Spring+2010+Secondary+Watershed+Project

=Spring 2010 Secondary Watershed Project=

The MAGPI Life Science Team is currently developing a secondary project in conjunction with the Pennsylvania Department of State Parks. This project will focus on watersheds. We have been working closely with Rob Neitz from Nockamixon State Park in Bucks County who has offered his expertise to all involved in this project. The Pennsylvania Department of State Parks has developed curriculum with a two day interactive workshop for teachers to learn in detail about how to incorporate watershed projects into their classrooms.

As of right now we have brainstormed the following session design: > > Report for MAGPI on Results can be found on VoiceThread - @http://voicethread.com/share/1198233/
 * Video Conference Session 1: May 5, 2010 - 2:45 PM - Students and teachers meet Rob Neitz from Nockamixon State Park via video conference. Students learn about the expectations and goals of this project and will be provided time to ask Rob Neitz and the other schools questions. Students in each school will present for 5 minutes on their watershed. Lessons/topics: waterbasins & watersheds discussion, watershed tour & character statement.
 * Video Conference Session 2: May 19, 2010 - 2:45 PM - Students and teachers meet to share the results of field samples and experiments that have been conducted. Students gather data from each others' field experiments to compare and contrast the results. Students and teachers share ideas on how/why results are similar/different and offer ideas as to how observed trends could change for the better or worse. Students may contribute letters or multimedia presentations that could be forwarded to local, state, or federal environmental agencies regarding their findings. Lessons/topics: physical, chemical, & biological field investigation, stream sampling & sharing, realization of type of watershed they are in.
 * Outreach: What are you going to do now? Service project ideas?

This project may address the following Pennsylvania State Science Standards: [|Click here for a link to the complete document.]

Elk Catholic High School, St. Marys, PA-Noel Petrosky: Laura Anderson, Cooperating Classroom Teacher Manheim Township High School, Lancaster, PA - Jill Greiner: Cooperating Classroom Teachers - Molly Metcalf, Allison Zima, Jessica Feerar, Jamie Myers, Rebecca Holsinger Phoenixville Area High School, Phoenixville, PA - Vernice Mulcahy: Robyn Spear, Cooperating Teacher Pocono Mountain East High School, Swiftwater, PA- Allison Carpenter University City High School, University City, Philadelphia, PA - Harvey Scribner: Cooperating Teachers - Barbara Bess-Pashak, Ian Notte
 * Schools:**

3.2. Inquiry and Design 3.2.10. GRADE 10 A. Apply knowledge and understanding about the nature of scientific and technological knowledge. • Compare and contrast scientific theories and beliefs. • Know that science uses both direct and indirect observation means to study the world and the universe. • Integrate new information into existing theories and explain implied results. B. Apply process knowledge and organize scientific and technological phenomena in varied ways. • Describe materials using precise quantitative and qualitative skills based on observations. • Develop appropriate scientific experiments: raising questions, formulating hypotheses, testing, controlled experiments, recognizing variables, manipulating variables, interpreting data, and producing solutions. • Use process skills to make inferences and predictions using collected information and to communicate, using space / time relationships, defining operationally. C. Apply the elements of scientific inquiry to solve problems. • Generate questions about objects, organisms and/or events that can be answered through scientific investigations. • Evaluate the appropriateness of questions. • Design an investigation with adequate control and limited variables to investigate a question. • Conduct a multiple step experiment. • Organize experimental information using a variety of analytic methods. • Judge the significance of experimental information in answering the question. • Suggest additional steps that might be done experimentally. D. Identify and apply the technological design process to solve problems. • Examine the problem, rank all necessary information and all questions that must be answered. • Propose and analyze a solution. • Implement the solution. • Evaluate the solution, test, redesign and improve as necessary. • Communicate the process and evaluate and present the impacts of the solution.

3.3. Biological Sciences 3.3.10. GRADE 10 A. Explain the structural and functional similarities and differences found among living things. • Identify and characterize major life forms according to their placement in existing classification groups. • Explain the relationship between structure and function at the molecular and cellular levels. • Describe organizing schemes of classification keys. • Identify and characterize major life forms by kingdom, phyla, class and order. B. Describe and explain the chemical and structural basis of living organisms. • Describe the relationship between the structure of organic molecules and the function they serve in living organisms. • Identify the specialized structures and regions of the cell and the functions of each. • Explain how cells store and use information to guide their functions. • Explain cell functions and processes in terms of chemical reactions and energy changes. C. Describe how genetic information is inherited and expressed. • Compare and contrast the function of mitosis and meiosis. • Describe mutations’ effects on a trait’s expression. • Distinguish different reproductive patterns in living things (e.g., budding, spores, fission). • Compare random and selective breeding practices and their results (e.g., antibiotic resistant bacteria). • Explain the relationship among DNA, genes and chromosomes. • Explain different types of inheritance (e.g., multiple allele, sex-influenced traits). • Describe the role of DNA in protein synthesis as it relates to gene expression. D. Explain the mechanisms of the theory of evolution. • analyze data from fossil records, similarities in anatomy and physiology, embryological studies and DNA studies that are relevant to the theory of evolution. • Explain the role of mutations and gene recombination in changing a population of organisms. • Compare modern day descendants of extinct species and propose possible scientific accounts for their present appearance. • describe the factors (e.g., isolation, differential reproduction) affecting gene frequency in a population over time and their consequences. • describe and differentiate between the roles of natural selection and genetic drift. • Describe changes that illustrate major events in the earth’s development based on a time line. • explain why natural selection can act only on inherited traits. • Apply the concept of natural selection to illustrate and account for a species’ survival, extinction or change over time.

3.8. Science, Technology and Human Endeavors 3.8.10. GRADE 10 A. Analyze the relationship between societal demands and scientific and technological enterprises. • Identify past and current tradeoffs between increased production, environmental harm and social values (e.g., increased energy needs, power plants, automobiles). • Compare technologies that are applied and accepted differently in various cultures (e.g., factory farming, nuclear power). • Describe and evaluate social change as a result of technological developments. • Assess the social impacts of a specific international environmental problem by designing a solution that applies the appropriate technologies and resources. B. Analyze how human ingenuity and technological resources satisfy specific human needs and improve the quality of life. • Identify several problems and opportunities that exist in your community, apply various problem-solving methods to design and evaluate possible solutions. • Analyze a recently invented item, describing the human need that prompted its invention and the current and potential social impacts of the specific invention. • Apply knowledge of oceanography, meteorology, geology and human anatomy to explain important considerations that need to be made for construction of homes, buildings and businesses in the United States. • Assess the impacts that agricultural science has had on meeting human needs and improving the quality of life. C. Evaluate possibilities consequences and impacts of scientific and technological solutions. • Relate scientific and technological advancements in terms of cause and effect. • Describe and evaluate the impacts that financial considerations have had on specific scientific and technological applications. • Compare and contrast potential solutions to technological, social, economic and environmental problems. • Analyze the impacts on society of accepting or rejecting scientific and technological advances.