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Saving Halocardina rubra - an endemic species Participation Number of students: 80 Grade level(s):7-8. Subject Area(s): Math, Life Science, Environmental Science. Project Description A. Mission Statement: To provide students with an authentic project-based learning experience that will expose them to STEM competencies and encourage students to be responsible stewards of our land. B. Scope of Work: The Hawaiian Islands are the home to countless numbers of plant and animal life that exists in relative isolation. Scientists from around the world are studying and trying to understand the fragile relationships between these unique populations of life and the world around them. Basic biological information about each species of living things are needed in order to begin to understand the ecology of this irreplaceable environment. One of the basic pieces of information that is needed in the baseline data is population size, but how can scientists count all of the individual members of a population? In this project student will learn about the basics of studying populations and participate in a case study of Halocardina rubra or more commonly known in Hawaii as opae ula. During this project students will applying basic biological concepts that will be supported by technology and engineering design, to create solutions to alleviate the environmental threats to this unique species. Though out this project students will be inspired by a real world application of their learning, engaged by the possibility of making a difference in their local environment and educated through problem solving and critical thinking. The project will begin with classroom activities designed to provide students with background information and content of populations and how populations are counted using various estimation and surveying techniques utilizing technologies such as digital images, global positioning and geographic information systems. Students will them begin to learn about anchialine ponds and the importance of monitoring endemic populations (such as Halocardina rubra) in Hawaii and develop public service announcements to inform the general public about this important natural resource. Overview of Activities: Lesson 1 Title/Description Introduction to populations - background, terminology, classifications, definitions, etc.... Timeline (45 min class periods) 2 class periods What’s a Population?, Populations Distributions 2 Mark Recapture Activity 2 class periods 3 Quadrat Sampling Activity 2 class periods 4 Case Study - A populations study of Halocardin rubra 3 class periods 1 field study (full day) 5 Design Project design an artificial habitat for opae ula that will provide the shrimp with shelter and protect it from threats to its survival 1 Week 1-3 Field days design an opae ula trap that can be used for the mark/recapture method of population sampling. Specific details of activities that the students will engage in can be seen on the project website at: http://tinyurl.com/opaeulapopulations Needs Assessment: This proposed program will target students from rural disadvantaged communities where resources and experiences such as those that will be provided through this program may not be available. Rural communities such as Hamakua for example, typically have rates of unemployment, teen pregnancy, substance and sexual abuse that are alarmingly high. Since parents spend most of their time at work, there is very little adult supervision and opportunities for students to experience the outdoors in a meaningful way is extremely limited. While some of these students are rich in outdoor experiences such as hunting, diving or fishing, working on the family cattle ranch or farm, many are poor in experiences that reinforce and enrich their academic learning and general well being. As a result of these statistics students and their families rarely have opportunities to reflect upon and appreciate the unique and fragile environment that we are surrounded by. To deal with these issues we will create a program to provide a powerful learning experience for students in these disadvantaged rural communities and give them a better sense of their role as stewards of our natural resources and fragile marine environments. Add in specific school data to reinforce the need for this program. Data such as school/ student performance, school curriculum, community demographics, etc...... Standards Addressed: Math Standards: DATA ANALYSIS, STATISTICS, AND PROBABILITY: FLUENCY WITH DATA—Pose questions and collect, organize, and represent data to answer those questions. Benchmark: Design experiments and surveys with consideration for issues of sampling (e.g., size, bias). Performance Indicator: Designs experiments and surveys with consideration for issues of sampling (i.e. gender, age, interests, population). DATA ANALYSIS, STATISTICS, AND PROBABILITY: FLUENCY WITH DATA—Pose questions and collect, organize, and represent data to answer those questions. Benchmark: Describe different types of data and organize collections of data. Performance Indicator: Describes different types of data. Math Standards: DATA ANALYSIS, STATISTICS, AND PROBABILITY: FLUENCY WITH DATA—Pose questions and collect, organize, and represent data to answer those questions. Benchmark: Choose, create, and use various representations of data (e.g., histograms, stem and leaf plots, box and whisker plots). Performance Indicator: Organizes collections of data. MEASUREMENT: FLUENCY WITH MEASUREMENT—Understand attributes, units, and