Lisa Tieken's EBAM Unit!

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Lisa Tieken Floresville, Texas

Experiential-based Action Model (EBAM) Unit

EBAM Unit Title:

My Community: A Field Study of Current Environmental Conditions of the San Antonio River Basin Floresville, Texas.

Purpose:

To incorporate activities and materials with a premise that students who have an understanding of and are engaged in the improvement of Ecosystems as it relates to their community in which they live are more apt to develop a sense of ownership and stewardship for our natural Ecosystems.

Unit Duration:

8 Weeks

Academic Standards:

* Science

Demonstrate safe practices during field and lab investigations.
Plan and implement investigative procedures.
Collect data
Communicate valid Conclusions
Analyze information to recognize patterns
Analyze, infer, evaluate and discuss findings orally, written through a formal presentation.
Collect, analyze and record information to explain a phenomena on using tools.
Solve real life issues using data colleted.

* Social

Understand the history and geography of the San Antonio River Basin.
Describe and discuss causes, consequences and possible solutions to concerns about the environmental quality of the River.
Recognize any social or political issues arising from the Environmental issues surrounding the San Antonio river Basin.

* Language Arts

Demonstrate knowledge, response, and experience with the subject through written expression.
Demonstrate ability to prepare and deliver an effective formal presentation.

* Mathematics

Collect, organize, analyze and record information collected from field study.
Construct graphs, tables, maps, and charts using EXCEL spreadsheet software.

Thinking Process Emphasis:

Demonstrate Knowledge and skills
Interpreting information
Examining and Collecting
Organize/Analyze
Forming valid conclusions
Problem Solving
Reasoning
Illustrating
Reflection

Performance Task: (Student Product)

Students will . . .

For the past year the San Antonio river Authority has been finding high levels of Bacteria in the lower (south to southeast) regions of the San Antonio River Basin. They have concerns about the high levels of Bacteria progressing upstream to the Floresville area. At this time they are hiring independent Water Quality Specialist, Environmental Specialist, Biologist, Statisticians and Historians to begin conducting a study of the San Antonio River Basin in the city of Floresville.

TASK: You have been hired to conduct the 8 week field study to collect data from the river and surrounding area. After all field testing has been completed you will prepare a formal presentation to present findings. Your audience will consist of Floresville City government, Wilson County government, and community members.

(Each student will act as a Water Quality Specialist, Environmental Specialist, Biologist, Statisticians and Historians) Students will provide in the presentation factors of the San Antonio River and surrounding Ecosystems.

Task Description By Model Phases:

Focus: (Synonym - Awareness)

Key Questions:

Does a problem exist?

What is the problem?

How important is the problem?

Does the problem affect me personally?

Why should I be studying this topic?

Activity # 1 Engagement Questions

Engage students in a discussion about what they think a healthy river should look like and compare their ideas.
Does environmental factors; food, water, light, oxygen, temperature, and pH affect river quality, organisms, and existing ecosystems.
What type of plants and animals exist in a river and what do they need from their environment.
How would organisms react if their environment could no longer provide their needs?

Technology Integration:

Teacher use of Electronic Concept Map to list student’s thoughts and ideas.

* Activity # 2 Classroom Survey/Community Survey

Students will take an online survey.
Students will be able to express their own personal thoughts and concerns about the Field study.
Students will invite 100 community members to take the survey.
The data will be used in history class.

Technology Integration: Internet:

www.surveymonkey.com

* Activity # 3 Presentation of TASK

Discuss goals and objectives.
How the field study will be conducted.
Task required in each content area.

Technology Integration: All details will be published of the school webpage.

* Activity # 4 Current Conditions of the San Antonio River Basin

Through the use of PowerPoint and streaming videos the students will be provided background on location and historical data (water testing results), and basic geographical descriptions.

Technology Integration: _Internet, PowerPoint and streaming videos

* Activity # 5 Review of Literature

Students will review Newspaper articles and other various formats of literature about existing problems with high levels of Bacteria in river systems and the existing problem in the lower regions of the San Antonio River Basin.
Students will review literature about Texas Water Quality Standards.
Students will review literature about river ecosystems.

Technology Integration: Internet Websites

Student-based Questions:

Do we have a problem related to Bacteria?

What is causing the Bacteria?

How important is the problem?

