Climate Change Education

by editor | Jun 21, 2017 | Climate Change & Energy

Climate Change Education: A Student’s Perspective

by Eliot Brody

At my recent high school graduation, I found myself reflecting on the 12 years I spent in Oregon’s largest school district, Portland Public Schools. While I sat through the speeches in my oversized, wrinkly gown, I thought about all that I had learned in those 12 years. And all that I hadn’t.

As I sifted through the many topics that had been covered in my schooling, my thoughts lingered on the conspicuous absence of climate change education—I had known nothing about the greenhouse effect until a guest speaker came into my science class in eighth grade. As a few members of Franklin High School’s graduating class crossed the stage wearing their beaded “wood-cookie” necklaces, my mind conjured vivid images of the place they got those keepsakes; a week in sixth grade that we all spent learning environmental science in the woods near Mt. Hood. Again, though, my nostalgia turned negative as I recalled that we were the last group of students to have the full six-day Outdoor School experience; the following year, Multnomah Education Service District shortened the program to three days. My reflections left me with the conviction that the school system as I knew it could not be counted on to teach climate science.

Reversing the consequences of climate change grows increasingly difficult each day. With this is in mind, we must find ways to teach our youngest students about climate change as early as possible, because they will be the ones most affected by it.

Big Ideas in a Shrunken School

Two months before graduation officially concluded my Portland Public Schools journey, I paid a special visit to the place where it all began, Glencoe Elementary School. I walked through what felt like shrunken hallways in the familiar building, dodging elementary schoolers as they hurried back to class from lunch. Only seven years before, I had been in their position, but I was there now to be their guest teacher. I was accompanied by a classmate and friend, Mabel Miller, and together we had prepared an hour-long presentation on climate change for the school’s fourth graders.

Glencoe has four fourth grade classes, each with around 30 students. Miller and I planned to teach lessons in two of the classes that day, before presenting to the other two classes the following day. As we prepared our Google Slides presentation in our first class, there was an audible hubbub among the fourth graders about the two unfamiliar teenagers standing awkwardly at the front of their classroom. One brave student even called out to us, “Who are you?” Before we could say anything, Ms. Clark, the teacher, hushed her class and reminded them who we were by pointing to the day’s schedule on a chalkboard. Scrawled in white chalk was, “Franklin High School visitors,” next to, “12:00 p.m.”

I glanced out at the large group of antsy nine and ten year-olds, then over at Miller. Her face displayed my own worries: how will we keep the attention of these kids? I silently thanked her for preparing an interactive, climate change-themed activity to do with the students when they got restless. Ms. Clark turned to us with a smile and informed us that we could start whenever we were ready. I leaned over to turn on the projector, and we introduced ourselves and began.

First, we gauged the fourth graders’ prior knowledge on the subject. We asked what the phrase “climate change” made the students think about and how it made them feel. We got a variety of responses, from “it makes me sad” to detailed accounts of the polar ice caps melting. Then, we showed slides explaining:

The distinction between “climate” and “weather,” and how climate change is different from seasonal fluctuations in temperature and weather.
The atmosphere, how it can vary in size, and what that means for average temperatures on the Earth. We displayed a series of diagrams showing atmospheres of varying sizes, and how much heat could escape in each scenario. We also used plenty of analogies:
- “It’s like your blanket at night. You don’t want one that’s too heavy, or else you’ll be too hot.”
- “It’s like sitting in a hot car in the summer. The windows let the warmth from the sunlight in, and then that heat gets trapped in the car.”
Fossil fuels and how humans use them.
Greenhouse gases and how they cause the greenhouse effect. We specifically highlighted and explained carbon dioxide, methane, and water vapor.
The many effects of climate change. We made the tougher ideas as relatable for the students as possible, including talking about what coral bleaching means for the livelihood of the aquatic characters in the popular Disney movies Finding Nemo and Finding Dory.
Small and big things that the students could do to fight climate change.

As soon as we got into the material, it was apparent that the kids were interested—far more interested than we had anticipated. We had expected our presentation to take the first 40 minutes, leaving 20 minutes for the activity, but the students’ many questions and comments stretched our slideshow to take up the whole hour. Instead of being bored or disinterested, the students wanted to learn more about each detail and share their own stories and experiences. We received a chorus of genuine-sounding “thank you’s” from the students as we left.

In the next class, our presentation ran even more smoothly. I was consistently surprised by how much the students wanted to participate and ask questions, and again we finished the presentation without having to use the activity to fill time or focus the students. At the end, a number of students came up to personally thank us, and one girl gave me a bookmark emblazoned with the words, “save the earth.”

The classes we presented to the following day were just as welcoming and curious. The experience we had gained from the previous day gave us more confidence as we taught. By the end of the second day, we had given a crash course on climate change’s underlying science and effects to well over 100 students. More importantly, we had showed what they could individually do to help. It had only taken four hours of our time, and the teachers had happily extended their rooms, students, and class time to our cause. The four teachers, all of whom had been around when Miller and I attended Glencoe, even gave us a thank-you card.

Education, the Best Form of Activism

So, how did Miller and I end up back in our elementary school two months before graduation?

At Franklin, we had both taken a class called Environmental Justice and Sustainability. The format of the elective was to have each student work on year-long projects related to sustainability. The class was only two years old, having been started in the 2015-16 school year, but it had already made big strides and inspired the adoption of a similar class by the same name at another PPS school, Lincoln High School. Miller, as president of Franklin’s Earth Club, had used the class to increase the club’s size and presence in the school community (this year, over 60 students were in the club). Students had also created and run a bottles-and-cans recycling system and started a vegetable garden, among other endeavors. The class had even been able to improve Franklin’s resource conservation strategies enough for the school to earn recognition as a Merit-Level Oregon Green School.