systems of units in measurement; and develop and use techniques, tools, and formulas for measuring. Benchmark: Use ratios and proportions to solve problems related to measurement. Performance Indicator: Selects and uses appropriate standard measuring tools (e.g., graduated cylinder, measuring scales, trundle wheel, measuring tape) to achieve desired accuracy in measurement. DATA ANALYSIS, STATISTICS, AND PROBABILITY: FLUENCY WITH DATA—Pose questions and collect, organize, and represent data to answer those questions. Benchmark: Choose, create, and use various representations of data (e.g., histograms, stem and leaf plots, box and whisker plots). Performance Indicator: Chooses, creates, and uses various representations of data. MEASUREMENT: FLUENCY WITH MEASUREMENT—Understand attributes, units, and systems of units in measurement; and develop and use techniques, tools, and formulas for measuring. Benchmark: Select appropriately precise tools to achieve a desired accuracy in measurement. Performance Indicator: Determines and justifies the accuracy of measurement needed for a problem. Common Core Mathematics Standards S.IC.3 Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each. S.IC.4 Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling. S.IC.5 Use data from a randomized experiment to compare two treatments; use simulations to decide if differences between parameters are significant. Math Standards: S.IC.6 Evaluate reports based on data. Science Standards BIOLOGICAL EVOLUTION: Students examine evidence for the evolution of life on earth and assess the arguments for natural selection as a scientific explanation of biological evolution. Benchmark: Describe and explain how living things have changed over geologic time by using fossils and other evidence. Explain how small differences between parents and offspring can accumulate in successive generations so those descendants are different from their ancestors. Relate how changes in the environment can affect the survival of individual organisms and entire species. Performance Indicator: Hypothesizes how the survival of individual organisms or entire species can be affected by environmental changes. DOING SCIENTIFIC INQUIRY: Students demonstrate the skills necessary to engage in scientific inquiry. Benchmark: Develop questions and hypotheses that can be answered through scientific investigations. Performance Indicator: Develops questions from own curiosities about the biotic environment. Develops hypotheses for at least one of those questions that can be answered through a controlled experiment or system investigation dealing with living things. DOING SCIENTIFIC INQUIRY: Students demonstrate the skills necessary to engage in scientific inquiry. Benchmark: Design and conduct scientific investigations to answer questions or to test hypotheses. Performance Indicator: Describes clearly a plan to answer the question or test the hypothesis of the investigation. Describes materials used and procedures to do the investigations. Identifies variables. Carries out that plan. Science Standards DOING SCIENTIFIC INQUIRY: Students demonstrate the skills necessary to engage in scientific inquiry. Benchmark: Collect, organize, analyze and display data/information, using tools, equipment and techniques that will help in data collection, analysis, and interpretation. Performance Indicator: Collects and organizes accurate data and displays appropriately for analysis using charts, tables, and graphs. DOING SCIENTIFIC INQUIRY: Students demonstrate the skills necessary to engage in scientific inquiry. Benchmark: Collect, organize, analyze and display data/information, using tools, equipment and techniques that will help in data collection, analysis, and interpretation. Performance Indicator: Analyzes and interprets data to explain clearly what the data suggests or infers. Identifies trends/patterns. DOING SCIENTIFIC INQUIRY: Students demonstrate the skills necessary to engage in scientific inquiry. Benchmark: Develop conclusions and explanations showing the relationship between evidence and results drawn. Performance Indicator: Draws logical conclusions and explanations showing the link between evidence and results of the investigation. Summarizes major findings and connects them with the "real world." DOING SCIENTIFIC INQUIRY: Students demonstrate the skills necessary to engage in scientific inquiry. Benchmark: Communicate and defend scientific procedure used and conclusion and explanation drawn from evidence. Performance Indicator: Explains/describes the investigation to an audience. Provides a mechanism for the audience to respond to the investigation. Defends the investigation appropriately and logically. Submits a written report on the controlled experiment or system analysis. Science Standards DOING SCIENTIFIC INQUIRY: Students demonstrate the skills necessary to engage in scientific inquiry. Benchmark: Reflect and revise conclusion and explanation based on new evidence given from other valid points of view. Performance Indicator: Reflects on new evidence from other valid sources and revises conclusion and explanation as needed. Includes recommendations for improving the investigation. Technology Standards Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: • apply existing knowledge to generate new ideas, products, or processes. • use models and simulations to explore complex systems and issues. Research and Information Fluency Students: • Students apply digital tools to gather, evaluate, and use information. • plan strategies to guide inquiry. • locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. • evaluate and select information sources and digital tools based on the appropriateness to specific tasks. • process data and report results. