We’re thrilled to present three videos in the National Science Foundation STEM for All Video Showcase from May 14 to 21! We invite you to view the videos and join the conversation about research projects that are transforming the STEM educational landscape. Please vote for our videos through Facebook, Twitter, or email!
Geniventure is a free online game with an Intelligent Tutoring System that engages students from middle school through higher education in genetics and heredity by saving virtual dragons from extinction. Through scaffolded virtual investigations, students explore the physical traits that result from allele combinations, then zoom into cells and manipulate the proteins that ultimately give rise to those traits.
Integrating Computational Thinking and Experimental Science
InSPECT supports the integration of computational thinking (CT) in experimental science with a novel technology-enhanced curriculum, and examines how students engage in CT using these tools for inquiry. InSPECT is designing a series of open-ended high school biology experiments using inexpensive DIY lab instruments developed in partnership with Manylabs, including Dataflow—a digital tool for experimental control and data acquisition using Internet-of-Things sensors.
Teaching Environmental Sustainability with Model My Watershed
With our collaborators at and Stroud Water Research Center, we’re developing interdisciplinary, place-based, problem-based, hands-on resources and models aligned to NGSS to promote watershed stewardship, geospatial literacy, and systems thinking. We’re introducing middle and high school students to environmental and geospatial science that engenders critical incidents and encourage students to pursue environmental and geoscience careers.
In Part I you learned what a watershed is and its role in protecting a community from flooding. Carolyn Staudt has led NSF-funded projects that teach middle and high school students how to gather data about their water resources. She feels strongly that the science and engineering skills students learn in the process are essential.
“Elementary through secondary students need to be able to evaluate questions such as: How serious is the water challenge? In what ways do human actions affect water systems? How do we measure water quality?” Staudt wrote in the Spring 2016 @Concord newsletter. Studying water resources is also a good vehicle for learning to visualize and analyze data, make hypotheses, use both hands-on and digital instrumentation, and solve problems.
Staudt recognized water as a critical issue in 1998 after a trip to Sierra Leone, where access to clean water was a problem. “I was at UNESCO in Paris and they asked what I thought the most important resource was.” While everyone else was talking about oil and gas, she said water. “Water is shared—there are people upstream and downstream. What you do with your local watershed impacts everyone,” she says. “But nobody knows about their own watershed.”
She has developed NSF-funded projects for middle and high school students that address water issues using hands-on, real-world water quality science and engineering activities. In one project, students from California, Pennsylvania, and Massachusetts learned to collect data about their own watershed using a simple water testing kit developed by the Global Rivers Environmental Education Network (GREEN). They shared their data using iSENSE, a web platform designed for students to visualize and exchange scientific data.
Model My Watershed models human impacts on a watershed.
Staudt and her project partners also developed a dozen video interviews with science and engineering professionals discussing their professions, so students could learn about careers in environmental conservation and engineering. A three-minute video about the project won an NSF Video Showcase Award.
The first time Staudt viewed how a large land cover database could be used to digitally visualize a watershed, “It was like SimCity on steroids,” she says. “You could see the result of conservation practices. With 100% forest cover there was almost no runoff. We wanted to let kids see what would happen if they made changes.”
Kids took notice and took action. “Fifth grade students started turning up at local zoning commissions and school board meetings,” says Staudt. With real data in hand, they demonstrated why a parking lot shouldn’t be built on a field.
“Often what you teach in school stays in school,” Staudt says. “We need more environmentally prepared citizens.”
If you have students who are using environmental data to influence their school or town, or they have higher aspirations to statewide or national impact, share your experiences. What data did students collect and how did they use it? Leave a comment here, or tweet @concorddotorg
A new resolution may overturn the Interior Department’s “Stream Protection Rule,” which required coal mining companies to monitor and test the quality of local streams and rivers before, during, or after mining operations. There is no better time than the present to learn about the importance of water issues in our communities and environment. Three Concord Consortium projects focus on teaching middle and high school students about their local watersheds, careers in environmental conservation, and freshwater availability, and all of them offer free, high-quality resources ideal for classrooms or informal education settings.
The Teaching Environmental Sustainability: Model My Watershed project, a collaborative research project at the Concord Consortium, Millersville University, and the Stroud Water Research Center, has developed curricula for environmental/geoscience disciplines for high school classrooms, using the Model My Watershed (MMW) web-based application. The curricula also integrate low-cost environmental sensors, allowing students to collect and upload their own data and compare them to data visualized on the new MMW.
In Supporting Collaborative Inquiry, Engineering, and Career Exploration with Water (Water SCIENCE), middle school students from southern Arizona, central valley California, southeastern Pennsylvania, and eastern Massachusetts complete hands-on science and engineering activities, receive guidance and instruction from undergraduate and graduate student mentors, interact online with STEM professionals, and learn about careers in environmental conservation and engineering while investigating their community’s local water resources.
And in our High-Adventure Science project, we’ve developed a unit entitled “Will there be enough fresh water?” Students explore the distribution and uses of fresh water on Earth. They run experiments with computational models to explore the flow of groundwater, investigate the relationship of groundwater levels to rainfall and human impact, and hear from a hydrologist working on the same question. Students think about how to assess the sustainability of water usage locally and globally while considering their own water usage. Use these great resources today to help students understand critical water issues!
Students use computational models to explore water extraction from aquifers in urban and rural areas.