Students will understand that there are similarities within the diversity of all living things and be able to:
Carleton Project Summer Science Camps
ALIGNMENT
WITH THE MAINE LEARNING RESULTS
for
science and technology | english language arts | social
studies
SCIENCE AND TECHNOLOGY
A. CLASSIFYING LIFE FORMS
Students will understand that
there are similarities within the diversity of all living things
and be able to:
-analyze and classify organisms
(aquatic) that are vital to the life cycle of a watershed.
-understand how scientists collect and interpret the data that
indicates water quality.
-identify key plant life that is vital to the health of streams
and other watershed contributors.
B. ECOLOGY
Students will understand how living things depend on one another and on non-living aspects of the environment by:
-analyzing the impact of human and
other activities on the type and pace of change in an ecosystem.
-comparing and analyzing collected scientific data to draw
conclusions about ecosystem/watershed health.
C. CELLS
Students will understand that cells are the basic units of life as they:
-identify the lowest common
denominators in aquatic food chains.
-conduct specific water quality tests (ph levels,dissolved oxygen
levels, etc) to determine stream health.
D. CONTINUITY AND CHANGE
Students will understand the basis for all life and that all living things change over time by:
-explaining and documenting the
importance of long and short-term changes on a species survival.
-by analyzing the effectiveness of past and present watershed
activity to make predictions.
E. STRUCTURE OF MATTER
Students will understand the structure of matter and the changes it can undergo as they:
-detect the presence of and learn
the characteristics and behavior of acids and bases.
-learn how physical properties of water effect its ability to
support basic life forms.
F. THE EARTH
Students will gain knowledge about the earth and the processes that change it by:
-learning how air pressure,
temperature and moisture interact to cause weather changes.
-identifying the factors that cause long and short-term effects
of water quality.
G. THE UNIVERSE
Students will gain knowledge about the universe and how humans have learned about it, and the principles upon which it operates as they:
-use a telescope to view and
identify the night sky activity, including corresponding planet
activity.
-use star charts to identify summer sky constellations.
-experience the phases of the moon and planet activity.
J. INQUIRY AND PROBLEM SOLVING
Students will apply inquiry and problem-solving approaches in science and technology by:
-making accurate observations using
appropriate tools and units of measure.
-verifying, evaluating and using results in a purposeful way.
-analyzing and interpreting data and making predictions based on
observed patterns.
-formulating strategies to preserve and improve water quality
within a watershed.
K. SCIENTIFIC REASONING
Students will learn to formulate and justify ideas and to make informed decisions as they:
-develop generalizations based on
observations.
-check ideas for bias.
-identify evidence necessary to support them.
L. COMMUNICATION
Students will communicate effectively in the application of science and technology by:
-using journals and
self-assessment to describe and analyze scientific and
technological experiences and to reflect on problem-solving
processes.
-employing graphs, tables and maps in making arguements and
drawing conclusions.
-engaging in debate on water quality issues, where differing
points of view are based on similar data.
ENGLISH LANGUAGE ARTS
E. PROCESS OF WRITING AND SPEAKING
Students will demonstrate the ability to use the skills and strategies of the writing/speaking process by:
-keeping journals of
their activities and findings and sharing results with team
members.
-asking pertinent questions during writing conferences and when
working alone.
-using knowledge of personal writing strategies, strengths, and
weaknesses to improve one's own writing.
-reflecting on, evaluating, revising, and editing a sequence of
drafts.
-improving a polish, finished work for publication.
H. RESEARCH-RELATED WRITING
Students will work and write effectively when doing research in a content area as they:
-analyze validity and
weigh reliability of primary information sources.
-evaluate information for bias.
-record significant information from in-depth field studies.
-use technological resources to present the results of their
research.
SOCIAL STUDIES / History / International Relations
D. Students will understand the political relationships among the United States and Canada by:
-comparing
the culture of New Brunswick to that of Maine.
-evaluating the benefits and difficulties of international
cooperation.
SOCIAL STUDIES / Geography / Skills and Tools
A. Students will know how to construct and interpret maps and use geographic tools to locate and derive information about places, regions and environments by:
-using maps
to answer complex environmental problems.
-using compasses and other navigational tools to plan and carry
out water quality testing and information gathering.
ASSESSMENT
Carleton Project will issue certificates of completion for students who meet requirements of participation in the watershed studies, but local school districts will determine amount and appropriateness of credit awarded to them. It is recommended that students be awarded one half credit for their participation and a full credit if they (1) continue to meet with Carleton Project staff during the 2000-2001 school year to analyze and publish collected data and (2) return next summer in a leadership capacity, helping other students learn what they have learned.
Successful participants eligible for certificates of completion are those that:
-participate
fully in the planned activities of the watershed study.
-produce a journal of daily activity, including scientific
observation and reflection.
-can articulate, in group sessions and to other participants,
their role in the project.*
*some schools have proposed an additional reporting requirement to receive a full credit in the 2000-2001 school year, where participating students must make a presentation to their peers in the sending high school, using the Carleton Project website that includes their published findings. (Limestone, Caribou Alternative School, Ashland Community High School)