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: • identify and define authentic problems and significant questions for investigation. • plan and manage activities to develop a solution or complete a project. • collect and analyze data to identify solutions and/or make informed decisions. Technology Standards Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: • • advocate and practice safe, legal, and responsible use of information and technology. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. demonstrate personal responsibility for lifelong learning. exhibit leadership for digital citizenship. • • Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: • select and use applications effectively and productively. CTE Standards: • Standard 1: TECHNOLOGICAL DESIGN: Design, modify, and apply technology to effectively and efficiently solve problems Assessments: Pre-Post Tests - Focus on vocabulary, graphing skills, statistics and data analysis. Performance Tasks • Review/Discussion of background information and content • Complete unit activities • Mark/Recapture Activity • Quadrat Sampling Activity • • Complete Opae ula Case Study • Opae ula populations estimates • Sample Data Analysis Design one or both of the following • an opae ula trap to conduct a mark recapture population estimate. • an opae ula habitat Collaboration - Collaboration between content areas in the middle school will be essential to the successful implementation of this project. Math, science, language arts and social studies teachers in the middle school will all contribute to the overall success of this project. Once the project is complete students will be required to present their findings to the community to create an awareness of the fragile nature of this unique aquatic ecosystem and the impact of human activities. It is hoped that various community resources such as the hotel/tourism industries will see the impact that it can have and will become supporters of the effort to save fragile habitats such as the anchialine ponds. Evaluation-to be completed with application: Components Descriptors The Mission Statement can be accomplished with the desired results in the timeframe needed. Scope of The project Excites, Engages Work and Educates students with clearly defined deadlines that result in the preferred state of being. Needs Summary of needs Assessment assessment provides a brief and concise description of existing state of being against preferred state of being. Relevant data is included in establishing the gap analysis. Learning Goal statement is specific, Standards measurable, attainable, results- driven and timed. Collaboration Parents, community and other external stakeholders are involved and engaged in the project. 1 (low) Rating 2 3 Mission Statement Evaluation Comments 4 (high) x x x x x commitments with community stakeholders still needs to be confirmed. Reflection- to be completed after completion of the project: Components Rat ing Descriptors 1 (low) 2 Evaluation Comments 3 4 (high) Mission Statement The Mission Statement can be accomplished with the desired results in the timeframe needed. Scope of The project Excites, Work Engages and Educates students with clearly defined deadlines that result in the preferred state of being. Needs Summary of needs assessment provides a brief Assessment and concise description of existing state of being against preferred state of being. Relevant data is included in establishing the gap analysis. Learning Goal statement is specific, Standards measurable, attainable, results- driven and timed. Collaboration Parents, community and other external stakeholders are involved and engaged in the project. Sustainability: Most of the items purchased for this project are reusable and teachers will be able to continue this program with minimal funding in future years. Of most value will be the instructional strategies that participating teachers learn. These strategies include scientific inquiry, place based project learning, and the engineering design process. All of which will be valuable skills that teachers will be able to embed in their instructional practice as they create subsequent projects. All of the project activities, student work and other resources will be available on the project website. This will allow other schools to see what has been done and also serve as an invitation for participation and collaboration. Budget: Amount of request $5960.00 Item Description Digital Cameras GPS- etrex HCX Bus Travel for Field Data Collection Supplies for traps and habitats (PVC, Glue, Screen, Netting, tie wraps, etc......) Photographic Paper for digital quadrats Printer Ink Office supplies (clipboards, pens, folders, etc....) Store/Source Quantity Unit Cost Subtotal Costco 8 TheGPSStore.com 8 Robert’s Hawaii 3 147.00 169.00 476.00 1176.00 1352.00 1428.00 HPM, Ace Hardware 1 1200.00 1200.00 Kona Office Supply Kona Office Supply Kona Office Supply 4 32.00 128.00 16 26.00 416.00 1 260.00 260.00 Total Requested 5960.00 2000.00 2000.00 147.00 882.00 In Kind Contributions Digital Science Solutions School - Subs Consulting 1 curriculum development, teacher training Substitute to cover 6 classes during Field data collections Total in-kind 2882.00 contributions OVERALL TOTAL: $8842.00 To assist in the application review process, please include any additional information about the items being purchased.