My project was to coordinate outreach from our “green team” to other nearby communities, including the rest of the PPS high schools. Earlier in the year, I had focused on high school outreach by helping form a coalition of students called High School Environmental Leadership Project (HELP). HELP brings together high school students every other week to work on environmental activism and make each PPS high school more sustainable. One long-term HELP goal is to write a city ordinance that would bind Portland lawmakers to reducing emissions. The project is called YouCAN (Youth Climate Action Now) and is based on a model that has been used in four other Oregon cities: Eugene, Bend, Corvallis, and Ashland. One tactic that was used in Eugene was to have students testify in front of the city council in favor of adopting the ordinance. YouCAN organizers in Eugene described the importance of having youth of all ages testify, so HELP decided that elementary school outreach would be an important step in furthering this goal. At the end of our elementary school presentation, we told students that one of the big ways they could contribute to the cause is by attending a HELP summer camp or even testifying in front of city council at some point. Many students seemed interested in this, and we told the teachers that we would keep them posted as the project developed. HELP’s climate justice action camp will be held on August 24th and 25th this summer for rising third graders, fourth graders, and fifth graders.

Miller and I had a number of reasons for teaching at Glencoe. It furthered our work with HELP and allowed us to reach out as Franklin green team members to elementary school students in the Franklin neighborhood. Most importantly, though, it allowed us to teach about climate change to the generation that will be most affected by it. It is extremely important that students are taught at a young age to trust the scientists on this issue and not the corporate propaganda.

Get High Schoolers Teaching Climate Science

After the successful lessons at Glencoe, I wanted to continue to teach elementary schoolers about climate change. I emailed a 4th grade teacher at Atkinson Elementary, another school in the Franklin neighborhood. The teacher, Amy Nunn, seemed enthusiastic about the lessons, and about a week after the Glencoe lessons, Miller and I headed into Atkinson to teach Nunn’s class. The experience was slightly different, as I hadn’t gone to school at Atkinson. Even so, I felt more comfortable teaching this time. For the first time, Miller and I were able to fit the climate change activity into the presentation. For the activity, we gave the students “before and after” pictures of glaciers. Half of the pictures dated back to the early 20th century, and half were modern pictures of the same glaciers. They looked very different, which made the matching process difficult for the students, and also showed them the effects of climate change.

Once again, it felt wonderful to be able to teach younger students about such an important topic. Nunn also saw another benefit to the lessons. “In fourth grade, students learn and practice the speaking skills needed to effectively convey a message to an audience,” she said. “Having high school students model exemplary speaking skills provided the younger students with a real life example of how to effectively educate an audience.”

PPS and other school systems have shown that they don’t see climate education as a priority. I wish that I could have been taught much earlier about the causes and effects of climate change; I could have started my activism at a younger age if that had been the case. Sometimes, though, you have to make your own solution to problems like these. There are few roadblocks preventing high schoolers from emailing their elementary school teachers and asking to borrow some class time to teach about climate change.

Nunn added, “As a professional educator, I would gladly welcome back future high school students to share their scientific understanding of how the local decisions we make directly impact our Earth at a global level and how we can live more responsibly to prevent further, negative changes to the Earth’s climate.”

Eliot Brody is a recent graduate of Franklin High School in Portland, Oregon. He has been accepted to continue his studies in climate change education at Occidental College in Los Angeles. We hope that Eliot will be willing to contribute future articles as he learns more about climate change education.

Ocean Plastic Pollution

by editor | Jun 20, 2017 | Marine/Aquatic Education

Mitigating Microplastics

Development and Evaluation of a Middle School Curriculum

by Marie Kowalski and Tracy Crews

ABSTRACT

Microplastics are plastic marine debris less than five millimeters across. Microplastics are a threat to the health of our ocean. One important way to reduce microplastics in our ocean is to educate people about the issue, particularly future decision-makers. A middle school curriculum was developed using current scientific data and evaluated using the Context, Input, Process, Product (CIPP) model. The curriculum includes lessons on sources, impacts, and solutions to microplastics. Students participating in the curriculum demonstrated detailed knowledge and awareness of microplastics as well as increased feelings of personal responsibility.

KEYWORDS

Microplastics, marine debris, curriculum, middle school, curriculum evaluation

INTRODUCTION

Our ocean is a valuable resource that provides important services including fisheries, recreation, and habitat for many organisms. The global health of our ocean is threatened by marine debris or litter in the ocean. Most marine debris is plastic (Thiel et al. 2013) and can range in size from abandoned boats to microplastics less than five millimeters across (Law and Thompson 2014). Marine debris is everywhere, and it is largely preventable through changes in people’s behaviors. Reducing marine debris, however, is a complex problem.

While picking up litter is important, education and scientific research are also critical components of reducing marine debris (Thompson, Moore, vom Saal, and Swan 2009). Awareness of marine issues is associated with feeling concern for the environment (Gelcich et al. 2014). Inspiring and empowering young people to take action is an important part of reducing marine debris.

This article describes a three-part middle school curriculum incorporating current research on microplastics. An overview of the curriculum development and evaluation is discussed. An excerpt from the curriculum is included with access to the full curriculum available online. While the curriculum was designed and evaluated with a formal middle school classroom in mind, the lesson activities can also be adapted for use in informal settings.

