Module+Review+2+-+Hydrofracking+Chloride+module

Derek Ford Module 2 review 02/19/13

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//What Organization developed the curriculum module?// The module was developed by the Car Institute of Ecosystem Studies, and was presented online by Cornelia Harris.

//What is the mission of the organization?// The mission of the institute as stated on their website is as follows: To,
 * //Advance understanding about the structure and function of ecological systems. //
 * //Provide the scientific knowledge needed to solve environmental problems. //
 * //Enhance the ecological literacy of students, decision makers, and the public. //
 * //Train the next generation of ecologists and resource managers. //

//What is the educational mission and philosophy of the organization?// The institute’s education mission is best understood by a quote from the education page on their website: “//Our Ecosystem literacy Initiative focuses on understanding how people learn about ecosystem, enhancing the general understanding of students, policy makers, and the public about ecosystems, and training a new generation of ecologists capable of addressing and solving complex environmental problems//” //What does the curriculum module aim to teach? In other words: What are the learning outcomes supposed to be?// The module that I have chosen deals, again, with fracking. This module consists of of 5 individual lessons spanning approximately 7 days, each with their own intended learning outcomes. The intended audience for this lesson is aimed for middle school children however I think it can easily be moved up to High school our even used in elementary school. However, if used in an elementary setting I do no believe that the outcome will be the complete set of goals but an abridged version. Lesson 1: Hydrofracking and forests This introduction lesson is designed to give students an overview of the process of hydrofracking through research and engagement in open discussion with students and teachers. Activities for this lesson include research, worksheet analysis, and potentially creative writing in the form of a letter explaining their position on fracking in New York State. Lesson 2: Hydrofracking Data This lesson is part of a hands on activity in which students will collect and analysis data. This is in line with the Data Explorations in Ecology Project (DEEP), which is learning how students use data in the classroom. Designed to be a way of engaging students in research, this lesson seeks to teach how groundwater can become containment due to fracking activity. Research on groundwater is central to this lesson, so is the idea of data variability. To teach this concept, each student group is given a bag of multicolored beans, and asked to count them. The trick in this is to limit the time that have to count will simultaneously distracting them. This will introduce error, therefore introducing variability to the student’s data. Lesson 3: Is it too salty In this lesson students explore salt pollution from evaluating water samples, by collecting samples from local water sources and measuring conductivity of those samples, as well as measuring chloride levels. Lesson 4: How much salt is too much? Lesson 4 aims to teach students about pollution levels, and what kind of levels are ‘okay’, by evaluating samples and analysis data. Lesson 5: Hydrofracking Fluids & the forest This lesson seeks to teach students about the interaction between fracking fluid and the forest, notably what effects this fluid has on the wildlife and fauna. This lesson does not have a hands on activity like the others described here, but has a research directive and consists of discussion and a guided worksheet.

//Do you think the curriculum is appropriated designed to produce the intended learning outcomes?// I firmly believe that the design of the module is abdicate for the learning objectives. Keeping in mind that middle schooler’s and high school students are the intended audience, the design is adequate enough to fully engage students in hands on activity, that include research and data recovery and analysis. All of this coupled with teacher guidance should prove enough for the outcomes intended.

//Does this curriculum teach the kind of literacies the EcoEd Research Group advocates?// This lesson plan, does teach the literacies advocated by the EcoEd Group. The goal that I feel that this lesson is trying to emulate is the use of “creative info-seeking practices” and the idea of “complex causality.” I also think that involving students in the scientific process, gives people an understanding of the “value of scientific research.”

//What could be layered into this curriculum so that it addresses more of the learning outcomes that EcoEd Group advocates?// I personally don’t think that i would add anything to this curriculum. I think that it is ambitions in its goals; however I think it is well laid out, and the activities can be used to teach other environmental aspects.