Download Opae ula populations - Digital Science Solutions

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.