Journal #6

Areil Owens'article, "Mapping Student Minds", shows a brilliant application of technology in the classroom. Her teaching strategy incorporated factors that would not only be engaging to students but also inspire them to synthesis and make connections in their learning. Using knowledge she and a colleague learned at the Aquatic Outreach Institute, she introduced her sixth grade students to the scientific observation of Pine Creek in Walnut, CA, over time. They collected water samples, observed indigenous and non native vegetation and collected trash. Besides the two class field trips to the site, she added an after school option for further trips to the site.The students had record and enter data regarding the health of the creek over time. Students also used data available to them through WISE, which is a Web based Inquiry Science Environment hosted and maintained by Berkley. The time factor was introduced in order to provide the connection that the creek was a dynamic situation instead of a one time source of data creating a static observation in the students' minds. The students created causal maps, forming links between what factors contributed to the health of the creek, and what detracted from the health of the creek and surrounding organisms. A causal map is a wonderful tool for explaining the web like dynamic that exists between things. The causal map was developed by Dr Eric Baumgartner in order to "make thinking audible". By providing a visual cause and effect diagram, students can think and explain what those relationships explain. It lies between a concept map and a system model, and therefore is an accessible tool for students because it explains more than just a concept but does not require all the specific measurements of an actual model. Many factors effect biomes and the causal map provides a visual model of how each factor has a positive or negative effect on the big picture.
There were so many benefits to this project in terms of providing a hands on activity that modeled serious scientific research that is investigated by the EPA. Students really "got it" form the discussions they had about where to place water treatment facilities to what would be allowable content levels for the different things they found existing in the creek.
Q? If I wanted to emulate this curriculum for my students what else would be "selling points"?
Besides the interactive field trip opportunity it provides, this process stimulates all types of learning styles because of it's wholistic approach to learning. If you have very bright students who have already accumulated a great deal of scientific inquiry, they can pursue deeper issues or create more intense studies of the creek water. For students with less experience, there are always aspects to observation they can tackle. All kids enjoy the water so there is an instant connection to splashing around, collecting and playing in shallow water.

Q?How will I know if my students are learning?
Students' causal maps will provide you with a good assessment of the types of concepts they learned. Also students will self correct inappropriate data and observations as they make corrections over the duration of the project. finally their synthesis will push them to make links on their own-and some of their ideas and reasoning may even surprise you!