Does the problem affect me or other community members?

Why should I study this?

Current Conditions: (Synonym - Exploration)

Key Questions:

How big is the problem?
What does the problem look like?
What do I already know?
What do I need to know to understand the problem?
How do I know that a problem exists?

Field Trip to the San Antonio River (Floresville City Park)

* Activity # 1 What can we learn about a River by looking at it?

Students will conduct a visual survey of the River and analyze results.

Technology Integration: Digital Camera for pictures to be used in final presentation. Results will be collected and displayed in a table for presentation (Math)

* Activity # 2

Students will sketch the River section they observed.

Technology Integration: Scanner/Computer: Students will scan sketches in to presentations (Language Arts)

* Activity # 3 Water Quality Testing

Students will conduct test for:
Temperature
pH
Dissolved Oxygen
Nitrates
Phosphates
Turbity
5 day BOD

Technology Integration: Water Quality Test Kits and Digital Camera for pictures to be used in final presentation. Results will be collected and displayed in a table for presentation (Math)

* Activity # 4 Aquatic Invertebrates

Students will conduct a study of aquatic invertebrates and determine what they can tell them about the water quality.

Technology Integration: Digital cameras and field microscopes. Students will be able to take pictures and use them in their final presentation.

Activity # 5 Compiling Data

All data collected during the field testing will be presented to the Math department for students to begin constructing tables and graphs.
At this time history department should be working on their part of the task.
After Science, History, and Math have completed their task the information will be presented to Language Arts too complete final presentations.

Technology Integration: EXCEL (Math). History use of Internet for information for their task.

Student-based Questions:

What do the results indicate?
Have there been any past natural or human events that have occurred during the study?
What can be done to solve the problem?

Personal Involvement: (Synonym - Finding Solutions)

Key Questions:

How can the problem be fixed?
What are the most workable solutions?
Why are these the most workable solutions?

Activity # 1 Research

In science class students will evaluate the overall health of the river and surrounding ecosystems.
Students will evaluate land use and management, local industries, and population’s growth with the area.

Technology Integration: Digital Cameras. Pictures for presentations.

Activity # 2 Research

Students will research human activities to protect ecosystems.
Students will use the internet to research various agencies such as Texas Parks and Wildlife and the San Antonio River Authority. (Email discussions)

Technology Integration: Internet, videoconference and Email.

* Activity 3 Solutions

Students will devise a plan that includes obtainable solutions to cleaning the river if possible problems exist and prevention of future problems.

Technology Integration: Internet Research

* Activity 4 Reflection

Students will have the opportunity to reflect on what they have learned and begin to apply what they have learned to their action plan.

Technology Integration: May use Concept Maps for thought organization.

(All information collected from the above activities will be sent to the Language Arts Department upon completion.)

Student-based Questions:

Will I have good solutions?
Will they be workable solutions?

Taking Action: (Synonym - Presentation/Production/Solution)

Key Questions:

What does my action plan look like?
Will my plan of action work?
Does my action plan address the problem?
Can I do it?

See Performance Task:

Students will . . . . Will develop final presentation the presentation will include:

Problem
Purpose of study
Research- (Science research, History, Geography etc.)
Materials used
Results from all field work, surveys, research.
Conclusions
Reflections
Source Documentations

Technology Integration: PowerPoint, Internet and all digital pictures.

Feedback: (Synonym - Assessment)

Key Questions:

Did I use concepts and content to understand the problem or issue?
Did I use investigation/problem solving processes to identify?
Workable solutions?
Did the products I produced and processes I used meet quality?
Standards?

Scoring Guide:

Presentation

Attributes	Above Standard	At Standard	Attribute Still A Goal	Attribute Points Earned
	(5-4.5)	(4.5-3.5)	(3.5-0)
Resource Utilization	Utilized all resources described on Information Sheet to acquire info; incorporated info information presentation and web page.	Utilized some resources described on Information Sheet to acquire info; incorporated information into presentation and web page.	Utilized few or no resources described on the Information Sheet to acquire information into presentation and web page.	/5
	(10-9)	(9-7)	(7-0)
Topic Discussion	Informed when speaking (without reference to notes) about the material.	Informed when speaking about the material while referencing notes.	Unable to accurately discuss information related to topic or simply read information from paper.	/10
	(10-9)	(9-7)	(7-0)
Visuals & Supplementary Materials	Oral report included computer-generated and/or hand made visuals (clip-art, graphs, tables, charts, and QuickTime movies), and was presented with multimedia software that enhanced presentation.	Oral report included computer-generated and/or hand made visuals (clip-art, graphs, tables, charts, and QuickTime movies) that enhanced presentation, but was not presented with multimedia software.	Oral report did not include visuals or supplementary materials or materials used did not enhance presentation.	/10
	(15-13.5)	(13.5-10.5)	(10.5-0)
PowerPoint or Web Page Utilization	Created pages accurately reflect the groups data, results and rational. It is organized in a way that enhances the reader's ability to understand the information, data and results.	Created pages accurately reflect the groups data, results and rational. It is organized in a way that allows the reader to understand the information, data and results.	Created pages are incomplete, missing or do not get across the group's information, data and results.	/15

Total Presentation Points Earned

/40

Attributes	Above Standard	At Standard	Still a Goal	Attribute Points Earned
	(5-4.5)	(4-3.5)	(3-0)
Model Synthesis	Students make meaning of the information and incorporate it into their own mental world model by generating example calculations, illustrations, tables and/or diagrams	Students make partial meaning of the information and incorporate it into their own mental world model by generating example calculations, illustrations, tables and/or diagrams	Students make little or no meaning of the information and do not incorporate it into their own mental world model by generating example calculations, illustrations, tables and/or diagrams	/5
	(10-9)	(8.5-7)	(6.5-0)
Depth of Study	Gathered information includes the basics of the topic and an in-depth study of the topic.	Gathered information includes the basics of the topic and an in-depth study has begun.	Gathered information is incomplete and does not include the basics of the topic.	/10
	(5-4.5)	(4-3.5)	(3-0)
Application of Information	Gathered information enables the students to define a topic to begin an ambitious laboratory study.	Gathered information enables the students to define a topic to begin laboratory study.	Much research is needed before a topic can be defined and studied through laboratory study.	/5
	(5-4.5)	(4-3.5)	(3-0)
Diagrams	More than 3 diagrams (referenced if necessary) are included that aid in the communication of gathered information.	A minimum of 3 diagrams (referenced if necessary) are included that aid in the communication of gathered information.	Diagrams are missing or do not aid in communication of gathered information.	/5
	(5-4.5)	(4-3.5)	(3-0)
Expert Connections	Students have defined high level questions to submit for answers. Students have demonstrated the meaning of the material by correctly elaborating, extending and explaining the information incorporating it into their topic study.	Students have defined high level questions to submit for answers. Students have demonstrated the meaning of the material by correctly incorporating it into their topic study.	Students haven't made contact or have simply listed answers without incorporating the information into their topic study.	/5
	(5-4.5)	(4-3.5)	(3-0)
Bibliography	Students have developed an accurate and extensive bibliography which exceeds: 5 electronic sources, 2 books, and 2 magazines. The bibliography is referenced throughout the literature search.	Students have developed an accurate and extensive bibliography which includes: 5 electronic sources, 2 books, and 2 magazines. The bibliography is referenced throughout the literature search.	Students have an incomplete bibliography, have not referenced sources throughout the literature search or are missing the bibliography all together.	/5
	(5-4.5)	(4-3.5)	(3-0)
Expertise Challenges	Expertise challenges are complete with no errors and supporting work shown.	Expertise challenges are complete with few errors and supporting work shown.	Expertise challenges are complete with many errors and/or no or little supporting work is shown.	/5

Measurements	Consistently made careful measurements taking time to see that the measurements made sense.
Use of Class Time	Came to class prepared and equipped; made effective use of time; were always on task and actively involved in the project.
Team Work	Consistently worked together as a well-coordinated team; divided large task into a number of smaller tasks; smaller tasks were assigned to team members; team members pulled their own share.
Collaboration	Made successful efforts to collaborate with other students (in different classes or schools) and with scientists who are experts on the topic of study.
Communication/Leadership	Project leader was assigned; effectiveness of his/her role was clearly evident by the level of communication and coordination with each other and with the teacher.
Project Sustainment	Sustained the project with virtually no intervention from teacher; utilized problem-solving skills to implement the technology.

Data and Graphs

Observation Point Total

/10