THE ISSUE WITH MICROPLASTICS

Sources and Sinks

It was estimated that more than five trillion pieces of plastic are floating in the ocean and over 90% are microplastics (Eriksen et al. 2014). Most marine debris (estimated 80%) originates on land (Derraik 2002). Microplastics primarily enter the ocean when larger plastic marine debris fragments (and small plastics) are directly deposited in the ocean (Browne 2015). Small plastics in personal care products such as some face washes and toothpastes, as well as plastic fibers in laundry lint, go down household drains and are not removed by water treatment facilities (Fendall and Sewell 2009).

PHOTO – Small plastic particles in personal care products called microbeads enter household drains and are not removed by water treatment facilities. Courtesy of Marie Kowalski.

Possible Impacts

Once in the ocean, the impacts of microplastics are largely unknown. Ongoing research has identified potential impacts such as the accumulation of toxins on the surface of microplastics (Mato et al. 2001) and organisms’ ingestion of plastics. Microbes have also been shown to colonize on the surface of microplastics, possibly being transported to new parts of the ocean or sinking plastic to deeper waters (Zettler, Mincer, and Amaral-Zettler 2013).

Organisms such as plankton (Cole et al. 2013) and filter feeders such as oysters (Van Cauwenberghe and Janssen 2014) have been reported to ingest microplastics along with several species of fish and seabirds (Codina-García, Militão, Moreno, and González-Solís 2013). The impacts of microplastics after consumption is unclear. Microplastics are found from the surface to the bottom of the ocean all over the world, making their impacts on the marine environment a global concern.

Solutions

For an issue that has no one solution, effective methods to address marine debris will require creativity and collaboration among many groups. Three categories of solutions include legislation, education, and individual actions.

Legislation: The federal Microbead-Free Act of 2015 banned the manufacture and sale of personal care products with plastic microbeads.
Education: Educating people about marine debris has the potential to inspire reduction of marine debris at multiple scales.
Individual Actions: Individual actions such as recycling and avoiding plastic products can reduce our personal plastic contribution and inspire others to change, thereby having a larger impact.

CURRICULUM DESIGN

Inputs

The microplastics curriculum was created through the backwards planning design of Wiggins and McTighe (2005). Lessons were grounded in enduring understandings and learning objectives aligned with middle school Next Generation Science Standards (NGSS), Common Core State Standards (CCSS), and Ocean Literacy Principles (OLP). Lessons were developed using data provided by researchers working in the field.

Overview

The curriculum consists of three lessons designed for sixth through eighth grade students:

“Bags, Bottles, and Beads: Sources of Microplastics”: Students investigate personal care products with microbeads, explore major sources of microplastics, and work with data on microplastics abundance in the Pacific Ocean.
“Small Plastics, Big Problem”: Students simulate the fragmentation of plastic marine debris to determine how its surface area changes and then work with data from the Columbia River Estuary in Oregon to explore potential impacts of plastics in waterways.
“Mitigating Microplastics”: Students work in groups to generate solutions to the problem of microplastics and implement their ideas. The curriculum available online contains a set of teacher lesson plans with aligned standards, materials, lesson outlines, extension and adaptation suggestions, and background content information. A presentation slide show is also available along with student handouts and an answer guide.

CURRICULUM EVALUATION

Evaluation Model

The evaluation of this curriculum was based on the Context, Input, Process, Product (CIPP) model (Stufflebeam and Coryn 2014). This model was chosen because of its flexibility and ability to be used as a model for both the formative and summative evaluation.

The goal of the formative evaluation was to get feedback on the initial curriculum from students and assess its usefulness to teachers. Data collected during the formative evaluation was used to revise the curriculum.

The goal of the summative evaluation was to evaluate the effectiveness of the final curriculum and document changes in participants. The summative evaluation was guided by two questions:

To what extent do knowledge, attitudes, and beliefs change after participating in this microplastics curriculum?
How does understanding and behavior change after participating in this microplastics curriculum?

Data Collection

Formative evaluation data was collected in two parts: pilot teaching and a teacher focus group. The pilot version of the curriculum was taught at two marine science summer camps with a total of 47 students between the ages of 12 and 15. Data on student questions and responses were collected via researcher fieldnotes and used to revise the curriculum. The revised curriculum was reviewed by agroup of four middle school teachers, a curriculum resource liaison, and a K-12 liaison at a marine education facility. A focus group was held to obtain feedback on the content, layout, usability, and likelihood that the curriculum would be used in the classroom. This feedback was also used to revise the curriculum.

Summative evaluation data was collected using pre- and post-surveys before the first lesson in the curriculum and after the last lesson of the curriculum was taught by the researcher. The survey was used with 110 students and three teachers in a total of seven classes. The concepts addressed in the survey included awareness, attitudes, beliefs, understanding, and behaviors, which are considered by Allen et al. (2008) to be components of science education “impact.” Data on student knowledge was collected using questions embedded in student materials.

Data Analysis

Quantitative data (awareness, attitudes, beliefs, numberof behaviors, and knowledge) was coded and analyzed in SPSS using descriptive and nonparametric statistical tests. Qualitative data (understanding, behaviors, and some knowledge items) was coded in Dedoose, a web application for mixed methods analysis, using a combination of in vivo (bottom up) coding and axial (top down) coding (Berg and Lune 2012).

Evaluation Results

The evaluation results are from the summative evaluation of the curriculum. Of the seven classes and 110 students who participated in the evaluation, 24% were in fifth or sixth grade, and 76% were in eighth grade. More than half (53%) of the students had not heard of microplastics before participating in the lessons.

