswick Middle School • Stormwater management concepts were incorporated into a 8 week ecology session for 7th and 8th graders • 107 students participated • Several water resources professionals provided technical support and guest lectures

  5. The New Jersey Core Curriculum Standards {NJCCS} • NJCCS 5.6.11- Explain how organisms are affected by different components of an ecosystem and the flow of energy through it. • NJCCS 5.6.12 Illustrate and explain life cycles of organisms. NJCCS 5.12.7 Analyze the components of various ecosystems and the effects of those components on organisms. • NJCCS 5.7.8 Discuss how changing environmental conditions can result in evolution of a species and 5.7.9 Recognize that individual organisms with certain traits are more likely to survive and have offspring. • NJCCS 5.12.6 Recognize that individuals and groups may have differing points of view on environmental issues. NJCCS 5.12.7 Analyze the components of various ecosystems and the effects of those components on organisms.

  6. Overview of Instruction • Week 1 Reconnaissance • Week 2 Population Density and Biomass • Week 3 Living Water • Week 4 Ecological Chemistry • Week 5 Ecological Survey • Week 6 Group Data synthesis • Week 7 Presentations • Week 8 Construction

  7. The Project • Students created an ecologically sound watershed restoration to reduce the phosphorus concentration in the storm water runoff from school grounds. • Students designed and planted a 200-yard long, two-foot deep basin to catch the storm-water runoff from school grounds. • They selected and planted ecologically appropriate natural plants to uptake phosphate contamination and to promote life for indigenous species. • EPA had indicated that this community’s water supply was suffering from phosphate contamination.

  8. Measures • Students were pretested and posttested on measures of: • Content Knowledge • Ecology Content Knowledge • Ecology Mental Model • Ecology Structures • Science Reasoning • Science Reasoning (Theory Data Coordination Ability) • Science Reasoning Articulation • Epistemology • Understanding the Process of Change in Science • Unbiased Personal Scientific Epistemology • Global Scientific Epistemology

  9. Results:Content Knowledge Gains 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).

  10. Student Presentations to Township • A select group of ten students from across the five classes were nominated by their peers to present reworked presentations to the town Board of Health. • These students were recognized by their peers as having mastered the unit, because they had adopted the practice and performed the calculations of ecological scientists • Two groups of five created power point presentations, posters, and brochures. • At the town government building they then implored their town’s government to take an interest in the phosphate contamination in their towns’ watershed. • The students suggested solutions for their town’s pollution problems and showed how others could create the same type of storm-water management systems that they had created.

  11. Cost • Teacher Facilitators (curriculum and instruction support network) • Ecological Scientists (Guest Lectures, examples of expert practice) • Community Members (Environmental Stewarts for guidance and mentorship) • School Administrators (For presentations) • Supplies

  12. How can you get involved? Guidance and Mentorship • Science Teachers and students need examples of authentic expert practice to guide investigation in authentic projects. • Mentors provide guidance as students and teachers develop true understanding of the value of the environment, science, and what it means to Shepard the Earth.

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