Overall, eighth grade students scored higher on knowledge questions (defining marine debris and microplastics, articulating the abundance of microplastics, and explaining how surface area changes when an object fragments), with the exception of identifying sources of microplastics.

Additionally, all students struggled with explaining how the total surface area changed as marine debris fragmented over time. The mean score for students on this objective was 65%. The challenge was possibly due to the fact that Common Core State Standards do not include calculating the surface area until seventh grade or may reflect students’ reliance on mathematical formulas (Zacharos 2006). This section of the curriculum is most appropriate for students who are already familiar with calculating surface area.

The shifts in student misconceptions and types of behaviors suggest that the curriculum did get students thinking about the issue in a more accurate way, correcting some misconceptions.

Generally, attitudes about the scope and severity of the microplastics issue and beliefs that students could influence the problem increased after participating in the curriculum.

Students were more worried about the issue, but concern is important when combined with knowledge of solutionoriented behaviors. Self-efficacy was generally high among students, which can be an opportunity to engage them in creating and implementing solutions in the classroom and beyond. Selected evaluation results are highlighted in Table 1 below.

Concept Results

—Knowledge

Post lessons, students scored 80% or above on every objective, except in surface area students scored 65%.

—Behaviors

After the lessons, students did list more behaviors to reduce microplastics in the ocean than listed previously. The mean number of behaviors listed per student increased from 3.52 to 3.83.

Pre-survey behaviors were focused on managing waste (recycling and not littering).

Post-survey behaviors were focused on managing consumption (buying non-plastic items or reducing their use of plastics).

—Understanding

After the lessons, students tended to include fewer misconceptions (the mean number of misconceptions per student decrease from 0.51 in the pre-survey to 0.35 in the post survey) and more detailed explanations in their responses. Some students showed misconceptions after the lessons that all plastic floats and microplastics kill all marine life.

—Beliefs

Students tended to believe they could make a difference in the microplastics issue both before and after the lessons.

—Attitudes

After the lessons, students tended to:

Be significantly more worried about the issue (p < .001, Z = 3.43)
Think microplastics are a more challenging problem
Be unsure about the impacts of microplastics on people

This middle school microplastics curriculum was developed and evaluated using formative and summative techniques. Because the curriculum was evaluated in a rural, coastal school district in Oregon, the results cannot be generalized to other communities.

In this context, however, the microplastics curriculum was effective in raising awareness, knowledge, and feelings of personal responsibility among students as well as developing more specific understanding of microplastics. The first lesson from this curriculum is outlined here, with images of the supporting student materials. The full curriculum is available online. A link is available in the resources section of this article.

Standards

Next Generation Science Standards

ESS3.C: Human Impacts on Earth Systems Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the

extinction of other species. But changes to Earth’s environments can have different impacts (negative and positive) for different living things. (MS-ESS3-3)

Patterns Graphs, charts, and images can be used to identify patterns in data. (MS-ESS3-2)

Ocean Literacy

6.D Human activity contributes to changes in the ocean and atmosphere.

6.D.18 Pollutants move from the land into the ocean as water flows through watersheds via runoff and rivers.

Enduring Understandings

Everyone’s actions have an impact (both positive and negative) on the environment.

OBJECTIVES

Students will define marine debris and microplastics
Students will explain sources of microplastics

TIME

One 90-minute lesson

MATERIALS

Two sealing jars for each group/pair
Water (enough to fill each jar about half full)
Liquid soap or face wash with microbeads
Liquid soap or face wash with natural exfoliators
Student notebook: “Bags, Bottles, and Beads”
Sink
Coffee filters
Jar/bucket for microbead disposal

SET-UP

Divide students into groups of 2-3
With two jars for each group, label half the jars “A” and the other half “B”
Place about a tablespoon of soap in each jar
Soap with microbeads in jar “A”
Soap with natural exfoliators in jar “B”
Have a disposal jar/bucket for microbead soap when the activity is over

LESSON OUTLINE

Hook

Say: Look around the room and silently find as many plastic objects as you can in 10 seconds…go! Time students for 10 seconds, then have students share some of the objects they identified.

Ask: Raise your hand if you agree that there is a lot of plastic in this classroom? If you agree that we use a lot of plastic in our daily lives?

Say: We use plastic every day, and many of the plastics are single-use. They are designed to be thrown away after being used once. We might not realize which products have plastic, and we don’t always know what happens to them after they are thrown away.

Explore—”Soap, Suds, and…Plastic?”

Say: Some products with plastics might surprise you. First, we will talk a little about plastic itself, and then you will have a chance to investigate for yourself. Students complete guided notes in their notebooks.

Presentation: Slides include the text from the notebook with the blanks filled in.

Say: Polyethylene is the plastic most microbeads are made of, and you can identify products with microbeads by looking at the ingredients for polyethylene. Repeat after me, “polyethylene.”

Handout: an “A” and “B” jar to each student group, don’t tell them which soap is which.

LESSON PLAN EXCERPT

Students compare the size, shape, color, and any additional properties of the two soaps to determine which one contains plastic.

Courtesy of Marie Kowalski

ALTERNATIVE ACTIVITY

As an alternative to the first activity “Soap Suds and… Plastic,” consider completing the challenge using just face wash with natural exfoliators. Have students observe and draw the particles, and then explain that some soaps used to have plastic instead of the natural material. Ask students to imagine that those particles are plastic to get an idea of the number of microbeads that might enter the ocean from one product. Emphasize that there are other sources of microplastics that enter waterways, including plastic fibers from clothing.

Students read and follow the directions in their notebooks.

Presentation: Slides also have activity directions for reference.

Students first make observations of the two jars (color, texture, size and shape of particles, etc.).
Students fill jars halfway with water, close it tightly, and shake the jars to dissolve the soap (there shouldn’t be any soap stuck to the bottom).
Students write down what they observe and draw pictures in their notebooks of how the particles behave inside the soaps. Students answer the questions in their notebooks.

Ask: What did you notice that was different between the two jars? How did the particles in the soaps behave? Which one do you think has plastic in it? What evidence do you have? Reveal the answer, that “A” has microplastics in it!

Misconception Alert! Plastic microbeads will float in the water, but not all microplastics float! Microplastics can be found at many depths, including the ocean floor. Before moving on to the next part of the lesson, clarify that while the plastic microbeads in the investigation floated, not all microplastics float in the ocean.

Students read the “newspaper clipping” from their notebook and answer the question.

Discuss: Why is the problem of microplastics not solved? Do you think this is a helpful law? Why or why not?

Debrief: “How do microplastics make it to the ocean?”

Say: One of the reasons the microplastics problem is not solved by this law is that there are many other ways microplastics get into the ocean.

Presentation: Slides show “main sources of microplastics.” See student example for notes. Students complete guided notes from their notebooks.

Say: There are two main ways that microplastics enter the ocean. One is directly as small pieces (show microplastics definition and have a student read it aloud). Plastics in toothpaste, face wash, and laundry lint can go directly into the ocean. Most microplastics are from larger plastic marine debris items that are fragmented once they get to the ocean (show marine debris definition and have a student read it aloud). Nurdles are small plastic pieces used in factories to make plastic products.

Practice: “Real Researcher: Angel White”

Say: Now that we know about microplastics and where they come from, we are going to learn about a researcher who studies microplastics.

This diagram describes the flow of the curriculum evaluation, beginning with the needs assessment and ending with the dissemination of the curriculum. Courtesy of Marie Kowalski

Students will read “Real Researcher: Angel White” from their student notebook as an introduction to her data. Students will answer the questions about Angel’s data. See student example for correct responses. Answers are based on the data table and reading.

Ask: Why do you think scientists study microplastics in the ocean? What should scientists like Angel do with their results?

Clean Up

To keep microbeads from going down the sink drain, you can use a coffee filter to remove the microbeads from the soap. You can dry them and put them in a container to show the amount of plastic in the product!

RESOURCES

Curriculum

Mitigating Microplastics: http://seagrant.oregonstate.edu/sgpubs/mitigating-microplastics-teacher-lesson-planscurriculum

Marine Debris

NOAA Marine Debris Program: http://marinedebris.noaa. gov/info/plastic.html

Study on the abundance of plastic marine debris: http:// journals.plos.org/plosone/article?id=10.1371/journal.pone.0111913

Article on plastic fibers in laundry: http://www.sciencemag.org/news/2011/10/laundry-lint-pollutes-worlds-oceans

Evaluation

National Science Foundation Report: www.nsf.gov/od/broadeningparticipation /framework-evaluating-impactsbroadening-participation-projects_1101.pdf

REFERENCES

Allen, S., P.B. Campbell, L.D. Dierking, B.N. Flagg, C. Garibay, R. Korn, D.A. Ucko. (2008). Framework for Evaluating Impacts of Informal Science Education Projects. (A. J. Friedman, Ed.). National Science Foundation. Retrieved from http://informalscience.org/documents/Eval_Framework.pdf

Berg, B.L., and H. Lune. (2012). Qualitative Research Methods for the Social Sciences (8th ed.). Upper Saddle River, NJ: Pearson Education.

Browne, M.A. (2015). Sources and pathways of microplastics to habitats. In Marine Anthropogenic Litter. M. Bergmann, L. Gutow, and M. Klages (Eds.). Cham, Switzerland: Springer International Publishing.

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Microbead-Free Waters Act of 2015, 21 U.S.C. § 301.

Thiel, M., I.A. Hinojosa, L. Miranda, J.F. Pantoja, M.M. Rivadeneira, and N. Vásquez. (2013). Anthropogenic marine debris in the coastal environment: A multi-year comparison between coastal waters and local shores. Marine Pollution Bulletin, 71(1–2):307-316. http://doi.org/10.1016/j.marpolbul.2013.01.005

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Van Cauwenberghe, L., and C.R. Janssen. (2014). Microplastics in bivalves cultured for human consumption. Environmental Pollution, 193: 65-70. http://doi.org/10.1016/j.envpol.2014.06.010

Wiggins, G., and J. McTighe. (2005). Understanding by Design (2nd ed.). Upper Saddle River, NJ: Pearson.

Zacharos, K. (2006). Prevailing educational practices for area measurement and students’ failure in measuring areas. The Journal of Mathematical Behavior, 25(3):224-239. http://doi.org/10.1016/j.jmathb.2006.09.003

Zettler, E. R., T.J. Mincer, and L.A. Amaral-Zettler. (2013). Life in the “plastisphere”: Microbial communities on plastic marine debris. Environmental Science & Technology, 47(13): 7137-7146. http://doi.org/10.1021/es401288x

MARIE KOWALSKI is a recent graduate of the Marine Resource Management program at Oregon State University. Her research interests include incorporating authentic science in classroom settings and communicating marine science.

TRACY CREWS oversees Oregon Sea Grant’s marine education programs at Hatfield Marine Science Center. Tracy holds a bachelor of science degree in marine biology, a master of science degree in marine science, and has worked in fisheries research, resource management, and education for over 25 years.

This article originally appeared in Currents, the journal of the National Marine Educators Association. Reprinted with permission.

Jim Martin on Teacher Mentors

by editor | May 16, 2017 | Learning Theory

Why would a practicing teacher need a Mentor?

Is the idea of mentoring teachers an unnecessary element in our Schools?

by Jim Martin

If you were to trace your ancestry 25,000 years or further, you’d find that your forebears read no books about the natural environment. Nor did they answer multiple choice test questions about it. They lived in it, and learned in it. The environment is where they developed the capacity for critical thinking that we carry with us today.

We try very hard to continue to teach critical thinking in our classrooms, but all you have to do is look around, and you have to conclude that classrooms don’t teach critical thinking very well, if at all. However, walk into a classroom in which the curriculum is built upon experiences in the real world, and you will see critical thinking, critical writing, involvement and investment in learning, commitment to growth, and active environmental stewardship. You’ll also encounter enthusiastic, empowered people. Environmental education is demonstrably an effective vehicle for learning for understanding in all subjects, and is the crucible for the evolutionary development of our central nervous system, “the brain,” which we use every day to learn. We learn best in the real world; the learnings we acquire express themselves in personal growth, improved education, and a commitment to stewardship.

Studies on teachers who decide to take their students into the real world reflect what I’ve heard from other people who train teachers or are teachers who have taken their students outside the classroom. Even my own experiences teaching classes in fifth-grade through college, and helping teachers learn to do that too, all say, in one way or another, that it takes three to five years for a teacher to move from not having taken students outside the classroom, to being comfortable using the world outside to deliver curricular content. (That’s a long sentence; I’ll follow with a short one.) It works. Takes time and patience, but it does work.

Might mentors assist teachers to develop their capacity to use the environment for teaching and learning?

Hopefully, many of us know that our students, and their children, will have to understand ecosystems and climate change if they are to cope with the brunt of the effects of climate change. That means we have to teach these subjects in our schools. The studies I can find of how well-equipped we are to meet this real need say that fewer than half of us have the college-level background and understandings we should possess to teach the environmental science to meet this need effectively. We really must take some first steps in filling this vacuum as a professional responsibility.

In previous blogs we’ve looked at an outline of how to approach the training that teachers need to enable their students to approach global warming effectively. Another component of an effective response to the problem is a mentoring program to help more teachers through these three to five years it takes to become proficient in using active learning outside the classroom to teach ecosystem science. Mentoring is a model that business and industry use routinely, but which is relatively rare in schools. Just now, we are the only ones who can begin to build capacity for this developmental model in our schools.

Over the years, I’ve worked with teachers making their first forays with students into the world outside the classroom. For a large fraction of them, their main concern on this first trip is the head count going onto the bus, and the head count getting on the bus for the return trip. This concern of theirs about not losing a student highlights a pertinent piece of the act of moving outside the classroom to generate curriculum – how we, the teachers, feel when we step outside the familiar safety of our classroom.

What can mentors actually do for teachers?

Those feelings, anxieties, tend to carry through that first day. Another common teacher concern at the site during a first field trip is about student behaviors as they work and move through the site’s stations. When we are anxious, our brain’s response is to seek safety instead of attending to the learnings on site and developing conceptual schemata that will help us do a better job of teaching. On that first day, teachers should have the support it takes to enjoy the field trip, and be sorting through it to re-think what will follow once they are back in the classroom. Mentors can fill that need, helping teachers grow as they experience active learning in the world about. This can involve and invest them in the work, and empower them as teachers. A mentor is another human to walk the road with. Then, the work, not concern about what might happen, will carry the day.

For teachers on a first trip where their students are actively involved in learning on-site, a mentor is an ideal person to point out the content the site contains, and how to fill in areas the teacher is weak in. They also would have the knowledge, skills, and experience to recommend particular things the teacher can do to help their students discover that content embedded in the environment. At the same time, a good mentor would also be able to make suggestions about supervision and management skills that the teacher may not be aware of. It takes time, years, to become comfortable and proficient at using the real world to enhance student learnings.

The payoffs of making mentors a part of classroom and environmental education are worth the investment it takes to get them there. One powerful tool in making this happen is attracting seasoned mentors to help teachers navigate this part of the education world. Both environmental educators and teachers. We need to build this capacity into teacher training now.

There are teachers in most school districts who do take their students outside the classroom, either on the school grounds, the neighborhood, or a natural area. Many of these teachers who take their students out of the classroom for part of their curricula have, in the past, been willing to help other teachers who think they would like to try it, but are understandably unwilling to risk it alone. They constitute a component of an ideal mentor pool. Adding environmental educators, a critical component in the pool, should double its effectiveness. We’ll take this up in the next blog. Meanwhile, if you have an interest in this topic, leave a comment below.

This is a regular feature by CLEARING “master teacher” Jim Martin that explores how environmental educators can help classroom teachers get away from the pressure to teach to the standardized tests, and how teachers can gain the confidence to go into the world outside of their classrooms for a substantial piece of their curricula. See the other installments here, or search Categories for “Jim Martin.”

My Favorite EE Activity – Margie B. Klein

by editor | May 16, 2017 | K-12 Activities

By Margie Klein
Retired Interpretive Naturalist
Now doing environmental ed. and nature interpretation part-time at local public lands sites. She is also a writer and author of many articles in national magazines; co-author of a nation-wide curriculum; recipient of an award from a national professional society.

ANIMAL TOTEM ACTIVITY

Supplies

– Animal totem cards
– Note paper, pens or pencils
– Construction paper, scissors
– Markers or crayons
– Tape and glue
– Craft sticks and decorations
– Long sheet of butcher paper
– Ball of yarn

An Introduction to Totems

A totem is any being which watches over or assists a group of people. The concept is not limited
to Native American Culture, and can be found in cultures around the world, including Africa and China. Usually an animal is chosen as a totem for a clan. The totem has been used to identify tribes, for group pride, and for protection. In more recent times, individual totemism has become popular – that is, “adopting” an animal that a person believes to represent favorable traits of their own, either in behavior or appearance.

Totem animals show us how humans relate to nature. They are usually chosen for the qualities they represent. When choosing one, the individual has to become introspective, and look at all their behavior tendencies. Sometimes an animal is chosen for qualities that the individual would like to have. Totem animals can also be chosen for the way they look, or the place that they live.

Once a totem is chosen, it is used as a symbol of self. The purpose is to visualize the animal and its place in the environment in order to connect to a higher level of consciousness. The individual may ponder how the animal would react in a certain situation, similar to one that they are experiencing. In this way, the totem animal provides assistance.

A totem may be displayed at home, work, or school, as a reminder to quiet the mind and acknowledge self-confidence. Totems can be combined to show the diversity of community. This works especially well in classroom settings. Students will be able to discuss the relationships in both natural and human communities. It’s an ancient wisdom that important life lessons can be learned for nature. And through totem activities, respect for nature is achieved. Making a totem
is also a great artistic outlet. Children’s’ imaginations can fuel the creative representation of totems. More than anything else, the making of a totem is useful as a teaching tool, getting the children to inquire and think.

Totem cards can be obtained from a number of different sources. Some card decks come with a book on totem animals (see references below). Or you can check Native American or alternative gift shops for “medicine cards.” You can also obtain cards with animal depictions from most
nature – oriented retailers.

How do you find your totem?

Have the students answer these questions, and jot down their answers on their notepad.
1. What animal are you attracted to or interested in? Why? (Color, fur, scales, etc.)
2. Have you seen a TV show or movie about an animal that you liked?
3. When you go to the zoo, what animals are you most interested in seeing?
4. What animals do you see most often outside?
5. What animal do you hope to see when out in nature?
6. Do you ever have dreams about certain animals?
7. Have you ever tried to be friends with an animal?
8. What animal frightens you?
9. What animal traits do you like in certain animals? What traits are similar to your own?
10. How do you wish that you could be similar to an animal?
11. Is there an animal that you like to draw, write about, or talk about?

You may wish to take the children on a field trip to a nature center, a park, or even an art museum. Inspiration can be found in many places, from real-life animal sightings to taxidermy specimens or beautiful paintings. Don’t forget that animals can be mammals, birds, fish, reptiles, amphibians and insects.

The children should be able to come up with an animal that they can relate to. Then ask the students to make a drawing of their favorite / totem animal. Ask them to draw the things that would usually be around that animal.

Examples of animal attributes

For reference, listed below are some of the better known animals that could be used for a totem project, along with the traits that are most commonly associated with them.

– Bear – strength, contemplation
– Beaver – busyness, working with others
– Buffalo – abundance, thankfulness for gifts
– Cougar – leadership, confidence
– Deer – gentleness, love, caring
– Dog – loyalty, a protector
– Eagle – spirit, healing
– Hawk – power of observation, informing others
– Horse – power, achievement
– Owl – wisdom, truth
– Squirrel – planning, gathering
– Swan – change, grace
– Turtle – nature, creativity
– Whale – rhythm, history
– Wolf – teaching, sharing knowledge

Making your totem

Have the children draw their totem animal on construction paper and cut it out. They should choose a color that is appropriate for the animal, then draw with markers or crayons to add detail to their animal. They can put their name on it, and things about the animal that they like, or the way the animal makes them feel. They can also be decorated with any number of craft decorations to give them more character.

Wrapping it up

Go around the room and ask each child to tell about their totem. Some children may have more than one totem animal. Ask them how the animals could work together.

As a class project, construct a totem pole made out of all the children’s’ totem animals. Paste it on the wall for all to see.

A variation for younger children is to make totem face masks out of construction paper, then glue a craft stick to the bottom for a handle. Instruct the children to have a “procession of animals,” acting out how the animal would behave.

Another project could be to lay out a long piece of butcher paper and have the children make simple drawings of their animals for a “petroglyph wall.” They would be so proud to have their artwork displayed in a school hallway!

Taking it one step further: Science and ecology

Create a wildlife food web, utilizing the totem animals that the children have chosen. Hopefully, you will have animals that show predator – prey relationships. You may even have a scavenger animal, better called a recycler! Of course you will have to add the elements: light, air, soil and water, as well as a few plants. The teacher could represent any or all of these last items. With a large ball of yarn, connect the elements and the plants to the animals that are herbivores or are prey to other animals. These animals then need to be connected to the predatory animals. Finally, if you have one present, connect the predators to a recycler. Now, “remove” one animal
from the web by having the child sit down. The pull that everyone feels on the yarn shows how all things in nature are connected. What happens if many of the animals are removed?

Taking it one step further: language and fine arts

Ask each child to come up with a short story about their totem animal. Have them write it down, and then find a way to demonstrate it. This could be with a painting, or a theatrical presentation. Let them be creative.

Taking it one step further: civics

Have older students contrast and compare the animals that they have chosen as their totems. Are there similarities? Differences? Why might this be?
How could all the totem animals make up a community? How would they work together, using their individual traits? Would it be beneficial to have these animals all together in a small community? What problems might be seen?
Finally, ask the students to use their totem community as an example for the real community they live in. How are all people the same? How are they different? How can everyone work together to make a better place?

References
Medicine Cards: The Discovery of Power Through the Ways of Animals (book + cards)
by Jamie Sams, David Carson, Angela C. Werneke

Keepers of the Animals: Native American Stories and Wildlife Activities for Children (book)
by Michael J. Caduto, Joseph Bruchac

Celtic Totem Animals (book + cards)
by John Matthews

Animal Speak: The Spiritual & Magical Powers of Creatures Great & Small (book)
by Ted Andrews

Jim Martin on Science Inquiry

by editor | Mar 22, 2017 | Learning Theory

Can We Learn What Science Inquiry Does For Us? What To Teach; And How?

by Jim Martin

n a previous blog, a student, Maria, noticed a salmon fry darting toward a rock covered with periphyton, a thin colony of algae which supports microbes and invertebrates living in it. Her eye lit up as she became aware of it; a wonderful learning moment, the kind which lights up our brain.

How do you learn to recognize when Maria’s eye has noticed something, and made a conceptual connection with it? What experiences ought you have to recognize that moment and use it effectively? Then to follow up? How did we get here in the first place? We’re exploring the use of inquiries outside the classroom to discover how to use active learning effectively. And, while doing that, to discover and use the curricular content embedded in the world outside the classroom. How do we help teachers become comfortable with this?

Does what we teach reside solely in our curricular materials?

We do inquiries; do we ever ask what inquiries do for us? One thing that student-directed inquiries do is to use the way our brain learns best, which should be driving our deliveries. When we begin a new learning, it will more than likely possess latent connections to previous conceptual learnings stored in associative memory in our brain. If we can organize a student’s environment so that this might happen, then we have set up an environment where conceptual learning will occur. Our brain is an autonomous learning machine when it encounters something interesting in the world about. We set this in motion when we organize a student’s environment so that a question will more than likely emerge from it. When this becomes part of the foundation our teaching is based upon, conceptual learnings become a normal product of our classrooms.

Some students, like Maria, will rather quickly note a connection between what they observe at the moment, and what they already know. These students, engaging what Lev Vygotsky described as a zone of proximal development, will provide, by what they say and do, the pieces of the puzzle for those who have not yet attained the new concept; not yet seen the connection between what they observe, and what they already know. Yet, whose brains already hold all of the relevant pieces. This capacity to see and make connections is something I’ve observed that all students will develop as long as they are in an environment where active learning is routinely engaged. Since self-directed inquiries stimulate our brain to engage in critical thinking and conceptual learnings, that is precisely what inquiries do for us. Build autonomous, thinking brains.

Does conceptual learning only occur when students engage curricular materials in our classrooms?

How do we get there, the place where autonomous, thinking brains develop? You have to know the things students will encounter as they learn, then direct them to those pieces which have the capacity to engage human interest. In the previous blog, we discussed the idea of a teacher in-service workshop in which teachers, environmental educators, and a regional environmental education center might be used to help classroom teachers become comfortable with science inquiry in a natural environment. In this pilot workshop, we posited starting with a science inquiry training in which teachers would engage concrete entities in a natural area. Those who I have worked with in workshops like this have always experienced the way that simply engaging teachers in particulars of the place they are in stimulates questions which are easily turned into effective inquiries.

Noticing something which catches your interest has a way of stimulating you to want to know more about it. Everything could end right there, and you might continue on your way. If, as you move along, you encounter another of the thing which caught your interest, you will notice it, and may even raise a question about it. This is the way your brain works when it is engaged in conceptual learning. We need to learn to use it routinely in our teaching. It leads to long-term conceptual understandings. Not items to recall on a test, but conceptual information which seems just common sense.

If you were a participant in the in-service workshop I mentioned above, and you encountered something interesting which raised a question in your mind, there would be teacher-mentors and environmental educators there to help you locate resources, etc., but not to tell you what to think and do to answer it. Your brain, not theirs, is the one that’s learning. (Likewise in our own classrooms; the students, not we, need to do the learning!) Then, there would be a follow-up on questions and/or insights entrained by the science inquiry process. (My own students would review and research more information than I could teach via a conventional deliveries.) The important thing is that much of what you find and process in your brain will remain as conceptual associative memory, available on demand. Even when, in your classroom in May, you ask students to recall what they learned when they did such and such an inquiry in October. It does work.

Maria went on to learn about the salmon fry and periphyton colonies she met while she was on site at the stream. Most of what she learned came from her observations in the real world, researching information about them on the web, and reading in the texts in her classroom. More learning than a teacher can deliver by teaching the whole class one piece at a time. The trick is to organize the work so that each student or group contributes a nice piece of the overall learning. Sharing brings it all together. Enough teachers, and schools, have successfully adopted active learning deliveries that we ought to be encouraging it in our schools, our districts, and our state departments of education.

Many classroom teachers don’t have a strong background in the science they teach. We, the classroom teachers, need to develop a systemic way to build a strong content background in the concepts that we teach. Formidable hurdle, but it can be done. Since I first started tracking it in the early 1970s, about half of U.S. teachers have had little or no college-level preparation for the content they teach. We’re assigned to teach it anyway because there’s no one else to do it; we’re coaches who need a full-time salary, our principal assigns us to teach it, etc. How would our tech sector do if they applied the same staffing model? For now, we are the ones who have to take up the slack. We need to work together to build our capacity to effectively engage our students in the excitement and comprehension of science in the real world. We may not solve the problem, but I know from experience that we can make a dent in it. We’ll take that up as we go along.

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